AUSD Board Meeting 6/2/2026 - Open Session Board Meeting

001[clears throat] going to reconvene to open session. >> Our first thing we're going to do is our flag salute. And Miss Lucy, would you please lead us 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. >> You may be seated. All right. Our next item is to adopt our agenda. Do I have a motion to adopt adopt the agenda for tonight? I move. Do I have a second? >> I second. >> Roll call vote. >> Mr. Arnold. Yes, >> Mrs. Ellis White. >> Yes, >> Mrs. Kosnik. >> Yes, >> Mrs. Counley. >> Yes, >> Mrs. President Mcgru Kane. >> I Mrs. Pierce. >> Yes. >> And Mrs. Taylor? >> Yes. >> Thank you. Thank you. We

002have any order of business to attend to? Changes? Okay, great. Uh, report of action taken in close session. The board did not take any action in close session. Uh, let's see. School related reports. Do we have any representative from the CSEA here? >> Come on up. >> Hi, I'm Laney Hopper, president of the CSEA local chapter 124 Tascadero. This is Debbie Renegarvey, our treasurer. Nikki Hutchinson, our vice president. On behalf of our local chapter, I'd like to say thank you to the board of trustees, Dr. Bennett, the cabinet, and Veronica for your support and sense of community throughout the school year. We look forward to working together with you all to keep this momentum going into the next school year. Thank you very much. >> Thank you. Do we have any report or representative from

003ADTA here? Nope. Okay. Next is our student representative, Lucy Chapman. Lucy, before we come to the end of our year, I just wanted to take a moment on behalf of the board to sincerely thank you for your dedication and service as our students uh board member. We truly appreciate your time and commitment that you've given to attending these meetings and to keeping us all informed and connected at what's happening at the high school. Your updates, your perspective, and the way you highlight the accomplishments and experiences of our students um brings an important voice to our discussions uh to help us grounded in what matters most. So, thank you. You've done an outstanding job this year and we are so grateful for the thoughtfulness and your professionalism that you bring. Thankfully, this isn't a goodbye. We

004hear that you will be um coming back next year and we are very excited to have you again and we hope that you have a wonderful, relaxing and well-deserved summer. And now we'd love to hear your report. >> Thank you. >> Okay, it's kind of short tonight because my phone died with all my notes on it. So this is what I have from memory. Um, so I think around 180 went of our seniors went to our grad night celebration in Disneyland and we had our top 30 ceremony to recognize our top 30 seniors at the ratunda at town hall which was really it was really cool to see all decorated and it looked really nice. Um, I would and on behalf of our school and our seniors, I wanted to say a huge thank you

005to anyone who contributed to our senior scholarship night where we awarded $350,000 to students in scholarships. Um, today our CTE pathways and Quest Accords have been handed out for their graduation ceremony which is tomorrow at the stadium at 6. But doors open at 4 if you want to go hang out early. And this year we reached 90% participation again, which means that at least 90% of our students attended at least one event. And we had over 300 activities and events for students. And finally, our saludaictorian, I don't know how to say that actually, um, is Lucas Vance. And our validictorian is Samantha Col. Thank you so much. Awesome. Can't wait for graduation tomorrow. >> All of them. I know. Lots of them. All right. Next is our oral communication from the public. B. Yes. Um

006I want to remind our audience that comments must be limited to three minutes in length. The limit for any one topic is 20 minutes. You may speak on any item at this time or you may hold your comments on an agenda item until the board president asks for public comment. When you come up to the podium, please press the button and uh state your name. The first speaker is Lisa Fgley. Thank you. I'm Lisa Fgley. I'm from Karesa Plains Elementary School, the teacher of grades 3 through 5. Thank you for having me and giving me this opportunity to speak. I wish to extend my appreciation towards the school board and towards the school cabinet. Thank you for allowing Karesa Plains to use school vans for our field trips. This year we enjoyed 10 field trips,

007actually 12. We squeezed in two more. Organized by Debbie Twizzleman, each field trip explored local job opportunities that did not require a college education. The children were excited to see their world open up to high-paying skilled trades, tech adjacent positions, and hands-on self-trained local artists. Last week, grades three through five attended an overnight science camp, three nights and four days. And the quote from one of our learners was, "This is the greatest week of my life." And another learner said, "Camp is better than Disneyland." This year, our PTF in one year fund raised $17,000. We just have 19 students. I thought that was very impressive. They are willing to cover all costs for One Cool Earth next year. And in the event Karesa Plains needs additional funding for anything else, they are willing to cover

008any cost necessary. Thank you to the PTF for your generosity and your dedication towards our students. Lastly, I'd like to thank the Crystal Plane staff. We are a welloiled machine that works seamlessly to serve our students and their families. Karesa Plains is small, but the school is mighty. Thank you. Thank you. Uh, next speaker is Lacy Kler. >> Hello. My name is Lacy Lacy Kler. I am the K2 teacher at Caresa Plains. And I just kind of wanted to piggyback upon Miss Beagley's um words to thank you all. Um this is my first year at a Tascadero School District and I just wanted to you know say thank you number one and um I have learned a lot about the politics of this and Mrs. Fagley um has taught me a lot and all of

009you um have listened to all of our concerns and you have really tried and have done your best to help us at you know a rural school um that's you know it's a little different than in town but um I thank you all for doing all all you have done for Chris the Plains and the staff there and the kids >> thank Uh, next speaker is Howard Gillingham. [clears throat] >> When I first got here, I uh started subbing at Crest and [clears throat] I don't know if it's still the same. They couldn't get people to drive out there or to Carissa to sub, so it was difficult. So, I worked there a lot and met two very special teachers. So, I have a special place for Crestston. I know that clock goes fast. So,

010I just want a little history. In 2006, 2006, an exam was written by the state because kids were doing terrible in school. Was called the Casey exam, California high school exit exam. It lasted to 2015 when it was discontinued. And they discontinued it because the kids weren't passing the exam. The exam was this: pass fail. Get a chance to take it seven times before you graduate. Math was at the eighth grade level. English was at the 10th grade level. 2015, the caps arrived. That's 11 years ago. Since that time, I've been to virtually every meeting, especially about academics. Our history is not good. We have a lot of hope for what we can do now with a new superintendent. But we come to these meetings and we congratulate each other and we say how good

011we're doing. The kids are all good. The teachers are all good. Why are we below grade level? Something's wrong. And the answer is not in programs. The answer is not in more projects. The answer is right here in the classrooms with the same teachers that we applaud. Miss Koul's been doing it for 20 years probably. And I've also seen her fuming about the grades before. Embarrassing, right? >> Yeah. Anyway, uh I look forward to a lot of changes. Trust Mr. Bennett is going to uh lead us in new ways, but we still have been at the bottom until now. Once in a while we're closer, but if you look and I gave you this book in 2024 that I compiled that has a lot of statistics in there of the grades. So, it's not a

012mirage. It's not just I'm a wise guy trying to make bad. I try to help, too. And hopefully in the future we're going to have some results. But it ain't pretty. And it's 20 years. And my guess is, and I'm not saying anybody's hiding anything, if there were records of the Casey exams in the files in the office, my guess is you would see the same thing even beyond 2006 because they didn't automatically just drop down to nothing. So, it's been a long history. We're not the only ones. Long history though of lack of success. But the answer is in the classrooms here. I've seen it before. seen schools turn around in this envelope or the supplement. You'll see other schools that are doing it up above 80% 90% artists 50 to 60 lot in

013most things. That's it. Thank you very much. >> Thank you. [music] Our next speaker is Brady Tur. Is that right? >> Hello. My name is Brady Tur and I'm a seventh grader at the Fine Arts Academy and I live in Crestston. I've been a member of the Crestston Boys and Girls Club for the past four years. I'm here today because I'm disappointed in the decision of the school district closing the Crescent Boys and Girls Club. It has been a really great place to go after school and has helped me learn a lot to be social and be able to talk to people. Miss V, our club leader, has included me in activities from the beginning of when I started coming to Boys and Girls Club. When I was in fifth grade, she nominated me to

014be the junior youth of the year at the club. Um, I spoke all around the Central Coast, giving speeches about my experience at the Boys and Girls Club. This opportunity is helping me speak today in front of people. I'm disappointed in the school district decision about canceling the Boys and Girls Club because it's been more than just a place to go hang out. But we can also get homework help, learn life skills, and meet new people. Due to the choices of the Boys and Girls Club being cancelled, younger kids, including my little brothers, won't be able to have the same experience that I had. >> Thank you. Uh, our next speaker is Maria Fabula. [clears throat] One more. >> There we go. Thank you. Good evening. My name is Maria Fabula and I serve as

015the CEO of the Boys and Girls Clubs of Mid Central Coast. I am here tonight because I believe it is important to recognize the impact of our staff, students, and families that have that they have created together for Atascadero and to express my disappointment with the decision to move to a single provider model for afterchool expanded learning services. For nearly 60 years, Boys and Girls Clubs has invested in young people across the Central Coast. We serve more than 5,000 youth annually, employ more than 100 staff, and partner with school districts throughout St. Louis Bispo County. Here in Atascadero, we have been a vendor, more than a vendor. Since 2019, we have been a community partner. We have built trusted relationships with students, with families, with school staff, with local nonprofits, and community organizations. Together, we

016have created safe spaces, caring relationships, academic support, enrichment opportunities, and pathways for young people to grow and succeed. The results speak for themselves. At Crestston Elementary, students experienced a 17.8 increase in mathematic assessment scores, stable English language arts programming, and improved attendance. Youth participating in our programs reported increased emotional safety, strong relationships with caring adults, and a greater sense of belonging. We also brought resources into this community through partnerships with MUS Charities, Kowanas, the St. Louis Bispo Food Bank, Slow County Behavioral Health, libraries, and other organizations that expanded opportunities for local students and families. That is why this decision is so disappointing because a taskadero is losing a proven local partner with a dem demonstrated record of success, deep community relationships, and a long commitment to the students and families of this district. Decisions like

017these have consequences. They affect students who have built relationships with trusted staff. They affect families who have come to rely on programs and services. They affect dedicated employees who have invested years serving this community. And they affect the broader network of community partners that support young people beyond the school day. While I'm disappointed by this outcome, I remain grateful for the opportunity to have served Atascadero students and families. Boys and Girls Clubs will continue investing in youth throughout this region and we will continue advocating for opportunities that help young people reach their full potential. Thank you. >> Thank you. And that concludes public comment. >> Thank you. >> Our next item is our superintendence report. Dr. Bennett, >> thank you very much. Um, so you know, tonight, um, what I want to be able to

018do is I want to focus on the two, uh, employees that have been elected as or voted by their peers to be the classified employee of the year, which is Laney Hopper, and also the educator of the year, which is Julie Davis. And I want to ask you to be able to come up individually. So, Laney, let's start with you. And if if you'll please just come up and I'm going to read a couple of quick things. [laughter] Thank you for being a good sport. >> Face you or face. >> You can. Why don't you face everybody else? This would be really good. >> I I I would. So the reason why I think this is so important is because what's what's so special about this is the fact that these awards are from their

019peers. So if you think about all of the employees that we have in the school district and the one thing that I've really walked away from this year and Laney I want to make sure that you hear me. What an amazing group of people that we have. And for you to be selected as a classified employee of the year by your peers says a lot about you. >> Thank you. >> And with that, I'm going to read to you what that was. Laney started in October of 2001 as a yard duty. At that time, all yard duties were considered subs. In August of 2015, she became a permanent employee in the position of cafeteria assistant. She just received her 10-year pin, but has but has been with the district in some capacity since 2010. Recognized

020as a pillar of dedication and reliability, Laney Hoppert has been an active and committed member of our school district since 2001. Over the past two decades, her loyalty and exceptional work ethic have shown through in every role that she has embraced. Laney started her career as a yard duty supervisor at San Bonito Elementary. In this role, she ensured a safe and welcoming environment for students and staff, exemplifying the highest standard of responsibility and care. In 2009, Laney transitioned to the food service department as a cafeteria assistant where she consistently contributes to the well-being of every student by enhancing the dining experience and is a p and is passionate about the importance of school nutrition. Laney consistently volunteers to train new staff members, passing on her wealth of experience and fostering a culture of excellence and

021support. Her passion extends further to improving school food services where her genuine care for the student well-being is evident. Cat Holmes had the following to say about Laney. Laney has contributed to San Bonito Elementary School community for some many years. From being a yard supervisor to preparing food for our students, Laney has been steadfast face on campus. She connects well with colleagues and students and her laugh is incredibly infectious which I would I fully agree. We love having Laney on campus. Besides being a dedicated member of the food service department, Laney has served as the CSEA union president since 2025 and we heard her just a few minutes ago. As a leader in her profession, her tenure as union president highlights her ability to represent her fellow employees with unwavering integrity. Under her leadership, she

022has played a crucial role in securing employee raises and improved working conditions, ensuring that the voices of her peers are heard and valued. Her long and illustrious career is a testament to her solid commitment, loyalty, and hard work. Whether mentoring new employees, advocating for better benefits, or simply ensuring a positive environment for students and colleagues, she remains an invaluable asset to our school district. Congratulations to Laney on her well-deserved recognition as the overall district classified employee of the year. And if I can just add one other piece and that is you were one of the first people that reached out to me when I came on and we ended up connecting over the summertime and you were so warm and welcoming. I just thought, "Wow, this is a great place." So, please how about a

023round of applause? [applause] >> [applause] >> We're coming down. >> Please. Thank you. >> Thank you. Am I You let me know where >> this way. that way. Sorry. >> Come on. [laughter] >> Get back over here. Thank you. [applause] >> Thank you guys [snorts] for playing along. Julie. [cheering] [applause] >> Ah, you can stand anywhere you want, Julie, but I'm going to start reading. So, um, she Julie started working with AUSD in the year 2000 at Santa Rosa Academy and then moved to AMS in 2010. At Tascadero Middle School and Atascadero Unified School District's teacher of the year represents the very best of the teaching profession. Her instruction reflects intentional planning, strong student engagement, and a deep commitment to meeting the needs of every learner. The lessons and unit she designs are not only

024highly effective in supporting student achievement, but also serve as exemplary models for colleagues. across the site and district. Julie sets the standard when it comes to supporting students, building a classroom environment where all students feel valued, challenged, and supported. Her ability to balance high expectations with a genuine care creates a space where students thrive both academically and personally. Beyond her classroom, she extends that same level of commitment to her department and the broader Atascadero Middle School community. As department chair, Julie leads with clarity, collaboration, and a focus on continuous improvement. She's also an active member of the instructional leadership team where her insight and leadership help guide schoolwide initiatives and strengthen instructional practices. In addition, she oversees the campus staff recognition system, helping to build a positive and appreciative culture among staff. We are incredibly

025proud of the way Julie leads on our campus with a clear focus on doing what is best for students in the attested community. Her work consistently reflects a student- centered mindset and her leadership helps ensure that decisions, systems, and supports are aligned to meet the needs of all learners. Julia's impact is felt across every level of the school. She's a leader, a collaborator, and a model educator whose dedication and professionalism sets a high bar for excellence. I will also say that Julie also serves on our um kitchen cabinet and it's a a team that believe it or not I can actually get here at 6:45 in the morning when we meet and she's willing to be able to do that and stay late and have conversation and is an incredible representative of our district and

026incredible representative of the faculty that we have across this district. Julie, we're so thrilled that you're a part of us and thanks for all that you do. And with that, can we all give her a round of applause while we [applause] >> bring him up? >> Come on, Cara. All you guys come up. >> Come up. >> Yes. >> Come up. I'm running. [laughter] >> [laughter] >> that way. >> She's saying find the window. [laughter] >> I'm sorry, you guys. >> There we go. Do you want that one? >> Is it okay? >> Oh, there you go. >> [laughter] >> Look at what she did. [applause] >> Thank you. If I can just say first of all, thank you to everybody's indulgence while we figure out how to be able to take pictures up here.

027Um, and then I just want to especially appreciate all of our teachers and staff. We have a great group of people and kudos to the two of you for rising up to the top. That's really quite an honor and uh we have great people here. The last piece that I want to be able to say before I say I'm all done is that I was really bummed to miss a lot of the big events last week and I've heard nothing but great things about all the events. I was able to go to the the awards ceremony at the middle school and I've been able to hit a few different pieces. senior breakfast this morning and um you know we have some great kids in this district and I think great events and uh man to

028see how many people showed up at the middle school for that um awards night was just stunning. It was packed wall towall and it was really nice to be able to see. So although I wasn't able to hit all of them because of unexpected uh health issues um I it was really nice to be able to see these others. And so anyway that's the end of my report. Thank you. >> Thank you. All right. Next is our board members report. Tracy, why don't we start with you and then we'll go this way. >> Oh, okay. Um well, uh let's see. Uh first of all, I want to say um congratulations to Laney and to Julie. Um well done ladies. Um just congratulations. I'm very proud of you guys. Uh then um talking about the attending

029uh top 30 uh having it at the retenda building that was the first time it was there and it was lovely uh the setup. Uh Carrie did a a wonderful job of um organizing and and the decorations and so uh well done and well done to Mary Corey and Lindsay Hayes for um their reading of uh the students bio. So, it's always nice to hear what they have to say. And then scholarship night. Oh my god, it was amazing. Um and um $315,000. It's it's been a while since we've hit that number. So, thank you community of Atascadero. Uh those students uh were um worked worked very hard in all of the different fields and scholarship committees, recognize um a variety of students and then um was able to go to unified PE was already

030all dressed up and I wasn't on the winning team thanks to Lucy got me out twice. [laughter] >> So she cheated in my game. >> Uh so I wasn't too happy about that. So, but she's not here. But, um, we had fun playing u kickball and that was the first time that the the kickball um >> first annual um so that we had fun. So, I'm looking forward to uh seeing that come back next year. And that's it. I'm looking forward to graduations um coming up and promotions. So, we're not done yet until Friday. Thank you. Uh, I just want to say thank you to those who came to speak tonight. I know some of you guys had a long drive and so thank you for coming in. Um, congratulations to Laney and Julie. Um,

031well done. And um, thank you guys for your dedication and being um, I don't want to say an example, but someone that everyone look your peers all look up to you. And so I think that I guess that is an example. So thank you. Um, and I want to say congratulations to all of our graduates and those who are promoting. Um, great job. Um, best of wishes in their future and whatever their future endeavors are. And, um, enjoy summer. That's it. Uh, so the end of the year school year is always an exciting time because we get to celebrate all of our students accomplishments, particularly our graduating class of 2026 seniors and all of the hard work work they've put in. I was happy to attend the FFA banquet on May 20th to recognize the

032outgoing and incoming student officers and all their great work and challenge all their great work the challenges and hardships that they've overcome. Uh speaking of challenges and hardships, I was so impressed by the students who received awards and scholarships at the alternative education scholarship event on May 21st. Kudos to our Paloma Creek High School and ACE students for all their hard work, grit, and resilience. It was wonderful to celebrate their accomplishments with their friends and families. I left the alternative education event to go a scholarship event to go to Tascadero High School's top 30. I was honored to get to hear about these exceptional students and why they were chosen to represent our top 30. And I see one of our uh top 30 honores, Audrey Cohen, in the audience tonight. So, congratulations. um their

033individual stories, interests, accomplishments, and future plans always leave me feeling inspired and hopeful about our future. I want to give a special shout out to Mrs. Carrie Sheer and her leadership students who worked so hard to put on this event at the Rotunda um including and the senior honors assembly and so many other events as we approach graduation. Uh Atascad High School scholarship night was another exciting event event and showed our students that their hard work and applying them yourself can pay off. Congratulations to our many scholarship recipients and a big thank you to the organizations groups and people in our community who so generously awarded over $350,000 in scholarships. That evening at Tesco Middle School held their top dog awards to a packed gym of students and families. I was glad that Dr. Dr.

034Bennett was able to see how many amazing students we have at AMS who are making good decision decisions, making most of their classes and opportunities, and are well on their way to a bright future. Um, yesterday I attended the elementary grad walk at St. Gabriel Elementary School. It was so great to see the festive decorations at the school, current and retired teachers reconnecting with their former students, proud parents, and our younger students excited to celebrate our seniors in their caps and gowns, and seeing a glimpse of what their future could look like. Uh, this has been a wonderful tradition along with our grateful graduate that Mrs. that has been Mrs. Shear's brainchild. Afterwards, I went over to Tesco High School where Mrs. Miss Sitesma had invited us to see the UNI unified sports PE program.

035Uh it turned out to be a student versus staff kickball game and a lot of fun and joy. Four teams faced off and in the end they championship game between the orange student team and staff which included uh Mrs. Kosnik and our student representative Lucy Peterson uh tied at one one to one. Thank you to Miss Sitesman and her students for showing us what is possible if we open our minds and hearts. Uh congratulations to San Bonito Elementary School for achieving recognition as a leader in MI lighthouse school after three years of implementing this program. It indicates um this distinction indicates a highly successful and whole school transformation. And lastly, I'm looking forward to attending all our graduation ceremonies tomorrow and promotion ceremonies at AMS and the fine arts academy on Friday. And that concludes

036my report. I'm just going to make a note that we stopped that game at two outs, not three outs, and I was the next kicker. So, I'm pretty sure why that's why they stopped. So, [laughter] um yeah, that was the my daughter was on the unified team and so she was the pitcher. Um and it so it was really fun to be able to play against her and show no mercy against her, but she showed no mercy either, so it was >> fair. But then she came over and wanted to play on um the the staff side. >> Yeah, she did. >> My team because um you you know she wanted to help you. Yeah, she wanted to help us. She needed to help us. >> I'll reclaim my time. Thank you, Tracy. [laughter] Um,

037>> yeah. So, that was a lot of fun and I I've spoke on this many times now, but that unified PE program has been just outstanding this year and, um, thanks to Jade and Shelley >> that are that are heading that up. So, um, I went to the ACE and Paloma AL alternative ed uh, scholarship night and it's just amazing. I know you guys made mention of it, just the community outpouring and and how supportive they are for our students and it's just amazing. I, you know, I can't say enough about our how about how about our community. Um, and then I' I've missed a lot because it was the last week of baseball season and so we had practice and games and so I missed a lot of a lot of the school stuff

038from coaching. Um but we went to the FFA banquet which I thought that was before the last meeting but it wasn't. It was the next day. Um and that one is always an outstanding event. Stu pretty much studentled and just the discipline of of uh all the officers in 4 or in uh FFA is just I mean they put so much work in into into that presentation. It's amazing. Um, and then Tracy and I were at the sports lunchon a couple days ago at the high school just honoring um, the outstanding athletes and so that that was the first time I had been to that. So that was great. Um, and then congratulations to Laney and Julie. Um, I just to be honored like uh, Denise said by your peers is I mean I know

039Laney a little bit um, and I know how special she is. I don't know Julie all that well, but um congratulations. Um and then Brady, I don't know if he's still here, but um thank you so much and uh for coming and speaking to us. You don't have to stand up, but thank you. Um and I know it takes a lot of courage to come and speak to the board and I appreciate it. Thank you. And that's all I've got. Wow. Okay. Well, I'm going to say congratulations um I think we from all of us um for Julie and Laney and your achievements and um being employee of the year. Um I also want to say thank you to Howard to always holding our feet to the fire. Um we don't forget about our performance

040data and we definitely have that top of mind. So um appreciate that and and Brady great job with with getting up here and speaking. Um, I am looking forward to all the graduations tomorrow and on Friday. And I think my report's going to be short. Well, I'll start with our student Brady. Are you still here? >> Yeah, he's there. >> Thank you for coming up to that podium and speaking on behalf of the Boys and Girls Club. That's a daunting step for a lot of people and you did it very well. Thank you. Uh and then to uh Julie Davis and Laney Hopper, are they still here? >> Julius. Oh, there you are. >> Thank you. Thank you for all of your years of service to our students. you've you're often bragged about by a

041lot of people and so congratulations. I too went um to Crestston Elementary and visited that school site and I met with uh principal Josh Ashton Ashton Ashton and lo and behold there were three other principles this day because three of his students had accumulated 300 points that they cashed in and when you hit that 300 mark you get to be principal for the day. So, I had three other little principles with uh radios on their hips and their ID tags around their necks and they took me on a tour of the school and they were so proud and they were so professional. I mean, they and polite. They took me into the cafeteria and introduced me to the uh kitchen staff, bragged about the food that she prepared for them every day. And then right

042in the center of the road, I mean of the room, I looked and there's Josh sitting right there amongst all of his students having lunch with his students and he just collabor collaborates and is so attentive with his students and [clears throat] it was a great it was a great day. Uh it they made Crestston shine so I I appreciated that. Um I will mention their names. Oscar, Peter, and Landon. Fine principles. I highly recommend them. Tomorrow is going to be one exciting day. When we go to the graduations at our our schools, I love watching the parents because they have accomplished they're they're watching their children who have accomplished graduating and they're so proud. But that one ceremony that you guys do, holy cow. Uh for the um over here at the >> What's

043this building? >> The community center for all the >> what? >> Community center. >> That's where the ceremony is. When these students get up and take a rose and walk out to the audience to give a rose to their loved ones, be it a parent or someone special in their lives. Oh my gosh, get the Kleenex. Everyone's emotional and so it it's it's just a beautiful ceremony and I enjoy that very much. And of course within our high school tomorrow night, big accomplishments. Parents again are running up hugging their students. This is why we are in this business that this is why we serve students and their education. because it is truly one of the most rewarding experiences of our lifetime. At least I'm speak I'm speaking for everyone. It really is to see these

044students succeed and move on and just anticipate as to where they're going to go. And then when you hear back from them and they let us know and they come back and they see their teachers that they've dealt with. My gosh, Mrs. Ellis White's had so many students come up the rank and they see her and she's up there at their graduation and she's crying all the time. So, what a day of celebration we look forward to. Uh we're wrapping up school this week. What a what a wonderful what a wonderful past year. There's been a lot of learning, but a lot of growth. And it's been it's been a pleasure watching everyone in our district. Howard Gillingham, thank you, sir, for coming and giving us your wisdom. We so appreciate it. So, thank you.

045I can remember you driving all the way out to Caresa Plains to a meeting. I was shocked. I thought, "What in the world? He drove all the way out here and it's dark." But it [clears throat] was it you've just been loyal to this district and I thank you. That's all I have. Thank you. >> Okay. Uh thank you to everybody that came out and spoke tonight. Um give a you know Lucy's an athlete. You don't want to be messing with her out there in the field. I know that for a fact. So [laughter] um >> I'll give her a shout out too for what a great job she did this year. And I'm very happy we get her back uh next year. That's going to be fun. Um, congratulations to Laney and Julie. Thank

046you guys for being so good at what you do and uh, you know, helping helping everybody, especially the kids, you know, get through all this. Um, I will give a quick shout out since I saw her over there to Audrey. Congratulations to everything you've accomplished. I know you're going to do great things in the future and um, you were a wonderful mentor to my daughter. So, congratulations on all that. Uh, what else? The FFA banquet was amazing as usual. Uh those kids are very impressive. Um I got to have dinner with and meet Kendall's children. That was fun and looking forward to the festivities this week. This is going to be an exciting rest of the week. Thank you. So my apologies in my anxiety about how much time I took on the last part.

047I skipped over one um congratulations that I really feel compelled to be able to to put in there. So I I want to be able to say congratulations to San Bonito Road Elementary named Leader in Me Lighthouse School by Franklin CVY um education. It is a huge big deal. It is a very big and positive element. The school has been certified as a leader in MI lighthouse. The certification is evidence that the school has produced outstanding results in school and student outcomes due to extraordinary impact the school is having on staff, students, parents, and the greater community. School celebrated this honor on June 1st. Be I know there so was Tracy. Um the school celebrated this honor on June 1st with an assembly and then they went outside and had popsicles. That's really where I

048wanted to hang out, but I was ushered along. um the excellence and leadership um is is critical to this process and I want to make sure it's abundantly clear that that San Bonito was the first school in North County to receive this honor. It really is quite a congratulations especially to the principal um Kat Holmes who really has led the charge and has really done a remarkable job. So kudos to San Bonito Elementary and all of the staff and students for a job well done. And wow, let me tell you, they know how to party. They had these light pieces on and they had It was a whole lot of fun. So, thank you for allowing me to be able to come back. I feel a whole lot better. I'm sorry. >> There's Tiffany right

049over there, kindergarten teacher. Is that Tiffany up there? >> Yes. >> Right there. >> Yes. >> I didn't see you back there. Please. Yes. Come on up. >> I see Tiffany. Okay. Why is Tiff? >> Great. >> Can I move it down? >> Good evening board members. My name is Myra Zeldabar and I'm a fifth grade leader at Sanonito Elementary. I'm on communications student lighthouse team this year. We are excited to share that our school has officially been recognized as a leader in me lighthouse school. This is a special achievement that recognizes schools that create a culture of leadership, academic growth, and student empowerment. What makes this accomplish even more exciting is that our school earned lighthouse status only after two and a half years of implementing leader in me. Good evening board members. My

050name is Canon Cohen and I am a fourth grader at San Bonito Elementary. I am on the welcome ruggan student layoffs team this year and the yearbook and welcome student layoffs team for next year. Leader in me has helped students like us learn the seven habits, set goals, track our progress, and take ownership of our learning. It has also given us opportunities to serve our school through leadership roles, student layoffs, action teams, assemblies, mentoring younger students, and community events. Because of leader and me, students are encouraged to use their voices, work together, and make a a positive impact in difference in our school. Good evening board members. My name is McKenna Horton and I am a fourth grade leader at San Bonito Elementary. I am on the communication student lighthouse team this year. We are

051especially proud that we are currently the only leader in MI lighthouse school in north St. Louis Bispo County. This recognition reflects the hard work of our students, staff, families, and community partners. Becoming a lighthouse school shows that leadership isn't just for adults. Students can be leaders, too. Thank you for supporting our school and letting us and helping us create a place where every student can learn, lead, and succeed. >> Thank you. [applause] worked. >> Thanks, Rebecca. >> All right, great job. >> All right, next we are moving on to our minutes. Do I have a motion for approval of our minutes from the regular board meeting of May 19th, 2026? >> So move. >> Do I have a second? Second. Roll call. Oh, who's the tiebreaker? I heard her louder. Uh, roll call vote. [laughter]

052Mrs. Ellis White. >> Yes. >> Mr. Arnold. >> Yes. >> Mrs. President Mcgru Kane. [snorts] >> I >> Mrs. Taylor. >> Yes. >> Mrs. Cosnik. >> Yes. >> Mrs. Coley. >> Yes. >> And Mrs. Pierce. >> Yes. >> Thank you. Uh, our next item up is our consent agenda. Does anybody have anything they would like to pull? >> No. Uh, may I please have a motion for approval? Then >> I move to approve consent agenda items A through C. >> Do I have a second? >> Second. >> Roll call vote. >> Mrs. Taylor, >> yes. >> Mrs. Cosnik, >> yes. >> Mrs. Counley, >> yes. >> Mr. Arnold, >> yes. >> Mrs. Ellis White. >> Yes. >> Mrs. President Mcgru Kane. >> I. >> Mrs. Pierce. >> Yes. >> Thank you. Our next item is

053uh resolution 20-25-26. This is our candidate statement. Mr. or Dr. Bennett, sorry. >> Would you like to review this with us? So, um, what we're asking for is, um, approval and adoption of resolution 202526 on candidate statements. Um, a final requirement is to notify the county elections department regarding who will be responsible for the cost of publishing the candidate statements in the ballot, uh, which is board bylaw 9220, and the information is in your package. So, I'd ask for approval and adoption. >> Do I have a uh, do we have any questions? It's a standard item that comes I think every couple years. Motion for approval, please. >> I'll move to approve. >> Do I have a second? >> Second. Roll call vote. >> Mrs. Cosnik. >> Yes. >> Mrs. Cley. >> Yes. >> Mr.

054Arnold. >> Yes. >> Mrs. Pierce. >> Yes. >> Mrs. Ellis White. [snorts] >> Yes. >> Mrs. President McGru. I >> Mrs. Taylor. >> Yes. >> Thank you. Thank you. Our next item is resolution 21-25-26 which is our consolidation of election. Dr. Bennett, >> I'm asking for approval and adoption of resolution 212526 which is a consolidation of election into the regular election has been our custom and will reduce the total expense incurred by the district. Without this action, the board member election would run separately and the district would be responsible for the entire cost. So, I'm asking for approval and adoption of 212526. >> Thank you. Do I have a motion for approval? >> I move to approve resolution 212526. Do >> a second. Second. Roll call vote. >> Mr. Arnold. >> Yes. >> Mrs. President

055Mcruine. Hi, >> Mrs. Taylor. >> Yes, >> Mrs. Ellis White. >> Yes, >> Mrs. Kosnik. >> Yes, >> Mrs. Conley. >> Yes, >> Mrs. Pierce. >> Yes. >> Thank you. Our next item is our board retreat summer 2026. Dr. Bennett. >> Uh, this is a for information item. Um, what we're essentially looking to be able to do is I was asked to be able to bring forward potential retreat topics. One of the things that I would be asking for us to be able to do this evening is to begin thinking about what our annual um workflow would look like, especially during the summertime. Trustees, you see in front of you kind of an outline of uh some of the different topics. And so if I can briefly highlight among the topics and then ask for

056any input that you might have either on any of these topics and the purpose um as well as any additional topics that you might want to be able to discuss this summer. So proposed retreat dates are July 28th and 29th. We had up until this point talked about the 28th. Um, but in relationship to the amount of information that's on here, we may elect to be able to have either two half days, a full day and a half day, something of the sort. So, this is really for your consideration. We also need to consider the amount of time and um potential locations. Um, so among the topics if you kind of look at the bullet points and I'm just going to walk through some of those just highlighting a few and then if we can

057engage in a conversation. So on a regular basis over the summertime, it's really the right time for us to talk about data. And so among the data topics would be the parent and staff surveys that we're currently collecting now the the middle grade survey of student engagement and the high school survey of student engagement data that has recently been collected the CASP results and so consist consistent with Mr. Gillingham's you know request for us to be remaining focused on the academics our academics will be coming forward as well as the outside uh report from elevated achievement group as well as potentially you know board reflections and comments about you know our own service and about areas where we might want to be able to make changes or what's going well and the like. So data

058um data review and analysis would be one of the really important pieces that we are currently collecting and all of the results from our student um uh results will also be in by that point. So then cabinet would essentially bring to you reports. We would engage in conversation to be able to talk about you know what are our strengths, our weaknesses, our opportunities and threats which lead us into the second bullet. So looking at a SWAT analysis on an annual basis is something that we would like to be able to do. In other words, we would like to be able to create a sense of, you know, what are our strengths each year? What are our greatest weaknesses? What are the opportunities that we should take advantage of? And what are the threats to our

059organization that we must address? And those should then have uh an impact on our strategic planning. So for example, once we create our strategic plan, we should be analyzing based on our strategic plan and our priorities and then what progress are we making in each one of those areas that my recommendation would be become a regular ongoing piece of our summer analyses and the discussions that we have as part of our ongoing retreat. The third bullet point are board calendar events. So, for example, I know that we've had conversations about conducting regular classroom visits, department visits such as technology and the like. Um, facilities. So, as as you know, this last year, as a result of the bond measures, we've gone out to some of the campuses to be able to look at uh our

060facilities and gain an understanding of what our needs are, um, school events that are coming up and other areas of interest that you would like to be engaged. And so trustees, I I want to make it clear that I think our community is genuinely interested in having us, you know, regularly involved and plugged into our community, getting out into the classrooms, seeing what's happening inside of the classrooms, um being on campus to see how things are running and the like. So, I would like to be able to see about this summer as part of our retreat setting up a calendar for what that might look like and how we can structure that um for throughout the year. Bullet number four is a 202526 board meeting reflection and improvements for next year. So, looking at our

061our board um meetings, so how is the structure? What about our study sessions? I know we had a shift this year in study sessions by having meetings off the dis. Do we want to continue that? Do we want to make changes some of the presentations that we made? Are there other specific areas of presentations that you would like to have made for next year? I know for example special education is an area of interest and so we're looking to be able to have you know special education presentations be made. Same thing with Morgan and I have had conversations about technology and having conversations about, you know, implications related to technology. And so, you know, trustees, I'm asking what kinds of areas of interest and connections would you like to be able to have um being

062brought to you and what would that look like? The next bullet down is board governance handbook. As you know, this last year we developed our board governance handbook. What I'd like to be able to do on an annual basis each summer is to review that, update it, and it gives us an opportunity to be able to say, let's make some tweaks in these areas or let's add this because it's becoming an issue. And so, what does that look like? We'll also now that we have the mission, vision, core value, and and portrait of a graduate, we'll be able to add that to one of our sections. And then, as the strategic plan continues to be advanced, that will also be unfolded into the governance handbook. The next item is board committees. So, how do we

063want to operate next year? What's the regular pace for those? Do we want to be able to have quarterly meetings? What what do those look like? So, I know many of you are on those committees and so how are they functioning and what do we need to do next year to improve? Um the next one down is year-end reflections from divisions. That's really about cabinet and then what are our goals next year? I think that would give, you know, human resources, business services, ed services, our departments and schools. We could give updates to say, here's where we're at. These are our goals as we look forward to next year. These are some of the issues that we see emerge. And really, it's about communication with trustees to keep you up to date on what we're

064seeing and what those changes need to be made. Uh the next one down are department presentations for next year. So potentially, you know, what are those areas of goals? Are there areas that you want to be able to have conversation about over the summertime such as special education, facilities, bonds, some of those things that we're having conversations about now? And then finally, board policy updates. I mean, as you know, we are we are grappling with a lot of board updates, board policy updates. And so, would you like to be able to do a big chunk of board policies this summer, for example, and we could knock some of those out? So trustees, that just gives you kind of a a highlevel sense of some of the topics that I think might be a regular ongoing

065process over our summer. Are there other things that you see here that you don't think maybe we need or other areas that you would like to also include? Um I I was wondering if maybe this year we could skip the governance packet just because we recently we just recently updated it and you know just do it next year and then like the end of year reflections >> um would you be looping in the principles for that >> depending upon the you know whether they're back um >> oh that's true. Yeah. Yeah. >> End of July. >> Yeah. Okay. >> So, we we can certainly do that. Again, I mean, what I'm asking for here is really input from you in terms of this is your retreat and what can we bring to you for this

066board retreat. And so, we're trying to line up on your agenda. >> I don't know if this would be um the appropriate place to do this or the appropriate [snorts] place to ask, but you know me, I'll ask anyways. Um, but Mr. Gillingham always brings up good points. Where would be where would be a good place to get an update on curriculums and maybe um you know strong points in curriculums and potentially weak points in curriculums. So we could get an update on that. I don't know if this is the right place for it, but >> I I just think in terms of you know where we are in the transition, right? So we'll we'll at that point have somebody who's been here all of maybe four weeks. And so I think later in the

067year I think that would be a great report to be able to ask be brought to the board during the academic year. I think that would make perfect sense. Um this summer what we will have is we will have some of the data related to student performances and we can bring that as part of the CASP results as well as the middle grade survey of student engagement and the high school survey of student engagement. So we will have data conversations um which I think will point us in directions but but we can absolutely have the conversation about our curriculum. I would just suggest that it happens during the academic year at least for this first year. Um, and then one more thing with the um, maybe bring to the attention of the rest of the

068board since I'm on the board policy med uh, pol policy committee. Um, if we want to do more board policy updates, um, I think we need to talk to because Veronica's the one doing all the work on it. Um, so we need to be kind of cognizant of how much time it takes her. Um, and then on like how much we can accomplish in the retreat based on the amount of work that she can do. >> I also want to piggyback on that that I know we have a lot of policy updates to do. I feel like I know there's a lot, but slow and steady wins the race. And I think that our time is very precious when us when we're all together. And I don't feel like this would be the board policy

069updates would be a good use of that time. Um because I would rather focus on the data review and some strategic planning and really coming together as a team, not just like not board policy because we're going to get to those. It's just going to take some time, right? >> We're making good progress and Veronica's doing great. I think too is this would be if we want to do one big group. So that would be on one of the lighter board meetings coming up. It wouldn't we wouldn't be going over the policies within within this. >> Oh, I thought this was saying at at our board retreat we would go through like a hundred of them or something. >> No, it's just it would be putting on a potentially a future >> Okay. Sorry for

070my misunderstanding. >> No, it's all good. >> But that would be something that we could discuss. That would be something that we can discuss. Um, do you want to do do you want to do we want to continue doing the 2020 20 every every board meeting, first read, second read, or do we want to >> left? >> Oh, what we got? >> We got a lot because we >> No, but that I think you know what that be a good thing for us to talk about at the meeting because if there's like 500 left and we're like it's going to take us a year and a half at this point like I'd like to have that data to be able to make an informed decision. And I think that would be something that she can

071present to us. So I think not to not have it on the on the agenda would be foolish on our part. It would be for information >> strategize on how it would only be information only. >> Wonderful. Another thing I thought we uh would be um uh would be CTE whether it be a presentation just a followup and then also alt education um just how you know what we're doing how we're doing ACE all of you know all of those >> are you talking about having those presentations at the things I think this is saying this is saying what do we want to have for next year >> it could be discussed right here department presentation brainstorming so I was just putting it out there >> so for the academic years. >> Yeah. >> So,

072not to necessarily have them come to that meeting, but just >> academic >> discuss. We want to discuss this. >> This is a Right. We're brainstorming. [clears throat] >> We did just >> We did that did just have that as a study session, >> right? Give us the study session. >> Yeah. But it would be nice to have an update >> sometime during the during the year. >> Next time during the year. >> Yes. >> One time is not a >> you you'll forget. Thank you. >> I'm going to say I'm going to start off. I'm looking my my top priority was the department presentations because I'd like to hear from all of them. And um 2025 26 board meeting reflections and improvements for next year. I think that would be very nice. And then

073uh data review as my third choice. And then I'm just going to go on the record right now that I will only be here for one day. So, um, depending on how everyone else is going, but I will I'll just be here for one day. Okay. >> I think these are all great. I don't know how we're going to fit them all in. And I don't know, we haven't got there yet about if it's going to be one day, two days, how we're going to structure it, but that's also a concern of mine because I already have a vacation planned for half that week. >> Yeah, understood. Um, I just wanted to add for data review, would it be helpful to loop in some fastbridge data? Um, and the number of English language reclassifications that

074we've like how how what progress we're making on that as a a data point to look at. I don't know about Do you think fast bridge would be one that we'd bring in or do you think it would be the new >> We'll have that and we should have reclassifications also. >> Okay. Reclassification. Okay. All right. All right. Others. So I I will work with you then in relationship to dates and times and then we're exploring um location options right now. >> So u when you say working or get who you're going to work with us? >> I I will include it in my weekly update. >> Okay. Um, may I make a suggestion of course >> that if we are going to do it two weekdays, um, if I don't know if they're going

075to be half days or full days, but if we're going to do two consecutive days that maybe we start the time, and I know this is probably not what cabinet wants to hear, but maybe from like 3 to 8:00. That way, those of us who are employed aren't taking two full days off of work. trustees, this is your uh retreat. So, we're again this is being brought forward to be able to have a conversation. >> And that's just I know every probably other people don't mind, but that would just be my thing that >> No, I would I would um concerned about that as well. I think that right now is the time for us to weigh in on whether we're having it for two days and if the two days are going to be

076two full days, two half days, you know, one, you know, one and a half. But I >> my other concern also is um I feel like having two full days is like your brain's ready to you know by the end of like six seven hours I'm like I'm done and I I think almost keeping the sessions to either maybe four or five hours at the most. >> Um that way we remain fresh and >> okay. So I tell you what we'll do. We'll go ahead and put out a poll to see what dates and times work best for you and then and then we'll we'll pull that together and then I'll communicate back out what it looks like. Okay. So, Veronica and I have talked about being able to put something out. >> Um, can

077I ask a question if I'm really interested in the SWAT analysis and some of this information are we able to preview kind of have time beforehand to look over it? Okay. So, it's not a presentation at the retreat, but it's an actual discussion of information that we've already digested and thought over. >> So, to be clear that um cabinet's going to be having our retreat in early July, and then we will be one of the big pieces that we're going to be working on is the data review and the analysis of the data in advance. We would send it to you shortly thereafter. So, we're looking at being able to develop our own SWAT analysis as well and then sharing with you. Here's our take >> and then Oh, go ahead. >> That'll give Dr.

078Shekele enough time to go through all of that and >> she'll be a part of the conversation at that point. So, she'll be already on board at that point. So, >> and then since we're meeting as a board, it's going to be a public meeting. Um, we have to give notice and the public's able to come and attend to observe or or listen in. So, how is this meeting going to be sort of noticed to the public? Um, where when we're going to meet? >> Well, it' be consistent with the ways that we've done it in the past. So, >> yeah, >> but school's not in session. So, usually in session post, >> we'll make sure that it's posted. >> Okay. So, if the public's interested, then check with the district. Um, >> right. >>

079Thank you. Thank you. >> Great. Thank you. >> Okay. Our next item is our governor's may revise. And Mrs. Darnell, you're up. >> That's why everybody's here. Next. All right. thinking um while we're uh waiting on technology to um pull up the slides associated um the slides for this presentation are provided by school services of California. They provide a comprehensive um economic outlook for the state and then kind of what does this mean for schools. Um so that's a 4-hour presentation. and I pulled what I felt like was the most uh relevant information for our trustees and for the public. Um and I I'll be sharing that tonight. Um so the data shared and the information shared is at a state level. Um so then as part of my conversation I'll be breaking down what

080does that mean for schools and specifically what does that mean for a task? Um so the school finance can sometimes feel like a foreign language. There's a lot of formulas and allocations and charts and if you're not really immersed in it every day, it uh it's really difficult to tell whether the headlines that we see around things like May revise are good news or bad news or somewhere in between. Um so my goal is to kind of help us understand what happened at the May revision and um what are the implications for a task and what am I paying attention to as your CBO. Um, so as we go through the slides, I want you to focus not only on the numbers, but also um on the story they're telling because at the end of

081the day, school finance really comes down to one question. Um, do we have the resources to continue serving our students well, not only in the current year, but in our budgeted out years. Um, so these were the the themes for the May revision. And if I had to summarize the entire May revision in one s sent sentence, it would be things really are better than where we thought that they would be a few months ago. Um so back in January, there was significantly more uncertainty. Um since then, state revenues have come in much stronger than expected largely because California text uh collected more tax revenue um than had been anticipated. As a result, there are several positive developments for schools. Um, we are seeing a larger COLA than initially projected. Uh, we see additional investments

082in special education. Um, and we're also seeing some one-time funding opportunities that could benefit districts. Um, the important part is though that better does not necessarily mean problem solved. Um, so the state does have more money than expected, but the state's also exercising caution and in how they're going to move forward. um they are holding back some funding obligations and being careful about not committing to any any new programs or ongoing commitments. Um and the reason why I bring that up is because that's also how we are approaching budgeting at the local level. You know, we're excited and and we definitely celebrated a strong May revise. Um but we are al also aware that there is a little bit of risk. Um so the broader economy. So this slide kind of explains why school funding

083can feel both strong and fragile at the same time. Um California is a state that relies heavily on personal income tax and not just any income tax revenue but specifically most of it comes from our highest um income earners whose earnings are frequently tied to the stock market investments and the technology sector. So when those sectors perform well, state revenues can increase dramatically. So that's kind of the phenomenon that we've seen shake out recently. Um when they don't, revenues decline just as quickly. Um so it's it's think of it as like driving a a sports car. Like it can go really fast, but it's also going to adjust really quickly if the road conditions change. Um so right now the state is assuming economic growth, stable employment, moderating inflation, um and relatively healthy financial markets.

084Um those assumptions may prove to be accurate. Um however, inflation still does remain a concern. Energy costs um as we all know remain unpredictable. Federal policy changes could potentially impact state revenues. Um and markets can change d direction relatively quickly. Um, so as a school district, we don't control those factors. What we do control is how we respond and why we continue to build budgets around long-term sustainability. Um, so what are those those kinds of risks that we're considering? So this slide is really the state's version of make sure you read the fine print. Um, the governor is essentially saying like here are the good news. Here's the good news. But there are some things that could change this story. Um, so many of these risks should look familiar. They're things that we've talked about

085before. Um, inflation, health care costs, insurance costs, wildfire related expenses, federal uncertainty, and market volatility. Um, and the reason why this matters is because school finance doesn't exist in a vacuum. Um so when the state experiences financial pressures the the school finance section experiences pressures as well. Um so as a district our responsibility is uh not to build the budget for the best case scenario um but to build a budget that can withstand that uncertainty. So that's why you often hear me talk about reserves and structural balance and sustainability. Um those are tools that we use to ensure we can continue serving our students well. the you've may have heard about uh the Proposition 98 setup. Um so this is one of those school finance terms that really sounds more complicated than it needs to

086be. Um you can think of it this way. Um the state believes schools are entitled to a certain amount of funding underneath uh Proposition 98. The state also believes that it may owe even more funding depending on how revenues ultimately perform. Um, but instead of paying all that immediately, the state is waiting. In simple terms, they're saying, um, we think we owe you that. We're just not ready to write the check yet. Um, so the important takeaway isn't the mechanics, it's the behavior. So the state exercising that level of caution with long-term commitments. Um so the Proposition 98 men uh minimum guarantee is genuinely positive news. Um so the guarantee did increase substantially between January and May. So even though there's still that proposed hold back um there was a substantial increase and that's great

087news for districts across California including Atascadero um it improved our overall funding outlook and provided us some additional flexibility. Um but this is where kind of that context matters. It has not eliminated our local um financial challenges. Districts including ours still experience um rising costs in nearly every area of operation. Um, so while this is encouraging, um, it's it's still important that we, uh, exercise, um, discipline when it comes to our budgeting decisions. Um, this was one of the most talked about or like the headline item of the May revision. Um, and that was the proposed increase to the COLA of a um, up to 4.31%. So whenever hear people hear that number, especially if you've been um and I know we all have been um paying attention to the last few budget presentations, that's

088a big increase. And it is. Um but it's important to remember that COLA is not designed to make districts richer. It's designed to help districts maintain their purchasing power. So that's kind of how we keep up with those rising costs. In other words, much of this increase helps us with the costs we already have, which includes our salaries, benefits, insurance, utilities, transportation, special education. Those are kind of our big numbers. Um, and and the other things that we continue um to to engage in to serve our students. Um, in addition to the COLA being higher, it came with a string attached. So, it was we're going to increase the COLA. Um, but there is a new obligation which is the mandate mandated maternity disability leave. Um, so in our budget, uh, that's been built in

089as a commitment so that if that COLA is realized, we've already set those sides of funds so that those funds aside so that the district's prepared. Um, so this increase was welcome. Um, and it definitely will help us keep pace with rising costs. So, not every school district gets to pay attention to this slide, but we get to pay attention to this slide. Um, and the necessary small schools funding formula is is another one of those formulas that is um while it's not designed to make it feel difficult, it sometimes feels that way. Um, this slide highlights, however, the um something important and that's that the state recognizes that different districts are facing different challenges. So smaller schools often has higher operating costs because they can't spread those co costs across large student populations. Um

090so the state provides additional support to help those schools remain viable. Um so within the proposal was an additional 20% to necessary small schools funding which is kind of what's captured there in the lighter blue box. Um so while this isn't a major funding driver for uh Atascadero Unified it is it is definitely welcome. We do have one school site that qualifies for the necessary small school funding. Um, and with this additional investment coupled with additional investments that they've had through the equity multiplier, um, we are able to support um, a second teacher at the Karesa Plains, which is welcome news. Here we are. That's because they're they're using additional funds not besides number one. >> Correct. They also have like I mentioned the their equity multiplier funds that they qualify for. Thank you. I'm

091sorry if I was not clear. Um so special education rate increases. This is the slide I'm most excited about. Um, special education, as we've heard, continues to be a large financial pressure um, not just in Atascadero, but for districts throughout California. Um, and it's definitely something that we've discussed at length. Um, these, unlike most expenses, [clears throat] these are not optional. Um, so students are entitled to services and districts are legally required to provide them. um for years the costs of services has quickly outpaced um funding for them. The May revision includes one of the most significant investments in special education funding that we've seen in quite some time. Um and that's great news and it's not going to solve every challenge, but it definitely represents meaningful progress and acknowledges a reality that all districts,

092not just ours, has been facing for a really long time. Um and the state is recognizing that the current funding structure is not keeping pace. Mrs. Darnell, a question about the special education. So, these these are not just onetime funds. They're going to be in continuing. >> Yes, that's a great question. So, the these funds are actually um they they kind of funnel through the SULPA, but they are attached to ADA and it's ongoing funding. Um this is a proposal by the governor. Um technically, it hasn't been adopted into the budget, but it's considered by school services a low-risk funding. It's it's very much needed. Um and so we we've built it into our budget. Um but no, it is not one time. It would be an ongoing >> and these items are on top

093of our normal ADA. >> So currently we already receive funding um through the AB 602 model funded on ADA. This is increasing the allocation. So right now, I want to say it's close to like $500 per ADA. So this is a a substantial increase on top of that. Um so another kind of look at um special education and this is actually a conversation that we've had at the district level. I felt like it was really important to acknowledge um that this is a challenge that others are feeling. Um, so if there's one chart I I'd encourage folks to remember, it really is this one when thinking about special education. Um, so over time, districts have needed to contribute more and more of their unrestricted local dollars to fund special education services. So we see that

094pattern captured in the blue. And just as a reminder, this is state level data, not a Tascadero data. I mean, it mirrors our data. Um but this is this is some this is a phenomenon that's being felt around the state. Um not because districts are choosing to spend more but because these costs continue to rise um and our funding sources haven't kept up. So every unrestricted dollar used to close that gap is a dollar that cannot be used somewhere else. Um so that's why that investment that we just discussed on the previous slide matters so much because reducing this pressure um protects other programs and services as well. >> What percentage would you say like our the contribution like what the amount of money that's now being funded what percentage increase is that I suppose?

095>> So I we through the AB funding form I don't have a percentage but we anticipate an additional $2 million. Um so for the budget and I don't want to misspeak and we will get there in the budget presentation. We fund about 64% of the unrestricted um expenditures from the unrestricted fund. That represents a decrease from the current year. So we're we still have those pressures. Um but that additional $2 million allowed us to kind of reduce some pressure on our unrestricted budget. Okay. Okay, so the learning recovery emergency block grant commonly known as LREBG is an example of one-time funding. Um, so whenever we talk about one-time funding, you probably uh hear me quickly follow up with um it should be used for one-time purposes. Um, so these funds can be used to support

096import important work including intervention, attendance efforts, student supports, but it's important to remember they are temporary. Um and the goal is always to ensure that temporary funding um does not create any ongoing obligations. Um because when the funding disappears, the obligations remain. So one of the proposal of the governor was an additional investment into the LREBG dollars. This was initially um proposed in 21-22 and then some of the funding was withheld. So we saw last year in 2526 that he um had another kind of allocation. He's proposing shoring that allocation up. Um, these one-time dollars have not been added to the Atascadero budget yet. If the proposal is adopted by the state, um, they will be added and you'll see that in the 45day rebas that comes in August. Um, these were considered kind of

097like moderate risk. I think I missed a point. Oh, yes. And uh so that you're aware and I'm sure you are uh the spendown of these dollars is captured in the LCAP. So those are one of our our accountability metrics for that. Okay. Student support and professional development block grant. Um so this was one-time funding that was initially um invested into districts in the current fiscal year. Um the proposal is another investment in this fund. Um so it's a similar concept. Um one-time resources are extremely valuable. They provide districts with a lot of flexibility, especially discretionary dollars because they allow us to kind of relieve some cost pressures to the district. Um they also allow us to make some additional investments um and to address some immediate needs. Um so we we approach them strategically.

098Um the allocation formula for this additional investment hasn't been determined yet. So these dollars are also not included in Atascadero's annual budget if they are if it is adopted. um at the end of June and they release the funding allocation. Again, you'll see that at the 45day revise. We would just like to know what it looks like before we put it in there. Okay. Um so, this slide illustrates the challenge every school district is trying to solve and it's really representative of data that I've brought forward um in different ways um throughout the school year. Um, but we're seeing that historically for all districts, um, expenditures have grown faster than revenues. So, you see the the LCFF funding growth captured there in the little blue box in the lower corner. Um, and then conversely, you

099see these different cost pressures that districts are facing. Um, and then at the top, you see kind of the trend line of funding growth versus expenses growth. Um, so this is not because districts are irresponsible or because schools are overspending. Um, it really is just because costs continue to rise faster than our revenues are. Um, and and again, these are tied to special education, to benefits, to insurance, to utilities, to operational expenses. Um, and this this really illustrates why long-term planning um matters so much. um building a budget needs to be sustainable not only in the current fiscal year but for for many years to come. Um and that's kind of what we continue to focus on. Um so I'll close uh up the May revise presentation with this. So the budget is not a

100crystal ball. It's our it's our plan. It's our first blush based on um you know the information that we have available at the time of drafting the budget. Um, so it's our best estimate. Uh, the in the on this slide I'm I'm showing kind of what assumptions were included and what have yet to be included in the tasker budget. So included in our budget um is the additional investment in the COLA and like I said we did pull out some committed funds because that additional COLA money came with that mandated requirement. So we wanted to make sure we planned appropriately for that. Um, and we also incre included the increase to special education funding. um things that were and I didn't capture it here for some reason, but we also included the necessary small school

101investment. Um things that will be added to the budget um when adopted and the allocation kind of methodology has been confirmed is the one-time funding. Um so the good news is is that we are in a much stronger position than we were. Um we've reduced our projected deficit. We've definitely strengthened our outlook. Um, and we did that by making decisions that balance student needs with fiscal responsibility. Um, so next I will review the AUSD budget, including our 2526 estimated actuals, um, and our multi-year projection through 2829. All right. Um, so before we get started, I wanted to extend a sincere um, appreciation and thank you to our director of fiscal, Brooke Austin. This is really um, her major project and I know that she she put a lot of of work into it and I'm

102deeply appreciative of her and the fiscal team. Um, so today I have the privilege of presenting our proposed budget for the 2627 fiscal year. Um, before we Oh, you know what? I'm so sorry you got to open on public hearing. I got so excited. I was like, um, [laughter] I could do it after, I suppose. Okay. The next item on the agenda is our public hearing. The 2026 2027 annual budget and reserves. The board will open a public hearing and we'll take public input. So I will open the public hearing. >> Give us an update. [laughter] >> As the board president, I hereby open the public hearing. We will now hear from the public. After we have heard from the public, the hearing will be closed. Has the board received any requests for comment? >>

103No. Okay. Uh, let's see. Okay. Well, then do we have anybody here? No. Okay, great. Then I will close the public hearing. >> Now you're up. >> I'm sorry. >> Um, so like I said, tonight I have the privilege of presenting um the proposed budget for the 2627 fiscal year. Um, before we kind of dive in, just a a reminder of what our budget is. Like I said a minute ago, it is not a crystal ball. um it's our best estimate. Um so throughout the year you've heard first interim, second interim, most recently the May revise and the annual budget is kind of where all these things come together um for the first time. Uh but again it is that snapshot in time. Um so today I'm going to talk you through where our revenues

104come from, how we spend these resources, what's changed since prior reports, and why I am recommending a positive certification to the district's budget. Um, so we can start again with the foundation of California school finance. I know you're all familiar with this slide. Um, the vast majority of our revenue comes from the local control funding formula or LCFF. Um, so school funding can feel a little bit complicated. So that's why I've I've been using the water glass analogy. Um, so imagine the state determines how full a glass should be based on the students we serve. The size of that glass is determined by enrollment, attendance, grade levels, and the needs of our student population. So property taxes are poured into our glass first. If local property taxes don't fill up our glass, the state fills

105up the rest. That is called state aid. And that's how a task unified is funded. Um, so the reason why I take time explaining this is because understanding where our money comes from helps explain some of the decisions that are made at the local level. Um, so if there's one slide that really explains why attendance matters financially, it's this one. Um so most people assume that school districts are funded on enrollment and the reality is that school funding is largely driven by ADA which is actually the relationship between enrollment and attendance. Um so even as attendance rates improve which they have been declining enrollment can still result in declining ADA. Um this year we enrolled approximately 4,275 students. Our funded ADA um at P2 is approximately 4,11 students, this represents an attendance rate of roughly

10693.8%. Um so now while attendance is first and foremost about student learning because we know students learn best when they're in school, um it also directly impacts our district funding. So we'll continue monitoring these patterns carefully because they do directly impact our long-term projections. Can I ask a question while you're on that slide? Um, I noticed that the projected enrollment is declining, but then on the year 2028 29 the ADA is increasing. Is there a explanation of why that >> Yeah, there's a that's a great question um and and something that's important to point out as we're kind of going through these. Um, so it's first important to notice that like these are projections and the third outyear is notoriously difficult to project. It is definitely the farthest away from our baseline data year. Um,

107we are anticipating there is a kind of a a little bit of a bubble group in seventh and eighth grade. That is our best attending group. So great job to our middle schoolers out there. So that'll increase ADA. Um we are projecting that um now that we've fully implemented TK we have seen steady increases in our um student attendance um and then as the state also has allowed us to do different attendance recovery models that um building in stronger programs will allow us to recapture some things there. Um so the swing is a is just over like 70 ADA. So it's not huge but it's hopeful. And then the declining enrollment the blue line it's how is that calculated um as is that just a formula that over each year we we lose certain number

108of students? >> Yeah. So we use a formula um called cohort survival. Um so I definitely can't take credit for the um complicated formula. I I inherited it from my predecessor. Um and it kind of looks at data over a long period of time. how many students have come and gone from a grade band and then it makes projections so best guess. Um so we we do that. Um and then as we get closer to the school year starting we refine them because um students start enrolling we see either we see more TK packets or fewer TK packets. So we continue to refine these things as the years go on. Um but initially we use a formula we use birth rate data and then we also count each um packet that's turned in at the

109early elementary level. >> Great. Great. Thank you. You got it. All right. Our revenues. So, this slide is meant to answer the question, where does our money come from? So, approximately threearters of our revenue is generated through that LCFF funding formula. Um, which is inclusive of that next category, which is the supplemental funding, which is tied to our unduplicated pupil count. Um, you'll hear that referred to as our UPP. Um, so these are students who qualify as low-income English language learners or foster youth. Um, as of census day, our unduplicated pupil percentage was approximately 48%. And one thing we actually observed this year that was anomalous to years past was this was representative of a slight decline in that percentage um, which ultimately reduced our supplemental funding. Um so as a as a result we've

110taken a more conservative approach with um forecasting future growth in that category. Uh we also receive as part of our revenue several um state and federal grants. These are restricted dollars meaning they can be used for specific purposes. Um so I often compare these to receiving a gift card. They are extremely valuable um but can only be used in the manner that they were intended. um understanding those distinctions um becomes really important when we start talking about expenditures and budget flexibility. Um so this is our lottery slide and the lottery slide um often challenges some big misconceptions in public education. So people often hear California lottery and the assumption is that we receive enormous amounts of money. Um so the reality is different. The lottery represents or or will represent in the budgeted year approximately

1111.6% of Atascadero's total revenue. Um we are definitely grateful for those funds but lottery revenue doesn't fundamentally change our fiscal position. It does provide some flexibility. So unrestricted lottery dollars are distributed to sites where principles can make spending decisions based on local needs and restricted lottery dollars are designed to support instructional material such as textbooks and digital curriculum. Um just like our LCFF uh funding formula, these are generated based on ADA. Um so once again that enrollment and attendance relationship really matters. Okay. So here we take our first kind of comparative look at our estimated actuals for 2526 as compared to the 2627 budgeted year. We are projecting increased revenues as we moved into the 2627 fiscal year most noticeably in the LCFF um the unrestricted LCFF column. Um so this is tied directly to

112that increase in COLA and then indirectly to the additional investment in special education uh that we learned about in the May revise. Um so while those dollars are restricted, what it did was allow us to reduce our contribution. Um, so that's when that shows up in the books that looks like more revenue. It's kind of just moving things around. Um, so that was we're grateful for those funds. Um, it definitely reduced some pressure for us. Uh, the takeaway from this slide is that our revenue picture is definitely stronger than it appeared earlier in the year. Um, so now we'll spend some time talking about where um where our money go where our money goes. Um, so if revenues tell the story of how districts are funded, expenditures are really meant to tell the story of

113how we serve students. Um, so education is fundamentally a people business. It takes teachers and counselors and custodians and bus drivers and all sorts of amazing people working together every day to support our kids. Um, as a result, the majority of our expenditures are invested in our people through salaries and benefits. Um the second largest driver of expenditures in recent years has been services and operating. This includes contracted services, utilities, insurance, legal support, and specialized student services. Uh one positive trend we're seeing heading into 2627 is a reduction in some contracted service costs, particularly within special education as we've experienced stronger hiring successes thanks to the work in HR. Um and we've been able to bring back um some more in-house positions. Um this is a positive development both operationally for our kids and for

114fiscally. Um so this slide really reinforces that pattern that that we see in Atascadero and and also we saw in the May revise, right? So historically the district has prioritized investing in people. So a majority of our expenditures continue to be directed towards our people and salaries and benefits. Um and these costs increase over time for several reasons. Um so employees move throughout the salary schedule each year. Benefits costs continue to rise. Um the contribution to stirs and pers continues to rise. Um and then negotiated salary increases occur over time as well. Um so this is one of the reasons long-term planning is so important because even in years when enrollment is relatively stable our expenditure growth continues. Um so our responsibility is to ensure that these investments these these investments in our people um

115remain sustainable. So speaking of people we know that our greatest investment um this slide illustrates how staffing has evolved over time. And when we talk about staffing, we often use the term FTE or full-time equivalent. This allows us to measure staffing consistently, whether positions are part-time or full-time. Uh, one of the key areas of focus this year has been ensuring staffing levels remain aligned with enrollment trends while continuing to support student needs. So, like we've seen, our enrollment um has had a a slow but steady decline. It's important that we continue to re-evaluate and ensure that our staff to student ratios are appropriate. Um that work required a lot of collaboration between site leaders, department leaders, um human resources, educational services. Um and the goal was not simply to reduce positions. Uh the goal was

116to ensure that our resources are aligned to the students we are currently serving um and working hard to maintain the those services for those kids. Um so we've we've spent some time on this. Um special education is a fiscal challenge not just in a tasko but really in public education. Um the services provided through special education are legally required and critically important. Um the challenge is that funding just hasn't kept pace. Um so as a result we use our unrestricted fund dollars to cover the difference. So, and and now we know like we're seeing this manifest across the state. Um, for like I said for Atascadera Unified, that contribution is projected to exceed $12 million in the budgeted year. Um, for perspective, that's approximately 64% of the special education expenditures are being supported through unrestricted

117dollars. Um, so the good news is, like I said, the state has begun increasing special education funding. Um, and we do see that little increase in our blue bar up there in the budget each year. Um the challenge is that the costs continue to rise. Um so this remains one of our one of the most significant financial pressures. Okay. Uh so we'll take a look at our estimated actuals for 2526 in expenditures as compared to um our projection for the budgeted year. Um, so you can see we talked about how we we strategically reduced staffing to align with current enrollment. Our salary and benefit costs increased. Um, so this is not unexpected. In addition to the normal movement of employees um, across the salary schedule, the district did also negotiate a salary increase. Um, as

118employee compensation represents the largest portion of our expenditures, um, it remains important to continue to monitor these costs and continually evaluate staffing levels. Um, at the same time, we are projecting an overall reduction of expenditures uh, I'm sorry, in expenditures of approximately $700,000 um, in the budgeted year. Much of that reduction can be seen in our other outgoing and operating services. So, our other outgoing primarily reflects payments to outside educational agencies for services provided to students, including special education programs and tuition agreements. The reduction in contracted services reflects both stronger internal hiring and a continued effort to bring services inhouse um where it's practical and cost-effective to do so. So, our our general fund balance summary. Um, so we'll take a a step back and look at the district's overall financial position. Um, the encouraging

119news is that our outlook, like I said, has improved since second interim. Um, we've benefited from stronger state funding assumptions. Um, we've reduced projected contracted services expenditures. We've continued aligning expenditures with enrollment and operational needs. And we've strategically leveraged restricted funds to reduce deficit spending in the unrestricted fund. And as a result, our projected deficit position has improved. And I know you're looking at this and you're thinking, "But Kendall, uh, that number is still so big and so red." Um, so a large portion of that deficit spending captured here actually exists in our restricted funds. Um, so a restricted deficit spending can be uh a little bit deceiving but very strategic. Um, so oftent times restricted funds come to the district one time. So a great example of this was the student support and professional

120development discretionary block grant. We booked those revenues in the current fiscal year. We have three years to spend them down, but we can never book those revenues again. So while we're continually um and appropriately spending them down, it kind of presents as a deficit because you can only book revenue one time. Um, and we'll take a better look at our unrestricted side in just a little bit. Are there any questions about the distinction between the restricted and the unrestricted? Because I feel like that's an important distinction. Um, but maybe your mind will change by the end. So, if you have them, you can ask them now or stay tuned. I'm going to keep going. Um, so we can see kind of that distinction a little bit here. Um, our restricted funds versus our unrestricted funds.

121Um in terms of our reserves um so the state requires the districts to reserve a minimum reserve of 3%. Um so we can think of these as our emergency fund. Um they would they're what allow us to navigate uncertainty. Um so the budget that's being proposed maintains the required reserve and includes additional stabilization reserves. Um but what I wanted you to see um is that that orange bar is the one that's shrinking. that's that restricted. Um so that's a strategic spend down and that blue bar um while it's not growing fast, it is stabilizing which is a good um and a new trend. So our multi-year projection overview. So one of the most important responsibilities of the school district is looking beyond the current budgeted year um and into a multi-year. So, we're required to

122present to to you and to the county and to the state a three-year budget. Um, so this slide represents our multi-year projection. Um, and multi-year projections are a critical component of budget development. It shows um this particular one is showing that combination of restricted and unrestricted funds. Uh while the district does continue to deficit spend, like I said, you'll see in the next slide that the spending pattern is captured within our restricted funds. Um, and that spendown is strategic and is designed as an effort to alleviate pressure on our unrestricted budget. Okay. So, if you have attended my budget presentations before, which you have, um, this is the slide that uh, we've been waiting for. So, at second interim, um, we were projecting a significantly larger structural deficit in future years in our unrestricted funds.

123Um today that picture looks very different. Um not because of a magic solution uh but because of you know the positive developments that we've discussed which is the stronger May revision, additional um special education funding, the planned reduction in contract services costs, um staffing alignment efforts, pardon me, and careful expenditure management. Um so all of those things combined really improved our financial outlook. Excuse [cough] [clears throat] me. Um, so are there still risks? Absolutely. You know, we learn about things every day that kind of have the potential to impact our budget. Um, it's not a crystal ball. It really is just the first blush of our fiscal position. Um, but compared to where we were six months ago, the district is on a much stronger trajectory. Um, so this slide tells an important story. Um,

124and it it is about those those one-time funds. So, for a couple of years, the district has been in a position where we've had to spend down our unrestricted reserves. And we're seeing that pattern start to reverse here. Um, there are times when it's appropriate to to do that um as we're navigating, you know, financial challenges. But if we continue to spend more than we bring in, um, eventually that savings account runs out. Um, so this is representing a a stronger pattern for our district and it's encouraging news compared to where we were. Um, it our our deficit spending has reduced substantially in the budgeted year and we're actually seeing an ability for the district to contribute to a positive ending fund balance in the two out years. Um, so this means that we're closer

125to structural balance and that's great. Can I ask a quick question about how do um school districts start to build back their um you know the sta budget stabilization funds? >> Yeah, so that's a great question too. Um so the budget stabilization is is kind of one of our our committed funds um within our unrestricted reserves and um by doing the work we're doing is is how we kind of rebuild that. So, um, every year that we don't deficit spend and we have a positive ending fund balance, we're able to contribute that to our reserves and that would be inclusive of the stabilization account. So, this is great news for the district. I'm so sorry. [laughter] >> I'm okay. Thank you. >> Um, I'm almost done. I promise. All right. So, so like I said,

126um I wanted to put this slide in here because I'm sure the question is like but Kendall, um it's been doom and gloom for so many months. So really, what changed, right? Um so like I said, we had the higher than expected COLA. Um the additional investment in our special education. Um there is potential onetime funding, like I said, that hasn't been built in, but the onetime funding that we have that we do have, we are strategically using to relieve some pressure. Um there is a planned reduction of contracted services um specifically with our special education personnel. Um we planned on reducing legal fees um and agreements for services. Um and then there was some a lot of hard work and collaboration to develop strong staff to student ratios to ensure that we were appropriately

127staffed. Um so you saw this in the May revise. Um so these were the assumptions what was included as compared to what was not included. Um so if the additional investments in education come they're going to make our position stronger. Um if those additional one-time investments um are not they don't materialize um you know we are in a a financial position to be able to withstand that >> and I will keep you informed. your next uh like big budget report, well it's a it's a medium-sized budget report will be the 45day revise. Um so these additional investments will be captured there. >> All right. So this is your opportunity for questions. >> Huh. Well, you know, it was it was really a lot of collaborative work. the budget advisory task force spent a lot of

128time um working together. There's been there's been some pain points. We've had our ups and downs. Um but I I can't really take credit for um kind of all that hard work and then the fiscal team is really responsible for the numbers behind all this. So >> we've gone through a tremendous fear factor. You know, we were looking at this deficit spending coming up and and the state budget and what this was going to all lot us. So, I'm sure I'm surprised that all of your hair is in your head right [laughter] now because I would have been pulling my hair out. >> Same. Same. I'm thankful my hair is still in my head. [laughter] So, so yeah. No, it's definitely been a roller coaster. I really appreciate the trust of the board and the

129collaboration of the community. Um, it it does it really does take a village um and and a lot of discipline to make sure that the district remains financially stable. >> Yeah. Thank you. Thank you. >> Thank you. Any other questions or comments? >> Yes. >> So, tonight this item is just for information only, not just this item was for information only. Um, and we'll see it again next week um for adoption. So, in the interim if there are questions or anyone from the community would like to have any questions, I'm available. >> Thank you. And you're not off the hook. You're up on the next one, too. We have our program funding sustainability discussion. >> Yeah. Thank you. Uh, thank you again. I promise this is the last time you'll hear me talk tonight. Um,

130so this item is being brought forward as a followup to the information that was shared at our last board meeting um, related to one cool earth and district funding. Um, and also there was um, information [clears throat] brought up from our learning amongst the oaks program. So we're going to have those two conversations a little bit separately. Um so the learning amongst the oaks program um and again I I profusely apologize to the community for the distress they they felt that program has not been reduced. It was not slated to be reduced. There was a a massive miscommunication. Um I have subsequently followed up with the the program coordinators and let them know. Um I apologize that I wasn't able to get to them on phone but I did contact them via email and they

131have confirmed receipt of that message. Um and we are slated to continue that program next year. So that's one. Uh the next one is is one cool earth. So over the past several years the funding for this program um has come from a variety of sources as often is the case in public education. Our funding um availability evolves over time. Um so in the past as recently as um there was a uh centralized funding model where the district was able to support this funding on all this program on all of our sites. Um but that really is dependent on the strength of the unrestricted fund. Um in the following year 24-25 this was a kind of blended funding model um where there was a partnership between centralized funds and then the sites were asked to

132partner with their um parent teacher organizations to support the program and in the current year um the program was supported through one-time grant funds um that will be exhausted moving forward. Um so as we developed the 2627 budget, we are faced with the challenge that many school districts are confronting is how do we thoughtfully transition away from services that are being provided by temporary funding sources um while maintaining that fiscal stability that we've spent so much time talking about tonight. Um so as a part of that process, you know, I reached out to my site principles via email regarding the program and its value within their school communities and asked them, you know, a few different questions. Um the feedback I received was really mixed. Um so some administrators expressed a desire to continue the

133program. Others shared they did value the experience um but they did not view the program as one that necessarily required centralized funding. Um so that feedback really reinforced the idea that decisions regarding enrichment programming may be most appropriately made at the site level um where administrators can evaluate local priorities, their available resources and community support and as a result um I encourage one cool earth to engage with the school sites. So rather viewing this shift as the district stepping away from the program, I would really encourage us all to view it under the lens of our shift towards that decentralized budget model. Um so under this approach, site administrators are empowered to work with leadership teams, staff, school communities, and their educational partners like their PTAs um to determine which programs best align with local

134priorities and student needs. Um, this model recognizes that not all schools are identical and that leaders closest to the classroom are often best positioned to determine how resources can have the greatest impact on students. Um, importantly, this recommendation does not eliminate opportunities for schools that wish to continue participating. um sites have access to different potential funding sources that may be used to support programming including um their lottery funds, Proposition 28 funding, or they may consider um as we have in the past partnerships with the PTA and other community organizations. Um so lastly uh I recommend that should the governor's proposed additional discretionary fund allocation materialize a portion of this be allocated to sites to again help support that decentralized funding model um to drive their individualized instructional programming priorities whatever they may be. Um similar

135approaches are already being utilized by schools throughout the county to support enrichment opportunities that are important to their to their local communities. Um so from a fiscal stewardship perspective, you know, my responsibility is really to ensure that limited unrestricted district resources are directed towards our, you know, highest priority district-wide obligations um and and maintaining that structurally balanced budget. Um at the same time, I think it's important to create opportunities for leaders to make powerful decisions on their campuses. Um so ultimately, this seeks to balance both of those objectives. It preserves local flexibility, encourages collaboration between school leaders and community partners, and it really positions the district to remain fiscally responsible um while still providing pathways for schools um to make those educational decisions, comments, questions. Um yes, I wanted to say that um as a

136parent who had children go through the one cold earth program, it was for me a very valuable program. Um I love the garden hands-on experience. I think it introduced the kids to like the world of agriculture, the world of science. Um lots of just learning opportunities. And then also the they've also provided these um family cooking nights which is a great way of to engage families and kids. And I remember my kids going through that and trying these veggie tacos that they spent time chopping up little vegetables and I thought they would never go for that but they actually tried it and they enjoyed it. So I was really surprised. Um, but I understand I thank you for the explanation and I um I understand I think it's powerful to allow the sites to determine

137whether this this program is valuable to them, which parts of it is val are valuable to them and to work with PTAs, maybe CAPS and other community partners to um to keep these uh programs available and if not one cool earth then at least the school garden can somehow still remain a resource to the students who who view it as a place for them to decompress and to enjoy the beauty of nature um during recess or uh after school. Um so uh yeah, I thank you for the for the um additional information. >> Of course. >> Yeah, I want to ditto that exactly. That was very well said and I completely agree and appreciate the followup. So, >> agreed. And I hope that um you know that the community or the parents um you know

138feel comfortable going to their sites and being able to express if it's something that's really a want in their in their site. Um and even if it's something that maybe can't be funded the way it's traditionally been funded. um that I really do have a hope because I'm a big gardener and I love it that um that we can look outside the box and find a way to still keep these um these gardens going and a great resource for our children. So, um I think where there's a will, there's a way. So, thank you so much for bringing that so that way not only us but the community could understand what was going on. And um thank you. >> Can I add one more thing? um as we look at programs um that you know

139are coming into our district, I think it's important to try to collect information, data, outcomes, uh evaluate these programs to see what what are the benefits that they're bringing to us so that we when we have these difficult decisions to make that we make them we make that we make informed decisions uh we know the true costs and consequences of these uh these decisions >> do analysis. >> Yes. So I would encourage one cool earth any any partners to you know m maybe um look to see how they can collect data to inform us and the community about the value of their their programs and services. >> Thank you. Okay. Our next item is our 2026 2027 school plan for student achievement aka SIPs. >> Thank you Madam President. Can I um I forgot this

140in my um board comments. Can I make a comment real quick? >> So um this is this is my my last >> I don't think she said yes. >> She she he was shaking his head. [laughter] Um >> but he's not the president. >> Is it okay? >> Yes. >> Um EJ, this is my last meeting since um I will not be here next week. So this is my last meeting with you. I just want to thank you for your service, your years of service with with the district and um as a parent, you were really supportive and then when I moved up into being a board member, you were really supportive and and so helpful and genuine along the way. And I will we will miss you and I know that you've got big

141plans. So, um thank you very much. >> Thank you. Um tonight for our SIPASS, this is our second reading of our school plans as presented at our May 19th meeting. Um each of our plans have already been approved by each school site council, were available for public view and are before you tonight for final approval. >> Thank you. Does anybody have any questions? If not, may I have a motion for approval? >> I move to approve the school plans for student achievement. >> Have a second. >> Second. Roll call vote. >> Mrs. President Mcgru Kane. >> Hi. >> Mrs. Taylor. >> Yes. >> Mrs. Ellis White. >> Yes. >> Mrs. Cosnik. >> Yes. >> Mr. Arnold. >> Yes. >> Mrs. Connley. >> Yes. >> Mrs. Pierce. >> Yes. >> Thank you. The next item on

142our agenda is item 14B, public hearing 2026 2027 local control accountability plan, also called our LCAP. The board will open a public hearing and take public input in regarding the public hearing 2026 2027 2026 2027 local accountability plan. Um, as board president, I hereby open the public hearing. We will now hear from the public. After we've heard from the public, the hearing will be closed. Has the board received any requests for comment? >> No. >> Okay. I will now close this public hearing. >> Thank you, Madam President. Um, on our May 19th meeting, I presented the adjustments that were going into our 2627 LCAP. There have been no additional adjustments since that meeting. Um after tonight's public hearing, the final LCAP will be presented to the board next week for um consideration for approval. >>

143Thank you, [snorts] Mr. Rossi. Does anybody have any questions? Nope. Okay, moving on. Uh item 15A, approval of revised job description for athletic trainer. Miss Argene, you're up. Thank you, Madam President. Good evening. [sighs] The approval for the revised job description for the athletic trainer is in your board backup. The last time that this was updated was April 18th of 2017. With this new update for the athletic trainer at a Tascadero High School, it is to reflect the current qualifications, knowledge, and abilities, and essential functions for the position. Does anybody have any questions or comments? I have a few clarification questions. Yes. Uh about this position. Um is this a 40hour position and like how many days annually does this person work? >> Yes, great question. 220 days and it is an eight-hour position and

144it is 12 months. >> Um and then I noticed that there's a lot of they're responsible for traveling with athlet athletic teams. Um um and then including the varsity football team football team, are there other sports that this person would be um primarily you know attending to or working with? Yes. Support and travel are provided for additional sports and events as needed. This can include cross country CIF or invitational tournaments and other competitions where we partner with outside districts. coverage is determined by the seasonal needs, the level of risk and staffing availability. And then lastly, um about the CTE uh supervision and mentoring, is this for students who are in that CTE pathway of health and patient care um and they're doing like assisting on the football field and kind of getting those trainings and

145so this person but they're would they be on campus during the day as well? >> Correct. Thank you, Trusty Pierce. The CTE pathway provides students with hands-on learning experiences under the supervision of the athletic trainer. Advanced students uh participate in practical realworld athletic training support with the majority of structured experience occurring during the fall season while additional opportunities are provided throughout the year. We have a teacher at the high school, Natalie Cooks. She is the uh certificated teacher who um is the teacher of record for the CTE pathway. Is there any other questions? Trusty, please. >> That's it for me. Thank you. >> You're welcome. Any other questions or comments? >> No. If not, may I have a motion for approval? >> I move to approve the revised job description for athletic trainer. Have >>

146a second. Second. >> Thank you. Roll call vote. >> Mrs. Taylor, >> yes. >> Mrs. Cosnik, >> yes. >> Mr. Arnold, >> yes. >> Mrs. President, Mcgru Kane, >> hi. >> Mrs. Pierce, >> yes. >> Mrs. Conley, >> yes. >> Mrs. Ellis White, >> yes. >> Thank you. So, our next item is our approval of job description for teacher on special assignment, also known as Atosa. >> Yes, this is an exciting um new position or excuse me, it's an existing position as a teacher on special assignment, but we're focusing in on the special education side of the house. The funding source will be with ELOP and LR EBG. So, it is a grant-f funed position. So, it is for just the 2627 school year. Uh, this position will be evaluated by our CIS director, Caitlyn

147Greenberg, and it is a position where the TOSA will be assisting at school sites to give more direct in-person teacher support to our special education teachers, questions, comments. >> So, this this teacher will be going from school site to school site, >> correct? Okay. Thank you. but housed up sis as an office but will be itinerant and as far as moving around on a schedule. >> You're welcome. >> Um I there was a little I was a little confused by um who is going to be evaluating this person's um annual performance. So is it the director of CIS? >> Yes, thank you for clarifying Trusty Pierce. It is the director of CIS that will be evaluating with input from the principles. And then this is position will be flown. Do we have um do we

148have is it just open um anyone's open to apply to it and then after the one-year uh assignment then uh they're let go or >> if if it is somebody that's inhouse that would like to apply for it. Of course, if they are a tenure employee and they are in the teacher union and they're on the teachers um salary placement, they will have rights back to a position that they're qualified with their credential. >> Okay. Thank you. You're welcome. >> Thank you. Do I have a motion for approval? >> I move to approve the job description for the TOSA special education. >> I'll second. >> Thank you. Roll call vote. >> Mrs. Pierce. >> Yes. >> Mrs. Counley. >> Yes. >> Mr. Arnold. >> Yes. >> Mrs. Ellis White. >> Yes. >> Mrs. Cosnik. >>

149Yes. >> Mrs. President McGuire Kaine. >> Hi. >> Mrs. Taylor. >> Yes. >> Thank you. Our next item is our memorandum of understanding with our ADTA president release time. >> Thank you. This is my last uh item for the evening. This is our annualou for the ADTA president to be released um to support school sites throughout the school year. Uh we are reimbursed through CTA so they partner with us in this project so that our union president will be able to visit sites and and provide assistance questions be able to just see um our teachers in action and theou is attached for Mr. Wely for the 2627 school year. >> Thank you. Any questions, comments? >> I have a question. >> Yeah. >> Um, it we normally do something like this, right? Or is this

150different? The 20%. >> This is correct. >> This is standard and he's had it before. Correct. Um, I am a little bit concerned just because of his position in our CTE pathways and just committing that much time out of the classroom and obviously he did it this year and it was okay. It was I will say that in the years prior to me being in the position, there was more release time associated with the position, uh Mr. Wely did an evaluation with um the cabinet and and talked about the effective ways that he could be more present but not be away from his students and his classroom responsibilities. So he actually self re reduced his schedule to pull back a little bit so he can be in the classroom. So the time that he spends

151pretty much one Friday a month is really effective and and um produces a schedule so he gets around to different sites. I will share that at the beginning of the year he's a he's around a little bit more maybe twice than August just because uh August September because it's a busier time of year schools um ramping up and there's excitement and um he wants to be able to see everything that's going on. But like right now at the end of the year it's it's very much pulled back because we are wrapping up the school year. So it's it's about once a month and that's when he takes care of union business. That also conclude include coming to the district office for meetings um things like that. We really try to schedule around that time. >>

152Okay. That's just concerning to me that with his position and our pathways but if it's working you're confident it's working. It is. That's what I >> we've had positive outcomes with him being able to have uh release time so we can have really healthy conversations and he can also communicate with the principles at the sites as well >> and the performance of his classes have been is what I'm concerned with. >> My understanding is he has a very responsible sub who seems to be the one that's always on call. So it's really um I think proactive of him to have somebody who's stable. The students know they know the classroom expectations. They know the school site. So, that's a positive for him being gone is that they always count on this certain sub to come

153as the replacement for uh his time being on union business. >> Okay. >> Thank you. >> You're welcome. >> Uh quick question. Um I saw that it um CTA reimbures the district. >> That's just for his salary and not the sub behind or is it for the sub behind him? >> We're reimbursed for the sub behind him. >> Okay. His salary is is out of our budget, but it's the substitute time that the individual would come and be the substitute for the class. So, the sub daily rate for his absence. >> Okay. Thank you. >> Thank you. Do I have a motion for approval? >> I move to approve theou second. >> Roll call vote. >> Mrs. President McGru Kane. >> Hi. >> Mrs. Taylor. >> Yes. >> Mrs. Kosnik. >> Yes. [snorts] >> Mrs.

154Counley. >> Yes. >> Mr. Arnold. >> Yes. >> Mrs. Ellis White. >> Yes. >> Mrs. Pierce. >> Yes. >> Thank you. Our next item is our board policies. Our first reading. Is there anybody who goes over this or are we just going to ask if there's any questions? We all had a chance to review them. Any questions, comments, concerns? >> This is just our first reading. >> This is the first read information. >> I know. >> Okay. No, no question. [laughter] >> I didn't ask for a motion, >> but if there has a concern, this is the now the place to talk about it. >> Okay. All right. Well, glad everybody read it and felt good. Okay, then that is just about it. We have an announcement that our next meeting is Tuesday, June 9th,

1552026. Our close session will be at 3 p.m. Our regular session will be at 4 pm. And good night. We are joined.