001We're going to reconvene to open session. We're going to start with the flag salute. Coach Johnston, would you please lead us in the flag salute? Everybody up? All right, begin. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. You may be seated. Okay, we're going to adopt our agenda. Do I have a motion to adopt the agenda as it stands? Do I have a second? >> I'll second. Roll call vote? Do we need a roll call vote for that? Yeah, I think. Mr. Arnold? Yes. Mrs. [clears throat] Ellis-White? >> Yes. Mrs. Koznek? Yes. Mrs. Coonley? Yes. Mrs. President McGrew-Kane? >> Aye. Mrs. Pierce? Yes. Mrs. Taylor? Yes. Thank you. Thank you.
002I don't believe we have any order of business. Okay, report of action taken in closed session. We took no action in closed session. Next is our school-related reports. Do we have a representative from CSCA who would like to speak? Nope, okay. Uh do we have a representative from ADTA who would like to speak? Nope, okay. Oral communication from the public? Mrs. Pierce? Yes, we have one speaker tonight, uh Lee Perkins. Oh, I'm I'm sorry. Can I um just say that oral communication comments must be limited to 3 minutes in length. The limit for any one topic is 20 minutes. Uh and yes, you can introduce yourself. >> Patrick's Day. Good evening, Superintendent Bennett, school board, staff, and teachers. The community supporting our teachers appreciates AUS and ADTA have reached an agreement re cost of living
003raises as stated in the superintendent's March 10th letter to families. Much appreciated. My other issue is Atascadero school policy on ICE intrusion. ICE has appeared just off the high school campus because they know school non-public property is a safe haven for students. Do students know if they see ICE, they can backstep to the campus for their safety from masked ICE enforcers? AB 49, California Safe Haven Schools Act, mandates that local education agencies restrict immigration enforcement on campuses, requiring a judicial warrant for access. The district now has policy 5145, section 13, response to immigration enforcement. Along with this policy, AB 49 requires school to notify parents regarding student rights, including know your rights info, and train staff with model policies by March 2026. All notifications to parents need to be in English and Spanish. After talking
004to some parents and school staff, I am concerned this part of AB 49 has not been satisfied. Atascadero School District has abided by the law creating policy 5145, but I could not find the policy on the district website, which should appear prominently in all in in all district offices with informational handouts if requested by parents and students. This kind of openness about this policy can be reassuring to some parents and students who are fearful of ICE policies. Education 234, section 7, advises superintendents to provide parents, guardians, with notification including info regarding the children's rights to public education and their rights related to immigration enforcement. Education Education Code 234, section 7, also directs superintendents to develop procedures for training staff regarding interactions with ICE enforcement on campus. Do all staff know what a judicial warrant is?
005AB 699, signed into law by Governor Jerry Brown, October 2017, twen- way back then, requires local education agencies to educate students about the negative impact of bullying based on immigration status. All students need to be reminded what bullying is, how to stand up to bullying, and when to report to the school administration and parents. Thank you. Thank you. That's it for um oral commu- communication. >> Thank you. Next is our superintendent's report, Dr. Bennett. Great. Thank you very much, and thank you, Lee. Um what I would like to do is I'd like to start with um well, the vast majority of the people that are sitting in our community right now um and honor our boys' basketball team. So, if I can ask uh our athletic director to be able to come up as well
006as Nikki Baca, our school principal, so um and to be able to say a few words and introduce our our people. >> [clears throat] >> Uh there's a red button you should be able to Yeah. Cool. Okay. Uh good evening, everyone. Um so, early in the beginning of the winter season, I asked Augie uh how the season looks and what his expectations were. Um hit His response was, "Well, we're not that tall, but we're fast, and we can shoot the lights out." And so, I can say from that statement he gave me uh it was a clear case for the whole season. It was very evident um and and what they did throughout the season um demonstrated that. Um so, what they did not have for in heights, they demonstrated in skill and playmaking from
007start to finish. Um and it was evident that that they had the ability to showcase uh their skills in other ways that other teams could not. Um so, Augie, please come on up and please introduce the second place uh Central Section boys' team, Picano. >> [applause] >> All right, so I did write some stuff down uh that I'd like to read. So, good evening, and thank you for recognizing our Atascadero High School boys' basketball tonight at this meeting. This season was special, but not just because of what we accomplished, but because of the experiences we had, the memories we made, and the relationships that we built with one another. The start of the season started years ago, back when many of these players were in elementary school and fell in love with the game. Back
008then, families, players, and coaches all made a commitment to work together to build something special, a season that we'll never forget. And yes, [snorts] the recognition is great, and it's an honor to stand here before you today, but it takes more than 13 players and three coaches to make this program run. It takes a village and everyone has a role. My role, of course, is the head coach, but I couldn't fulfill my role without others fulfilling their roles right beside me. Sid Rodriguez has been my right-hand man in all things coaching for 8 years straight now and he stars in his role. Brad Zimmer joined me 3 years ago and has been starring in his role as an assistant on the varsity team. >> [snorts] >> David Mulder runs the clock, Michelle Barrow does the
009book, and we have team moms stepping up every single time to care for our athletes and play their important role as well. Christian Morano has been the cameraman for 4 years. Dwayne Burbach and Rick Evans, they take photos and all the students at Atascadero High School do do their part by attending the games and packing the gym. I also want to say thank you to our on-campus support who are in the trenches every single day making it happen for our kids in more than just basketball. Thank you to Michael Deets, Nikki Baca, Terry Shear, Cindy Josephs, and Michelle in the athletics office. Thank you to the rest of my coaching staff as well as Justin Colwell, Zach Wilson, Eric Mowinkle, Brad Zimmer, and even Jason Conway who's been filling his role at our middle school
010as a middle school basketball coach. >> [snorts] >> And next, I'd like to thank you all, all the board members and the leaders of this district for playing your role in providing all these opportunities for the kids in this town to chase their dreams in the sport of basketball just like I did in that same gym 20 more than 20 years ago. So, how do we do it? How did a team whose average height is under 6 ft make it all the way to CIF finals and win a game in state? Well, that's where I'd like to give all the credit for a memorable season to the players for being absolute stars in their roles. >> [snorts] >> So, I'd like to take So, I'd like to end this by formally thanking and congratulating each
011and every single one of my players for putting in the work over the past 4 years and beyond and becoming the best versions of themselves. Everyone [snorts] had a role, but you were the ones putting it all on the line every single night and representing this school and representing it well. Thank you to everyone else who showed up to a game or sent love in any way for our memorable season. I hope that people talk about this team for years to come. Thank you. Go Hounds. >> [applause] >> So, first of all, I want to be able to make sure that we get a photo of this. So, trustees, if we can all get together. The other thing I want to be able to make sure is communicated before you guys leave. I want to
012make sure you understand how proud we are of you for making for being able to represent us the ways in which you did. You know, from the principal, you know, Deets, to our coaches, and to the boys, we're really proud of what you did this year and the ways in which you represented our community. So, thank you. Well done. Let's get a picture. >> [applause] [laughter] >> You're not going to see the board. All right. You know, usually I have to go to the back of this group. >> [laughter] >> I know. You can't see Curry. He's in the back, y'all. We good? No, I can't see half the board numbers cuz you're so tall. Yeah, we can see you guys written up there. There's a chair if you want to be taller. Okay, HR
013is upset at me. >> [laughter] >> 1 2 All right, we're good. >> [cheering] [applause] >> We're good to go? Gosh, what a good group of kids. We are blessed. What's that? Oh. Two all. Thank you for coming. Um a couple of last pieces. Uh first of all, I had an opportunity to be able to go to the um reality tour this last one. I know uh Rebecca was also at that, put on by Lighthouse Atascadero. Um you know, I got to tell you, I thought it was a fantastic program. Very powerful, well done. Um I know Dr. Libby Matting was also uh a participant in that, you know, leading a a session and I know she plays a central role in this as well. And it was powerful. So, for the parents that are
014here and who might watch this, I would strongly encourage everyone to participate. It was it was fantastic and the one of the other pieces that I really appreciated was the fact that it was our entire community really being able to come together. Um and it was uh incredibly well done. Another piece that I want to be able to to point out is and I know it's going to be rec She's going to be recognized at our April meeting, but Melissa Smith received school site administrator category uh from SLO County SELPA the 2026 special ed impact award and that will be coming to us. There will be something more formal, but I just want to be able to give a shout-out because that's really um well received. And the other piece that I want to point
015out is that we were able to launch our kitchen cabinet team. We have a great group of people that represent our district for faculty and staff and um I'm really excited about the progress that we're going to be able to make together and the opportunity to have really important dialogue and conversation as a district internally to be able to improve things for faculty and staff. And with that, seeing in my report. Thank you. Board member's report. We will start with you. All right, it's long. I hope you'll bear with a longer report with some great information about eight events over the past two busy weeks. On Friday, March 6th 6th, I was proud to attend the Build an Engineer Day at Cal Poly uh field trip with over 100 eighth grade students from Atascadero Middle
016School. This opportunity was offered to our top performing science students at AMS, which turns out to be students who have uh a 92% or at least an A minus. And it introduced them to different fields of engineering. It's really fascinating fascinating and exciting to watch as these students were engaged in a in four hands-on engineering tasks such as building a wind-resistant structure at least 8 in tall out of paper, um making aerodynamic buck bottle rockets, and testing them, and mixing chemicals to create a mold and a model of their finger. The Cal Poly engineering students and volunteers who put on this event event were so passionate about sharing their field and were so great with our students. Dr. Bennett got to join us at Cal Poly for a short time. I want to thank Mr.
017Wilcox for his work to make this field trip happen and cost covered through a grant. Thank you to Ms. Burnett, eighth grade science teacher, Mr. Allison, coding and eighth grade math teacher, and the many parent volunteers who chaperoned. Um on Saturday, there was a track meet at AHS with 20 schools and hundreds of athletes competing in track and field events. Kudos to head coach Ben Thomassini and head coach Kenneth King and the rest of our track coaches. Um my sophomore had a fun time um putting in some community service time to earn extra credit in his history class. >> [laughter] >> Uh later that evening, the athletic boosters held their first ever gala at the pavilion on the lake. It was a beautiful and very fun event. It was great to meet some of our
018wonderful coaches and students from all the sports. Thank you to booster president Heather Scovil and her team for spearheading and pulling off a wonderful event that supports our entire athletic program. I look forward to next year's Greyhound gala. Um I'm going to say congratulations to Jordan Amaro who was uh recognized as goalkeeper of the year in our county. Max Beck and Chris Ramirez for getting Sunset League all league recognition awards. We have some stellar athletes in our district. Um on Thursday, March 12th, I joined Mrs. Taylor, Mrs. Madsen, and Mrs. Luna at UC Santa Barbara for the 2025 Reach Ideas in Action Summit. Uh we were invited by the San Luis Coastal Education Foundation for our partnership and work on their um K through 12 regional skills lab. I had heard from our elementary school
019teachers about these STEM boxes that were introducing kids to different careers and offering hands-on learning activities. Um I'm proud to say that our district received honorable mention and high praise for Dr. Sorry, Director Colleen Madsen's hard work and coordination and for our teachers' enthusiastic implementation of this program and their thoughtful feedback. Um at the summit, I learned so much about the growing industries on the Central Coast, the joint efforts of private industry and public agencies to create a homegrown pipeline of people with the skills and education to have good paying jobs that support our region's economic industries. And also the efforts to address our housing needs. Luckily, anyone can watch a video of the entire event on YouTube by searching for REACH Central Coast. Um, I've been really enjoying our Read Across America events at
020our elementary schools. On Thursday, March 5th, I read to Mrs. Holland's kindergarten class at San Gabriel and ran into Dr. Bennett who was there to read to Mrs. Dunsmore's fifth grade graders. On Thursday, sorry, on Tuesday, March 10th, I participated in Read Across America Week at San Benito Elementary School. I read two of my favorite books to Miss Bennett's kindergarten class and Miss Eichenberger's fourth grade class. All the students were so attentive and we had great conversations about the books. I want to highlight the wonderful tissue box book character contest that Mrs. Rigby, our librarian at San Benito, organized. Mrs. Koznek who was also there can attest to the um, uh, the amazing number of entries and creativity on display. I'll share some pictures that I hope will make it into our weekly new district
021newsletter and I'm looking forward to visiting Santa Rosa Academic Academy tomorrow to read some books. Um, couple three more things. On Saturday, March 14th, I attended the Rotary Club of Atascadero's annual crab feed fundraiser for the first time. This sold-out event supports supported ALF, our local food bank in Atascadero. It also supported our high Atascadero High School Interact Club which is a service club. I was so impressed by the 35 students who spent their Saturday evening serving and bussing tables. Uh, I recognized a lot of students who were involved in choir, drama, band, athletics, as well as a lot of new faces. I think it's wonderful that these students have an opportunity to have relationship relationships with peers with different interests while serving their community. Thank you to Mrs. Becerra who is the Interact Club's
022teacher advisor and Miss Romo who is a Rotarian who works closely with our students. And then also on March 14th is the one-year anniversary of the passing of Jose Francisco Gutierrez Orozco. Uh, we continue to think about Jose's family and friends including Orlando who was Jose's who's Jose's friends uh, and there that day. Uh, thank you to Mrs. Cooper at Atascadero Middle School for organizing a well-attended event last week for students to come together and remember Jose. And then lastly, the wellness committee has worked hard to plan our annual employee wellness fair which will take place on Wednesday, March 25th from 2:30 to 4:30 here at the district office. Uh, in staff, please stop by to get your health screenings, visit some of our vendors and enter our opportunity drawing for six great door prizes.
023There are still spots available for more vendors so reach out to our director of food service and transportation, Felicia Yuliberri, uh, if you have any interest. Uh, we had 80 participants last year and we hope to have a bigger turnout uh, this year. And that concludes my report. Thank you. Woo. >> [laughter] >> Been busy. >> Busy. I've been busy like um, Rebecca. Try and beat that. >> [laughter] >> No competitions. Um, no, the reality tour I I went to and I I didn't even really know what it was about um, and it was I don't think there was a dry eye with the students um, the students were in their scenarios um, and it was I mean, I was really moved by it. Um, personally, I I've been fortunate that, you know, I haven't
024had any friends or family affected by, you know, drug overdoses or anything. Um, but a close friend of mine, her son had passed away two years ago. Um, >> [clears throat] >> and he was 15. So, getting to know her and just like, I mean, during those scenarios all I could see was my friend's face, you know. Um, so, [clears throat] yeah, it was it was outstanding and it was very well-attended. I don't Did you guys go to the first one? But, it was I I we've gone before. It was a packed house. So, Yeah, yeah. Uh, It's a good one. Yeah, it's so good. Um, and and the actors from the high school did an just an outstanding job. Um, and like V, I've been enjoying going around to all the schools and um,
025reading to all the kids. Um, I was in uh, Mrs. Holland's class uh, earlier in the month. Um, and of course I helped her class fill up her marble jar and so, um, she said uh, because I did that >> [clears throat] >> uh, before around Christmas time they had uh, ugly sweaters so, uh, she goes I said, I'd love to come back. Let me know when your marble jar is almost full so I can top it off for the kids so they can get their little class treat. And I get this email from her and she goes, listen. If you if if you want to have access to the marbles, it is crazy hair day and you need to participate. >> [laughter] >> And she goes, if you don't, we're hiding the marbles. I
026was like, well, challenge accepted. So, uh, we did that. I mean, the class her class is always just really on point and um, Did they take a photo of your crazy hair? They took photos. Um, I ended up doing I ended up I I ended up making like kind of a headpiece type thing and I left it in the classroom. So, um, and then went to Mrs. Owl's class at San Benito and um, Mrs. um, sorry, I knew I was going to do this. I'm drawing a blank on her name. Um, anyways, I I'll think of it and I But anyways, um, both of those classes were amazing, too. And then when I was leaving V, I saw V and she's like, well, did you see the tissue box competition? I was like, no. So,
027I went in there and um, so I I don't know who won, but it was it was amazing. Um, yeah, that's all I've got. Next. Okay. So, congratulations. They're gone, but Nikki's still here. Congratulations to the basketball team. That's incredible. I wish I would have seen some of the games. I heard about them and they sounded awesome. So, congratulations to all of you guys. Like V said, we attended the REACH Summit, I guess is what we're calling it and it was very interesting. Um, it was at UC Santa Barbara and we did get a huge compliment from Christine, the director of uh, San Luis Coastal Education Foundation about our program that we rolled out here. Um, it was well received with the teachers and I guess it's um, leading to a lot of success is
028what she told us and we got feedback from Colleen that um, the teachers have been doing a really good job with that. So, that was a is I was glad that I got to go. Um, kind of added that last minute. And then I guess my only other thing that I've done was our budget which V didn't mention. I guess it wasn't on yours. Um, she was there as well. Our budget advisory task force that we seems like we've met millions of times by now, but we are doing very productive work and we are going to talk about the budget tonight. So, we I do feel very well informed and I appreciate all the hard work that everybody's been doing. Kendall especially. So, um, I thank you for that and that is mine. Well, well,
029well, so V forgot something. How about that? >> [laughter] >> You're superhuman in my book. But, anyway, um, I it was such a pleasure to see our athletes here this evening. That's what we're here for, these kids and it they you bring them up to the forefront here and they you could see they were still their adrenaline was still running high and congratulations to that team. Um, and their coaches and their community that helped with their with all of their support. Um, I wanted to uh, commend you, Dr. Bennett, on your Monday coffee session that you're doing at the school sites on Monday morning. What a great idea. I was reading that and I thought, that opens up communication and getting to know you and I I was really impressed. So, nice job. And then
030I saw uh, Principal Josh in the audience and I don't know if your ears have been burning, but I have had so many compliments on you from your um, parents in Creston and Cresta Plains. So, thank you so much for um, always being there for them and being approachable and you listen and you and I've heard you call back and you ask. So, thank you very much. And that's all I have. I I don't want to go through my whole list. >> [clears throat] >> So, thank you. I don't even have a list. >> [laughter] >> Um, I don't know if anybody got was watching the game, but man, our boys took the lead late in that game and almost had them. There was uh, there was a second there where I thought, man, we're
031going to pull this one out. So, um, again, well done to those guys. Congratulations. That's that's amazing. Obviously, I'm a sports guy, so I was paying close attention to what they had going on. I'll finish with a question. Probably for EJ. Have we ever had a team win a game at state or go that far? This is actually the third time in 6 years for Coach Johnston. There were back-to-back years where they did this exact same level where they made it to the CIF championship game. Unfortunately, lost and made it to the second round of state. Um So, yeah, this is incredible. That was fun. That was a fun run they were on. Okay. No, it is. So, I have attended or like to attend the middle school Friday celebration. Uh it happens on Friday
032during their lunch time and it's a great way to see these kids eating popcorn, smiling, taking pictures, interacting with each other and their teachers. So, I missed the last one, but looking forward to it's on my calendar now. So, off I go. And then this week is CSBA's legislative week and so we had an opportunity to virtually meet with Senator Laird and we talked to him. There's a group of us from all three different counties and one of the largest virtual that they've had in a long time. So, and we talked about pressing pressing issues dealing with education, the budget, Proposition 98, and a bunch of other issues facing schools this in this coming upcoming budget. And that's all. That's all for me. Thank you. Um I will just say ditto. Congratulations to the the
033boys and their coaches and also to the parents who I know how hard it is to have a child on a team and the traveling and the getting them to all the practices. So, kudos to the parents, too. Um okay. Uh moving on to minutes. Do I have approval of the regular board meeting minutes for March 3rd, 2026? I move to approve the minutes from March 3rd, 2026. I second. Roll call vote. Mrs. Taylor? Yes. Mrs. Ellis-White? Yes. Mrs. Koznek? Yes. Mrs. Coonley? Yes. Mrs. President McGrew-Kane? Abstain. Mr. Arnold? >> Yes. Mrs. Pierce? Yes. Thank you. And number 11 is our consent agenda. Does anybody have any items to pull? Yes, I do. Item G, board policy second read. I'd like to just pull one policy, 5111.1. It's a duplicate. Um it appears in this
034one as a second read and next round further down in board policy number 16, it appears again. So, let's pull it now and discuss it later. Okay. Um so, we are pulling it off of the approval list. Yes. Permanently for right this moment. >> Yes. Okay. Can I have a motion for or does anyone else have anything else to pull? Do I have a motion for approval for the consent agenda items A through H with the exception of GBP 5111.1? >> [clears throat] >> I'll make a motion. Okay. Do I have a second? I'll second. Roll call vote. It's right. Good catch. That's what this all is about. Mrs. Taylor? Yes. Mrs. Pierce? Yes. Mrs. Koznek? Yes. Mr. Arnold? Yes. Mrs. Ellis-White? Yes. Mrs. Coonley? Yes. Mrs. President McGrew-Kane? I. Thank you. Thank you. Our
035next item is item 13, business services, Mrs. Darnell for our selected architectural engineering firms. Thank you. Trustees, this evening this item brings forward a pool of architects and an engineering firm that have all been pre-qualified by the district. The purpose of the established pool is to have qualified architects and engineers for future facilities projects. For example, a future bond project. Having a pre-qualified pool allows the district to move forward efficiently in the construction process after the project has been identified. The recommendation is that the Board of Trustees approves the pre-qualified list of architectural and engineering firms to provide services for future construction projects. Does anybody have any questions? I have a couple of clarification questions. Um so, I was wondering how long is this pre-qualification for? Uh you know, Trustee Pierce, that is not on
036my backup. I will have to find out for you. >> Sorry. Okay. And then um does this mean that we are only working with these approved firms that are selected in the in the future or um So, for upcoming projects, uh let me provide a a little bit of clarity. So, there's 13 categories in which we score the different firms. Um through that scoring process, only one was eliminated due to their score. So, it is it's pretty comprehensive of what's available in our area right now. But yes, moving forward on future projects, unless otherwise directed by the board, we would be choosing from this pool. And then does it still go through a blind bid process or how is the >> Yes, we'll still have to go through a bid process. This takes it What
037it does is it front-loads the pre-qualification process. And then I know with our bond we were one of the things that we're proud of is that we will keep most of the funds with spent locally with local businesses and I noticed that some some of these businesses were a little farther like in Fresno and outside of the area and wondered what was considered local like um is Fresno considered local or is there Santa Maria considered local? Um Um Santa Maria is considered local. I'm not sure if Fresno is considered local, but one of our categories of scoring is Central Coast experience for an earn of up to 20 points. So, all of the recommended folks earned the full 20 except one was at 15. Um so, it's a consideration, but I can find that out
038for you. I'll work with maintenance and operations. All right. Thank you so much. Any [clears throat] other questions or comments? Nope. Uh we are looking for an approval on this, yes? >> Yes. Do I have a motion for approval for our selected architectural engineering firms? >> I'll move to approve. Do I have a second? I'll second. Roll call vote. Mrs. President McGrew-Kane? I. Mrs. Coonley? Yes. Mr. Arnold? Yes. Mrs. Ellis-White? Yes. Mrs. Koznek? Yes. Mrs. Taylor? Yes. Mrs. Pierce? Yes. Thank you. Excuse me. Next up is our AUSD Prop 51 final performance audit, Mrs. Darnell. Yes. So, this report is a final audit of the district's Proposition 51 school construction funding for the Santa Rosa Elementary project. Um that project concluded in 2017. Essentially confirming that all state and local funds were spent correctly and
039in compliance with legal requirements. Our auditors reviewed how the $6.7 million project was funded and spent including verifying that required matching funds were provided. Contracts were properly bid and expenses were appropriate and well documented. The audit found that the district met all the requirements with no findings or issues, spent funds within the allowed timelines, and appropriately used the majority of the funds on actual construction. Additionally, the project came in under budget resulting in about 362,000 in savings, which is properly accounted for. Overall, the report confirms strong fiscal stewardship and full compliance with the state school facility program rules. The recommendation is that the Board of Trustees approve the final performance audit for Atascadero Unified School District Proposition 51 project number 57-68700-00-004. You have to have a motion for that. >> [laughter] >> No, I'm just
040kidding. Uh does anybody have any questions? No, okay. Well then, do I have a motion? So moved. I'll second. Roll call vote. Mr. Arnold? Yes. Mrs. Taylor? Yes. Mrs. Koznek? Yes. Mrs. Ellis-White? Yes. Mrs. Conley? Yes. Mrs. President McGrew-Kane? I. Mrs. Pierce? Yes. Thank you. Okay, and another one. We have resolution 13-25-26, which is our positive certification for the 2025-2026 second interim budget report for the reporting period ending on January 31st, 2026. And you're up again. Mouthful. All right. Um, thank you. Uh, so this evening we're taking a look at our second interim report for the 2025-2026 school year, or fiscal year, rather. The second interim report, similar to the first interim report, is like a um, financial checkup for the school district. Um, it reviews the financials of the district through January 31st and
041serves a few important important purposes. Um, first, it's an opportunity to see how the budget is doing. So, at the start of the school year, or realistically in June, we develop our budget for the following year, um, based on what we think is going to happen with our revenues and expenditures. Um, throughout the year, we make adjustments at each of our reporting cycles based on the information that we know and how we've been able to update our budget, um, with our more refined product uh, projections. Um, secondly, our interim reporting, uh, is an opportunity for the district to ensure it's able to pay its bills. So, this report will show whether or not the district has enough money to meet its financial obligations for the current fiscal year and the next two budgeted fiscal years.
042Um, essentially a way for the district to confirm that it is financially stable. Um, it's an opportunity to plan for any changes so that there are no surprises. Things happen in a school district throughout the year. Our interim reports are an opportunity for us to adjust and refine our budget so that we can continue to meet the needs of our students, um, and that we make some changes to avoid overspending. Finally, um, our all of our reporting, including second interim reporting, is an opportunity to provide transparency for the public and for our oversight agencies. Um, so in addition to the trustees and the public, our interim report is shared with the County Office of Education. Um, they are our oversight agency to ensure that everyone understands the district's financial health and how taxpayer money is
043being used. So, in simple terms, second interim is a opportunity for us to make sure that we are on track financially, avoid any surprises, and ensure that we are ready for the future. Um, so it's like a financial progress report. Um, so at second interim, similar to first interim, there are three certifications that a district can receive. First, a district can be positively certified. That means that a district is able to meet its financial obligations in the current fiscal year and in the next two budgeted years, um, meet its obligations and maintain its minimum reserve level. The other qual the second qualification is a qualified qualifi certification. This means that a district is able to meet its financial obligations in the current fiscal year, but may or may not be able to meet its obligations
044in the following two fiscal years. Lastly, a district can be certified as negative, meaning the district, um, may be unable to meet its current year financial obligations. At second interim, Atascadero is considered positively certified, um, and that we were able to meet all of our obligations through all three budgeted years. All right. So, the Local Control Funding Formula was enacted in California in 2013 as an opportunity for or as a way for California to try to make school funding a little bit more equitable across the state. Um, it provides a base grant per average daily attendance, um, and additional supplemental and concentration grants, also based on average daily attendance, um, but those dollars are designated to support our high-needs learners like our English language learners, um, our low-income learners, and our foster youth. So, I
045like to think of the LCFF form funding formula as like the filling of a glass. So, first, the state establishes, um, how big our glass is going to be. So, how big of a cup do we get? Um, uh, the first pitcher of water to pour into our glass is our property taxes. And in some districts, the property taxes runneth over, um, and some districts have multiple glasses holding their property taxes, um, and those are considered our basic aid districts. So, we see them, um, basic aid uh, districts. We have a few in our county, um, and there's a few in California. There are some districts where their property taxes don't fill their glass to the targeted level, um, so then state aid, um, provides additional water to finish filling up the cup. Atascadero is
046one of those districts, so we are considered an LCFF funded district. Um, in addition to the filling of the glass are the supplemental and concentration dollars. District revenues are generated based on, um, ADA, um, which is not just attendance and not just number of students enrolled, um, rather it's a relationship between those two metrics. So, this infographic shows our historical data of students enrolled as compared to our annual ADA, and then the little floating orange dot is our funded ADA. Um, so districts across the state are working really hard to recover their ADA numbers. We're seeing declines, um, in enrollment and in attendance at a state level. We're also seeing that here. AUSD is experiencing enrollment declines. Um, so even with an increased rate of attendance, um, our ADA continues to decline as we have,
047um, fewer students. So, this year, as of census day, which was the first Wednesday in October, Atascadero had 4,275 students enrolled. Um, this represents a decline in enrollment over our previous year of approximately 83 students. Over the past year, we have declined by 363 students enrolled. Um, so as ADA is the primary driver of our funding, not only through our state aid entitlements, but, um, in our grant and federal entitlements as well, um, this is a metric that we watch very carefully. So, there are three options for ADA when it comes to how the state will provide funding. Each year, the state looks at the district's ADA in three different ways, um, the current year ADA, so how many students attended on average in the current year, last year's ADA, or the average of the
048three average of three years. And a district will receive funding based on whichever one of those numbers is highest. Um, so as you can see, our funded ADA has to continue to decline year over year. Um, correlated with that metric is the decline in our enrollment. Um, so it is important, like I mentioned, to remember that ADA is that relationship between attendance and enrollment. If enrollment is declining in a district, um, their ADA will also decline, um, even if the rate of attendance increases. Most of the district's general fund revenue is generated from that Local Control Funding Formula, about 71% taking into account all of those variables. Um, so you can see that captured here in that lighter blue color. We also do receive a small amount of supplemental funds, um, for those high-need learners.
049We frequently refer to that group as our unduplicated pupils, or UPP, um, and again, that is representative of our low-income, our English language learners, and our foster youth. Um, the funding received for those students is captured here in orange. It is represents approximately 7% of our revenues. Um, as of census day, our UPP, uh, was 47.28%. This actually represents a decline over the prior year and is not aligned with the historical growth from the prior 3 years. As a result, our supplemental funder funding captured through the L Cap L Cap constricted as well. Uh, we receive small amounts of funding from various restricted grants, both at the federal and local level. Restricted revenues, um, when they come to a school district, are designed for a specific purpose. Um, they're provided by the government grants and
050other service uh, sources, um, but they must only be used for the particular programs or purposes that they were designed to fund. Um, for example, special education, school lunch programs, or facility improvements. So, a district, um, is not able to use these funds to support other areas of the budget, even if the budget needs it. Um, so it's similar to getting a gift card for groceries, um, you can't use it to buy clothes. I have a question. Yeah. Is the ADA Sorry to go backwards a little bit, but, um, ADA, is that is that funding part of the LCFF base? Okay, that's a great question, and I apologize for not making that clear. So, the ADA is what determines how much of the base funding we receive. So, our ADA determines our cup size. Uh,
051well, the state determines the cup. So, they're saying like, "Hey, um, every student So, every student has ADA attached to them. So, I there's specific like singular dollars attached, but just for like rounding reasons, our our 9th through 12th graders are funded at a rate of approximately $12,000 per ADA. So, if a 9th through 12th grader comes, um, so that's that's how big our glass is. On census day, they're like, "Okay, this is how many students you have. This is how big your cup is." Um, then based on the number of uh the the rate of attendance those students have, that determines how much water actually gets poured in. Um, so if a student uh if that 9th through 12th grader only attends 50% of the time, we will only receive $6,000 for that student.
052And again, those are those are rounded numbers and not um not exact, but that's just kind of how it works. Does that make more sense? Yes. All right. Um, so finally, when talking about revenues, um we talk about the state lottery. So, the state lottery contributes approximately 1.7% of the district's revenue. So, this infographic looks at our historical data for lottery revenues in the district. Lottery dollars also come in restricted and unrestricted um dollars. So, we see here our restricted um award in orange and our unrestricted in blue. Our unrestricted lottery awards are distributed to our school sites for use at their discretion. And our restricted lottery dollars, um you're only allowed to use those on instructional materials. Um, in AUSD, we use our restricted lottery dollars to purchase our curricular materials, including textbooks and
053online learning platforms. Lottery money is also allocated based on ADA. Okay. So, this slide shows uh the comparative of where we thought we would be with general fund revenues at first interim, which was presented in December, to where we're projecting we will be with revenues with um the additional data and information we have collected since that last reporting period. We do see a small increase in revenues overall. Um, in our unrestricted column, we realized a fairly substantial increase in interest earnings. Um, we also realized um some projected increases in our restricted revenues. Um, so those those revenues tied to specific learning uh I'm sorry, specific expenditure objectives. So, um revenues were a little bit stronger this reporting period. Or rather, they're projected to be a little bit stronger. Um, it's important to remember we're actually
054funded off of our P-2 ADA. Okay. Okay. In In Atascadero, um like most school districts, a majority of our expenditures are tied to our people in salary and in benefits. So, this is captured here in the lighter blue, in the orange, and in the gray. In Atascadero, [snorts] the second largest driver um of increased costs, especially in recent years, is tied to our services and operating expenditures. Um, we have seen growth in this line resulting from the need to contract staff in special education and due to increased attorney fees. Um, so the increase in this line item, um or rather the projected increase to this line item since our last reporting period at first interim, uh is 1.26 million. So, you can see that historically, this has been the spending pattern for the district. So,
055captured in orange, yellow, and gray are the investments in our people through salaries and benefits year over year. Our staffing expenses continue to increase. Um, this is not only due to increased number of um positions, but also an increase um in the contributions a district pays to employee benefits like STRS and PERS, increases in salary through pay raises, through step and column increase, and through column movement. Um, as people are the primary expenditure for the district, it's important that we track our positions and the associated FTE. Um, so FTE is a a data point um that we use. Uh FTE stands for full-time equivalent. Uh it is essentially a ratio of the time expended in a position as compared to full-time. Um, so for example, if a full-time day is 8 hours and an employee
056works 2 hours per day, they are considered a 0.25 FTE. Um, so by closely tracking um our position control, this allows us to ensure that our programs are appropriately staffed and that our students receive the support they need. Um, we know it takes uh people to teach kids. Um, so we we watch this pretty closely. Employee salaries are divided into four separate line items: certificated, classified, special services, and um administrative. Um, so this slide is looking at a historical of staffing composition um by classification. I have a question on that. Yes. Just looking at the the numbers, um certificated has been pretty consistent. The classified is up um 11 from last year. Is that cuz we were understaffed? I mean, it's gone up by 20. >> 27. Over the course of the first first time
057period, 27. Yeah. Um, that's a great question. So, the uh associated growth in our classified unit is due to the special needs paraeducator positions that we've added. I have a question also. Mhm. Does this um because I know we are contracting a lot of positions out, are those FTEs you know, those are contracted positions included in these numbers? That's a great question. So, for the position, yes, there's FTEs in there um because we look at position control as uh uh in a couple of different ways. So, first we want to know like, do we have enough bodies on our campuses to make sure we teach our kids? So, that's this number. And then the other one um where we're talking about when we're looking at our um expenditure reports, is are they captured through AUSD
058salaries or are they captured through contracted um services? So, in in the one case, yes, they're captured here. They're positions on our campuses and in our district supporting student learning. Um, when it comes to reporting um expenditure information, they are not captured in salaries. They are con- they are captured in our services and operating expenditures. And I think I remember last Maybe it was Maybe the last budget, we I thought there was a comment. I could be wrong. About declining enrollment, yet our staffing numbers keep going up. And I understand the reason why, but I thought there was something back then about maybe these numbers organically coming down at some point if possible. Yeah, so what the goal of the district is always to take advantage of natural attrition opportunities because um we never want
059to take away services for students um if we don't have to. So, natural attrition is an opportunity where if someone resigns or chooses to retire, the district evaluates, you know, do we need to fill that position? Is there something meaningful that we can do with students um using existing staff? Um, so that's kind of like that natural way to bring it down. Um, the other way districts look at things is through a more targeted reduction process, um which is something that the Budget Advisory Committee has been evaluating um because our district continues to be in a structural deficit and we are spending down our reserves pretty quickly. It is important that we, in addition to taking advantage of natural attrition, we evaluate opportunities to um strategically create efficiencies in the budget as well. Thank you.
060Mhm. And what are the um the confidential and special services? Who Who falls it under that category? Um, so those include our program coordinators in special education, department coordinators. Um, so there's coordinators in business, HR, maintenance and operations, educational services. Uh it includes psychologists, specialists, and nurses. Cuz they're going up every year. Okay. All right. So, um special education program costs exceed special education revenues received, requiring the district to fund the shortfall using the general fund. This is called our contribution. Uh this is a challenge that is not unique to Atascadero. Um, as school districts across across the state and across the country um face funding challenges and staffing challenges to support our students with disabilities. Um, so due to staffing shortages, and this is what uh President McGrukin was speaking into, um coupled with
061increased demand, the district has had to utilize contracted staffing agencies to meet the legally required needs for our students. Um, while the district is very proud of the special education services um and our special education students, um we're faced with mounting increases in the differences between federal and state governments' funding and the mandated costs for these vital services. Um, so this infographic demonstrates the funding as compared to the mandatory expenditures of the special education program. Our funding received for special education is shown in the lighter peach color, um while our expenses are shown in the darker color. While the need increases year-over-year, funding is not keeping pace. This year the district will contribute 13.2 million to special education from the general fund. This also reflects an increase from our first interim budget reporting period. This
062equates to approximately 72% of the special education budget and approximately 24% of our unrestricted general fund revenues. Uh it is important to note that the funding received for special education, so the dollars received in that lighter peach color, are also tied to a district's ADA. So it's not tied to the number of students on an IEP or the number of students enrolled. Um it is a an ADA formula um revenue source. Um so as ADA declines, that revenue source will continue to decline as well. I have a question about this. Um so the 72% of that's the highest it's been since I've been on the board. It's been hovering like 50-something percent, 60-something percent in the past. Um this number, does it include everything like out of school placements, um you know, settlements? That's Yes,
063this the the expenditures in special education are comprehensive of everything that a district has to expend to support their students on an IEP. So that'll include students who are placed outside of the district um in a regional program, students who are placed outside of the district um as part of a non-public school program, um students uh within the district, um any settlements that have occurred within the district. It covers really all of the expenditures tied to the special education program. And yet students with disabilities don't have They're not considered unduplicated pupils. They don't get the L L cap funding. They They know. That No, they do not. Um they should, but they don't. >> Yeah. Yeah, so our our um students with disabilities are not considered a member of our UPP population. Is there anything
064on the horizon from the state or feds the federal government to I mean, I think we're not alone in this. >> No. So many districts are going through this. Is there anything on the horizon? Yeah, we I mean, you're right, we're not alone. I think we're coming to kind of a tipping point systematically with um educational funding, specifically with regards to special education. Um part of the governor's proposed budget included a proposed increase um to the allocation that's awarded to like our SELPA, which then by extension would help become and support us. Um that is not that proposal is not included in our budget report because we don't know those numbers and it's not confirmed whether or not districts will receive that, but at this time that's the only proposed increase. And it's fairly incremental.
065Who do we complain to? >> [snorts] [laughter] >> Your representative. That's what we're doing today. Yeah, it's actually been a pretty interesting um an interesting thing to examine in Atascadero because our number of students on an IEP has actually gone down. Um so as of the reporting period, we have fewer students on an IEP um than we did last year and in previous years. We actually have the lowest number of students on an IEP um since reporting in '21-'22. Um so it's it's I I I know sometimes folks like to think, you know, we just we have, you know, more and more students with need, um but it's not actually more and more students with need, it's more and more need for the students. So it's it's kind of a different conversation to have. Yeah.
066I was just conversing here. Your friend Mary Ellen Ness that came and spoke with us, she did mention that they were looking at special ed and looking at the IEPs thinking that there's just been such an onslaught of IEPs and that looking at ways and means of trying to not have as many IEPs. And which might help with the cost. Yeah, uh Mary Ellen spent some time speaking into the value of a district um building a robust multi-tiered system of support. So the idea behind that is that so you can think of kind of like MTSS is like a triangle. Um and at the bottom is is tier one and all of your kids are in tier one, regardless if they have an IEP or a 504 or what other classification a child is. Every
067child has an opportunity to learn at a high level and in a tier one room with a with an awesome teacher. So everyone gets tier one. And then there are going to be some students who may not necessarily respond to tier one, so they'll they'll level up to tier two and they'll have some some pull-out interventions or some push-in services, some some different things that can help support their need, but they'll continue to get tier one. So just cuz you move up to tier two doesn't mean no tier one for you. Um and then there there'll be few even fewer students who need to escalate to perhaps a tier three. And so that's where we're looking um at students who may need an IEP. So the goal in a district is to make your tier
068one support so strong that more and more students respond to those interventions in the classroom. Um and that your your interventions are fluid and that they're they're tracking how students are responding to your interventions so that we can change them if they're needed, we can continue them if they're needed. But our our tier one system should be so robust and strong that more students have what they need down here and it creates less of a need up here. Um it doesn't mean that the students up here um are taking away from the district. They're not. Um they're actually also here. They're also our tier one kids. It just means that we can focus our resources more strategically at the students who need more um supportive services because we're able to meet the needs of of
069more children down here. Um so it's not a takeaway or a if you have MTSS, then you don't have special education. Special education is is part of a robust MTSS program. So that's kind of what Mary Ellen was speaking into a little bit. Thank you. No, but it it's just I this is ongoing forever and ever. Yes. >> It just um and I can remember we had special funds come in from the federal government >> [snorts] >> and in order for the state to balance, they took away funds. >> Mhm. So it's, you know, it's like give give little, take a little away. So Yeah. It's certainly been challenging. Yeah, it's it's it's an ongoing challenge and um while it's no consolation, we are not the only district experiencing this. It's not a problem unique
070to us. Can I put it Are they this high, 72%? How's that compare? Uh so that's 72 uh I think the more important number to look at is what our contribution is. So our contribution of 24% of our unrestricted general fund revenues. So I was speaking to another district in our county, albeit a larger district in our county, um last week who's contributing almost 30%. Um so we're we're comparable. Um unfortunate, but we're we're comparable. Can I make a a little clarification? Your mic is still on, too. Um there's not one person Well, I can't speak for the whole board, but I have a good feeling that none of us um are advocating for kids to not have IEPs if they need it. So I just wanted to clarify that because that is not the
071intent of our questions. Yeah. I don't want to get cussed out again. No, but Mary Ellen was more about procedure. We We used to once upon a time, there used to be um procedure at every elementary school and middle school and high school that if you had a student, you had a family um support team meet with uh in the morning, after school, whenever um with the family and um and support staff to talk about the tiered one classroom support. What do you need to do? What do you need to do at home? That's what Mary Ellen was um alluding to that somehow those those procedures have are inconsistent. And because they're inconsistent, some of those kids have received very little ti- um support down here and have as they progress uh in school their
072needs are higher and then all of a sudden the gap is shown in a test and bingo, you have that IEP. So um she wants well, da da da da da. Correct. Yeah. Yeah. Yeah. And And I mean, they're all our children, so they they all deserve access to that high-quality um all of our kids deserve access to that high-quality uh tier one experience. All righty. Um so there were I I apologize to the public. It's been corrected on our website and it's been corrected for the board packet, but in the packet that was posted on the board agenda, um this slide was a second look at revenues. Um I joked earlier that I figured if I put it in there twice, I could count them twice, uh but that is not the case. Um
073so um here I tried. Here we compare uh where we thought we would be with our expenditures at first interim um to what we're projecting now at second interim with uh the additional information and data that we have gathered. So this chart reflects an increase of 1.5 million. Um this increase is tied to the previously discussed increase in services and operating and as related to contracted staffing services and an increase in our attorney fees. We also saw some small increases in salaries and benefits this reporting period. However, this is connected to filling positions. It's important to remember that this report is all of the information through January 31st 31st. That is what this reporting period covers so it is not a reflective of any recently negotiated agreements. Now taking a a look at the bigger
074picture, it's not all doom and gloom thanks to slightly increased projected revenues. We've been able to slightly shrink our current year deficit. However, it's important to note that this slide is reflective of our unrestricted and our restricted um budgets combined. If we were to pull out our unrestricted, we are projecting a slight increase in deficit spending on our unrestricted side of approximately $200,000. Not including new agreements. >> Not including any new agreements. Correct. Correct. Okie doke. This chart reflects the district's net change in the unrestricted ending fund balance, basically our savings account. A net change in the ending balance either positive or negative is of concern if it continues over a a number of years. So basically the the blue bar that's dipping below the graph is how much it's dipping like into savings. So
075a consistent increase in the ending fund balance is appropriate as the district is saving for future fiscal needs. Out year revenues and expenditures and in this case deficit spending are based on current trends and projections and may change as we know more. At our current trajectory, we are poised to continue a trend of deficit spending through our projected years. By extension, this means we continue to spend down our available reserves. This is similar to spending money from your savings account to cover ongoing expenditures. Eventually one account cannot sustain the other. The state requires that a school district maintain a 3% reserve. This slide demonstrates our ability to meet our required reserves in the current year and in our out but two budgeted out years. In addition, we have approximately 3.98% in budget stabilization so additional
076reserves. Atascadero, because we're able to meet our reserve minimums, is considered positively certified at second interim. However, it's important to remember that this is dependent on the actual level of state funding. And again, as a reminder, this budget is not reflective of any recently negotiated agreements. In addition, it's only reflective of the information that we know from the state at this time. So as we know more, we will continue to refine and update and the board will see an updated budget in June. Mrs. Darnell, so according to that last graph we in 2017, 2018, 2019, we were in even more precarious state because our reserves were so low and we didn't have a budget stabilization. Is that true? Yeah, so um I wish there was kind of more data on here. 17, 18 and 18,
07719 and and 19, 20 kind of leading up to those pandemics that that pandemic year, districts across the state including Atascadero were experiencing some financial distress. It was kind of like a leveling out period of our LCFF funding formula. Everything was kind of settling into place. Those were difficult years. So so yes, you're correct like uh you met reserve minimums at the time and the bar is smaller because as our expenditures grow like our reserve minimums grow with it. So the bar is smaller. To my knowledge, the district was still positively certified but I would based on the information I know, I would say it was also a challenging time for the district. Is the budget stabilization, is that also a required account? No, we keep that as kind of like our safety net. So
078a 3% reserve, while that's what's mandated by the state, doesn't cover one month of payroll. So I was just going to say that. I was like this isn't going to cover a month. >> [laughter] >> Yeah, so we we it's it's in the district's interest to try to maintain a reserve level that's that's a little stronger and I think that's a conversation that we can we can have at a future a future date. Well, I read somewhere that because of the rainy day fund amount, there kicks in a requirement where there's a 10,000 a 10% cap on reserves. So if I'm understanding it correctly, um school districts can't keep more than 10% of in reserve. Yeah, so that's a great that's kind of a great point to bring up as well. So if if the
079state budget has that rainy day fund in place, then you're right. There it kicks in this 10% reserve. But the 10% reserve is money that has not been committed to anything. So districts will commit dollars to different things. So in our district, we've seen like employee stabilization committed funds. We've had our curriculum adoption committed funds. We've had technology committed funds. So those are technically like savings accounts because curriculum adoptions come every 7 years. Yeah. So we set aside money because you don't get extra money when it's curriculum adoption time. So the 10% only applies to funds that are not committed to a specific purpose. A district can have additional savings in on top of that 10% if they're committed to a specific purpose. Thank you for clarifying that. Sure. Okay. >> [snorts] >> So our
080next slide that we're looking at is our multi-year projections. So based on our current information regarding funding levels and our patterns planned expenditures, we develop our multi-year projections. So when looking at our unrestricted and restricted budgets together, we see that we do continue to deficit spend through our projected years. You will notice from this reporting period to our last reporting period that that deficit has softened. That's due to kind of a few factors. First, we do see some slightly increased projected revenues. We've maintained that increased interest earnings. It's the second year in a row that we realized that so we kept that as an assumption. We also put forward a huge effort working with our district leaders to ensure that we were staffing to contract. In a district that's experiencing declining enrollment of more than
081300 students, it's important that our staff is reflective of our actual student need. So there's there's a couple of things that are contributing. That was a question that came up in budget advisory today so I wanted to make sure that the team that this team kind of understood what drove that. However, we are still deficit spending. So it's it's going to be my recommendation is that the district continues to make a concentrated effort to reduce our expenditures to reverse this trend. So our multi-year projections again will be updated in June. Wait, no questions yet. Hold on. I didn't make a slide for this. So the you'll notice if you watch as many budget updates as I do that the governor in January had proposed some additional one-time funding sources that AUSD would potentially qualify for.
082It was an additional additional dollars on a discretionary grant and also shoring up our learning recovery emergency block grant our LREBG dollars. Um so those are kind of two different elements to chat about. So for the discretionary block grant, we're not quite sure how much is going to come to us. We anticipate based on initial numbers, it could be close to 2 million. It's my recommendation that the district utilize this one-time funding resource to rebuild our reserves. Using this strategy of savings in the past is what has allowed the district to avoid financial distress in tight economic times. And then the LREBG, they haven't proposed a dollar amount to that so I can't I can't tell you what might be coming our way. It's basically to shore up the initially proposed LREBG that was proposed
083and then cut. So it'll fully restore that grant. Currently, we use that money for intervention on our campuses at this time and as far as we know that funding is going to expire in June. So that one-time resource must be spent by June. Those potential funding um those potential funding items are not included in the budget. We don't know for sure that they're coming so they're not represented in our second interim. If that if those funding sources do come through, will you give the board an update? Yeah, so it we'll know more at May revise. So you'll see them at budget adoption in June. Okay. And will that be a conversation that we'll be able to have as far as what to do with those funds? Okay. Any of those Anybody else have any questions?
084Okay. Thank you. >> Thank you. Uh if there are no questions, uh it is the recommendation uh that the Board of Trustees adopts resolution and issue a positive certification that the district will be able to meet its financial obligations for the remainder of the 2025 fiscal year based on current projections. The district will be able to maintain its required reserve minimum level in fiscal year 2526 and in fiscal years 2627 and 2728. I have a motion for approval. Vee's going to let me. Um I motion to approve resolution 132526. I will second. Roll call vote. Mrs. Ellis White? Yes. Mrs. Koznek? Yes. Mrs. Taylor? Yes. Mrs. President McGrew Cain? I. Mrs. Pierce? Yes. Mr. Arnold? Yes. Mrs. Coonley? Yes. Thank you. All right, you have one more. >> Uh this is our citizen oversight committee
085members. Yes, um thank you. I promise this is my last one. Um this item brings forward for approval the members of our citizens oversight committee. So, the committee members were actually nominated by trustees last June when we made the resolution for the creation of the citizen oversight committee. Um however, their meeting is coming up. We wanted to formally agendize um who our participants are. I'd like to thank Alice Colombo who personally called every single participant and confirmed that they are interested. Um they will be meeting next week for their very first meeting. As a reminder, the purpose of the citizens over advisory committee is to or I'm sorry, citizens oversight committee is to review the expenditures of our bond dollars, not to determine projects for the bond. The recommendation is that the Board of Trustees
086approve the members of the citizens oversight committee for measure B 24. I'd like to know um who who vetted these people? We got Stacy Phillips and Jackie Martin on here. I don't know. What a treat, right? That's a lot of years of experience. I'm glad that they >> [snorts] >> volunteered. I was Yeah, I think this is a great list. Um and if if you guys are watching, thanks for volunteering. Uh do I have a motion for approval? Right. Cuz we're about ready to approve them, so they can't back out. I'll move to approve the citizens oversight committee. Have a roll call vote, please. Mrs. Coonley? Yes. Mrs. President McGrew Cain? I. Mrs. Pierce? Yes. Mrs. Taylor? Yes. Mrs. Ellis White? Yes. Mrs. Koznek? Yes. Mr. Arnold? Yes. Thank you. Our next item is um
087by Mr. Rossi. We have new courses and course name changes for AHS and Atascadero Middle School and Atascadero Fine Arts Academy. Actually, for this item, I'm going to have um Mr. Aston, our secondary director of curriculum instruction, introduce this item. He's worked with each of our sites on these courses and will uh give us the overview tonight. Good evening, uh Board of Trustees. It's my honor and privilege to be here tonight um to just uh give you a give you some insight into some new courses and some course name changes that have happened at the high school, at Fine Arts Academy, and also at AMS. Um as you can see from the board back up, there's there's several courses that are that um are CTE courses that are moving from a three course pathway to
088a two course pathway. The reason for that being that students are now able it opens up the ability for students to take multiple CTE pathways while they're in high school by having uh one a two course pathway rather than three um over the course of three years. Um there's a couple of a couple of courses in there that are adding honors and audition um designations to them. They're music music classes, our band our band courses. Um also we're we've uh worked to um refine and and better establish the new patient care CTE pathway at the high school. And so, there's three courses there for approval um in regards to the patient care pathway. Um as well as um uh two courses for AP designation in the general arts areas. Um areas where kids can now
089or students now can get college credit through uh passing the AP exam through um I believe it's art and design and uh AP drawing. Um and then as far as uh there's one there's one course name change and that is to uh align with the dual enrolled class at Cuesta College. Um we used to call it well, we call it currently math analysis, but the name changes to reflect what it is um at Cuesta College, which is um precalculus. And then there's three new classes that uh for electives at the Fine Arts Academy that are being added. Um technical theater, robotics, and uh music appreciation. So, expanding the elective options for the students at Fine Arts Academy. And then um with the visual arts at AMS, it's a change to the format of the the
090visual arts course um where the where the art teacher will uh deliver uh instruction in multiple quarter-long visual arts courses for grade six, seven, and eight while keeping the year-long um advanced art courses for grade seven and eight. So, that's just a quick overview of all these all these new courses. If if there are any questions, I'm more than happy to answer. Yeah, I got a couple. Sure. Um with with the list of the new classes, um is there a need for that? Have Have the teachers and the students been asking for some of these classes? Is there a specific one you're you're looking at? >> no, I'm just just the ones that you that you added. Okay. >> Um I mean, the name change ones, that's Yeah, so one one is just a name
091change. Um the other one like the the patient care one, as as we've been building, it's a brand new pathway. So, it's kind of it's kind of a trial and error to to figure out which courses are going to be the best. Um and looking looking at what certifications the students can get, that's why the the courses were changed in order for the students to get uh an industry certification when they come out of when they come out of that pathway. Um the same thing goes for the the graphic design. Um it's it all falls under the video video media um arts pathway, but it allows for them to kind of branch out and have different um different branches of the same pathway. So, you can go you can go down the graphic design route
092or you can go down a multimedia route, which are very different. And so, what it does is it takes it it it allows uh students to be more specific in the in the CTE pathway that they go that they choose rather than just getting general general information and and it allows them to get more um specific industry certifications. And then so, it's going to be the same teachers that are able to teach this? Correct. >> Okay. Yep. And so, there's no additional costs or anything for it. And then for the robotics for um fine arts, I think that's great that that they've got more access to that. Are they going [clears throat] to We already have a a teacher there that's already been doing it, you know. Yeah, yeah, no, I think it's great. Yeah.
093Um are So, are they going to be able to do the robotics uh club that we have? Um I can't I can't answer that for sure. Um I'm sure that's some that's a conversation that Mr. Shorba and Mr. Spiller will have um you know, a combined uh a AMS Fine Arts uh robotics club. I can see that I can see that being a definite possibility. Okay. That's all I have. I have a few questions. >> All right. Um so, first, the early college program tutorial course, uh which grade is this course targeting? >> This is targeting juniors and seniors that are in the early college program that Mr. Rossi's going to be um doing a great presentation here in just a few minutes. Um but what this does is it opens up the Cuesta College
094um catalog to our students and allows them to take uh an enrichment co- uh college course on campus. So, they they're able to come to come to school, get high school credit for being at in in high school while still taking the dual enrollment class. And the beauty of it, too, is that they there certain requirements that they must meet in order to get the high school elective credit, but then they'll get their college credits when they when they enroll in a dis- you know, in a online Cuesta College class. So, it's it's it's separate. So, like let's say that I that that Josh Aston is not a this is my first uh dual enrollment class. I decide to take marine biology, which is a really difficult course. Um I'm not quite prepared like I
095think I should. I do all the requirements for my for my early college program tutorial class. I get I get an A in that, so I get an A of elective for high school, but maybe I get a C in my college, you know, in in the college class. So, my college transcript is going to have the C, but I'll still have an A on that on that uh high school transcript. So, and this is a um semester-long class or is it a year-long class? >> Yes. It'll It'll go in conjunction with whatever whatever class the student chooses from the the Cuesta College catalog. So, it's sort of like a study hall or like extra Okay. What Yes, study hall with some some soft skills life skills incorporated into it as well, you know, um
096for future career and college readiness. Yeah, planning and all that sort of thing. Yeah. Um the AP drawing and 3D art class. So, is it the same cost? You have to submit your portfolio. Is it the same cost as an AP test? >> Yes. And then it's the scoring you to get a three in order to get the college credit. Okay. And then we have scholarships available for students who don't sort of financially needy. Um and do we know have a sense of if these classes are going to be fully um like enroll do we have full enrollment for these classes or >> I can't give you exact numbers, but these were all included in the registration guide um with the cab with a little you know asterisk saying hey pending board approval. And so
097a lot of these do currently have a good number of of students pre pre-registered for them. Okay. And I'm glad that we have existing teachers to do to take on these new courses. Um the fine arts music appreciation course um and the technical theater are these courses being supported by prop 28 funds or are they Um yeah, I believe so. Okay, cuz they're new. >> And so is and so is the one at AMS as well. Right. Right. Um two more questions. So, the robotics course I love that I think it's a good expansion of our after school robotics program. Um what I'm wondering is it seems that our school district as a whole is missing the opportunity to do a computer science technology or engineering CTE pathway that builds on this this new robotics
098class that we're offering our students. So, I'm wondering if there is some thought into that um some sometime in the future if that's a path that we want to pursue. Yeah, that that's that that has been conversation and it has been brought up over the past few years. Um we did have computer science at the at the high school, but but a lot of factors went into the to that to that pathway um being eliminated or put on pause if you will. Um the the the the challenge when it comes to engineering it requires a very very specific um individual that that there's not a lot of them out there. Um you have to either have been an engineer and decided I don't want to be an engineer anymore or you know like working in
099the engineering field um or meet or meet some pretty stringent requirements. But yes, I that's something that definitely we we're definitely open to and would love to to grow um that area the computer science the computer science area to utilize the the momentum and the the excitement that we have around robotics and coding and all that. Yeah. Yeah, cuz we also have a coding teacher at the middle school and that as an as an elective. Um last my last question is that um I know there's a personal finance course that's going to be a requirement starting in 2027 28 school year and then a graduation requirement in um for graduates starting in 2030 uh 2031. Is there is there any progress on that course? Um Yeah, we we um I don't know if it's on
100the on the agenda to update later on, but we have >> together an update for the board on that. Okay. I've been I have been working on that. Great. Thank you. Any other questions? Just a kudos to uh you uh I'm looking at your patient care that you have down here and what and and uh the intro to health science. But there's such a need. There's such a need in this community has really been wanting this for their students and I it just makes me feel great that we're looking at that and um maybe um I was looking to see if any any of these classes if they offer um training in like at the hospital. We used to do that many moons ago. [snorts] >> So, that part of that part of that practicum
101right there um is is to get personal training, but there is also they currently offer an internship where you can go to like physical therapists and and different offices. And and I should say this is this is no no indication on me at all. This is Natalie Cooks and Maggie O'Malley who have really done the teachers the teachers and our certified athletic trainer that have really been the driving force for this. They they are the ones that have been out there pounding the pavement making you know figuring out the best way to make this this pathway come alive. And then with the support of the of the AHS administration they've been they've been fantastic. I've just been a I've just been a happy bystander you know to to watching them do some amazing work. Well,
102that's great. Thank you. To piggyback on that, do you know if our our district is the only district that has a patient care pathway or health care? No? Paso Paso Robles has one and so does Templeton and so does Lucia Mar. Okay. >> So, we're just jumping on the bandwagon, but ours is going to be different and better and you know be the be the standard. I've seen those students at our football games being like you know on the field and getting hands-on experience and helping the team. So, it's fabulous. Thank you so much. Any other questions? Great. So, I have a motion to approve the new course new courses and course name changes. So moved. Second? Second. Roll call vote. Mr. Arnold? Yes. Mrs. Taylor? Yes. Mrs. Ellis White? Yes. Mrs. President McGrew Cain?
103I. Mrs. Kosnik? Yes. Mrs. Cooley? Yes. Mrs. Pierce? Yes. Thank you. Our next item is our board policies. This is the first reading. This is for information only. Do we have any questions or comments regarding these items? Yes, there was something that I wanted to pull. Oops. Um I think it's policy 9320 um meetings and notices. Um do you want to take a list of stuff or should I just go ahead? >> is just for information. This is just for information only. We're not doing a motion I don't believe. So, you can go ahead and discuss. So, I just noticed that the starting time on that is states 5:30, but actually it's the regular meeting starting time should be 7:00. Um so I would make wanted to point out. >> [snorts] >> Cuz sometimes we
104change our close We'll make the adjustment. Okay. Thank you. We'll bring that back. Thank you. And then I wanted to discuss discuss uh 6145. That is extracurricular and co-curricular activities. Um the eligibility requirements. It says the maintenance of a minimum of 2.0 grade grade point average. Um I agree with that. What I what I would like to add to this is without a failing grade. Um I think that sports are a huge asset to a lot of a lot of students. Um but we're also over there we have college and career ready. I would like to have um you know we strive for academic excellence with our with our students and um I think that sports is a privilege. Um and I would like to see that added as a district policy. Not I I
105don't want to say in the high school you might not it you you I don't think you can have a failing grade. I could be incorrect on that. Um so let me just look at I had a few a few notes. Is this um while you while you're looking at that I have a question for you. Sure. Um would this be a last reporting period failing grade or would this be a progress report failing grade? Cuz grades change literally every day. >> and and and I think that's the discussion that we had in our subcommittee um you know being able to keep track cuz grades are kind of live, right? Um I it would to me it would have to be the report whatever the the semester before their their report card is. Unless you
106know a teacher is seeing issues. But I think that it would it would pinpoint it it would offer that student more help along the way. I also see I agree with you. However, Yeah. I also feel like say someone had something happen in their life last semester and they play one sport a year and last semester their life fell apart and they got an F. And now they can't play a sport, the only thing that's keeping them in school. And they have no way to reconcile that or to make it up because like right now like we have you have to have a certain attendance, you have to have a certain GPA, you know, that kind of stuff. But like you can go on probation and still get a chance to be able to participate
107in that sport. So, I would just I just look at both sides of that, right? Like I agree like yeah, if you're like failing school like you shouldn't get to participate in extracurricular, but also like I understand life happens sometimes and not wanting to punish someone who maybe life happened temporarily. You know what I mean? >> Right, and I understand that. I'm I'm And that's not I mean I There's going to be special circumstances. I think that even like our attendance is at what, 90% or something was the requirement, which is which is pretty low. Um but it obviously if a student has some sort of medical leave or family emergency or you know, something, I think there should be a built-in workaround for that, right? That's what happens when you make it a policy
108is that it's set in stone. Right. And then when you start doing then when you start saying um I have a an expe- um a circumstance, then who you know, who's the designee to determine that that is a a valid one? Yours may be valid, but that's today, but tomorrow yours won't be because why? Um I think the It says right here the the maintenance uh of a minimum of a 2.0 grade point average. I think that's your standard right there. You're looking at grades. Grades are weighted to the standard of um 2.0. Uh 2.0 is nothing. Well, I know. Well, well, well, to some Well, I know it's To me it's like To me it's like if these student Sports is a draw for a lot of students. That might be the only reason
109they're coming to school. And and and that's great. Why can't we have a minimum of You can't have an F. Uh-uh. Well, you should have asked these guys that were here. I know EJ has the CIF recommendations in terms >> I read I read that. Ours is like that, but that's that's their bare minimum and districts can implement you know, there's some districts that are you know, 3.0 or whatever it is, you know. Um so I mean, you can read it to everybody else, but that that's the that's the minimum. Like I I have strong feelings. >> [snorts] >> I I I have strong feelings on on this only because like it these extracurriculars and not just sports, but you know, whatever it robotics or whatever. Um like that's a Education should be the top
110priority. And having that that minimum standard of not I mean, a D minus, right? I'm not asking for you know, you know, A's or B's or even C's. Um But we need to have some sort of standard. To me that's going to that's going to It's an incentive. Well, yeah, it's a it's a good it's an incentive. Um but for for me if you see your student if you know that your student really wants to you know, play soccer or whatever. You're going to help that You're going to help that student if they've got a failing grade. And [snorts] it's also We've got stuff in place for these kids. We've got programs that can help them, you know, if they can get it up by the end of by the end of the semester. I
111I don't I don't think that it's a huge ask to have >> Well, if you're going to do something If you're going to do something like that, then I think you need to have um uh guidelines to help whoever's going to be determining that F what's going to happen because that you You are giving it now and the um here's my circumstance. Who's going to read it? Who's going to determine that I get to play or go travel on the on the team? Is it the coach? Is it the Is it the teacher? Or is it the high school? Or is it coming down to the district office? Somebody has to be hel- um the lead on saying any AMS student or any high school student or um um Paloma Creek who are participating in
112sports, if you have that F, who do I turn Who do I Who do I talk to? Who the student and the parent, who do they talk to? Because if you put that in there and then there's nobody nothing in writing to say who do who do who do they turn to? You're just set setting us all up for um a march downtown to um say you know, you just because you you know, it's an F, there's no A B C D procedure of what I can do to um advocate for my student on that F. Is there a AR that goes along with this one? And EJ, you did have the CIF rules. What What do they state? >> So CIF is um a 2.0 in all cour- across all your courses and then
113you have to be enrolled in and pass a minimum of 20 semester credits. Um so that matches what we have at our high school and um at the middle school with a 2.0. And um CIF doesn't determine which grading period you use. They have you use the the most recent one when grades were earned. And so I think that would definitely be in something to consider just having been um a high school principal. Season ends Fall season ends mid-semester first. Basketball and winter all end in February, so it crosses that semester time and then um spring sports don't start. So um as there's been discussions about semesters or grading periods, I think that plays an important role also. Um because my my grade that ended in December could impact whether I participate in something in
114March. And so that connection sometimes can be far away. I I think also that thing I'm just thinking of all these different situations. Like I'm thinking of my son who loves water polo. Who went and took two AP or two honors courses that he should not have been in and got terrible grades in them. And God forbid he got an F in one of them because he chose to try and take a harder course and now he can't play water polo. Who do I go talk to about that? Because that's not fair. But but the see No, cuz he failed it. >> [laughter] >> Well, he got a D, okay? circumstance Right. But but is that really That was his child's choice to take that class and and now he doesn't get to play water
115polo for that choice? That's what I'm saying. That's a no. That's not fair. >> Well, then you keep the two point Do you keep the 2.0? I think the 2.0 is your Yeah, it is it it's It takes in all the grade points. >> with the the the sentiment behind it 100%. I just think it's going to open up a lot of can of worms. Cuz they don't have enough work to do. Well, no, I know, but But then you still Okay. If we don't set up our criteria of what it is, that I have four counselors. A [snorts] B C D, you're the hard one, you're the easy one. Yeah, you know, and you're like, "Today I'm here, tomorrow I'm not, whatever." And I go to and my counselor is you and I get
116that F, you're going to make me I'm sorry, Tracy. That's what it is. But if I had a count If she's in the same class and she goes and it's Corrine and Corrine's like, "Oh, well, don't worry. I'll talk to I'll talk to the teacher." Right there, you have an unfair Yes. And that's you You got to take it out of the hands of A B C D or you set up the criteria of what it is so that A B C and D are following it. By the you know, following it. That's all I'm saying. If we're going to do something like that, then take it out of the hands of different individuals and we or whoever helps us set up our criteria. 2012 Well, one of my questions to Mr. Rossi was that
117in order to take summer school, do you have to get an F in a course? And he said, "Yes." In order to take summer school and recover that credit, you have to have failed the course. And so an F is not the end of the world. An F is an opportunity to maybe go take summer school with a smaller group of students, get more attention to really learn the subject and not have the pressure of sports and other things at this at this time. I don't think we should mess with something that's not broken and I think sports is not just recreation, but sports is learning. It's learning how to be a teammate. It's learning how to deal with challenges. It's learning like a lot of different skills. And if it's an incentive for students
118to go to school and try their best, I I don't think taking that away from them to >> [snorts] >> you know, use a stick to force them to try harder or try to be more successful is the right tact. I think it it can backfire and ruin the relationship between a an athlete and a coach, someone that they trust, someone that they can go to to talk about, you know, their struggles or get help. Um So yeah, I I I hope that all our kids in our our athletes do well in school and that they, you know, they they understand the importance of it, but I don't think this is the right tact to to achieve what we want to achieve. It would it would go above and beyond, which boards can choose to
119do. >> an argument then, right? I I mean, I agree with you. Like I said, if my kid gets an F, I'm not letting them play, but I don't know that we need to be that technical here, especially if it's going to contradict something else. No, it's not. That's That's the minimum. Well, But again, But they're going to come after you. >> Like that's that's the minimum. Uh how many kids recover come to to summer school to recover their F's? I don't know off the top of my head. I can find out. But I kind of agree with Joey. If if I have an F and Carl was a water polo um and he took he took calculus and it kicked his butt um and they were going to CIF and I had I had
120to go get Russ the tutor to go get his his his out of trouble because um he wasn't going to be able to play, but let me tell you, that kid worked with the Russ Russell to but that was between Carl and the house, my family, because he knew and he did that hard class because he you know, he was going to college and this was one of the requirements and da da da da da, but it was a little bit um too much at this at that time for him. He went to college and it was a great front load because he did okay when he went to college with calculus. So I think this is I think that's a it's a conversation to have with with the family. I I think we're stepping
121in in a role that maybe we should just stay right here. Here's our here's our guideline and guess what, Mom and Dad, um help us. Or help your student. >> Mom and Dad can have stricter rules. Yeah. And and it is a great incentive. Um I was absolutely mortified when I got a D in my math class. I won't even tell you what level of math it was, but I I couldn't cheerlead. Oh my god. Because of that. I know. You know my personality. I'm a cheerleader, naturally, [laughter] and I couldn't. And it was a great incentive for me to kick it in and get some help and get my grade up. So I I I I agree. I think what's there that that average of the 2.0 is great. Any [snorts] other discussion? Um
122so we had two items pulled to discuss. Well, the one of them was just a change. Correct. But this is just first reading. It's just information only. We're not doing any taking action on this. Okay, perfect. It was a just a discussion on that 6145. Okay. And I want to go forward with this. Okay. Um study session topics. We only have one study session. Do we want to move to stay up here? Okay. Rossi, you're up. Thank you, Madam President. Um So I appreciate the conversation as we talk about our high school and opportunities for our kids and I think it actually rolls right into the next topic and and I have some additional paper um copies if anyone would like. We'll pass those around in case we need the additional non-digital. >> [snorts] >>
123Um So now on to the school year, the board approved the Paso High School's early college program and there's been a lot of work done that over the year and as we're preparing for next school year and the opportunities it provides our kids. If we need more copies, we have some. It's yeah, it's on here also. It's digital. Um and so tonight I'm going to give an overview of the pro the program and the development and the work that's been put into it, the benefits again it brings our students and then how we're engaging our families and our students to be fully um informed and ready to participate. So um as we were talking about the Paso High School, they offer a broad range of courses. Uh again, our our core academic courses across the
124English, math, social studies, science. Uh we have our honors courses. We added some APs tonight. Um so we've had those in many in place for years, the electives and visual performing arts. Um career pathways, it's always been important to offer those and I think um just looking at this initial level, this is very much what most of us experienced in high school, a lot of the the same options that we had that have been in place in high schools for many years. Um just thinking about how high schools have changed. Is it core? Is the core academics the A through G? Yeah. Well, you know, that's the big Yes. We're going to talk a little bit more about that, but so yes, we've had those in place and those have been in place for a
125while. A through G's been around um for quite a while as we were looking at kids being ready to um enter college after high school. As things changed over the years um over the past 12 years, uh Paso High is the expectations from colleges and from employers have increased of our students over the last 12 years or so, which in turn increased the expectations we have for our students. And Paso High School's responded during that time. So they've really worked to grow opportunities for kids to be prepared when they leave high school. The two areas that have grown over the last um decade or more at the high school have been around um CTE and dual enrollment offerings. And so we've had um those in place uh again, about 12 to 15 years that where
126we've started those. We're at a point now where at the high school, we have 41 dual enrollment courses with 781 course enrollments. So that doesn't mean exactly there's 781 kids. That means there are 781 student seat in the seats of our dual enrollment courses. And so many of those kids are taking multiple college courses. Similar within our pathways, we have 838 student course enrollments. So we have kids going through those pathways. So really we've tried to build those over the years to meet the increased expectations of colleges and um industry. You can start as a freshman. Um you can start as a sophomore. The three years had been kind of narrowed you towards one. So some of the changes we talked about tonight about having two-year opportunity really expands what kids can now take as
127they can branch out a little bit more. So that's one of the adjustments we're trying to make. So as we go on to the next slide and start to think about that, it's how do we continue Oh, Sorry, I said next slide. How do we continue to expand opportunities for our students? Um cuz while we've we've made adjustments to expand dual enrollment and career technical education courses, um the academic professional landscape continues to change around us. And so we really wanted to look at how do we continue to adapt um in ways that provide opportunities to our students to be best prepared when they leave um high school and that's really what's been at the heart of the development of Paso High School's early college program. And so again, just a recap of what has
128happened over the year the course of this year and the work that's been put into it. So in August or September, um the board formally recognized um starting in Paso High School's early college program knowing that we'd be working on that and developing that throughout the year. And so through a collaborative partnership with Cuesta, um Paso High School administration, counselors, Mr. Aston as a director of curriculum instruction for secondary, really worked together um with Cuesta to explore what that partnership would look like. What is the what are those course offerings look like and how do we grow that? That team participated in the dual enrollment leadership academy throughout the year with other county partners and county school districts um to look at how do we develop, build, and guide for full implementation of the school's
129early college program. Um so a lot of work has been put into this really to match um those needs and it's been great collaboration to see that happening. And so then what we end up with is really a forward-thinking pathway um with great benefits for our students. So we've talked tonight about curricular, extracurricular. We talked about new courses. And as again, as we look at that changing landscape, it's how do we continue to expand opportunities for kids? Um we have kids who are wanting to do things that go beyond the walls and the the classes of what we offer in our schools and early college program really allows us to do that. And so one of the biggest benefits for our kids is that flexibility and expanded options. So currently, students can take the classes
130we offer on our campus. So we talked about we have our core classes, our A through G classes. We we have our electives and our CTE pathways and we have our dual enrollment courses, but those dual enrollment courses, while there's 41 of them, which is a great number for our school a school our size, those are very um limited to the course material has to have a direct alignment with the course that matches at Cuesta and the teacher meeting the minimum qualifications that Cuesta has. So, we could have a great course, but if it doesn't match the right percentage or the teacher doesn't have the minimum qualifications, that course would not be dual enrollment for our students. So, that's one of the reasons we really were excited about early college program is now our students
131have access to all the Cuesta courses. So, Mr. Easton talked about marine biology. We don't offer a marine biology course, but a student who's taken biology and anatomy and has really wanted to go towards a certain pathway could now have access to that because the early college program becomes an umbrella program of all of Cuesta's courses dual enrollment included. So, as a student now, I have more options to explore classes that I might want to try when I'm thinking I'm going towards a degree and I can try them while I'm in high school and see if I like it instead of waiting till after I graduate and spending money on a course or going towards a a um a degree that I might be pursuing and realizing I don't like it um or if I
132know where I'm going, I want to start that pathway early so I can start taking more classes beyond dual enrollment um through Cuesta. And then um again, it really opens that up for our students to do more while they're in high school than than just the ones that we are limited to. So, that partnership again, as we look at that partnership with Cuesta, what it really starts to allow our kids is to get such a head start. So, they can um this year in 2025, the fall of 2025, um the state approved what's called the Cal Get See and so that is 34 units that covers your entry requirements for UC CSU. And so, a lot of times you can get that through a community college. Our students would be able to work towards that
133and attain that during their high school career. Um students who are really motivated and wanted to could could earn their associate's degree while they're in high school. Um they would be able to take a right now through dual enrollment, they're limited on the courses we have and that match and the teachers we have that meet the qualifications, you wouldn't be able to earn the broad range of courses required for a Cal Get See or for your associate's degree. But now that we've opened this umbrella um that covers all the Cuesta courses, kids can now enroll in those courses and earn those degrees prior to graduating high school, which is just amazing and um leads to the the last and biggest benefit to our students and to our parents is just the substantial savings um that
134they have. I mean, imagine erasing two one to two years of college and the cost of that prior to graduating. And again, these courses are college courses, UC CSU approved transfer um just amazing opportunities. Question, um we have our Cuesta promise for our students. Does this impact the time frame that they have? So, it's essentially getting extra years for free. Yes. That's awesome. Yes, so I'll I'll speak I can speak directly to my two students or my kids. Um I think they each earned 26 credits before they graduated, went to Cuesta, got the Cuesta promise, finished their last their credits they needed to transfer, were able to transfer and um and it was all free. It was great. Um so, great for our kids, our families. Um but yes, no impact on that and the
135reason is um to earn the Cuesta promise, you have to be a full-time Cuesta student or you're a you're a true Cuesta student. Through early college program, you remain a high school student and you are a special part-time student of Cuesta. So, you maintain your enrollment in Atascadero High School, so the Cuesta promise doesn't kick in. So, it's it's really it's such a great opportunity for our kids. Um we were excited to bring this in the fall um knowing what it would come. I'd been really um as I've been able to check in with Mr. Easton and the work that that team from the high school admin and counselors um through the dual enrollment leadership academy that I've done, it's uh so eager to to bring this to our families. Um it it just opens
136so many doors and and as we discussed the new course about the early college program course the kids can take, it helps build in I mean, our students are still kids, so to have that additional support of a teacher to to provide that support while you're in class um keep you going is is is a great benefit for our students. I have a question. Does this make the jump start to college program obsolete cuz it sounds in some ways very similar to that the kids can earn in their AA degree and college diploma I mean, high school diploma at the same time, but this A little bit different. So, jump start to college was specific to ACE um through the independent study program because they have so much flexibility in the courses they can offer.
137We wouldn't have been able to do that at Atascadero High because of the strict graduation requirements. Um so, what it does is now is expands it to Atascadero High School students. And so, which is why this program is for that school. Um I've had conversations with Dr. Maddie and about do is this something that's needed at ACE, but because they have that flexibility built in, um it's not a need to have the early college program umbrella there um because they already have some of that flexibility built in. So, I wouldn't say it makes it obsolete. I think it it takes and expands it from one school program to now our comprehensive high school. And how does the timing work out? Like um if these our high school students are taking Cuesta classes, but they're also
138taking classes at the high school and taking enough classes where they're, you know, they're enrolled students, um are we being taking it into account like the class load, course load that they're taking and um and how does the timing of those classes work out? Is Cuesta mostly online these days? >> Many of these courses would be online. Cuesta has a vast um catalog of online courses and so, most of these would be, but you wouldn't be limited. So, if there were a um marine biology class, we'll keep picking on that one, that was offered in the evening and had a hands-on lab that you would have to do, you would still be able to do that and that would just be outside of your school day. So, this opportunity allows it to happen during your
139school day. You can take those Cuesta classes on our campus at the Cuesta San Luis campus, the Paso campus. Um if they're in over the over my time in the county, there's been times where Cuesta has offered courses on a high school campus. So, um while they were building the north campus in Paso, they hosted welding classes at Templeton High and and briefly at Atascadero High. Cuesta professor came, utilized the use of facilities. Our students would be able to enroll in those also. And so, it just really it it opens that entire catalog. And so, they'd have the flexibility to do it potentially during the school day, after school and for those or during summer. And for the kids that are wanting to get a true AA, they would they would need to do that.
140There wouldn't be enough time during our school day to do both. They would be committed to I'm going to take a course over the summer, I'm going to take an evening course, but makes it very it makes it attainable and it opens um again, that course catalog that they can now take. And then last question, does it affect our ADA for these students? >> No, that is that is the best part. It doesn't. >> Great. I have more questions. Mhm. Um this program is relatively new within this last year. Mhm. >> [clears throat] >> Um do we have any data so far? I know it's a very new. Do we have any data of how many students are participating, how many courses have been taken? Do we have a way to track that in the
141future? We do have a way to track that in the future. It's a great question. No data yet because it's being developed. So, right now, our students only have access to the traditional dual enrollment. So, we can tell how many kids are in our dual enrollment courses. >> Right. Um this was the year of developing it and getting it started. So, next year we'll be able to do that. But in the one of the audit requirements for having a early college program is tracking each of the students. So, we've worked with um Morgan Walters, our tech director, and we have a um way to track students in Aeries. And so, as soon as they register, we click a button and there's a box that's checked in their Aeries student and information system and it identifies
142them as a early college program participant. And will we um because they're registering through Cuesta, will we have access to that data as far as how many courses they're taking, um how many they've registered for, you know, just I think data's really important. Yes, the courses, yes. How many they've registered for, yes. And we get that by course and so, we can look at even during times of the year which courses they've taken. Um the opening this up helps us and helps our students with many I'm going to come back to the second half of your question. Many of our existing dual enrollment courses cover so much material and our courses are year long. A lot of the credit all hits second semester. Mhm. Um so, now this actually allows opens up first semester opportunities
143for our kids. But we get a report each semester from Cuesta of of which our courses our kids are enrolled in. So, we get enrollments and completion. We don't because of FERPA, we don't get access to their grades. So, we wouldn't know how successful they're being in those courses, which I'm going to touch on in the in the next slide a little bit, but as far as enrollment participation, yes, we'd be able to see that. Okay. And then Right, our dual enrollment courses, we do have those. Are any of our surrounding districts also a part of this program? >> They um are all one year behind us. So, they went through um >> We're first. They went through the Diller program. We've we've talked with Paso Robles, San Luis um yeah, they are all right
144there on it. Um our board is was the first to approve it We were the trendsetters. Yes, and actually um I mean, I I got an email yesterday. So, So we talked about this in September, I talked about the partnership I I had with them the representative from the California Department of Education and um from the dual enrollment collaborative across the state. And we've kept in contact throughout the year. Um they reached out yesterday to connect me with um somebody from LA Unified about starting the program and and how our board did it and what we're doing. So um this was one that we jumped on early and have developed through the year and because we did that we're ready to start um which has been great. Yeah. So Do you see this as perhaps
145um helping retain students but you know and their interest more so in the last 2 years of high school especially? I think I definitely think so. I think we've we've really tried to adjust with the times as we talked about it with some of our dual enrollment CTE courses but we get limited on literally on staffing as we talked as Mr. Aston talked about running an engineering course. The pay for an engineer versus the pay for our teachers is is different and so attracting an engineer to come teach a course for us is difficult. Opening up that engineering course to Cuesta now through this is is done. Like they can do that. So our kids can now explore and try different things. One of the other benefits to um is you don't have to just
146attain your AA or your Cal Getty. You can take those courses that will give you the certifications for you name it. HVAC, whatever program is Cuesta offers. So I can graduate high school with my certifications so that when I hit the age correctly I'm I'm ready to go career. I don't it's not just for college. Cuesta does a great job with their um micro coursing and their certifications that they offer. So our kids would have access to all of that. So I I definitely think this expands um options for our kids and keeps them engaged. It to me it just would fulfill that that senioritis. You know [clears throat] that you we've had so many seniors that by noon they're saying, "Okay, I'm bored and I don't want to you know and they would leave."
147But this would retain them I would think in interest and >> Mhm. And that that one piece for is there's still some flexibility built in for seniors where they would be able to take some of the courses and not have to be on campus but as you said it keeps them engaged. Like we want them to continue moving forward. Um so yeah, we're excited about that. So our next steps um is really to engage students and families. So we want to get this information to them. Uh the high school has uh again they've they've done the work on this. They have things in place. We wanted to bring it to the board first so that you knew about it. So they have classroom presentations ready. They've they're working to get student ambassadors, kids who have
148taken dual enrollment courses who can come and speak to the other kids about what it's like to take a college course as a high school student. So they kind of can share what those expectations are and then getting um application workshops ready to help kids um apply to Cuesta and go through that Cuesta portal. For our families uh they're preparing parent information nights uh that they'll do both in English and Spanish. They have flyers and paperwork ready to really go over some of those benefits especially some of the the cost savings that are to our students and families. And then um some some education to our parents on that FERPA piece where Cuesta sees them as a Cuesta student. Like you don't get there's no parent portal for Cuesta. So your role for support is
149a little bit different. You have to really engage with your student your child and and talk to them about how they're doing. And so making sure parents understand that difference. Um you don't have that same direct access to email or call that teacher as a parent. Um you're you're developing that skill in your kids which is a great skill to develop. So working next to get that engagement going. Um they have those scheduled and and are ready to roll those out. Um again ev- things are ready in the master schedule. The work has been done and now we want to engage students and families to have them enrolled in those opportunities for next year. So I I think again more than with the foundation that was laid this year it really gives the kids a
150bridge to the future whether it's opportunities for college coursework getting an advance um start on it, exploring new options, getting certification to be ready to go into careers. Um I just I'm really proud of our board and the work that our high school has done uh to get this opportunity in place for our kids uh and excited to bring the update to you tonight. Did you make this? Yeah, that's what happened. Mhm. I have to I have to admit uh Mr. Aston had worked on the the slide deck. I had worked on it and then as I was going through you guys are making me confess. There's this little button that you push that says beautify my slide. So good. AI. >> [laughter] >> So if you I learned and I've been telling everyone I've
151I can tell you do all the human side of it. This is the balance between AI. You have to start with your human intelligence. You put the information there but if I can have the artificial piece help with this Oh, that was pretty. I'll tell you it was really funny because he came he came by just I mean literally giddy going, "You you got to see this thing." Well, did you see the detail? In that middle one where it has Cuesta and it says Cal Getty and AA. I mean it did a good job. >> I was really impressed. I was like this looks really nice. This isn't the normal [laughter] like PowerPoint. It started that way. It started that way. Right? >> [laughter] >> Yeah, it started that way. But thank you. Nice job.
152Okay. Anybody have any questions or anything else for EJ? Thank you so much for all the work. Thank you, Josh. Thank you, EJ. Yeah, thank you. I think this is really exciting stuff for our kids. Okay, then that is our meeting and our announcement is that our next meeting is a whole over a month away. April 21st of 2026 closed session will be at 5:30 and our regular meeting will be at 7:00 p.m. And I'm going to adjourn the meeting.