001Doug Paulson: Regular meeting of the Board of Education of the Escondido Union School District. Do we have any public comments regarding closed session items? Seeing none, we will adjourn to closed session and reconvene at 7 p.m.. [low level talking] All right. Well, we're going to reconvene this regular meeting of the Escondido Union School District Board of Education. And I am going to ask Mr. Rick Oser to lead us in the Pledge of Allegiance. All: I pledge allegiance to the flag of the United States of America and to the Republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Doug Paulson: All right. All members are present. And we do have a report out of closed session. Mark Olson: I got it. Just make sure I'm reading the first one.
002Yeah. Okay. Report out of closed session item B two. In the matter of existing litigation. Special education settlement case number 2025-26-02. The board voted to approve the Special Education Settlement Agreement by a vote of 5 to 0. And in closed session, the board took action to approve the recommendation for appointment of Rick Oser as Assistant Superintendent of Educational Services effective July 1st, 2025, by vote of 5 to 0. Congratulations, Mr. Oser. Rick Oser: Well, good evening, board president Paulson, board members, superintendent Ibarra and cabinet. I am deeply honored and humbled to accept the role of Assistant Superintendent of Education Services for EUSD School District, the best school district in the county, the state and the nation [applause]. I believe that both my professional background and personal journey have uniquely prepared me for this opportunity. Just
003as important, my passion for public education, dedication to shaping the lives of EUSD students, and my relationship centered approach to leadership, align with our district's unwavering commitment to ensuring every learner reaches their limitless potential. I am incredibly grateful for the trust you've placed in me, and I'm excited to get started. Let's get rolling. [applause] Doug Paulson: All right. Thank you very much. And we do have a seat for you right up here. Moving up to the approval of the agenda. Do we have any changes or corrections? Dr. Luis Ibarra: I do have one change. We're going to pull item G one. Doug Paulson: All right. Item G one is eliminated. Any other changes or corrections? Looking for a motion to approve. Zesty Harper: I move approval. Joan Gardner: Second. Doug Paulson: All right. We have
004a motion and a second. All in favor, please vote. Zesty Harper: And the voting work. Doug Paulson: And the motion carries by a vote of 5 to 0. Moving on to item six. Approval of the minutes of January 17th. We've got. I'm sorry. June 17th. I believe we have three meetings to approve tonight. So starting off with June 17th. Joan Gardner: Move approval of the June 17th minutes. Frank Huston: I'll second. Doug Paulson: Miss Gardner moves, Mister Huston seconds. Please vote. Motion passes 5 to 0. Moving on to the meeting of June 24th. Mark Olson: A motion to approve as presented. Zesty Harper: I'll second. Doug Paulson: Mr. Olson moves. Miss Harper seconds. Please vote. And motion carries 5 to 0. Moving on to the approval of the minutes. The special closed session meeting of
005June 25th, 2025. Frank Huston: I'll motion as presented. Mark Olson: Second. Doug Paulson: And confirming that you were both present during the meeting. Yes. All right. We have a motion and a second. Please vote. Yes. All right. Motion carries 5 to 0. All right. Item D-1 recognition of the P3 program. Audrey Frank: Good evening. I would like to call up Cynthia Ramirez and Jacqueline Pablo to please come up. These are two of our 6. Two of our six cohort one P3 graduates. As you can see from the picture, this is all of them. We thought it was important that we get them a lanyard so we can. They are EUSD and they are going to continue on. So yes. And Jacqueline and we want to congratulate them for three years of hard work. We're working
006here with our district as a para. Yeah, and going to school here at the district office two times a week. So we are very excited.[applause] Doug Paulson: Okay, so we are moving on to communications. Public comments. We do have one public comment tonight. Tiffany Cooper Ortega. Tiffany Coopoer Ortega: Good evening, Doctor Ibarra, trustees, cabinet and community members. My name is Tiffany Cooper Ortega and I'm a proud resident of Escondido. As a community member, I care deeply about the future of Escondido Union. I want a district that is fiscally sound, academically strong, and led by qualified professionals who can meet students needs. That's why I'm deeply concerned by the board's recent decision to appoint a new superintendent without community input and without the educational experience this role demands. Doctor Ibarra gave unusually early notice of his
007retirement, providing ample time for a thorough and transparent search. Yet just weeks later, the board approved someone behind closed doors with no meaningful background in education. This is alarming given the serious challenges EUSD faces: declining enrollment, chronic absenteeism, low test scores, and underperformance among multilingual learners, as well as the uncertainty of outside influences like cuts in federal funding and the dismantling of the Department of Education. Choosing a leader with no demonstrated experience in pedagogy, curriculum or student engagement is a disservice to our community. I've worked in education for 30 years, including with Doctor Ibarra in Oceanside, and have participated in multiple superintendent searches. Strong candidates bring classroom experience and leadership at various levels like Doctor Ibarra's path from teacher to site administrator and then through both HR and business services administrative positions. By contrast, Mr.
008Maguire lacks that depth. I had hoped his institutional knowledge justified the choice. But now we learn Doctor Ibarra will stay another year to mentor him. And the district is hiring a consultant to assist as well. This clearly signals Mr. McGuire is not ready. You are betting on someone with business and purchasing experience, but no record of classroom instruction, no experience managing students needs, collaborating with staff on instruction, facilitating IEPs, or making informed curricular decisions. And now EUSD is paying three people for one job during a time of financial uncertainty. What are you thinking? This decision has left staff disappointed, families frustrated, and the community disillusioned. The superintendent is the most important hire a school board can make. Escondido deserves a qualified, prepared leader, chosen transparently and with public trust. This decision is more than a
009misstep. It's a lost opportunity, and unfortunately, it will be Escondido Union students who pay the price for this board's reckless decision making. Thank you for your time. Doug Paulson: All right. Moving on. CSEA does not look like we have a representative. EEEA no representative tonight. All written communications have been distributed. Moving on to consent agenda. Are there any items that we would like to pull at this time for separate consideration? We've already pulled item G one. Mark Olson: I just have a couple of comments on I-10. I believe it is, Doug Paulson: I-10? Mark Olson: Yeah. Doug Paulson: Let me get back to it. And are you requesting that we pull it for separate consideration or just. Mark Olson: Not necessarily just some comments and maybe staff could provide some additional information? I just want
010to. I know there's a lot of programs that we do, and some of them are going up and some of them are going down. I believe the way the contracts are written with the individual contractors, there's a fixed amount and a fixed per pupil or per person per student amount. I just want to see as we go forward, if there's a way to make that a little bit more flexible, that if we have a base contract price. But in the event that there's those contractors are incentivized to add more students or make it more attractive, there's a capacity to allow more kids into it than the the fixed price on there. So just want to see if that can be explored. If staff can do some work on that. And then the other comment on
011that is, I know one of the challenges from my professional side, dealing with contractors, that a lot of these contractors are small, community based individuals or families that offer a great service, but the threshold for the insurance that the state requires and that we require is really high for them to kind of hit that target. So if staff could explore the potential. I've done this in my in my professional side. If we carry a blanket insurance policy that covers a lot of those smaller instructors, then that might make it easier for more people to come in and provide more services to our students and to our family. So just a couple of comments. And if staff could kind of research that I think it might be worthwhile. Thank you. Doug Paulson: I and I, I
012think possibly, Mr. Olson we might want to work with staff on specific instances so that we can look at those specific instances, one of which I brought up today. Because I think what we're all saying, what the community is saying, is that some of these programs are really vital, and they may not necessarily get the attendance that we would desire, but the value. We, I think we need to work really closely with the vendors, especially the smaller community based vendors, to make sure that they are, that that we're supporting them so that they can provide the services that are so valuable to our students. I don't know if we want to go into specifics at this time. Andrew McGuire: No, we want not the specifics, but to Mr. Olson's point on the insurance coverage and
013supporting our small local vendors. That is something that we have been exploring. Is there a way for us to get a kind of a blanket coverage that can be applied to some of the smaller organizations that may not have the financial means to get the amount of insurance that we do require to work with our students that that we can assist in in that, as well as exploring, obviously, the scaling up factor in some of our contracts and then we will continue to work to support our local vendors, especially our smaller local vendors. Mark Olson: I guess with that. Oh. Frank Huston: Okay. Are we're going to make the motion. Mark Olson: I was going to go ahead. Please. Joan Gardner: Move approval of the consent agenda as presented with the removal of item. I1
014. Doug Paulson: G1. Joan Gardner: G1. Mark Olson: Yeah. I'll second. Doug Paulson: Okay. Have a motion and a second. Please vote. Motion carries 5 to 0. Okay. Moving on to item K1. Long range facilities master plan. Andrew McGuire: So I just wanted to start off this presentation. It'll be given by our facilities director, Roy Nakamura and Kevin Fleming from DLR Group, who put together together our facilities master plan update that we do update every few years. And I just want to say that this is something that we will bring back to the board in our August meeting for approval. But we wanted to give everybody an opportunity to explore it. It's not live yet, but within the next few days it will be. It's a website where anybody in the community, our board, anybody
015can go on and it has anything that we could possibly do to modernize every single one of our schools. You can. It's pretty cool. They'll go through all of the specifics of it. You can select different elements and whatnot. Of course, if you were to do every single thing that is possible in the school district, that price tag is pretty high. But that's not the intent. It's just that that there's the every single thing possible on the menu, and then from there that we can use that to guide us in our decision making for the use of our funds or the use of any future funds around our facilities. And so I'm going to bring up Roy, and he's going to start it from here. Thank you. Roy Nakamura: Thank you Andy. Good evening. Members
016of the board. Members of the cabinet. My name is Roy Nakamura, facilities director here for Escondido Union School District. And this evening I'm going to present to you our draft of the facilities master plan. And this is the final draft of this plan, which is currently, now as we're detailing the ADA compliance portions of this particular document. As Andy indicated earlier, this is a web based facilities master plan, which is varies from our previous ones, which have been in a book form and typically is about 40 to 50 some odd pages long and has all the information. This one is more of a living document for the district that can be updated very quickly through the digital media. This FMP is an update of the original 2020 Facilities Master plan that was done by DLR.
017This update features a significantly enhanced and interactive web user interface along with an updated database set. A username and password will be emailed to the reviewers for comments, and the documents will be made available to the public after the Board of Education provides the approval. So with that, I'm going to go ahead and bring up Kevin Fleming, who is the DLR who helped me put this together. So Kevin. Oh, okay. That's right I apologize. All right. So the reason for the, I apologize. So the reason for the facilities master plan is it's a board policy 7110. This outlines the master plan, which is based on assessing the conditions and adequacy of facilities and projecting the future enrollment and aligning the district vision for the instructional program. So part of that is part of the board
018policy. This is also the roadmap to the district's vision for its facilities. Recently, proposition 2 recently passed a $10 billion state general obligation bond for the repair, upgrade and construction of new and modernization of school facilities. To access these matching funds, the Long Range Master Plan is required. Currently, we have received in the amount of $25 million from State Fund over the current prop E program, which we combine the proposition E with the state. So that augmented. So without the facilities master plan would be losing some of that funding from the state. So it's a requirement that we should go with this and keep it updated. In addition to this, Senate Bill 937 allowed the district to collect developer fees and with this, during the building permit phase before construction began. But without this particular
019item, this facility's master plan, fees may be delayed. So basically, this district will not be able to get any fees of the developer until after the home has been built and occupied. And then there would be a requirement of following up. And there was even a potential that the fees may not be available to the district because there is no direction or clear cut future focus on the use of that fund. And in addition to that is the general obligation local bonds. Much like what we have for proposition E, this is a requirement to show the transparency to the community of what the district has plans in the future for the planning for facilities. With that, I'm going to go ahead and turn this over to now. Kevin Fleming: Thank you. Good evening members of
020the board, cabinet. I'm Kevin Fleming, I'm with DLR Group. I'm a principal in charge of your master planning. So what I'm, what I'm going to do is get used to your clicker first. We did. We did your original master plan. I know that Mrs. Gardner also sat in on our original session. Nice to see you again. This was an update to that. So all of the outreach, all of the components, all the identification that we actually did back then was the basis for us doing the update now. So I want to make sure so and our process is the same process we went through before. The outcome is a little bit more robust. But we did a lot of concentrated effort on the actual master planning, reaching out to the various sites. We met with
021every site to see what their needs were today, as opposed to what they were back in 2019. And then what we're showing you tonight is the final version that you will have access to, to play around with and kind of navigate through, decide, you know how this works, because it's a little bit more robust than it was five years ago. So we have elements of the master plan. The whole intent of tonight is I'm going to show you in like a static format. How to navigate it when it becomes live with a password to you. So you'll find that there's an introduction section when you click into the the landing page educational specifications, which we updated from the original that we did. And then there's a My School tab where you can find your school
022with the specific master plan and all the associated data that goes with it. And then there's a summary tab that takes all of the data and puts it together. So you can kind of look at it in, in conjunction with each school. If you wanted to look at which schools have the most facility condition needs, it will also sort it in the in the areas in the categories that you want to look at. So this is your home page. I'm going to try to do this, but you'll see. It's not going to work. Oh there it is. Up here will be your tabs so you'll be able to go home. What about the master plan? The original video that Doctor Ibarra did. That explained the master plan is still up and live and valid and
023relevant. The My School tab and the Summary tab. So what this looks like is the Spanish translation here. So it's entirely, we tried to make it as ADA accessible and community friendly as possible. So it automatically translates if you want to go to a different language. And we can add additional languages if it's convenient. So when we get to the Ed spec, this is the section I would say, because it's kind of the root of how we develop your master plan to make sure that we're answering to your curriculum needs and how you instruct at the school. This section will will include the framework. And if Roy wants to explain this a little bit. Roy Nakamura: So the specification as we developed it, one of the things is that we included is a new item
024was the the EUSD framework for the future? I mean, that's something that's been around for the last three years, which was not in the past five years ago, in 2020. So with that, some of the items that we have added was the creative spaces that provided the empowered learners in arts and science, encouraging them to explore their creative sides as well as fostering experimentation and iteration. So we put that in part of the ed specification. Experiencing hands on learning. You know, one of the things that we've seen recently is the growing of gardens, like at the North Broadway Ranch and tending to their own vegetables and so forth. A collaboration spaces. We included that as an effective form of communications, such as small group rooms or multi-purpose stages. These settings help the students build confidence
025and clarity in their communication skills. Utilizing the digital media that can enhance their research efforts, allowing individuals to communicate their findings effectively, and community spaces, community spaces that would promote an ethical scholarship by providing display areas for student work. This fosters pride and cultural expression, helping students become a thoughtful, informed and ethical contributors to the community. So some of this items were incorporated as part of our aspect as part of the FMP. So thank you. Thank you. Kevin Fleming: So when you get to the Ed Spec section, the intent of this that we enhance from original the original Ed Specs is typically the Ed Specs will just give you the generic data that you need in a classroom for teaching. The amount of storage space, whiteboards, furniture, equipment. This takes it to a little bit
026more of a visually about what the activities and things in those spaces should be doing, since many of the times we're actually converting existing space to these functions, so it doesn't. I want it to apply more universally. So when you click on one of these, like your educational learning centers, you're learning communities. It'll kind of give you that connectivity about what the spaces are supposed to do outside connection collaboration spaces, and these can be accomplished in your existing facilities as easy as it can in a new built facility as well. And then further in there you'll actually get to the the requirements, acoustic requirements, special equipment, things of that nature that needs to be included in those spaces. And then you can go back to the home page and get the My School. You'll find
027an interactive map that if you hover over any of the icons here, it will show the attendance area of that school. And then if you click on it, it'll bring you right to the page. So this is Conway as an example, which kind of elevated because of some conditional assessments that we went through, was maybe a good example to show. This is a replacement. It's one of the three that we're showing here that will give you the master plan right down below. It'll tell you all the spaces, what's going into the project, and then you'll have the the data relevant to this. This is your enrollment data. Your capacity data. What what the school is teaching. Conway is a good example because it has a much larger attendance ratio area than some of your local
028schools. And then you get to the interactive component. So if you click on any one of these colored projects, it'll actually bring up the price, the cost that we're associating with this. And then if you look right down below here, you can actually adjust the escalation rate. Let's say the school gets built in three years or it might get built in seven years. What the projected escalation rate per year is. And then if you want to control the contingency and it will adjust the cost accordingly. And what this looks like is a table of this nature down here. So five years out, which is the midpoint of the master plan program, the project is currently clocked in. All in this is off cost. Everything you could do is about 128. If I can read it,
029I don't have my glasses. Million. The earlier you build it, the cheaper it gets. Obviously. Okay. The summary page. So when you go back and you hit to the summary point, this is where all of those data sets that are like for Conway and the pricing and everything else come together. So you can see the categories down below. These are your little key areas for your summary of data. And I'll quickly run through what is included in these. So this is your equity analysis. This shows you by campus how much of socially disadvantaged students are participating in that school, or homeless, foster youth and students with disabilities. And we use these categories because this is what's tracked through the California Department of Education, so that the data is coming from the district and the state
030has registered it. This will tell you the facility condition index real quickly. It's the ratio between the amount of money projected to repair and keep the facility in good condition, versus the amount of money it would cost to replace the facility. So the higher the FCI index in percentages, the more you need to start thinking about either the cost of repairs, like the used car that's going to cost more than the new car, which I just went through myself. And the whether you want to consider replacing it. Once the FCI index starts exceeding 30%, the recommendation is normally you're getting to that point, you're past the useful life of the facility, and that's 50, 60, 70 years is a pretty good, ripe old age for a school. And then this is your utilization rate. This
031kind of shows you what percentage of the school is being utilized for educational purposes. And this kind of rolls right into your your enrollment data for the capacity of the schools. So this will tell you what the capacity is, what the current enrollment is and what the difference is. So the yellow line tells you how much access or in need capacity you may need at any particular school. Your district as a whole is fairly balanced, but it's not showing any need for growth in as a whole, not in a specific neighborhood, but just as a whole. That's why it says. Is an "unplaced" students. We changed it. We used to call it unhoused and that gave the wrong connotation. So and then here's your enrollment projections for the district. These were done originally by Davis
032Demographics. Now with CGT, I believe GTC, MGT. That kind of projects through your birth rates, through your cohorts, what the trend is over the next seven years of your of your enrollment so that we can use that data, obviously, to make decisions about what you're going to move forward with for facility condition improvements. And then school facility program funding. We updated the eligibility. So, you know, right now it's showing. And this is just modernization. We're not looking at other programs that are available like CTE funding or utility replacement funding, 75 year old building replacement. There's all kinds of other programs. But in between now and 2030, the district is eligible for the $144 million in state match money. District wide, which requires, obviously, your investment of 96. This is the school facility program funding. Immediately
033below that. You can look at it by year. So you can see when campuses or buildings on those campuses become qualified for the funding. Some of them are already qualified, some of them are in the future for next five years. And then the facility repair cost. This is simply kind of helping you understand how much money is projected to keep these facilities in their current condition over the next 20 years. So the green you see is the immediate need that were identified, like there's a an ADA issue or something that might want to be looked at. It's not life safety issues primarily. And then the the higher you go up, it's your five year need, your ten year need and your 20 year need. And these are all in the categories of like major equipment
034changes, finishes, you know, when you have to reroof the buildings that, that kind of data that goes into this. And then finally you get to the, the whole picture of the district and the cost associated with the master plan. And as Mr. Maguire was talking about it, this is the big picture. All needs every wish list on the on the items which this normally exceeds the expectations or it's a scary number at some point, but it's a real number because keeping your educational components up to date with your facility needs is a never ending task for any school district. It's difficult. But you can look at this in any variable of ways. You can look at like, what is my elementary school's need? What does the middle school need? What does a particular school need?
035What if I only want to look at improving existing modernized facilities and not looking at any replacement or new? You can slice it and dice it with the filters to look at it in a different way, and it will adjust the cost. So you can kind of build a vision financially, shall we say, by using this tool. And this is kind of an example of how those work. If you pull any particular school, you can click and add projects from any school and it'll build a financial program for it. And then the next steps that we're looking at now is just the acceptance of a master plan in the August board meeting, I believe, so, and then releasing the digital master plan after that acceptance, depending on the feedback we get in the next month,
036is will be the the opportunity to allow your public to participate and see what's going on with the needs of the district. So with that, I think we're at the point we can take questions. Andrew McGuire: Are there any questions about this this evening? Zesty Harper: Oh, I just want. Could you go back over the facility condition index. Can you explain that one more time because it's very tiny. So I was trying to read all the legends of what you were talking about. Kevin Fleming: So this one. Zesty Harper: Yeah. No. Or FCI. Kevin Fleming: Okay. Zesty Harper: No. Doug Paulson: Further back. Zesty Harper: There you go. Kevin Fleming: Okay, so the facility condition index, it's it's a term associated with facility condition assessment. So what happens is a team of people are consultant.
037That's all they do. They go and they look at every one of your campuses. We had them redo all of the facility condition assessments, this go around because they were six years old. And they they look at through your maintenance records. They work with Francis about when are you going to need to replace your HVAC units, your carpeting, all these different things. And they put it in a huge spreadsheet by year, by category. And then those costs, if you start building up those costs, say, okay, we're going to be spending 15% of the value of replacing this building over the next five years. If you reach out 20 years, that number may grow to 60% of the value of replacing the building, so that it's an index that allows you to judge the condition of
038the facility compared to what it would cost to replace it. So like I said in the documents, you'll see the descriptions. There's the actual facility condition reports are included. And they'll tell you 0 to 5% means this 5 to 10%. But once you get above 30%, that's when you start approaching the useful life of the building. Zesty Harper: At what year category? When was the 30% come into play? Kevin Fleming: It doesn't matter. Some of your buildings may reach the 30% now. Some of them may reach them later. That's why we. Zesty Harper: You just look at the time frame of when it's hitting 30% is the indication. Kevin Fleming: Right? Zesty Harper: Okay. Doug Paulson: So it, would it be correct to say then that based on this, Conway Academy and L.R. Green are
039the schools of greatest immediate need? Kevin Fleming: Correct. Doug Paulson: And and with the number like 38%. What this means is that that one just needs to be. It would be more advantageous to to just replace. Kevin Fleming: You're going to be spending a lot of money to keep those facilities operable. Yes. It would be more advantageous to replace. Zesty Harper: Why, I'm just picking one out. But why is Farr so high on the list of that for the. Kevin Fleming: We're. We're making a few of these adjustments on here. Farr by I went through these because I had Francis ranked them from what he wanted to see. Zesty Harper: Right. Kevin Fleming: Farr had a component for a kitchen that needed extensive repairs, and because of the equipment replacement and everything else and the
040way the ratio works, it pushed that index up. Even though we know the school is not that old. So it won't be that way when you see it in August. Zesty Harper: Okay Kevin Fleming: These were screenshots where I'm I'm still working on it. Zesty Harper: No, I appreciate it. That that makes total sense. Kevin Fleming: Okay. Zesty Harper: I did have one other. What's our total when you, um, the little green cart. What was our total of emergency? Was it emergency needs you had listed across all the the schools? It was on facility repairs, deferred maintenance on page. I think it's 24. Kevin Fleming: I'm not sure. Zesty Harper: The immediate needs that 2023 to 25 immediate needs. That was green. Yeah. That one. Kevin Fleming: Got it. There is a total and it's
041in the website. When you toggle below you'll have each school by the category. I don't, can't tell you what that is without going to the actual website to show you where it is, but it's not a huge, immediate needs normally aren't that large, but and you tackle them when you do a modernization project or something of that nature. Zesty Harper: Okay. Kevin Fleming: But it'll explain each need in the facility condition assessment reports. Zesty Harper: Okay. Doug Paulson: Okay. Other questions? Joan Gardner: No, I just had a comment. This is the. We need to talk about a school bond meeting. Doug Paulson: Well. Joan Gardner: Basically. Doug Paulson: I was having difficulty interpreting that last number. The $1,666 million, which in US dollars is 1.66 billion. But but the good thing about this is that
042this will give us a tool to really sit and look and work through all the different scenarios of what may be needed. But yes. Joan Gardner: Yeah, not just that, but but when I heard there's $144 million worth of matching funds available, but it would need a contribution from US of 96 million. Obviously, I know we don't have $96 million in the bank, Although we do have and we should. And this is one of the reasons that I was against the Mello Roos idea, because there are, we could have had a whole lot more money in the pot from collecting developer fees on construction as it went along. As houses, housing pulled their school, paid their school fees rather than committed to a smaller amount every year, even though over the course of time it
043might amount to more money, but it's way out into the future. Plus, it's a it's no guarantee if those houses don't sell and the taxes don't get paid. So I'm just saying. But we should have still should have a decent amount of developer fees coming in. And there's there is that the Mello Roos as it dribbles in. There should be an accumulation of that as well. So you know how I feel about every time I get my real estate tax bill and the the contribution and my house is not a value is not assessed at that much. But I still gasp at the amount that's going for not just the elementary district, but the high school district. So I would just is a little bit annoying because having been through this before too, and seeing
044the wish lists sometimes of of anything you can imagine to throw into the pot to say, oh, we need all this money. There's a lot of things you can do. You have to do. You have to work with what you can afford. Andrew McGuire: And the work of our maintenance department to keep our schools in good condition. And all of that is ongoing and tremendous effort there in our schools, I would say. Joan Gardner: Roofing carpeting. Andrew McGuire: In every. Joan Gardner: Year, those things. Andrew McGuire: Every year. Joan Gardner: We're doing that regular basis. Andrew McGuire: Yes. And every year we are doing that. The $1.6 billion number is as if we were to build an entirely new school district on our campuses over the next few years, and so that's not obviously the
045plan. I don't know if we even have the time to rebuild the entire district, but this is just the total of all things possible. And obviously we would prioritize that based on available funding, our developer fees, the Mello Roos, all of that. The $96 million that we would have to come up with, those, those revenue sources are are much, much smaller than the $96 million, either the upfront developer fees or even the Mello-Roos. In total, over the the 30 years, 35 years that those are collected. So, yes. We're not standing before, I'm not here tonight to ask you to vote on authorizing a general obligation bond, but to the point of developer fees. In order for us to even collect them, we do have to have our master plan updated and adopted by the board.
046Joan Gardner: That I could understand, but. And I know that's necessary. Thank you. Andrew McGuire: Questions or or any direction from the board in any way. We're going to make this available to you for review. But prior to your vote in August. And then that's like Mr. Fleming said would then go live for anybody in the world to be able to explore the modernizations of our different school sites. Zesty Harper: Can we get a donation button on the top corner? [laughter] Andrew McGuire: Yeah, we'll add a Go Fund Me. [laughter] Joan Gardner: That's a great idea. Zesty Harper: Send it to Miss Kenzie Scott to just let her know. Andrew McGuire: Yes. Okay. All right. Thank you. Doug Paulson: All right, moving on to our item K-2. P3 and EUSD residency programs. Audrey Frank: Okay.
047So good evening, board president Paulson, board of education, doctor Ibarra, Mr. McGuire and Mr. Oser. We wanted to take this opportunity to update you on the progress of actualizing the unlimited potential of Escondido. Specifically for our special education department. As you may recall, our goal has been to proactively mitigate vacancies in the paraeducator and teacher ranks. Thus far, we have created three different pathways or on ramps for employees of our district or members of the community to become part of the EUSD team, and we are excited to share with you our progress. Now I'm going to turn over to Amy. Amy Lawton: Audrey, you should not trust me with the remote. So yes, we are always very excited to talk about this topic. You've been hearing about P3 for quite a while as one of
048our substantial programs here. We've been planning that since the. We started planning that back in 21-22, when we were returning from Covid, from being at home and trying to figure out how on earth are we going to staff all of our classrooms, make sure we have enough paraeducators to support our students? Right? And so we're really looking at opportunities for making sure we could, you know, enhance our recruitment efforts, enhance our retention efforts, and provide professional development for our paraeducators. And so P3, our Paraeducator Palomar Partnership is what we came up with. And it's this fantastic opportunity for any paraeducators of Escondido Union School District to earn an associate's degree through our collaboration with Palomar College. And so paraeducators can work all week long. They work the entire class day alongside our students, and then
049in the evenings, two evenings a week. They take these classes together with a cohort where they're coming together, and an instructor from Palomar comes over, leads the coursework, and we have all of the coursework planned out. So it takes three years for them to earn their A.A. degree. But we pay for all of the costs. We're billed directly for the tuition. We are able to order the textbooks for them directly. We're even able to have noon supervisors available during the classes on Tuesdays and Thursdays in the evening, while the classes are taking place to watch any kiddos that these paraeducators have who might need babysitting during that time. And so this is a really fantastic incentive for our paraeducators who want to earn that A.A. degree. As you know, one of the things we've done
050to really expand on this P3 program is going into our neighborhood high schools, especially being a separate from Escondido Union High School District. This has been a huge point of collaboration for us, where we now go into two of the high schools each spring. We bring our one day hiring events to them. We are able to offer these graduating seniors an opportunity to go through our entire hiring process. Right then, right there, become fully screened with fingerprinting, pre-employment physical, all set. Sign the paperwork, sign the dotted line ready to go. Right. So that means they're about to graduate from high school, knowing that in August they have a job sitting here ready and waiting for them, supporting our kiddos in the classroom, and knowing that they also have that opportunity to complete those classes in
051the AA program through P3 in the evenings as well. And so it really is wonderful to look into these different classrooms, seeing the different cohorts coming together. You've got, you know, some of the students are 18, 19 years old. We've got others who have been on this planet for many decades, and they're all able to learn from each other. You know, some with very fresh perspectives, some with so much wisdom. And so by putting them together as a collaborative, as a cohort, they're able to learn from one another as well as learning from the instructor. So it's really been so exciting to see come to life. And so over time, we've really been seeing this program develop. We are about to go into our fourth year of P3, and we'll talk about that a little
052bit more in a moment. But one of the main things we really want to impress upon you is what a great opportunity it is for someone who, you know, maybe doesn't know what they want to do. If they're about to graduate from high school, they're ready to do something. They know they're going to stay in the community. They know they want to be close to their family. This is the opportunity for them to jump in with Escondido Union School District, earn a salary, earn full benefits and earn their A.A. degree over three years. And then many of them stay. Many of them stay as part of our EUSD Family. Some of them move on. They've got their A.A.. Now they can go to a four year college, and that's okay. But this has been a
053huge incentive for our recruitment and our one day hiring events over the past several years. And so we're very, very proud of it. Audrey Frank: So the next offramp or pathway that we'd like to talk about is residency. As a refresher, EUSD received a grant which provides for a year long coaching student teaching opportunity in which residents spend a year working alongside an experienced mentor teacher in the classroom as they learn to fulfill their teaching role in the classroom. The residents serve as a paraeducator in the classroom while receiving not only their salary, but also a $30,000 stipend. At the end of the year, the resident is employed with EUSD, filling one of our open teaching Sped teaching assignments, and it should be noted that there's been an extension of the grant funding. If we
054couldn't spend. It's been extended all the way to, for us, the 2032-2033 school year. While earning a, while serving as a paraeducator our residents are enrolled and earned their Special Education Teaching credential in one of our three with one of our three IHE (Institute of Higher Education) partners. And as a result, there is a very symbiotic relationship between the district and the IHEs. Not only do we receive do we have residents from the community, but we also are receiving applicants from the IHEs directly that want to come and work for us and experience Escondido and become life. We've received two. We had two paras who worked for us, who are from the university and are now working for us and are loving it. So our collaboration with them in conjunction with the San Diego County
055Office of Ed, is really key to the success of our residents. As a resident paraprofessional, you should know that the duties of the classroom encompass so much more than just what the paraeducator does. There is a gradual release, a student teacher kind of relationship where in the end, the resident is fulfilling the teaching responsibility. And that's built in towards the end of the year. But it's slowly, gradually releasing to that. And now. Hannah. Hannah Arp: Good evening. My name is Hannah Arp. I'm a personnel tech with EUSD, so cohort one is done. All four residents completed the program with their preliminary credentials and were hired into special education vacancies at EUSD for the 2025-2026 school year and will begin their induction process with us through NETs. All four of the mentors and there are the
056names on the bottom. They love the program so much all four applied to have a resident for this upcoming school year. Okay. And then here is a video that we created to showcase a residency for the public, but also for potential residents and mentors to better understand what our program is all about. Video narrator: Escondido Union School District is taking advantage of a new student teaching model: residency. Partnering with local universities and the County Office of Education, EUSD is actualizing the unlimited potential of its paraeducators to grow their own special education teachers. Audrey Frank and Amy Lawton are the architects of EUSD's Teacher Residency. Audrey Frank: Any given year we have between I'd say 12 and... Amy Lawton: 15 and 20 special education teacher vacancies. We thought, you know what? This this need is going
057to continue to increase over the years. The only way we're really going to be able to stem the loss is if we start developing our own people. Video narrator: Across the district, residents are working five days a week as paraeducators alongside their mentor teachers, while attending evening courses to obtain their special education credential. Ciara Williams started residency in the same classroom she's been working in with mentor Laura Redmond. Ciara Williams: What pulled me was that they said that I can get this done in a year. I feel like that was going to be an opportunity of a lifetime because I kept holding it off for the longest. I've been a paraducator for three years now. So I kept saying, oh, maybe next year I'll start my credential program. And then, oh, the next year came
058and I was like maybe next year. So I think just the opportunity of how fast to get it done was something that pulled me in. And then also to. It was a next stepping stone for me. I think I wanted to challenge myself and then take it to the next step of becoming a teacher. Laura Redman: When this program got brought up to me, and when I talked to Audrey and she said, who my mentee would be, it would be Ciara. I also found like that encouragement in that motivation to become a mentor because it was Ciara. Like I've been, I've had the privilege to be her supportive teacher for the last couple of years and to see the potential of what the skills that she brings and how she interacts with our students. Like
059I knew she was ready for this next step. Hannah Arp: Gisela Jacobo Alvarez already has her general education credential, but has joined EUSD as a resident this year, serving as paraeducator in her mentor Roxana Rodriguez's TK classroom. Gisela Jacobo Alvarez: I want to become resident because I need it. I feel like I need that mentorship and being in the classroom by myself as a first year teacher, I think is kind of intimidating. So being here for the whole year has lessened my, my anxiety. And then I also wanted to do a hands on learning experience where I could improve my skills and my profession. And I'm getting that here, and I'm able to ask her questions, and she's always available to help me. Okay. Roxana Rodriguez: So it's nice to have someone I can talk
060to because even as a teacher, it's my sixth year, you're kind of by yourself. You're doing the lessons. So if you have someone that you can check in with ideas or or even check in in terms of reflecting on what happened in the lesson or with students. So it's just nice to have someone else that I can share those thoughts with. And she's very receptive, and she's also shares her ideas and her thoughts about lessons. And you even can see her excitement. Video narrator: Collaboration is key to the mentor resident relationship. The residents start the year as paraeducators, but will transition gradually into the lead teacher by the end of the year, supported by their mentor. Gisela Jacobo Alvarez: From day one. She was there to support me as well as the team and it
061has. The collaboration part has really surprised me in that sense because I don't feel like I'm alone. Ciara Williams: Somebody is going to be by your side too. And that's what the even the state exams or whatever that is out there that you need to get done you have that support. So I 100% will advocate and throw this out there that, yes, you should do the residency program. Hannah Arp: Interest in our program has increased dramatically for the 2025 2026 school year. When we opened mentor applications, we received 30 from our EUSD teachers, and we received 12 resident applications from EUSD employees and local university students. As the residency liaison, I fielded numerous queries from prospective residents via email and phone. We also held four information sessions, some digital and some in person for the
062community to come in and learn about residency. Our residency webpage, which can be found on EUSD.org, worked beautifully to be a one stop shop on info regarding grants, participating universities and our application process. After a rigorous application and interview process, we will be onboarding six residents for the 2025 2026 school year and their names are on the board as well as their mentor placement. To bridge the gap between the associate's degree and our preliminary credentials. Amy is going to introduce our newest program. Amy Lawton: Thank you Hannah. I also want to mention briefly when Hannah says we created the video. What she means is she created that video. She knows how to shoot. She knows how to edit. She knows how to do all of the all of the things, it's incredible to see. She's
063been on our team for going on two years now, and she's been amazing to work with, and she has been the primary support to Audrey and me in making sure this residency program could, you know, grow and flourish. It's been fantastic working with Hannah. Yes. So we obviously we've been talking about P3 for quite a while now. We're talking about this amazing residency program. But there's a gap, right? What about our P3 students, those who graduate and now they want to become a teacher one day. But they don't have the BA, right? And so this is a really cool part of the program that we're just getting into. We're collaborating with National University and they have just created a brand new program. It's a two year program, and it's a blended bachelor's and special education
064teacher credential program that our P3 graduates can then go into where they're taking their classes in the evenings, working as a paraeducator during the day. And so they're able to go through this program the very first year. It looks like the P3 program practically, except it's classes through National online. They're together again as a cohort a smaller cohort. And they are continuing in their normal paraeducator responsibilities. Their second year is when they have that opportunity to actually serve as a resident. So again, they would be serving for that additional year alongside their specially chosen mentor teacher, where they're learning all of the responsibilities of the teacher going back and forth, taking turns with the teacher, leading lessons, developing instruction, even learning to contribute to IEP meetings. They're learning that right there on the spot during
065that residency year alongside their mentor teacher. That's the true value of it. It's incredible. And so this gives them, excuse me, that opportunity to go from the A.A. degree to now earning their bachelor's degree and their teaching credential. And again, at the end of that residency year, they do have the opportunity to then accept a special education teaching position with us for that following year. Now I will mention that we're still, National, is still waiting for final accreditation from the federal Department of Education. The program is already created. What they're really waiting for is that final approval that that eligible, you know, federal student loans can be used in order to participate in this program. So they do have the entire program already created, already approved, and they have a timeline where it would start
066its very first year ever in October of this year, if that final approval can come back in time. And they have been great at working with us to modify and, you know, look at options for being flexible as time goes on. And I'm sure they'll continue to do that if we end up needing to push back a little bit more. But I'm very heartened to see that the class work is all ready to go, and we are excited to get that part off the ground. So let me just briefly go through our stats. So for P3 we started small. We started with ten students in cohort one back in August 2022. And those were really our internal paraeducators for the most part. It was just a couple of our newer people, plus longtime paraeducators of
067EUSD. And then it grew in for cohort two. Beginning in August 2023 we had 23 students beginning that year, and then it grew again to 39 students for cohort three. And now we're collecting students for cohort four. And we don't actually have a final number yet because we're continuing to hold hiring events over the summer. But we did also already hold hiring events at the high schools at two of our high schools back in April and May. So we are collecting those final numbers, and we're actually moving over to Del Dios because we've realized over time we're we're really using up all the conference rooms here at the district office in the evenings on those Tuesdays and Thursdays. So now we're going to start actually using classrooms on the Del Dios campus for the P3
068program instead. And I think that will work really well. As we're looking at our residency cohort and Hannah already mentioned that we had four students who just completed the residency in June, and they're now going into the classroom as brand new teachers next month. Super exciting. And now we've got six students who are beginning the residency program this coming year alongside their mentor teachers. And we also, if you take a look at the blended program information. We have six students who are ready to begin that blended two year program with National, during which they would earn their bachelor's and credentials after that two year period. Five of those students are P3 graduates. And then the last one is someone who happened to have already earned an A.A. degree on her own, and she's ready to
069jump in with those P3 graduates. And so the six of them would come together and they would become their own specialized cohort of National. Just very briefly, as far as the residency cohort for this upcoming year. Just to give you an idea, one of those students is from SDSU, two are from Cal State San Marcos, and three are from National. And just again, to give you an idea, last year, two of the students were from Cal State San Marcos. The other two were from SDSU. And so we are very, very grateful that you gave us some time to talk through these amazing programs, and we're happy to answer any questions you might have. Doug Paulson: I have a couple of questions back on the National University program. First of all, thank you very much for
070all of this information. This is a a very, an excellent program that's badly needed. On the National University in the second year. It talks about them doing their internship, the, the student teaching, in effect. Are they also taking online classes at that time? Amy Lawton: Are they also taking on online? Yes. They would be continuing to take their second year of classes with National. And those are truly the credential course classes. Just like the residents currently do during their one year, they would essentially be going into their second year. Echoing what the residents do in that one year they have. Audrey Frank: I do want to say that the year one and two. Year one for the National blended program. What we did note is they are trying to weave in pedagogy classes in that
071those two years. So by the second year, the the load is more clinical practice. And they're doing work as it relates to that versus, you know, I'm taking English, right? Or I'm taking a true upper division class. So it sort of lightens a little bit because they know that they are doing their, their student teaching at that time. Doug Paulson: Yeah. It lightens a little bit. Yeah. Yeah. It's still it's still a haul, I'm sure. Second question is our district providing financial support for tuition? For National University for that work? Amy Lawton: No. Any of the classwork taken through SDSU, Cal State San Marcos, and National. It's all funded through individuals going out for Fafsa loans, going out for Pell Grants, and then also through the residency state grant, which is all state funded money.
072So no, we're virtually spending $0 district dollars to keep the program running. Doug Paulson: Okay. But but they will be accruing either getting financial aid or, you know, if we're paying what we do for our educators, they'll be taking out loans. Okay. Amy Lawton: Yes. Doug Paulson: All right. Audrey Frank: Hannah has comprised a list of grants that they all are entitled. They are. You know, they're shoo in to get. CSEA grants. California teacher grant. There's a number of grants that they can. We have so much information. Hannah Arp: I just wanted to share that National met with our, our potential cohort for this blended program, and they outlined several financial pathways for them. Because we did provide tuition for their AA grant, if they do qualify, most of their tuition for the BA blended
073program can be paid through Pell Grants, so they would not have to pay back that loan if they qualify for Pell Grants. And National has done everything they can to keep the cost reasonable for our students. Audrey Frank: They get a 25% discount. Zesty Harper: Oh, wow. Audrey Frank: They get a 25% discount and they are really working with us. And we are trying to give them every opportunity to receive grants and all kinds of money to help pay for tuition. Doug Paulson: Okay. Thank you. Amy Lawton: Yeah, absolutely. The institutes of Higher Ed have been super helpful, as have had as has the County Office of Education. I mean, they're the ones who really helped us, you know, apply for this residency grant in the first place. But one of the main components of
074the residency program is that we all come together to help with these pathways and to make sure that we're supporting the individuals who want to participate. And one last cool thing I wanted to mention is the six individuals who are just waiting for that blended program to start. Right now, they're already working together this summer to study for their CSET (California Subject Examinations for Teachers), so it's really cool to see how they come together and how they're so proactive in supporting, you know, the forward momentum of their careers. Doug Paulson: Okay. So they're not they don't have to pass the CSETs until the end or at what point? Amy Lawton: They have to pass it by, I believe it's the seventh class or so in the two year blended program. And so you know what
075they're really recommending. What National is actually recommending is if they do it in advance, especially if they get maybe the math and science out of the way first, then it's one less thing for them to worry about once they actually start the classes. So they're getting it done in advance. But they do still have several more months to get those completed, as long as they have it done before they go into their second year of coursework with National, when they're actually doing the the residency type placement. Doug Paulson: So they're recommended to get it. I'm sorry. This is a technical thing, but they're recommended to get it before they start the second year. Or they have to. Amy Lawton: They have to get it before they start the second year, but they're recommended to do
076it now since they haven't started coursework and they have a little extra time. Doug Paulson: Absolutely. Okay. Other questions? Joan Gardner: I just have I just have a comment. I was really impressed with all the work you've put into this program, putting it together and to meet a need for our district. But also you're meeting the needs of the community as well, bringing people from the community. And for the most part, and I have to compliment the video. I really enjoyed that. It was it was very. If I were a young student watching that, it would entice me to look further into the program, truly. And it's nice to put a face to the name Hannah Arp because I often see emails. So nice to meet you in person. Hannah. Amy Lawton: Thank you. Doug
077Paulson: Hold on. We're not done. Are you really thinking Zesty is not going to ask questions? Really? Joan Gardner: Ended on a high note. Zesty Harper: No, I think it's a fantastic program. I think you're eliminating the main roadblock to your teaching credential. I know I was terrified. I did it. I did a integrated credential program, but I was terrified of that third year of how is. How was I going to support myself, you know, and do student teaching at the same time. And so to be able to offer this program, especially in our community, and we get those teachers to stay in our community, I think is very valuable to us. And I appreciate your effort to put this all together. I did have a couple questions for the new graduates of the high
078school, and I'm not quite sure how it works, but because, can't they get the Promise? Is it the the Promise through Palomar if they're new graduates? Amy Lawton: Yes they can. If they if they meet certain criteria, they absolutely can. And some of them choose to do that because of course, you know, each high school has its own individual career and, you know, technical education center where the students talk through their different options and some of them choose to do that. One of the great things about P3 is they really are coming together as a cohort and taking these classes together while they're earning that full salary and their full benefits. And again, the the classes are sort of they're they're split out spread across three years to give them more support and more time
079to take them. But then also it gives us the opportunity to see what other supports they might need. So, for example, when our first cohort was going through their math class during their second year, it was really challenging. So Audrey was able to call on some of our math TOSAs to go in and provide a little extra support there. So we're really providing that sort of that wraparound support that you're not necessarily going to get if you're just on your own as a a Palomar student? Zesty Harper: No, I meant if they went through, went with us on it. But could some of the funding be offset by them enrolling in the Promise program? So they still do it with us? Amy Lawton: It's something we could look into. Zesty Harper: I just was curious.
080And and then in the blended program, if they if they are entered into the blended program, is that the same type of requirements and selection process? Because I'm assuming if they're in the blended program, they're automatically in the residency program. Amy Lawton: It's not an absolute guarantee. However, we would absolutely be looking at the fact that they've already put a year into that program, and that would be a huge component of what we consider when we're interviewing them for a potential residency placement that spring. Zesty Harper: Okay. And then will that do you know if that program will be open to other people, even though they don't go through our residency program, but I mean, as a source of special as student teaching for us as well, because that is a very short and concise
081program. Amy Lawton: I'm so sorry. Could you ask that question again? Zesty Harper: So if it's not one of the six because it seems like we're limited to six. Amy Lawton: No, we're not. Zesty Harper: Okay. So we could have. Amy Lawton: We could have as many as 12 in a given year. But what Audrey has been very focused on doing is making sure that we're limiting our scope to the real superstars who stand out during the residency interviews. Zesty Harper: Which you could see in that video. Then we have stand outs. Audrey Frank: And I think that has been the biggest thing is for the residency. I mean, we interviewed 12 people and, you know, we're putting a lot of time we're giving we're putting a lot of money and putting a lot of
082effort, and we want the best for our students. So we're going to make sure we have the best residents for our students. So even though they're in the blended program, they're still going to have to go through the application process. They're still going to have to apply. And really you want to have people that regardless of whether they're in it in residency or not, they want to be a teacher. Absolutely. And so that's really kind of the that's what we say if you're going to do this blended program, regardless of whether you're ready or not, you got to want it. And so that's what we're finding. Zesty Harper: Well that's fantastic. Thank you again so much. It's a great three programs now. But really creates that opportunity to have a career and, and achieve your
083degree and your higher degree, you know, and your credential. And then you get to come here for NETs. And you can clear your credential. It's the next level. It's a perfect package. Amy Lawton: It's a perfect wraparound program. Absolutely. Oh, one last thought Zesty regarding your prior question. We from the County Office of Ed through one of their early education grants. We were actually they were able to reimburse us for the first year of each cohort because the each cohort in P3, their very first year, they're taking all child development classes, because that's aligned specifically to the type of work they're doing in the classroom with our kiddos. And so we were able to get you know, that type of refund, that reimbursement back through the state grant that the county office has. And so
084that was one additional reimbursement we got for these programs. Zesty Harper: Oh, and what's the BA in? Is it just liberal studies? Amy Lawton: The AA? Zesty Harper: No. The BA? Audrey Frank: It's a it's a well, I think it's liberal studies. It's a joint blended BA. Amy Lawton: For the blended. Zesty Harper: One. Yeah. Audrey Frank: Yeah. Special ed. Amy Lawton: Yeah. But the but the one I'm talking about is the P3 is where we're getting the, the grant funds back. Yeah. Zesty Harper: Thank you. Any other questions? Doug Paulson: That's it. Thank you very much. Moving on to item M1 of certificated job description for the Assistant Superintendent of Educational Services. Audrey Frank: Hi. I'm seeking approval for the job description for the Assistance Supe of Ed Services. Doug Paulson: All right. Questions
085on this one? Motion? Zesty Harper: I move approval. Joan Gardner: Second. Doug Paulson: Miss Harper moves, Miss Gardner. Second. Please vote. Joan Gardner: Oh, shoot. Zesty Harper: Sorry, I'm holding this up. I got it. Doug Paulson: And motion passes 5 to 0. Okay. Have we missed anything? No. All right. Moving on to board and staff reports. Miss Gardner. Joan Gardner: Oh, I have no report except to hope that, oh, I do. And I wanted to mention one thing. I have to go back and find it. When we were talking about cell phones and and kids not having cell phones in the classroom. And there are some parents who are uncomfortable with that. There happens to be a new phone available. Here it is. Phones for kids and teens. Put out by Gab Messenger. It's a
086kid safe messaging, easy parental controls, phone that only serves for phone calls. And, I believe, free, safe tech for families in need. Oh, and so it's also available for for donation. Let's see. I should have had this. Gab is the answer for safe kids cell phones and smartwatches. No internet, no games, no social media. And it's a regular looking phone. And we could. I was even thinking as a district, we could supply those for those parents whose children absolutely must be in touch at all times and make sure that the rest of the other phones are not in the classroom, period. So it's another thought. Why are you laughing? Zesty Harper: I think it's your phone you're talking about. [laughter] Joan Gardner: No, no, I have I have to tell you. Doug Paulson: You're talking
087about a flip phone here. [laughter] Joan Gardner: No, no, it's not a flip phone. It looks like a it looks like it... Doug Paulson: Does it have a big antenna on it. Joan Gardner: No. And I will tell you that my phone is a flip phone. Yes, but I have internet access. I just don't use it. It has all, I have apps if I wanted them, I don't want them. I don't want the distraction. I like to live in the moment, and I like to be with the person I'm with and not on my phone. Doug Paulson: And I think that's what we want for our kids. Joan Gardner: And that's what we want for our kids. Doug Paulson: We want to be in the moment, to be able to focus on the people they
088are with. Joan Gardner: They forget, we don't want their best friend to be an AI chat bot. So there you go. Anyhow, that was another thought and I should have been more prepared with that, but had a lot of other things going on, anyhow. That was my report. I hope everyone's having a really restful, happy summer. And there's a little bit of time yet before everybody has to return to the to the workaday world in the school district. So enjoy. And I, and I hope next week everyone will participate in the in the potluck if they're available. Zesty Harper: All right. Doug Paulson: So thank you, Mr. Huston. Frank Huston: No report. Doug Paulson: Mr. Olson. Mark Olson: No report. Doug Paulson: Miss Harper. Zesty Harper: I have a report. Doug Paulson: Yes. She does.
089She just. She just sent me a message on my pager, so go ahead. [laughter] Zesty Harper: Well, I visited three schools to see their summer school program. I went to Orange Glen Elementary to see the elementary program, and we have some veteran teachers out there doing a tremendous job. So those students are really lucky, and everyone was having a really engaging time with their projects. They actually just, they have a whole set ready to go for summer school of activities and learning material for them. And then I went to Del Dios, where I saw the culmination of their Biz-town world world of work type thing. I forget the name, but they had a a culmination of their maker. Of all the items they made. They had to start a business. They had to get funding,
090they had to talk to an investor, and they had to produce all, all their items and market them. And so I was given some money. And so I spent it. So, like, my husband knows I spend all my money, but so I got presents for everyone. These are made. Oh, first, I used my Dodger wallet to keep all my money. And then these are worry, worry stones and worry fidgets for stress relief. So I got one of those for each of the board members. And then I think Rick needs one for his position. And then I'm wearing my bracelets that they they made, and then I have a couple other keychains for the rest of the cabinet. And one interesting looking guy. I think Luis, this is for you. But they were really excited, and
091they sold out of all their materials. Oh, they also were doing apps. They one of their projects was to develop a new app. And they had to market it and present it as well. So everyone was really engaged in that. And then I also attended at Farr Elementary, the Summer of Rock concert that they had today, which was really fun, which we had, oh, multiple bands. One band called the Popcorns, the Rats, the Little Roars and the Violets, and they did a great job with collaborating with the CCAE. Right? And again, our summer school, we got one more day of summer school, but it was a great four weeks. And I hope the teachers that had to teach summer school get a little bit of a break along with the admin, but it was excellent.
092So thank you. Doug Paulson: All right. Thank you very much. Here is your. Zesty Harper: My wallet back? Doug Paulson: Your Dodger wallet back. I guess that's one of the local little league teams. And so just want to thank all of the teachers that have been working over summer school and the paraeducators, principals, everybody who's made that possible. I also want to thank and just point out our classified staff that will be that are working hard on getting campuses deep cleaned ready for next year. I just cannot say enough about our classified staff and how our schools could not run without them. So thank you to everybody involved. Cabinet. Dr. Luis Ibarra: I just wanted to echo those sentiments with our teachers and staff and administrators who came together and put on a fantastic and
093wonderful summer program for our students. I, too, got to see the summer rock concert today and was really blown away. The students created their own music, played their own instruments. It was all original scores. And they were, I mean, talking to the parents. They said their kids were so excited to go come to school and get up every morning. So the parents were very appreciative. The kids were had a great job. And so that's all a huge thank you to our everyone in the district office who kind of helped coordinate all of that. Every department had a hand in making that happen from transportation, all our staff. So a lot of a lot of work went into that. And tomorrow is the last day. And so big, huge thank you to all the staff and
094teachers. That concludes my report. Doug Paulson: Anybody else? Okay. I need to announce the next meeting. If we could bring it up on the screen. Michelle Kemp-Zempoalteca: Could you refresh it? Doug Paulson: I think because I'm. Michelle Kemp-Zempoalteca: It is working on mine. Doug Paulson: Oh, okay. Not working on mine. Okay. A a special closed session meeting will be held on Thursday, July 24th, 2025 at 6 p.m.. The next regularly scheduled board meeting will be held on Thursday, August 14th, 2025 at 7 p.m. at the Escondido Union School District. Carilyn Gilbert Education Center, 2310 Aldergrove Avenue, Escondido. Dr. Luis Ibarra: Mr. Paulson, can I correct one item? Doug Paulson: It starts at 5:00. Dr. Luis Ibarra: No, the special closed session is not a closed session meeting, because it is training for the board so
095that it will be conducted in open session. Doug Paulson: That's all right. So let me try that again. A special open session meeting will be held on Thursday, July 24th, 2025 at 5 p.m.. Dr. Luis Ibarra: I thought it was. Doug Paulson: It's five five. Dr. Luis Ibarra: It's at six? Okay. Doug Paulson: Well, I think we need to clarify that because. All right. Okay. Regardless, we will not be returning to closed session and we are adjourned.