CUSD Board Meeting 9-10-25

001Good evening. It's 5 o'clock p.m. and I call this or it's 5:05 p.m. and I call this meeting to order. Have any blue cards been received for close session item? We do not have any blue cards. Okay. The board will now recess to close session. It is 6:05 p.m. and the board is recaining from close session. In close session on a motion by trustee Ward and a second by Trusty Verbbeth. The board voted to appoint Dr. Michael Ecker as director of secondary education effective September 11th, 2025 by the following roll call vote. Trustees COC, Verbbeth, Emory, and Ward all voted yes. So, welcome members of the public, board members and staff. Thank you for attending. I'm glad you are all here. As noted in board bylaws 9324, this meeting is being video recorded and broadcast

002via link on our website. The recording and broadcast may capture images and sounds of those attending the meeting. I'd like to remind audience members and speakers that it is not unusual for students and young children to be in attendance at our meetings to watch the recorded broadcast. I invite you to model civility into decorum as we go about the business of the board this evening. While I cannot prohibit anyone from using unprofessional language, please think about the students and the adults who are watching our proceedings. We invite you to show support for a speaker by waving your fingers rather than clapping or cheering. will begin tonight's meeting with their student board representative Khloe Johnson leading us in the pledge of allegiance and trustee Emmery will read from the district vision and Miss Garcia will take

003role to the flag of the United States of America and to theublic for it stands nationy and justice for all. All right. So, as we come back to school uh and start our new school year fresh with our students coming in, um I would like to point out that our graduates are prepared for success. They confidently move to life beyond high school knowing they have acquired the requisite skills and knowledge. They have a passion for learning and personal growth. They can thrive in a high-tech environment. They are compassionate. Thank you. And we will now take role. Student Board Representative Johnson >> here. >> Trusty COC. >> Trusty Verbath >> here. >> Trustee Emory >> here. >> Trusty Ward >> here. >> And for the record, as mentioned at last board meeting, Trusty Rawlings had a

004scheduled absence and is not here this evening. >> Okay, thank you. We now move on to part four, approval of the agenda. Trustees, are there any questions? May I have a motion to approve the agenda item 4.1 approval and or reorganization of the September 10th, 2025 meeting agenda? >> So moved. >> Second. >> Trustee Verbth made the motion. Trustee Emory second the motion. Discussion. Miss Garcia, please call for a vote. >> Trusty COC. >> Trusty Verbat. >> Yes. Trustee Emory. >> Yes. >> Trusty Ward, >> yes. >> Motion passes four to zero. >> Thank you. We now move on to part five, recognition and performances. Item 5.1, student board representations. I will now hand it over to Superintendent Dr. Andrea Norman. Thank you. We now Go ahead. Sorry. Thank you, Trusty Ward. Appreciate that. I'm

005super excited tonight because we have a very special student with us and this is our new student board representative Khloe Johnson who led us in the pledge of allegiance. We are excited to welcome her. She's a 12th grade student at Carl'sbad Village Academy. As our new student board representative, she's dedicated and goal oriented with a clear vision for her future. After graduating from high school, she plans to attend Palomar Community College for two years before transferring to a four-year university. During her time at community college, Khloe hopes to work at an animal shelter or senior center to support herself while continuing her studies. She is also eager to engage in volunteer opportunities such as beach cleanups, food drives, and toy collections. Looking ahead, she dreams of taking time to travel and explore destinations that inspire

006her, including Venice, Tokyo, and Japan. Me, too. We proud to have such passionate and driven student representing her peers on the board. Welcome, Chloe. We're happy to have you. >> Yay. Thank you. We now move on to item 5.2, COSD, maintenance and operations. I will once again hand it over to Superintendent Dr. >> Thank you so much. We are really excited tonight to represent our maintenance and operations team. I'm going to hand it over to Dr. Nye who's going to uh read some very kind and true words about this dedicated team. >> Good evening, Vice President Ward, trustees and Dr. Norman. Tonight, it is my honor to recognize the outstanding efforts of our Carlsbad Unified School District's maintenance and grounds group. Over the past several months, this dedicated team has worked tirelessly to prepare our

007schools for the start of the 2526 school year. From ensuring our campuses are safe and welcoming to completing countless projects both big and small, their work has a direct impact on the daily experiences of our students, our staff, and our families. Our maintenance and grounds crew embody professionalism, teamwork, and pride in service. Their dedication often takes place behind the scenes and outside of regular school hours. Yet, it is central to the success of our district. Because of their commitment, our classrooms, fields, and facilities are ready to support learning and to reflect the high standards of Carlsbad Unified. On behalf of the staff and the entire community, I want to extend our deepest appreciation and congratulations to this incredible team for their hard work and the difference that they make every single day. I'd like to

008recognize uh director Eric Kroni who is joined by some of the crew tonight and I'd like them to just stand and be recognized. We can give them a huge round of applause. Thank you. Or spirit fingers. Okay, thank you. We now move on to part six, communications. Part one, item 6.1, report by student representative to the board. We are thrilled to introduce Khloe Johnson as we did um of Coralsbad Village Academy will now provide us with a student report to the board. >> Good evening, President, trustees, superintendent, and cabinet. I am pleased to share some updates from Carlsbad Village and Seaside Academy. At Carlsbad Seaside Academy, the school year has started on a very positive note. We currently have 65 students enrolled who are thriving in the independent study program. Many of our students are

009balancing their academic work with jobs, and a number of them are taking college courses. We even have a student who competed in professional surfing competitions during the first week of school, bringing great pride to our school community. At Carlsbad Village Academy, enrollment is slowly growing and the transition into the new school year has been smooth. On September 18th, 2025, the entire school will take the ASFAB assessment, which will give students important insights into their strengths and how those strengths can connect to future career paths. In addition, our futures academy class has been uh receiving various guests scheduled throughout the year providing great resources and networking opportunities to our students. We are also excited to announce two new partnerships that begin later this month. On September 25th, Boys to Men Mentoring and Vista Community Clinic will

010begin providing weekly mentoring support for our students. That evening will also be our back to school night for Carlsbad Village Academy, giving families the opportunity to engage with staff and learn about the great programs in place. Over at Sage Creek, we kicked off the year with the annual safety week from September 8th to September 12th. Our school also pushed out and recognized traffic safety to ensure a safer route for students, staff, and visitors. At Carlsbad High School, we have fall athletics in full swing, bringing both energy and school spirit to our campus. The boys water polo team recently traveled to Santa Barbara and placed fifth, showcasing their hard work and dedication. Girls volleyball represented CHS with pride at a tournament in Huntington Beach, winning the entire competition. Our tennis and golf teams are also competing

011strongly this season. Of course, football continues to be a highlight of the fall, drawing huge crowds for well attended community events that bring excitement to all students, families, and alumni. ASB is working hard planning pep rallies and halftime games, homecoming weekend, and so much more. Beyond athletics, Carlbad High is also thriving in academics and the arts. Speech and debate has officially begun their competition season and the Tri Music Honor Society will hold its induction on September 15th. Families and students are looking forward to back to school night on September 16th and the fall orchestra cont will take place on September 18th and 20th. Student life is incredible as well. The annual club fair was a success with strong turnout from both students and adviserss. Already over 15 clubs have been submitted in their packets, which

012is a promising sign for another year of involvement and leadership. Unified sports is also playing an important role in our school culture and will be cheering the next home football game against Valley Center, adding to the energy and inclusiv inclusivity of the Lancer community. Overall, CSA, CVA, and Carlsbad High are off to a strong start this school year, and our students are making the most of the opportunities available to them. Okay, thank you. We now move on to item 6.2 by CUCPTA president. Please come to the podium and you'll have five minutes to speak. chat and we're already getting lots of thumbs up and little heart emojis. But I also have to say just because I come from Cala, it's like with Kimberly and Michael it's like reunited and it feels so good. So, sorry

013I don't have a good singing voice, but yeah. Anyways, so carrying on with the update from the PTAs, but we're we're excited for Dr. Anyways, we're in the fourth week of school. Oh my gosh, no wonder I'm so tired. And all 14 of our PTAs have been busy welcoming teachers, families, and students with staff lunchons and lots of community events and registrations and all the things. Um, the ninth district PTA recognized Saliva Middle for reaching 100 members, but I also know Valley Middle, Pacrim, Magnolia, Jefferson, Carlsbad, and Sage have all also reached that milestone. We're also excited with both Magnolia and Jefferson. We have almost all new PTA leadership, and they're doing great. Both are growing their rosters with enthusiastic parents, meeting membership and fundraising goals, and even rebranding. and Jefferson launched a new logo,

014spirit wear and a creative pos popsicle pass. And that one's a little near and dear to my heart because just a little plug, my husband's purses on the back of all those shirts, too. So, we just really glad that every kid at Jefferson is able to have a shirt. And across the district, PTAs are finding fresh ways to bring communities together, hosting family campouts, lawn movie nights, soapy Joe car washes, pancake breakfast, family photo sessions, and lots of fun things. And we've also include um developed new roles that are created to strengthen engagement, including better engaging our preschool and TK liaison at AOE and dedicating room parent positions at BB. A lot of our signature events are returning at AOE's Eagle Jubilee, Pack Rims Monster Mash, Magnolia's Red Ribbon Week, BMX Bike Show, and a

015new communitywide trunk or treat. Um, meanwhile, back at Sage Creek and Carlsbad High School, we welcome staff back with back to school lunches and now our focus on back to school nights for families and gearing up for homecoming and fall formal. I think that's what we call it at Sage. And we also want to highlight some volunteer opportunities for our um high schoolers. Kelly Kelly Elementary is seeking high school student volunteers for their fall carnival. There's always an opportunity to volunteer at a PTA. So, if any student ever needs any volunteer hours, look no further than your PTA. We are here to help you. And also, we're also here to help keep our families connected. Almost all of our units have very active Instagrams. If you're not following your school Instagram accounts for your PTSAs,

016I or PTAs, I'd highly encourage that. And we always um love to repost from our friends at um CTE and Career Pathways and CE. We're pretty all good at reposting each other's stuff and just want to support each other. So, we're off to a strong and spirited year. And I would guess almost every parent who's probably watching this has already joined their PTA, but if you haven't, pick your school and join your PTA today. And there's always I tell people people, I don't have time to volunteer. And I'm like, that is totally fine. We will take your money without any hours. We're really easy that way. So, take your money. We'll take your time. We just um want to put all that money back into the school and help our students. So, thanks. >> Thank

017you. We now move on to item 6.3. Excuse me. Report by CEO of the Carlsbad Ed Foundation. Please come to the F podium and you'll have five minutes. >> Good evening. Um I'm Laura Pittz, the CEO of Carl'sb Educational Foundation. I one wanted to echo um the acknowledgement of Eric Kroni and his team. They're awesome to work with. Um especially when we're there in the summer camps. um we take up the whole campus and they're trying to do lots of maintenance and they're fantastic to work with. So I wanted to um congratulate him and also congratulate Dr. Eer. I'm very excited. He is awesome to work with and so I'm just it's going to be really fun working with him in this capacity. Um so to start the school year I wanted to share um

018a couple things about programs that we're running. As you know, one of Carl's Educational Foundation's funding priorities is music and there's a couple of initiatives that are falling a bit outside of what we typically fund that I wanted to highlight. Um the first is we we've started a teacher grant program that I shared with you last year and there was two fairly large teacher grants that we have funded this year for music. One is the new we got a new drum line for Carlwood High School. Um I happen to be on campus last night and I can hear it all the way across the campus and I felt very proud. So that was exciting to be able to do that for them. Um we also were able to fund specialty band chairs for Avier Oaks

019Middle School. And again this is just a way that we're able to just help that entire class and give teachers what they need and and really create a better environment for students. So, those were two teacher grants. It's been really nice to hear directly from teachers and be able to just work with them on what their individual needs are. Another thing with music I wanted to highlight was something that happened over the summer with community and industry partnership. Uh we had NM and the Museum of Music reach out to us because they wanted to donate some instruments over the summer and they ended up donating 13 music stands, 16 classical guitars and six electric bass guitars between Sage Creek and Carl's bed high. And then with that conversation came up, they shared with us that

020Yamaha was looking to do an inservice day for um their like retreat for their company's top salespeople. So our um enrichment manager, Carly Carboni, was able to connect with secondary music teachers, get requests, and then those secondary music teachers graciously came during their summer break to meet with Yamaha and a couple of students came as well. We had students from student leadership council, I believe also the drum major from Carlton High was there. And during this um day, they were able to do a variety of repairs. Um they were able to build a storage unit for musical bows for Sage Creek. Um they also donated an electric bass and bass amp to Valley Middle School. And Juliana Kinones, Peter Manzy, and Amanda Boore were the teachers that actually came. So it was it was really

021neat to have that partnership. Ayamaha has expressed that they're interested in continuing to talk with us about future opportunities and we will certainly work on um cultivating that relationship. And then I mentioned Carly Carboni. I don't know if I've shared her with you before, but she we hired her over a year ago. She runs our enrichment program. She is a Carlb High graduate. She is a classically trained, I believe, opera singer. And so she has all these very unique relationships within the musical community and within the Carl's bed community. And so she's been very passionate getting um and helping us get music outside the classroom and into our afterchool space. And so over the summer she we we hired um the poinsettia music teacher Annie Nelson and she taught several camps for us in our

022um summer adventure program. And then we also are exploring afterchool music opportunities. We've been working with middle school um teachers to give some ideas about how that would look. But the idea is if we can provide after school exposure to instruments and different types of musical opportunities that when they go to middle school perhaps more kids are going to take music and perhaps at a higher proficiency level. So that hasn't started yet, but that is um something that she is working on. And then switching gears, I wanted to share a little bit with our robotics program. I've shared about robotics many times, but um I wanted to tell you that this year our first Lego League program, which is our um fourth through 8th grade program, it's increased by 50 students year-over-year, and we have

02326 teams total. And this is quite unique to Carl'sb Unified. When we go to competitions, most of the people we're competing against are either a private school or one individual school or perhaps like a community, they call them like garage teams where a community couple kids have gotten together and just doing it within their own little unit. And because we're offering it districtwide, we're able to take these very expensive programs and make them accessible for um all. And families are invited to make a suggested donation when they participate, but it's certainly not there's no financial requirement to participate. And my own child is now in the program because I have a fourth grader. And so now I'm a parent. My child comes home and he keeps talking about how excited he is about missions they're

024solving. They're using drag and drop coding. And it's just a really unique program that I I'm very proud to be a part of. And finally, um I wanted to share that as predicted, kidsare is expressing is experiencing record enrollment. We have hired 20 additional staff members just since July July 1st to accommodate the demand. Um even as of today we notified 35 families that they could start on Monday because we are running a wait list at most of our schools. Um the wait list is now still exists at many of the schools. It is small. We are working hard with principles to free up space and with our own recruiting team to get more staff. So we are close and are committed to meeting the demand. So have a great rest of the start of

025the school year. >> Thank you. We now move on to item 6.4 report by Luna President. Please come to the podium and you will have five minutes to speak. >> Good evening, Vice President Ward, esteemed members of the board of trustees, Dr. Norman, and members of the cabinet. On behalf of the 609 classified employees, I am honored to stand before you today to share our enthusiasm to be back on campus with our dedicated 12-month employees. We are all looking forward to what we know will be a wonderful and productive 2025 2026 school year. It was truly a pleasure to see so many smiling faces at the recent annual kickoff event. The first day of school signals a fresh start, a chance to begin new chapters, embrace positive change, and work together to improve systems and

026to make sure everything is working efficiently. We are also dedicated to enhancing the working environment of our classified staff, ensuring they feel supported, valued, and empowered to do their best work. Our executive board is ready to get back to work after a summer break, and we are especially looking forward to meeting with Dr. Norman. We're incredibly grateful for the strong working relationships we have with CUDA, the board of trustees, Dr. Norman, and the entire cabinet. Continuing to nurture these partnerships is key to ensuring Carl'sbad classified staff has the resources necessary to support the inspiring learning environment CUSD strives to provide to all for all of our students. Our team is also eagerly looking forward to the bargaining process as we are in a full reopener with our Luna contract. Thank you very much for your

027time and your unwavering support and we're looking forward to a great school year. Thank you. We now move on to item 6.5 report by Kudo President. Please come to the podium and you'll have five minutes to speak. >> Good evening all. I don't have a formal report, but I wanted to come up to make sure I make great congratulations to Dr. Michael Ecker. I really look forward to working with you in your new position. Have a good night. >> Thank you. We now move on to item 6.6, superintendent report. Dr. Norman, thank you. Trusty Ward, we had a ter terrific kickoff event. As Jean mentioned, at Carlsbad High School with more than a thousand employees, both certificated and classified. When I was there, I referenced my days of being an ASB president, and it felt

028like I was right back in high school, but my audience was a little bit older, and that's okay. I'm older, too. The energy was high thanks to the ASB that came out. Both high schools had their ASBs there and it's so awesome to see how our two high schools work together in partnership. They also have both their cheer teams and they welcome staff and opening the event. We appreciated having board members at the event and for your ongoing support of our students and our staff. I had a chance to visit each site during the opening week of the school year and I've been circling back to each of the sites to do instructional walks and to learn more about each school, the staff as well as its students and its families. Everyone's been incredibly welcoming

029and I'm so impressed with the level of engagement and active participation in each of the classrooms that I visit and they don't always know when I'm coming. So, I know it's real. It's really happening. Thank you to all of our staff members for everything you've done, our certificated and our classified. I know what a heavy lift it is to start off the school year. I want you to know how much you are appreciated and how highly we all think of you. So, thank you so much for everything you've done to get the school year started off smoothly. We appreciate it. >> Thank you. We now move on to part seven, public comment on non-aggenda items. Item 7.1, public comment regarding non-aggendaized topics that lie within the subject matter jurisdiction of the board. This is a

030time that members of the public have the opportunity to address the board on any non-aggendaized item that is within the subject matter jurisdiction of the board. How many blue cards have been received for the non-aggenda items? >> We have a total of two blue cards. >> In order to allow speakers to present their comments and ensure we are able to properly attend to the business of the board per board bylaw 9323, public comments will be limited to three minutes. Um this or 20 minutes, this means that each speaker will have three minutes. When I call your name, please come to the podium, state your name, and indicate whether you whether or not you live within the boundaries of the school district. The first speaker is, Linda Daniels. Good evening. I'm here again. Linda Daniels. I

031have lived in Carlsbad for over 12 years and I am a member of the San Diego Building Electrification Coalition as well as I represent Carlsbad uh on the CA, our clean energy alliance, the CAC. So I'm on the CAC for the CA. So people keep saying, "Oh, all these." Anyway, I consider myself an environmental activist and I'm here today um to talk about uh idling of cars outside of schools again and I'm working with Dr. Nye. He uh had a conversation with me um two weeks ago and I've given him some materials. I hope that he's received them. I left them for him this morning um this afternoon, evening, whatever it is. It's been a long day I'll say. Anyway, um I'm here again to remind us all how important it is to keep our

032children healthy, which means no idling outside of schools um when they're dropped off and when they're picked up. Um because of the tailpipe emissions, and we know all about the carbon dioxide and the nitrous oxide and all that kind of stuff. We don't worry about it anymore. We know how bad it is. Um it can result in asthma attacks by children and even in cancer. Um, please join me in advocating for a contest that we want to do at every school so that students can win the ability to have their sign outside the school that says don't idle. Um, keep yourself healthy. Okay. So, I've given a a couple of uh possibilities of uh types of signs to Dr. and I and uh hopefully the staff can get together and put a contest together at

033all the schools. Um and then they u the the parents will be educated so that they they know that um it's unhealthy and it also wastes gas. You can save money if you turn your car off because it takes less gas to turn it back on. Okay? So why don't you save some gas, turn off your car. And I know in the summertime it's really hot, but now it's cooling down hopefully next month. So, we want that. So, I'm asking um you all to consider a contest that each school can participate in regarding um signing a signage that alerts drivers to not idle. Thank you for your support. >> Thank you. Scott Davidson is the next speaker. Today we witnessed an assassination on a school campus of a youth leader. The goal was apparently to

034silence someone using violence, not because of something this leader did, but because of something he said. Just yesterday, the Foundation for Individual Rights and Expression released a survey of 68,000 students from 257 colleges, which found that onethird of students believe that violence is is acceptable to stop campus speech. Much like the rash of anti-semitism on college campuses over the past two years, we know that kids aren't coming to these beliefs in college. They come to college with these beliefs. Where do they learn them? Well, right here in CUSD, of course, not from other students, but from adults. The Carlsbad Education Alliance is the unofficial anonymous tip line for Carl'sbad Unified. I hear multiple stories each week of students and sometimes teachers who are criticized or disciplined or discriminated against or even threatened for their beliefs

035by their own teachers. The reason they come to me is because they know they won't get any support from the administrators at their school or the employees in the district office or this schoolboard. You all know of one of these situations from January where a reporter for CHS TV was publicly embarrassed and forced to apologize to the entire school simply because she was too positive when reading a teacher approved speech about the inauguration. A CHS teacher who you all know told her class she wanted to throw something at the student during this report. Multiple students witnessed this. The parent filed a complaint with principal Redfield, but nothing was done. What kind of message does that send to our students when they are threatened, literally with physical violence, but nothing is done? What kind of message

036does that send to the CHS faculty who behave like this and openly criticize and discriminate against other students for their beliefs? Now that my son is a graduate, I will tell you that he never felt safe sharing his opinions at Sage Creek. Both the faculty and other students were openly hostile to kids who thought like him while celebrating and pressuring others to celebrate the kids who weren't like him. He had the option of going to UCSD, a topranked university for its academics. But instead, he chose a university that you might be able to guess from my entire which is top ranked for its academic freedom. So, I will ask the board and the district, do you want to continue to tolerate intolerance for your own employees? Or do you want to reduce the number of

037graduates who believe and are taught to believe that the solution to speech that they don't like isn't more speech, but silence, even if by violence? Thank you. We now move on to part eight, consent calendar. All matters listed on the consent calendar are considered by the board to be routine and will be enacted by the board in one motion. There will be no discussion on these items prior to the time the board votes on the motion unless there is a board request for one or more specific items to be be removed from the consent calendar for discussion. This is a time for public comment. Have any blue cards been received? >> We have one blue card. In order to allow speakers to present their comments and ensure we are able to properly attend to the

038business of the board per bylaw board bylaw 9323, public comments will be limited to 20 minutes. This means each speaker will have three minutes. When I call your name, please come to the podium, state your name, indicate whether or not you live within the boundaries and school district. The first speaker is Shauna Hurst. Good evening. I just want to make a quick point on um items 8.5 and 8 point oh sorry it's been a long day 8:15 and 8:16 and as it goes back to the um resolution 21-2425 the electrification passed back in January and just kind of want to point out not even specifically to this resolution but different resolutions that get passed throughout the district on occasion and are proposed that When this resolution was passed, it was noted that there would be

039economic impact, but there was no actual numbers attached to said impact. And tonight in the consent calendar, there is economic impact involved in that resolution. It's also baked into the HH. It's baked in all over the budget. And I'm not necessarily saying I was the co-chair of the bond for HH and one of our big things was putting solar. We were kind of cutting edge back seven years doing that. It seems kind of like we always do it now, but it was different back then. And so I'm not necessarily opposed to electrification. What I want to know is how much is it really costing the district as it results to this resolution? Because at what cost do we want to make these changes? If it's incremental, 100% for it. I'm not saying it's not, but

040I don't know because the way it's baked into our budget and our consent calendar. We just don't know when we're making these decisions. The board is here for fiscal fiduciary to the finances. And I just feel that um we just don't know. It's not going to be called out in some of the HIH as part of the oversight committee for multiple years. And so I just want the board, not even again specifically to this resolution, but when we pass resolutions, have a better opportunity to understand the cost benefit because if we're using it for other things, whether it's this or something else, it is a cost that is not able to go into the classroom. And I want us if we still might say we want to spend that money for this and it's a

041good cause, so we're going to do it anyways, but at least let's know the number. Right now, we don't know the number, but we made a decision and passed a resolution. Thank you, >> Shauna. I'm sorry. Did you say 8.5? >> Oh, 8.1. >> I did, but I meant 8.15 >> and 16. Okay. Okay. Trustees, are there any items to be pulled for discussion? I'd like to pull 8.15 and 8.16. May I have a motion to approve the consent calendar with the exception of items 8.15 and 8.16? >> Second. >> Okay, we have trustee COC made the motion. Trusty Verbth second the motion. Miss Garcia, please call for a vote. >> Trusty COC. >> Yes. >> Trusty Verbette. >> Yes. >> Trusty Emory. >> No. >> Trusty Ward. >> No. >> Motion fails. We need

042to vote on the items that were pulled and we need to um talk about them. Okay. So, um for items 1.5, we will start with 8 8.15 to have a discussion. Any discussion on 8.15? Are we able to ask questions or it's just discussion? >> I think we can talk. >> Yeah. With amongst each other ask question. >> Um can I ask why the actual contracts were not provided? We have some costs that were provided today. So, thank you. Um, so a little bit hard on the day of the meeting, but to be able to compare to other industry options, but um, is there a reason the contracts are not actually the contracts for the purchase of the vehicles? Do we typically put the We don't, in my experience as a CBO, I never put

043them in the board item. So they're not something that's typically attached to the board item. If that's something you you would like moving forward, we could take that into consideration. >> Yeah, that's my experience as well is typically the contract wouldn't be included, but we could certainly do that in the future if that's request from the board. >> I think for me going back to January, um, and I did talk to Dr. Norman about this, we corresponded when we pass a resolution where there is an action that has is taken. I think we need to be notified of that. And when I went back to review the January meeting, four trustees had several questions of staff regarding the resolution. And we believe that those items were going to be brought back each time there was

044going to be because of the cost. Many times resolutions are just words on paper. And so I think that it's very important especially when we are moving into basic aid and when we're running deficits that we have those costs ahead of time and any contracts that we engage in I think are very important um because you know we are shifting dollars as Shauna Hurst mentioned out of the classroom to cover some of these items and so um I have some concerns over that. I've expressed those again with our superintendent and I I would like to have some more time to be able to evaluate the actual costs of um running these vehicles versus a gas vehicle or a hybrid vehicle, which I own and I really enjoy and I don't have any issues with it.

045So, I'd like to be able to um look at those to be um very responsible as a as a trustee with our tax dollars and our in our community. I think that that's important. So, looking at the cost to maintain these vehicles, comparing them to one another um especially when we entered into a resolution where we didn't have any costs that were presented to us. So, those are some of my concerns. Trusty Henry. Um I I hear what you're saying. I think in this circumstance, and if you'll note, there is a hybrid vehicle included on there. And I thank you for the information about the gas um usage versus the electric. Um I think going forward, yes, any contract with a full um adoption of a new fleet. However, these are two vehicles that were

046in, you know, injured is not the word, damaged, and that they need in order to to have that. So based on the cost analysis on these vehicles, they seem par for the um gas or hybrid or electric for the uses according to what I saw and I know um when I had a discussion that it was mentioned that maintenance would be actually less um if not equal to so looking at the costs you know alone and we're just approving these three correct that you know these are ones that they need so we need to make a decision so I would hate to not um adopt uh everything on the approval agenda because I want them to You know, if the cost is about the same on these, I want to make sure they have the

047vehicle they need. >> And can I clarify just one point? One of them is just a piggyback. And it what it does is it allows us to they're both piggybacks. One has the cost of the van attached to it. The other one is going to be for trucks that we're going to purchase. So, nothing's been purchased yet. You're correct. But one of them is just a piggyback and that's giving us permission to purchase vehicles. Um, and thank you for sharing uh your concerns about wanting to know things ahead of time. I think that that's a valid request. I that's why I did put the information out this morning so that everyone had a chance to read it. Um, being a CBO, I am very fiscally minded and I understand and respect when people want to

048make sure we're minding our pennies. Um, I do want to reiterate what you said correct with these vehicles and I want to give a shout out to Debbie Miller who's like the most awesome shopper in the world along with her team who's here. She did find like vehicles. she tried to find the most similar so we're not trying to show you a cheaper version um so that we could give you the information that you need to be able to vote and so I do want to come back to you with each item because the resolution does state that we need to continue moving forward towards this goal um but I also respect your request to make sure that we're providing the impact economically of those purchases so these two would do that and that's what

049I wanted to share with you that it's just for these two right these two items. >> Yeah, I would just interject in speaking with Mr. Kroni as well, I asked him, you know, is a postponement of these vehicles going to be a hardship on some of the facilities and maintenance. Um, and he mentioned that yes, it would. And so we're hopeful that we could get this approved tonight with these vehicles with the understanding um that you know we will do a better job at making sure that those contracts are uh in the agenda prior to um those being posted in the future. Um, but I wouldn't want that to preclude us from moving forward with these vehicles um, tonight because I believe that in my conversations with him, he's pretty adamant that these are pretty

050necessary for people already in place to do their jobs. So, that would be my only request tonight. I understand that there's a bigger conversation to be had here regarding electric versus gas and all those other things. I wouldn't want that to slow down these vehicles for them to do their jobs. >> Go ahead. >> Sorry. Um, thank you. So, if we uh we don't have any other options, is it EV to purchase two EVs or we don't purchase anything or because what I'm hearing is there's a need, right? And there's a need for two vehicles because two vehicles um were damaged. Correct. >> One vehicle uh we had some damage to. There's another vehicle right now where an employes actually uh having to use his own vehicle um in order to fulfill some of those

051things. So we're reimbursing them, which isn't ideal. And then one vehicle is on the brink of of breaking down. So it's in constant state of repair. So um we did with the price costing that we did include um the van itself the electric option is actually cheaper than it's uh gas or flex fuel option that we included. So we would recommend moving forward with that. One thing I wanted to interject also when you asked do we have to there is the um California Air Resources Board advanced clean fleets regulation where we have to do at least half our vehicles electric and that's until 2027 then after that it's it's 100%. So when you ask do we have to we do have to make sure we're balancing and so we did buy one that wasn't fully

052electric. We have bought an electric one before and so moving forward we were adhering to the resolution as to why we went forward with the electric. I'm sorry Rob, I didn't I didn't mean to interrupt you but it was fine. And then the other two trucks uh one is for the new crew that we're having at the high schools to maintain the fields and so that we we have the work being done right now. We want to make sure that that crew is able to effectively go out tow the equipment that they need. So, one of the new vehicles would be to be used for that. The other uh truck is, as I mentioned, in disrepair, and we're worried that it's going to break down and that uh that crew uses that truck quite frequently

053to get stuff done. In regards to the truck comparison pricing, you know, there is a slight difference in the electric vehicle versus the the gas option. It's about $1,500 at this point in time. Um, so staff would recommend for right now purchasing the electric vehicle options and as we move forward, you know, we we would include, like I said before, the contract, but we think it's critical to have these kind of ordered and in place for the crew that's there. So, >> Trusty Verbath Trustee COC, >> we're having a discussion. Um I think it's important to bifurcate the conversation about the uh the discussion of moving forward with electric vehicles and these specific vehicles that we need to purchase because I I don't think any of us want any of our maintenance crews to be

054struggling without appropriate transportation. But we also have this fiduciary responsibility to represent our our community and our community has not been presented with all of the data. And in January's board meeting when we made this resolution, it was very clearly reiterated by pretty much everyone on this board that we all understood that it was lofty aspirations and these are goals and things that we're working towards and that we might need to modify things as we go. and most importantly that that data was all going to be presented ahead of time and publicly so so the community is all aware of options that we have and the the questions that I brought to the superintendent had to do with this bigger framework of if we're moving forward um to an all electric fleet of whatever district

055vehicles that we have what are we putting in place for um charging having uh solar panels that are uh fueling those charging stations so that we can not be purchasing electricity off the grid to fuel these electric because that's like the bigger picture of being sustainable and and green is is not purchasing the energy when we could be harnessing it from the sun here in beautiful Carl'sbad. So, I'd like to have those kinds of things presented as this whole bigger picture of this is our vision going forward for how we're going to go all electric and really make that work. And I'm concerned that we're not just authorizing these two vehicles because as you just pointed out, we're we're authorizing vehicles plural. It's negotiating we're so that we don't have to bring it to the

056board to authorize individual purchases. So we say yes today and now it's going forward. That just happens and it's not brought to the public first. >> So Trusty COC, are you looking for um because the Q&A that was provided I don't know if you had a chance to look at it. >> Oh, okay. Um they did provide us with some of the questions that you're asking. So did with that resolution we are working toward having um you know electric vehicles and being more conscious of that and this is the direction that you know we agreed upon in terms of it moving forward. So I if you had a chance to glance at this it is giving you that information. I I I think if we're concerned about um our community, taxpayers, um the benefits from

057um having EVs and hybrids benefits students, our health um economically, it's more reasonable as well. And um as well as the maintenance of the vehicles. So if um you know once I saw this I I kind of looked myself and looked at some of the data that was out there and it really will benefit the district in terms of cost will which will because I know you you mentioned taxpayers um trust or Beth. So it will benefit them too because in the long term it will help costs for the district if we are able to purchase those vehicles and also we don't want it to be a hardship for our staff >> and trust coc one thing that we could do that is a practice I'm used to is I bring all vehicles over a

058certain amount to the board. So, if that would give you peace of mind, we could bring each vehicle to the board so you don't feel like you're signing up for an endless amount of vehicles coming forward. We would bring them to the board. >> I think that would be helpful. But I also think we're kind of a little bit, and I mentioned this on the phone with you, the cart before the horse, where we're not, we haven't had the framework presented. And it's not so much to me that my questions are being answered, but that we're being transparent and we're being upfront with the public and that they're having a say and where their tax dollars are going because all of us have heard smaller class sizes, all of these conversations. And so we have

059finite resources and we need to spend them appropriately and I want to make sure that we have a solid plan going forward. and this coming with these contracts when we're not when we haven't had discussion of any dollars before this morning and I have a full-time job. So, I came here straight from work. I didn't have a time to to read this. It wasn't presented before the day of and so I'm sure a lot of our public hasn't had that opportunity to read those answers either. Go ahead. I uh looked at question put my glasses on. Thanks. Eight. Question eight. Um how much does a charge cost versus a gallon gallon of gas? And I have a question. Maybe staff can answer. Um charging an EV with a 200 mile range will cost about $17.

060Um assuming a fully depleted 54 kilowatt hour battery. Now, um I have a couple questions on this. So, is does the district receive cheaper rates from CA because we're a school district, we're a public entity because my understanding is that you have to charge your vehicles at nighttime to get the cheapest rate. Is that correct? Right. So would we have enough charging stations to be able to charge >> all these electric vehicles so that they are being charged at a cheaper rate and that cheaper rate is 17 about $17 >> per night. >> We we are at the end of after these vehicles these three we are at the end of installing EV here without a larger framework for uh solar charging or charging at all. And that's according to um our celebrated employee this

061evening, Eric Crunky. So this is something we've talked about. So we could we can handle these three, but then we have to move into a a greater plan. >> Did you want to hear something, Rob? >> Do we have a dollar figure on what that greater plan looks like as far as charging stations, etc.? >> Not yet. >> We don't. >> But we're gonna >> Not at this time. Okay. >> Uh, may I suggest that we, you know, perhaps make that, um, a future agenda item or some, you know, more information from staff? Um, and if possible, I'd like to make a motion to, um, uh, approve all of the current ones on the consent calendar. >> I have one more question, though. >> Okay. So, I just want to ask again, if we don't

062choose to get an EV, we can still provide a vehicle that is needed to get the jobs done. Is that correct? >> Yeah. My understanding though is that wouldn't come until next month, right? >> Oh, because the current ones are on order and are arriving or are here. >> They're not here yet. They've taken several months >> and we'd bring that for board approval as well. The gas vehicles, we need to amend >> um these particular items to bring for the board for consideration in October >> the approval of gas vehicles. So, we'd be delaying it over, you know, that amount of time. >> But the the EV vehicles, just to clarify, aren't going to be here within a month. We don't know when they're arriving. And >> Right. And unlike the piggyback that has

063the cost of the van, this the this piggyback, the second one for source weld doesn't have a cost because it's to be able to buy EV vehicles. We bring the EV vehicle cost back next month to purchase. Yeah, that that would be the plan at this point to bring that back at next month's meeting if we could get it. approved through the pick. >> So the approval of the source wells just so that we can move forward with the purchase. Then we bring back the purchase price. You'd vote on it next month. >> So we're not locked in then like if >> Correct. >> Okay. But we but we we just I need to tell purchasing to be ready in case you know we need to have another plan. Yeah. Appreciate you sharing that. We

064have verbiage anywhere in here that you can direct me to that indicates that it is for these two vehicles specifically and not agreeing to anything beyond those two at this point. >> No, the resolution is just to buy vehicles. >> So, we would get your approval to hold up, >> right? But we but like we just shared, we would bring each vehicle for your approval. So, it just allows us to procure them. It gives us the permission, but we would need board approval to actually spend the money. >> Can you explain what the difference is between those two things you just said? >> You have to have a piggyback or you have to have an RFP or you have to have a lowest bid in order to buy things as a school district. You always

065have to buy the lowest cost unless you write an RFP for best value, which sounds like lowest cost, but it's not. What that means is that then you get to choose who you buy from because you wrote your basically you wrote your bid that way. So we can't buy anything like you do. Like you can go down to Chevy and you can buy a truck and you can buy whatever truck you want. We have to bid it out to make sure we're getting the best value dollar for employees. And so this source bid is already um piggyback we're piggyback on it which means they've already gone out and made sure that they're getting the lowest price. So we're able to use their bid to buy to guarantee to our taxpayers we're getting the lowest amount.

066So all we're doing all you're saying is you know what CUSD purchasing you're allowed to use this to procure it. It's like a honestly it's like a permission slip to buy and but when we do go to actually buy it we'll bring it back to you for approval before we spend the money. >> But the verbiage is saying we're giving you permission to buy it. That's what you just said. We're giving you permission to buy it. So, but then you're saying that you are going to have to bring it back to us for approval. So, you're giving us permission to procure it so that you we know that we can use this vehicle to buy it, but you're as a board going to approve if we do or not. So, let's say we let's say

067we want to buy a van that costs $100,000 by Mercedes-Benz. You're going to be like, Dr. Norman, although Sourcewell lets you buy that because you have permission to buy that through this bid, you don't have our permission to spend that type of money on a van. And so you'd say buy a less expensive van. So I could go back to the source well and find something either similar or different that would be less and then I bring it back to you and you approve it. So typically you approve piggybacks or you approve bids and then we bring that purchase back to you for a formal approval that you say yes, you can spend this money on this. Could you >> Could you also when you go back um find out that whatever you're bringing forward

068is the cheapest? >> Yeah. >> I mean, so that might be the lowest cost that you could find. >> Yeah. Okay. >> And Sourcewell would help us with that. >> Okay. And you would share that? >> Yeah. >> Would Sourcewell also share what an equivalent vehicle would cost that's gas powered? >> Could you ask for both? So we could have a cost comparison apples to apples and then you could present that to the board >> if we have a piggyback to use them for that. Yes. >> Yeah. >> So we don't have that piggy back. This one's just for the EV vehicles. >> That was your point earlier that the only thing that they put in front of us is the EV. >> So that that's the only choice that we have tonight. >> Tonight.

069But we did find the comparable vehicles that are the same. The source well is just your it's basically your permission slip for the auditor to show that we went through the right channels to buy and we're not buying from. The reason all this happened with RFPs and bids and piggybacks is because back in the day people made deals with friends with government dollars and so this makes sure that that doesn't happen that you go through the right channels. >> Yeah. I don't personally have any concerns that we're not going to get the best deal for the vehicle. I have concerns that we're not um thinking things through the steps ahead like this is where we want to go and these are the steps that we need to take to get there and so I want

070to be having those bigger discussions and so that's a request from staff um for later this evening in the schedule but to ask for more information about >> what do we need to do to have uh charging stations to accommodate whatever a full fleet is going to look like for our district when we do get to 100% of our vehicles being electric like and and what do we need to be doing today to to end up there in some reasonable amount of time and so I'm concerned that we're not having any of those conversations. We had this resolution and then no conversation and now contracts. And I I think you know it sounds like you're going to make that request and I think that's you know a good idea for the future. But I think

071for now um with our electrification resolution and I think with the need too for our staff so we can make sure that there is no hardship that we can provide them the opportunity to move forward with this and they did give us a cost analysis and if we we are looking forward um I think it really is going to benefit um our district and taxpayers and the money that we are spending toward these vehicles. So, I think long-term goal, you know, with the entire fleet, maybe that's some information that we can get back. However, I think for um the need now, it might be a good idea just so we can ensure that the staff can do what they need to do, especially with, you know, the fields and such. >> I know we want

072to keep moving. One of the things that I have looked at when considering an EV is that battery life is going to change very significantly very soon. So if we buy a truck today, it's going to have a 200 mile radius. If we buy a a truck or B, you know, a battery powered vehicle in the future, those are supposed to last 900 miles. So are what are we going to do? Are we going to sell the vehicle? Nobody's going to want the vehicle because it everyone's going to have the opportunity to have a battery that lasts longer. So maybe it behooves us even though we're on this 2027 have to have half of our fleet be EV, maybe we wait and we look when are these new batteries supposed to come out. So to

073me, I think we still need more information. Well, I I I think that I'm not really sure what you're saying with the 200 miles that they can only they only last 200 miles or they can only >> Well, on a on a charge before you have to charge on a charge, but none of our vehicles are going that far, right? >> Or 200? >> Yeah. >> I don't know how we only have a couple I don't know how long their charge is. >> Yeah. I don't know. I don't know if it's like a Tesla that's 228. >> We have incomplete data about the total cost of ownership. What what is the life cycle of a vehicle in CUSD? At what point do we sell vehicles? What is the um amount that we would get for

074a vehicle at the end of its life for an EV versus a gas-powered vehicle? Those are all factors that go into it. the the cost upfront, the purchase price is negligible difference from what we're being presented with. It's the long-term costs that that are for consideration and none of that information has been presented. So, it's just a tough situation. >> Trusty, >> I think you're right. Going forward, you know, some of that we can never predict with the new technology and all the things coming out and all of um you know, the new regulations that might come forward and whatnot. And I I agree. I would have liked more information on this going forward. However, these cars, you know, people might know in accidents and other things. And sometimes you just can't predict, you know,

075that we got to go with, you know, if you've ever been in an accident, sometimes you've got to get the car that you don't always isn't your first choice, but that's what it is and your budget. And I think that this is a good choice for our budget at this moment in this time when they need them. Okay. Um Okay. So, um can I have a motion for 8.15? >> Oh, to >> to approve it. >> So, move or I make a motion to approve. >> I second. Miss Garcia, can you call for a vote? Trusty COC. >> Yes. >> Trusty Burbette. >> No. >> Trustee Emory. >> Yes. >> Trusty Wards. >> Yes. Motion passes 3 to one. like to make a motion to approve 8.16. >> Yes. >> I second that motion. Sorry.

076>> Okay. Miss Garcia, please call for a vote. Trusty COC >> for the benefit of the staff. Yes. >> Trusty Burbette. >> No. >> Trustee Emory. >> Yes. >> Trusty WS. >> Yes. Motion passes 3 to one. >> And then um Trusty Ward, can I please ask if we could revisit the consent um items because I understand with two and two um it did not move forward. However, I I think because you pulled the items, those even though you may not have agreed with pulling them, we they were pulled, but that means everything else on there could still be approved. if you could bring back to reconsider the agenda of the consent agenda for a voting. Okay. And then do and then do a vote. Okay. So I would like to bring back reconsider um

077the consent calendar and may I have a motion to pro approve the consent calendar as is? So >> I'll second. Uh, Miss Garcia, please call for a vote. Two items removed. >> Yeah, you were you're approving the consent calendar that had the two items removed. You're just approving those two th those separately than the other two because we went through the other two separately. Separately. >> Okay. So, approving it with them separate >> everybody. Yeah, you're the ones that said no. >> Okay. Um, Trusty COC, >> wait, just sorry, just to be clear. So, we've already approved 8.15 and 8.16 separately. So, then we're approving the rest of them. So, that by the time the vote is done, all of them would be approved. Correct. >> Okay. >> Trusty COC. >> Yes. Again, >> trusty

078Bath. >> Yes. >> Trustee Emory. >> Yes. >> Trusty Ward. Yes, >> motion passes. 4 to zero. >> Thank you. We now move on to part nine, presentations. Item 9.1, discussion 2425, LCAP, updated results and previously unreported data. Trustees, this is an information discussion item. I will now hand it over to Dr. Brian Brockett. Thank you, uh, Trusty Ward, and thank you, trustees, for having us here. I'll give the team a second to get settled in, uh, up here with us. It's my, uh, pleasure to have with me tonight uh, Director Kimberly Fuentes, our elementary director, and Director Michael Eker, our our secondary director. Uh and we're going to share with you a little bit tonight about um progress update and unreported LCAP data uh for uh 2425 school year. You may recall that uh

079our team was here uh in June on June 18th uh at the uh June 18 meeting with along with our principles to share updates from the 24-25 school year. That's a a robust presentation that I know that all of you enjoy very much because we get to hear from what's happening out at the sites. Um and at that time we have uh a lot of the LCAP related data available to us but some of it is not yet available at that time. So that's why we come back tonight to report on some very specific unreported data items. That would be the state assessment data um and the UCCCSU A to G completion rates. Um, so we'll share those uh that information along with some of our action focus areas for the 2526 school year. I

080do want to note right now that trustees have previously asked for um an amount of fairly significant amount of disagregated data um which our team is still in the process of piling. We actually just got the last piece of uh cohort level, grade level brokenout data yesterday. um we'd like to be able to take some time to make sure that we've got a chance to review that, provide some thoughts um from ourselves on that. So that the that disagregated data at a at a much deeper level will be forthcoming to trustees. Um but tonight we're going to hit some of the high level stuff. There will be some some points of of of uh of lower level data that we'll hit on uh but most of that will still be forthcoming later. So um under

081goal one uh just to remind you when we were here uh in June we reported out on uh on numbers one two and four under goal one. So what we were missing again was the A to G completion rate um and our state uh assessment scores um where we both have a metric looking at students meeting or exceeding and moving students off of that lowest rung of standards not met. So when we take a look at the uh the data for uh um we uh ended up at uh 71% of our students meeting or exceeding in English language arts, 62% um in uh science. I'm sorry, 62% in math and 58% in science. Um if those look familiar to you, that's because we were we were level with where we finished the year before. So

082when we look at the targets there um our goal uh that trustees have established is a 3% growth in ELA, 3% growth in math uh and 2% growth in science. And so we fell um short of all those. Um we don't have uh updated uh comparison data because the data is still embargoed. We have our own data at this point but we don't have state, county, other district data to be able to do comparisons on. We'll provide that at a later date once that data goes public um in uh November. But um we know that historically our students have performed very well uh compared to their uh counterparts um in the county and across the state. Um I do have at the request of a couple trustees who asked I do have some uh breakdowns

083here that I can just share real briefly. Um in uh in English language arts for example um at the elementary level our students uh 76% of our students met or exceeded standards. In middle school that number was 64% and in high school 77% of our students met or exceeded standards in English language arts. If I jump over to math um in elementary our students uh 74% of our students in elementary met or exceeded standards. Uh in middle school that number was 53 uh percent uh and in high school that was 52%. Um I do want to note that 52% was a 5% increase um over uh year-over-year. So um some good work being done there. And then on our cast scores, that's our science uh assessment. um at at the elementary level, 63% of our

084students uh met or exceeded standards, 58% in middle school, and 54% at the high school level. And again, we'll all that information will be provided out to trustees in that more um uh robust uh data uh that we have that we're working through right now. Um, on college and career readiness, I'm I'm happy to report that we met uh our metric uh of an 80% or better uh performance of our students uh meeting or exceeding the UCCCSU um eligibility criteria. That's the A to G criteria. And as you can see, compared to prior years, our our students have performed very well compared to their peers in this area as well. Some related college and career readiness data that we just wanted to share um was our graduation rate which uh came in at 98%. We

085have an 80% collegegoing rate um which is again is very strong. Uh a 91% persistence rate that's our students from two years ago uh who it's actually the data is now three years but uh 91% of our students who started within the first year continue their second year of college. So that just allows us to kind of have an indicator of mapping out um one our students getting to that level but also maintaining and staying uh at uh at the college level as they move forward. And as you can see historically those numbers are very strong um compared to uh peers across the nation. Um we also maintain a very strong PA AP exam pass rate this year at 88%. Um we have 83% of our students that participate in a college or CTE or

086I sorry I should say career or CTE pathway um during the course of their four years um which is great. So they may not as we've shared in the past that that completion rate students that complete the pathways might be a little slower um but the students that are participating in those pathways getting those opportunities to see the connections with things that are happening um in the career fields and beyond the classroom um is very strong and we've continued to really have strong growth in our AP um participation rate. Um, so, uh, 64% of our we've had, sorry, we have a 64% increase in AP participation over the past decade. So, as we've continued to get more students participating in those college level classes, our students have also continued to perform very well in those

087classes. Uh, with that, I'll hand off to Dr. Ecker to talk a little bit about some of the targets uh, that are uh, related to our forward together plan. Thank you. So, I appreciate the opportunity to share some of the unreported academic data from our forward together plan uh which includes uh UC CSU A throughG rates along with ESBACK and CAS scores. Um so, as you can see on this slide, there's some uh a variety of of of indicators going in a variety of different directions. Um, and I want to just start by noting uh that we've got some uh some pretty impressive data actually to start with, including uh students identifying as African-American or black uh growing by 11% on the cast. Um over at ESPback in the LA you can see uh socioeconomically

088disadvantaged students increasing by 13% uh which is extremely impressive when you think of some of the conversations we had early on with our for together plan which is because it's meeting the all student baseline for ELA across the district. Uh the the other thing I just want to talk a little bit about is how sometimes some of this data, you know, like um what we learn when we work with our MTSS teachers and we're working on campuses is that the power of data is that it begs of you to ask questions and dig deeper and think more about what is this actually telling us. No data point tells the whole story of our district. uh no data point tells the whole story of a school and most importantly no data point tells the whole story

089of a student. Uh so you know what data does is it's like a it acts like a map. It tells you to walk in a certain direction. uh it and that as you walk in that direction eventually where you end up being is shoulder-to-shoulder with a group of students or a student celebrating some achievement or determining some very specific goal. That's the power and the effectiveness of the work that we're trying to build across all of our campuses. So I want to actually with that thought point directly to perhaps the most lagging data points and that is the data points around our English learners. Uh because as you can imagine, a test in which we're trying to assess how well students that are not proficient in English are doing on a test in English might

090not be the best assessment that we could offer to try to figure out what specifically that one needs to gain proficiency, especially when our priority for this group of students is proficiency. and that is walking through that door that then offers all these other opportunities in schools that teach in English. Uh so the the ironic piece of it is is you can see the better and better that we do in supporting students towards reclassification sometimes that has a negative impact on what this data looks like because as we reclassify students to English proficient, those students are not classified as English learners anymore and are not showing up in this data. and that what actually happened this year is to my memory one of the most impressive uh efforts in supporting our English learners across Carl'sbad

091that um it just fills me with pride because we learned a year ago and it was our MTSS teachers that were doing it that started to take part in ELPAC testing and ELPAC testing is actually the data point that we really want to pay attention to because it actually gives you really clear information about listening speaking, writing uh uh like about so we know a little bit more about where we need to work with oral language or written language to be able to support towards proficiency. So we increased our proficiency rate again this year, but there's just like one data point that I really want to for everyone to kind of grasp is that we went the highest score you can get on the ELPAC is a four. And that's when you're like on the

092cusp of reclassification to be said you're proficient in English. And we went with less total English learners in Carl'sbad this year than last year than the year before. We went from 534s to 96 fours. Um and there's just a a I want to talk a little bit more because I had a chance to talk to some teachers. Um and because what we what we found that historically what happens in many many many school districts is that we sort of outsource our testing because it's time consuming uh to people and sometimes our teachers don't actually get the data to know how to make use of that like what does this child need to gain English proficiency right here in my class. Um, just another example I'll talk about in the future where it's it's not our

093teachers are incredible. That's not the issue. It's the systems always that we can improve. Uh, and being able to provide our teachers with this data, involving them, which we sometimes we didn't even offer it. Involving them in the process of testing, uh, so they can be part of this reclassification team has been really really impressive. Um, so I want to mention just a couple things. Um, one teacher I want to call out right now is Mr. Rebe at uh at Aar Oaks Elementary School. Um, we uh Mr. Brown, our our Etosa noted her because uh she had a student this year who is was a newcomer uh this past year, >> zero English uh and left with the ELPAC in the spring scoring a three, which is absolutely incredible. Um, and so these are her

094words. So many children enter our schools facing not only a different culture but isolation through their inability to speak English. We don't just create welcoming environments. We also need it for to be safe and supportive. So uh she also said we built a classroom speaking specifically of this young man first grader. Um we built a classroom where we could facilitate communication and language development. We minimized this feeling of isolation, provided him with the encouragement and the ability to communicate anytime and that others can communicate with him anytime. Uh importantly, it created a link between his native language and his pursuit of English mastery. Um one more story is that um is the story of Miss Spangler who's an English and social studies teacher at AOM uh working with her MTSS teacher Miss Williams. So they

095started using sentence starters, sentence starters, frames, graphic organizers, uh, to develop this sense of comfort. So important now, how scary that is. I think of myself going into another country with a foreign language and being able to keep up to be able to gain independence. And um, and so and what uh, what happened with this student is she started to ask questions. she started to take control of her own learning. This independence piece is really critical and and we watch out for it because teachers by their very nature like to help and sometimes what we do is we help too much. Uh and so you always remember what you're actually looking is is independent learners is what we're looking to build. Um, and so she showed tremendous growth uh on her ELPAC reclassifying last year

096because of the work of this team. Uh, and the team of her read 180 teacher was with incredible growth uh and and growth with her achieve 2000 data. Um, so many more stories to tell, but those are just briefly. Um, I want to or not briefly. I told Brian this would be two minutes. Don't tell him that it's gone over. Um, okay. One last thing I just want to mention is generally about the forward together plan. We have we're sitting here just talking about an unreported data but the other thing I mentioned last June with that is that today I'd talk a little bit about uh what the year three looks like with the forward together plan. Uh so number one we have 40 different action items in the forward together plan. All of these

097are listed on our school website under our dashboard uh that tell you, hey, we've done we've you know, we've checked the box on this. We're still working on this. You know what what I realize though is that and importantly that the board of trustees should have a little bit more information. So, what I'm going to do is in a Friday report coming up, I'll I'll write a little blurb about each action item and give you guys a little bit more knowledge about what how did we do that? what happened with that particular situation. Um, and give you guys a little bit more knowledge about all these different action items. And that that's important uh because one of the things we have one action item really for year three that's a year three action item and

098that's the that's uh positive behavior intervention systems PBIS exploration on all of our campus. But that's not the only thing we're working on this year because there's a lot of ongoing things. for example, our forward together committee, no place for hate committees, uh do like working like all the survey data that we're pulling. This is all things that we'll continue to do. Um and that um that forward together committee will be meeting three times again this year. The focus of this work is about sustainability, right? like ju uh January of 24, the four together committee sat together in the Sage Creek cafeteria uh and heard from a student panel. And it's a it was a it was a moment that I don't think that I'll ever forget because it really brought to light the importance

099of listening to our students about their experiences whatever those experiences may be and this sense of responsibility that the committee felt to make sure that we were addressing concerns which means listening and responding. So this the forward together committee will do similar activities again this year. We'll meet again end of October, have another panel in January. But what will be coming is recommendations from them as they've provided you uh each of the past two years. These recommendations specifically will be about their recommendations for sustainable practices. Uh so that um that's why I think it's important to look through some of the action items that we've done. Like anything that we do, some things we hit it out of the ballpark. some things you're like, "Wow, we should think about that a little bit. Maybe we

100could do that differently next time." Uh, so that's this committee's work, which is a awesome diverse committee that includes parents, staff, and students to think about the work that we're doing and how we can take advantage of this opportunity that we've had to elevate data that is beyond this data to help us see the full picture of what it's like to be a a student. any student with any perspectives on our campus to make sure that they feel a sense of belonging no matter what school that they attend in Carlton. So, um I have an opportunity also to talk a little bit about our intervention support specifically about what we're calling our MTSS groups. Um, just to be clear, uh, the way that we determine our MTSS groups is by, uh, noting students that did

101not meet standards on the ESPback and the STAR dating back to 2324. So, zero of the students on these lists had met standards on the ESPback as they went to take it this year. Um, and Like I'm very I'm proud to say first of all that 31% of this group of students uh now met standards on the SBACK as this data came out uh this summer in ELA and 23% of our students uh did so in math. I just also want to note that in ELA this this is about this is exactly students in the in the uh ELA group. it is 1,098 students in our math group. Uh the other thing that I want to mention is that many many many of these students start as you might imagine at a level one from

10223 24. So what is I think even more impressive is the movement forward and 46 of our students that were at level one moved up to a two or higher. 36 in math. Same same thing from a one to a two or higher. Uh that is the hard work of our MTSS teachers and partnering with our teachers across the district in our elementary schools and middle schools. Um so as I mentioned before, MTSS teachers know that the barriers are not in our teams or I it's within our opportunities to find sex with success within the multi-tiered system. Uh so we've invested more time in professional development into our incredible teachers uh into finding ways to support students in their classroom and when pull out what we call tier 2 is necessary that we do so

103for specific reasons and we measure the impact of that intervention. Moving forward into this year, our we've updated our student support process. Not so much changing anything, but trying to clarify, making sure it's as clear as possible for everyone what that support process looks like. Um, our PD plans, I'm really excited to say, are visible across all the sites in building off the work from UDL last year. all of our principles and our MTSS teachers on the campuses in which they're on are running these PDs from a year of PD we just did last year and they can see the work that each other are doing so that we can find partnerships and grow the work together. Um and that we're going to do ra we have regular meetings grade level schoolwide that is datarich

104with the help of some of our new visualization tools. We can really see in more detail what specific needs that students have and better understand whether the what we're doing is having a positive impact or whether we might need to shift direction from what we're trying. And as we move into goal two, our focus shifts to the conditions of learning. So this includes our professional development that we're providing staff, the systems that we have in place to implement our strategic plans and then our ongoing monitoring of student well-being. So all of the goal two indicators were reported out um at the June summary of progress meeting. And since that time, we've already started work towards our 202526 goals. Over the summer, we hosted 130 TK through 12 um teachers at our sizzling summer professional learning

105series, which offered 25 relevant sessions on topics ranging from student engagement strategies and universal design for learning to AI in the classroom and educing and we even had a training on the new reading difficulties risk screener. So, these are teachers coming to our campus during their spring break and we paid them to learn and collaborate with one another and it was awesome. Um, as was mentioned earlier, we also kicked off the new school year with the all CUSD staff um, PD day on August 14th, engaging in a day of professional learning, grade level and department collaboration, and lots of spirit and connection time um, with each school and district team repping their site colors and their spiritware. Our toes and instructional team coordinated relevant sessions and are already pro um, preparing for elevating every learner

106part two in November. Um and then I just wanted to mention one sign significant priority through the forward together plan and our MTS MTSS work is developing sustainable and collaborative systems as Dr. Eer shared um where the whole school contributes to its culture from our classified support staff to our teachers in the classroom and our students in the seats. So I want to take a minute just to highlight one of the powerful examples of this work happening at the site level at Jefferson Elementary School. They have an MTSS team that meets every Friday for an hour to address both schoolwide initiatives and also drilling down to individual student support needs. The team made up of the principal, the MTSS teacher, IV coordinator, an education specialist, counselor, and school psychologist all collaborate to align academic, behavioral,

107and social emotional goals with the school's vision for student success. And then each member um has adjunct duties to align um and extend that conversation to different school groups. So they go out to the teachers, aids, campus monitors, the specialists teachers um who are not there usually a full day um and the office staff, parent groups, and community partners just to make sure that everyone is united. they know the school goals and the vision and they're all um ensuring that people are bringing their unique perspectives from the areas that they're drawing from and um really embodying that spirit of shared leadership and collective responsibility across the campus. There are examples like this across the district. I just wanted to um be sure to highlight at least one for you tonight. And then finally, it should

108be noted that after consistently meeting the cleaning um success indicator in respon and in response to LCAP survey feedback, we are shifting this measure to a new indicator centered on student wellness. So that includes nutrition, health, physical fitness, and sustainability. And then goal three is centered on engagement, our connection with families, our partnerships with the community, and how we are ensuring students are actively connected to their learning. The success indicators that you see in this goal reflect just that. Our participation and satisfaction in parent university offerings, expansion of work-based learning opportunities, growth in students demonstrating graduate profile attributes, and reductions in chronic absenteeism. We are already continuing this work in the new school year. Just last night, we hosted the first of our parent university opportunities. Um, it was a literacy night with Achieve 3000.

109We had a representative from the company doing professional learning with our teachers during the day and offered to stay late one evening and so we invited our second through 8th grade families to Magnolia Elementary. And we had a great turnout. Um lots of good questions and positive feedback already from the survey. >> So with those uh data points that we shared this evening, um we've got our total goal and success indicator uh update um the the scorecards are attached at the end of the uh at the end of the presentation. Um but in under goal one uh we have met five out of 13 success indicators for the school year. So we talked about those ones uh today. um where we did not meet those areas in the uh the CASP scores specifically. Um under

110goal two we had previously shared we met five out of five indicators and under goal three again we had shared that we met five out of those six indicators um when we shared that back in June. So that gives us a total of 15 out of 24 for the school year. Um and and like any year um you know I think it's important for us to step back and highlight those successes and there are a lot of them to celebrate. Um, it's also important for us to reflect and think about what we need to get after um for the year ahead and and where are those areas for continued growth. Um, and we talked about some of those already, but just to highlight a few additional areas um that we are continuing to work on

111for the 2526 school year. Um, I I do want to highlight Dr. Eer mentioned data visualization. And one of the challenges in education is is we we have a lot of data, but making that data useful and usable um at the student level, as he mentioned, sometimes can be a challenge. Um and we've been working for about a year to onboard a new program called Educ Climber, which does allow for uh for data visualization in a way that we feel like will be uh useful and helpful for our teachers. We already have great feedback on that work. Um, and that's really the that's really the the next step in that you gathering the data is is great, but until that data becomes actionable and we're and we're able to really effectively and in a timely

112manner uh utilize that to change instruction uh and support students, uh it it can be there can be challenges with that. So, we're excited about that. We continue to work on our multi-tered uh systems of support across the district um in building those systems out to make sure that we're supporting students across a variety of levels. And at that tier one level, which is that classroom level, instructional level, we continue to focus around universal design for learning. um which is a a really a a framework and a mindset for thinking about how we remove barriers um to student learning by seeing each of those students, seeing what their needs are and really thinking about how we design to remove those barriers for them. Our team's done some great work on that um already. In fact,

113uh part of our team here in the district will be featured on a statewide webinar tomorrow to share about uh our work in UDL which we're excited uh about. Um and so we're looking forward to more good work to come there. Um, I do want to just touch real quickly as well on our our work around multilingual learners. Dr. Eker mentioned that as well. Um, we're really proud of the work that we've done going back now um to uh two years ago to when um this board approved our updated uh master plan for multilingual learners, for English learners. Um, and really kind of we uh started that ball rolling of updating really the way that we get at supporting our English uh learners uh across the district. And we've done that in a variety of

114ways. and you heard some of the positive results of that work and we look forward to continuing that as we move forward into the year ahead. So for goal two, um I want to just touch on some things that I I did mention previously. The professional development aligned to the district priorities that that references the the year of UDL we did with principles, assistant principles, MTSS teachers, uh who are now we continue that work at the district office, but now they're charged with doing it on their sites. Think about professional development is what we talk about. It doesn't always happen in the context of a faculty meeting. Actually, if that was the only place it happened, uh, it's probably not the most effective professional development. It happens within the walls of the classroom. It happens

115within our grade level teams. What you're attempting to do is build collective efficacy on campus, which is exactly what we're attempting to continue to do this year with our professional development. Um, as Miss Fuentes referenced, we will be updating our wellness policy with success indicator 2.4. Um, and I'm really excited to just talk a little bit about the elementary and secondary counselor opportunity that we have. We've, you know, beefed up our counseling ranks and um, our counselors are really excited to think about a a continuum of support. We're accepting students in TK. I was in a TK class today. They are full of life. uh in Miss Montalva's class over at CAG uh and they're so cute and you want to just do everything you can to support them, but also when you work in

116education, you know, as long as many of us have, you don't have to squint too much to see, you know, how quickly they're going to be progressing through the ranks becoming uh middle schoolers and high schoolers. And we want to think about how are we supporting our very youngest? How are we celebrating and cheering on our seniors as they're graduating? and making the world a better place. Uh, and our counselors want to have purpose behind this pathway and work and partnership. So, I'm excited for that as well. >> And our goal three action plan builds directly on the engagement work already underway. Um, and we'll continue to evolve with a lot of the feedback that we're gaining from our families and our schools. We'll continue to develop parent university sessions by tailoring the offerings to

117family interests and ensuring that they are more accessible to all of our families. So removing some of those barriers prohibiting um attendance. And um last night we from our feedback survey we already have suggestions and our um that are helping us to shape upcoming offerings. Our bilingual community liaison continue to serve as vital connectors between home and school particularly for families who benefit from additional outreach and resources. So we are committed to investing in their professional learning and growth and their networking opportunities to strengthen their outreach. And then on the student support side, um we are maintaining partnerships with wellness programs such as um hosting intern counselors, guide counselors, and lifeline. Um counselors continue to curate um social emotional lessons as well as um that career college and career advancement um and school connectedness. So

118they're looking at data from Kelvin incident reports and then site observations just being out and about and talking with students um and um developing those lessons and supports. They're also deepening efforts around post-secondary awareness and exploration um under the leadership of our career pathways TOSA. We continue to implement the three-year career education strategic plan, expanding participation and providing work-based learning experience from TK, our youngest learners, all the way to 12th grade through field trips, career weeks, life skills workshops, and cultivating more community partnerships. And then finally, you'll notice a continued emphasis on attendance and positive behavior through MTSS. And um with ongoing training on our data v vis visualization tool um educ was mentioned a couple times this evening. Um staff will be able to identify trends at the site level, at grade levels within

119the classroom, and at the individual level, connecting all those data points to one learner. and that allows us to take timely action and monitor progress more effectively. >> Thank you. And with that, I'll hand back to Trusty Ward. >> This is a time for public comment. Have any blue cards been received? Yes, we have a total of two blue cards. Great. When I call your name, please come to the podium, state your name, and indicate whether or not you will you live within the boundaries of the school district. You will have three minutes. We will have the timer on on the screen and your mic will be muted when your time has expired. The first speaker is Shauna Hurst. Good evening. I was uh contemplating today that I think I've been listening to these LCAP

120recaps for 10 years, which is sort of scary and wrong when I'm not paid at all by the district. But um something that comes up repeatedly, especially in the survey, is reduce class size, smaller class size. It comes back over and over and over again, and it's also one topic that I feel is not discussed at the board level significantly enough, especially at the secondary level. And as someone who volunteered at both high schools for multiple hours and listened to a lot of parents talking, there are problems at the secondary level with scheduling with singleton and doublein classes with enrollment declining at the secondary level in certain specific places. And we were using the same formula that we've been using for a long time and we've now slid into basic aid. I know it's the

121first year so I'm not coming in harsh but I think I heard Dr. Brockett say at the secondary level we were at 54% of our peeps our students ma making some whatever the benchmark was and I just don't think that's good enough. We yes we are much better than everybody else which is fantastic but we are Carl'sbad and we pride ourselves on being a little better and I think one of those things that can help and I'm not saying every class size needs to be smaller but I think in the English in math there's great opportunities for our students and it's what the parents want. I also think in these APs, you know, we're at I I don't know why I wrote this, but 64% of people are I don't even know where the number

122came from. Somewhere there was 64%. But it is getting harder at some of the high schools for the kids to fit in all the classes they want. So, they're taking summer. We're talk we're worried about their social and emotional health. It is really hard for a student to squeeze in a college level course in the summer and then come back and have four or five college level AP classes and then we wonder why these kids are stressed out. We wonder why they're losing their minds is because they can't do it all. I can't do it all. So, how I just want to throw it out there. Let's be a little radical. Let's really look at is class size. I'm not an educator, but I have sat through a lot of meetings where I I could

123see if teachers in some of these core classes have more time to get to know the kids and meet their needs and do all the things, implement the MTSS, work on their IEPs and all the 504s and all the things. I do feel it would make a difference. And I I just feel repeatedly as a parent now of two secondaries. Although I love the book fair and all my elementaryaries and the TKs are super cute, especially in their like all their spiritware. But we got to we need to help these secondary kids thrive as well. And so just just my throwing it out there something to noodle on for our next speaker Davidson. So, I just want to say uh I appreciate the attempt to kind of break down some of the data from last

124year. If you recognize the data from last year, I do. It's exactly the same. But I'll do you one better. I recognize the data from 2223. It's exact same exact same on ELA, math, and science. That would have been a good slide, right? We are going nowhere. Nowhere as an academic goal. So, it's not just that we have 71% proficiency and hey, that's greater than the rest of the county because we're in one of the worst counties for education in the state and we're in one of the worst states in the country for education. Probably not a good thing to compare ourselves to, right? But we're not going anywhere. Three years in a row. I mean, here's the data. Here's the data. So, the question is, as Shauna mentioned, why don't we make some radical

125changes here? you know, why why don't we actually look at what works and what doesn't and get rid of what doesn't and focus on what works. So, you know, if you look at the the suggestions of, hey, here's what we're going to do to fix things, there's a lot of things that say we're going to continue this, we're going to continue that. Well, if we've have three years in a row where we've been continuing to do things and we're not seeing any growth, let's start by crossing those out and let's start by moving with the things that actually work like MTSS. But for some reason, whenever MTSS comes up during, nobody wants to spend money on it. Nobody wants to spend money on more MTSS. Nobody wants to spend money on reduced class sizes, things

126that we know that work. All these little anecdotes that we gave, they're great, right? We know what works. Why don't we do that? So, obviously we're doing things that don't work and we're doing things that do, but we're continuing to do mostly based on the data. We're obviously doing things that don't work because we're not seeing any growth. The one thing I'll leave you to with as well is that you really need to go down and drill into the data on your actual scores at your high schools because Carlsbad High School, you only give that S back one year, right? It's only given at the end of 11th grade. So by the time you find out in September of 2025 what your seniors are going to be doing, graduating with you're graduating 98% of your

127seniors. Last year at Carlsbad High School, 42% of your senior class was proficient in math, but you graduated 98% of them. So half of your graduating class was not proficient in math, but you gave them a diploma and you told them that they were good, right? So why don't you focus on some actual numbers that make a difference? Look at the strategies of what works and what doesn't. And you know what? The last thing on the DEI plan, we've never seen the actual goals. So it's good to see a few numbers go up, few numbers go down. You had goals in the DEI plan, but you're not meeting them. And that's because DI doesn't work. But that's what you should really be looking at if you want to keep DI. >> Okay. Trustees, do you

128have any questions for staff? >> Yes. >> Trusty Verba. >> Um well, I'd like to ask regarding the speaker's comment. Um do we have Any ideas? Does this staff have any ideas as to why we haven't shown any progress academically for three years? >> I I think the answer to the these numbers staying consistent is complex. Um I I think that Dr. Aker referenced that something that we talk a lot about is that is that really drilling down to the student level is the important thing here. There's a lot of complexity to um student performance. Um there is there's complexity to who these folks are. The speaker mentioned at the high school level, for example, we we have these students assessed one time on the ESBACK, right? So that's that's our our LCAP indicator. Uh

129we also have the STAR data that we have previously shared. Um and we've at since we've integrated that, we've been able to look at that on a little more consistent basis. We talked last year about the MDTP data and the actionability of that uh data and why that was strong and and to reference, you know, one area where we we did find, you know, a benefit there is we saw our high school math scores at both high schools um go up this year. Uh is there a direct correlation there that I think there's some correlation, but I also think there's some, you know, there's a lot of complexity to that because you've got a different group of students that you're assessing uh year in and year out. So I I think that we've got more

130to share with the board as we dig deeper into that disagregated data again that I I mentioned um and that trustees have have rightfully asked for in the past um because I think that's at the level where we start to dig down a little bit um and then and then again digging down deeper and deeper to make sure that we're we're making that actionable. I don't disagree that we've as I mentioned we've got to highlight the areas where we're being successful and we've got to and we've got to dig in on the areas where we're not. when you see just to speak to a little bit of the complexity where you see the number for example of MTSS students uh that Dr. Ecker shared that have gone up in terms of proficiency that that tells

131you that there's some students that were on that cusp that may have dipped down as well. Now that student from year to year is being assessed on different standards, right? That that student that was meeting perhaps like right, you know, maybe at that at that borderline in uh third grade now is catching different standards in fourth grade. So there was some, you know, they're they're seeing some different things and that speaks to the complexity of of that. Um, but that's that's all the work that I think our our team here does, our our teachers do, our administrators at the site level do to to continue to drill down. Um, and we would love to continue to see that growth. Obviously, that's what we're working towards every day. Um, but I think there's a lot of

132factors there. When when we have some of that more detailed data, we'll be able to share a little more detail of our reflection on that. We'd love to engage with trustees on that um as well as we get there because that will tell us um some information about where we see some of those areas for growth and some of those areas where where we are stagnant. For sure. >> Thank you. I I think I think that's very important as we look at spending dollars um and how where where do we allocate funding um and as we all know that I'm a huge advocate of the MTSS and so um we're seeing positive results we're seeing we're connecting the dots right we're hearing the testimonies and I think that's very powerful that's data that's proving that

133something we're using is working and I want to see you know us continue to put our monies into things, into programs, into resources, into teachers. Um, one of the speakers talked about decreasing class size. Let's go big. Let's look at what that look what does that look like? Um, that we might have to change how we're negotiating, but what does that look like? Um, you know, I think parents have been crying out for this. I've been a parent in the school district for a very long time. I have a 26-year-old who graduated from Carl'sbad High. It's something I asked for when he was at Kelly School. So, I'd love for us to explore that as you know, we know that will decrease the load for the teachers. I had a student, a Carlbad High School

134student from studying for a math test in my house this weekend and she said that the class size was so big and there was no teacher's aid and the teacher couldn't answer the questions and she was panicking because she couldn't get the answers and she couldn't meet with the math tutor because the math tutor so overloaded with so many math students. So, we're seeing that our graduating seniors, like it was mentioned, are at 45% proficient, but we're graduating them at 98%. We need to do better, right? So, I would like us to be um cognizant of looking at those things um that are actually working in our school district for all of our students. >> Did you have a question at the end of that? >> Yeah. So, how would Thank you. So, how how

135does staff um how can you help the board and the public better understand what is actually working? What you know what data is driving our decisions to put money in certain things. >> I think it's an ongoing conversation as you're referencing there. I know, you know, we dis this this board has discussed the MTSS teachers over now a couple of years. Um and and with some uh with some movement to uh to identify the funding to do that and and last year that conversation went in a different direction. Um, so I I think what we can continue to do is is continue this conversation about um what's working, where we see those areas for growth, where are the successes, um, and help further inform the board as as the year goes on and we continue

136to have these conversations about when those decisions are made as we develop, you know, uh, new LCAP goals and we're setting those funding priorities moving forward. um that we can provide that that that those resources, that background u to help the board make well-informed decisions and our recommendations based on what we're seeing as well. >> Any other questions? Trusty. >> Okay. on one of the slides um as it pertains to the DEI plan we call it forward for forward together I think it would be helpful to if staff could provide and could staff here's my question could staff provide the n the n meaning the number of students in these categories for instance if we have say two people who tested in one group right well that's much different than having 30 people or 50

137people or 100 people testing in a group. So I think it would be useful for me as somebody who has taken statistics and spent a long time in statistics to know what the N is. Is that possible? >> Yes. Um okay. So I I'll just if you would like I can just go demographic by demographic. >> I think I got them all. Uh so for our English learners uh in math you're talking about 180 students. Remember this is ESPback so 3 through 8 and 11. Um 179 in ELA and 50 Don't tell anyone my eyes are going. 59 in on the science cast test. Uh for black African-American students you're talking 69 students in math 72 in ELA and 39 in CAST. for SED. Um, it's 232 in math, 2026 in ELA, and 951 in

138CAST. And I'm realizing I don't have the number for Hispanic students. Did I miss one more? Oh, and special education students. I'm sorry. I can get those for you. I'll get those, too. >> Because that tells us it drives. Yeah. >> The information, right? So, we're working with this number of students. This is how they're doing. you know, how are we targeting this group, right? Because that's all part of that plan. >> 100%. I agree with you. It's making me think differently about how we can present the data. So, I appreciate that. >> And I think that information has been provided to us in a spreadsheet. So, I think you just have to update it. >> Yeah, it that's that's the deeper level data. This can this is easy to provide in the short term,

139but we Yeah, we can we'll absolutely have that in that other. >> So, I had a question. Um, so now that we have Edge of Climber and we've done MTSS now for our elementary and middle school for over three years now. Has it been three years? >> It's been two. >> Oh, it's been two years. >> We just finished the first of middle school and we've had two in elementary. Oh, >> okay. So with your middle school students and the students that you were supporting with MTSS like seventh and eighth graders, are you able to track how they are doing how they are doing now in high school like as they start moving up? >> Uh yeah. So for middle school, >> so middle schoolers, we we just finished our first year. So we have

140now we'll have eighth graders going into nth graders >> and you have 10th graders that are >> uh for this year we'll have nth graders I think will be the oldest of the groups that we've >> and and so just but to answer the question we have a system that allows us to um it's called just because what it's called in the system it's called tagging. So you can you obviously can look at students by demographics. I don't I didn't make this up. I promise. So you you can that you're allowed to laugh. It's okay. So the um yeah, not like that. Uh so there's ob the point is is that there are demographic groups that that a a computer program could guess that you would want to look at but there are groups of

141students because of criteria that we set which is what the board set uh you know like a couple years ago when we talked about this through the forward together plan the intervention students was to was if you remember back one of the frustrations was the numbers of of intervention students whatever you call intervention students weren't going down because the programs that we had would allow students to go I mean the n different students would come in so it was confusing to track over time so we set like a clear metric and a group of students and we can tag them and then I can track that tagged group of students over over numerous years >> so yes >> okay and then um for MTSS and I I think we're not going to have it forever

142ever, right? Because we're it's tied to specific people in terms of the cost, but it's a practice and we want our teachers to be using that practice um because that's best practice, right? Um MTSS, UDL to support all of our students. So, do you how are you feeling in terms of your elementary staff and your middle school staff truly doing that work with um fidelity? Do you feel like they're getting that training and and truly using that >> practice? Yeah, I mean I I'll say a couple things that number one I it's I think we need to make sure we're on the same page that MTSS is not something that can be done in isolation. MTSS is done it's a system on a campus and it's a system that works best when the classroom level

143>> or we call the tier one is operating as effectively as possible. And like for example, what we've learned about how to best meet our multilingual learners, the right place for them to get the most support is in with their experienced teacher who they already have a relationship with and not somewhere else. and that there are times, this is the MTSS system, where a pull out is appropriate, but we want to make sure that we're doing that based off specific criteria and that that criteria and tracking of that is explained to to the tier one teacher. I say all that because I have over the years of time what like I think at first when you work with MTSS teachers in that year one there was a lot of explanation about some of the shifts

144that we're looking to do that they were sitting back and listening to or even like that doesn't make sense let me it was a little bit of that you know conversation and then in year two that they're now getting it and their conversation is with their own teams and change is slow. People are people. So it it takes a little bit of time for people to see things differently. >> And one like a couple telltale signs that really gives me pride is that number one that every single person who has signed up for the role of an MTSS teacher, I think will tell you they're more inspired as an educator, more engaged as an educator than they ever have been. And part of that is they can gift it to their colleagues. That is this

145work which is stop and reflect for a second. Think because I teachers work so hard and sometimes they're working so hard they don't have time to slow down and reflect. So what our teach what our MTSS teachers are doing also part of this PD is slowing them down having them look at the impact and reflect on it with data. Um, and at our last MTSS meeting, we have one about once a month, it's the first time that I didn't run anything. The entire meeting was run by our MTSS teachers. So, we're growing our teacher leadership in our district. Um, and that process, like a subpar answer, is slow. Um, and it's different on different on different sites. Um, but I feel great about where we are and Miss Francis's response about that system that's being

146built at Jefferson is being modeled at other sites and it's it's getting better and better month by month is what I'd say. >> Okay. So, it sounds like they are learning that practice >> 100%. >> And taking it in and having the opportunity to reflect and move on so they could do it independently. >> Yeah. I think >> work with other colleagues as well. We I guess the one other thing I want to make clear is we set norms. So there's these these walls that we set about every site will do these things >> and the hard work of helping a student learn is messy and complicated and so we we let the innovation happen on the school site to do that. But these norms make sure that we're all doing the like the structures

147of MTSS on every campus. And I can tell you on that note, 100% easily, not even have to question it, our MTSS teachers are 100% on board and they're they're driving that ship on their campuses in partnership with their principles. >> Any other questions? >> Thank you. I feel like I'm the only one asking questions, but thank you Trusty Ward for asking one. I don't feel like I'm taking all the time, but um so on slide nine again, Dr. Ecker, um we see actual data. Thank you for that. Um for these subgroups that are part of our DEI plan. Um but are we meeting the goals for improvement also of these identified groups for the DEI plan? >> Yes. So in in the forward together plan we have uh ESPback uh targets at 5% um

148and cast science targets at at 4%. So uh pretty um robust targets is what I say uh on that and we met them with a couple groups but most of them were not meeting those th those 5% 4% targets on academic growth. Okay, any other questions? Okay, trustees, now is a time for discussion. I want to say thank you uh for thorough I know I had asked some similar questions about you know the numbers within and I truly know that the data doesn't say a lot and that you're always hitting that moving target and so I appreciate you know the work that you're doing and I'm excited to hear and see some of the um the new things that you have coming across from um and more importantly to see that the teachers are really

149excited and then spread that enthusiasm onto their students. So, um, you know, the really positive I think when we're looking at data, it's hard, um, to pull out all those, you know, little stories, but I, you know, I think we're we're on the right track and growth, um, like you said, is messy and sometimes takes some time there. Um, but, you know, I see all positive moving forward and, you know, especially looking at the whole child um, not just those number data. So, thank you for sharing for sharing all those things and I'm excited to see um in the next report, especially when some more of that data is released from the embargo and everything as well. >> Go ahead, Trusty COC. >> I'd like to mirror several comments that I heard tonight about the

150um the strength of the teachers that we have as a parent in the district for 23 years. We have incredibly dedicated teachers and staff that um make it just such a wonderful environment. So I don't think it's the teachers that that need change. We need more supports and and more u tools for them to take this to the next level. And I think we can cons continue improving how we're presenting the data with more framework and understanding, you know, what it is. We're really looking at the context. And I think Trusty Rebuff's question about the the DEI uh numbers and kind of integrating that slide would have been helpful to be like these goals and where are we kind of piecing these numbers together because um we definitely they are lofty goals but this is

151Carl'sbad and we're we're an amazing district with amazing teachers and amazing parents and so we all want to see um great success. So, I just wanted to say thank you to all of our teachers. It's we can't do it without them. >> Anything else? >> I think I've said enough. >> Yeah. Thank you for the presentation, everybody. I thought you did great and I'm looking forward to seeing how this year will go. I really like their action items and I appreciate that Dr. Rocket sees um the successes but also is really focused on um the areas that need more support and talking about drilling down and diving in. And um I think Educ Climber will definitely help you see trends. So that's great. And I'm looking forward to seeing how um all of all of

152our students are going to grow, especially our student populations that um need even more support. So, thank you. Um I was thinking a bathroom break. Okay. All right. So, what? Five minutes. We now move on to item 9.2, measure HH bond program monthly update. Trustees, this is an information discussion item. I will now hand it over to Dr. Rob N. >> Uh, thank you, Vice President Ward, trustees and Dr. Norman. This evening, we will be providing an update on several important facility projects that were completed or advanced over the summer as part of the Measure HH bond program. These projects funded by Measure HH bond dollars reflect the community's investment in our schools and the hard work of our facilities team to ensure that students and the staff return to safe, modern, and welcoming learning

153environments across all of our campuses. This time, I'd like to introduce our director of facilities, uh, Jessica Kimrell, who will walk us through the summer project highlights and provide the board and the public with more detailed update on the progress being made across our campuses with the support of measure HH. Thank you, Director Kimrell. >> Thank you, Vice President War, Trustees, Superintendent Norman. Um, I just want to just dive right in with what we did over summer. I know I've seen a couple of you guys out at the school sites um since this beginning of the school year, but we'll just get into a little bit more detail here. I'm gonna take I'm gonna take this. Um we're just going to highlight uh the AOS and uh Buista and Prim. So, one of the things

154that I wanted to do for Aviara Oaks is kind of show the progression over the course of the last year, really year and a half almost. we started up back in uh early 2024. And so we're just going to start there. I'm gonna uh provide context. No, no, no. Okay. We were hopeful that the pointer would work, but we'll just go ahead and walk through it. So, what you see um in is aerial shot looking back towards the campus. So you see the large horseshoe there that they have kindergartens in the front and the very very back part of the screen. Uh you can see some white roofs which used to be all those relocatable buildings that were back there. This is this was really really going back in the day. Um and then as

155you start moving towards the center you see the um first big rectangular gray roof. That's the new 800 building. To the right of that um you see some concrete slabs and that is a 900 building with the modular building. So that's kind of where we were. And then as we progressed through the construction, you start to see all the dirt. Um, a lot of the transformation of um around the buildings took a little bit longer because of permitting. Um, but we continued to um overcome those and were able to start planting this summer. We know that it was um a lot on the school sites and we kept promising like we will get there, we will get there, we will get out of the dirt. Um and as of fall we were we were able

156to deliver on that promise. So this is just kind of looking at the back field. Um we did have a situation um just above where the new uh asphalt and playground is uh located. Um we actually had to rip out and replace all of the sod. Um it wasn't taking well. We had a larvae, worm larva infestation. The birds loved it. We did not. Um, so as of this week, we are uh removing it and it's being replaced at no cost to the district as it was not our issue. Um, and continue to work with the manufacturer and subcontractors on ironing that out. Um, the other thing that we're working on here at this campus, as you could see on the um, middle right hand side of the um, photo is the lower parking lot.

157Um, and I'll touch a little bit more about the traffic in general at the campus in just a couple of slides, but overall here, we just continue to do some minor planting um, throughout the campus. Um, as you can see in this picture, just a little bit closer of what that looked like from dirt to to green grass and beautiful plants. Um, one of the other things that I want to highlight is the secure entryway that we established over um, summer break. So before there was an entry point on the side of the building and now we have a direct line of sight um into campus into the office check-in and then they can go through the campus proper. So really those are the highlevel um updates for Aviara and the next project that we

158had going on that impacts both sites was the traffic u parking lot improvements and um unfortunately we weren't to complete the rerouting of traffic as we had initially designed and intended based on some permitting and some coordination that we need to do with the local HOA. So, we had to uh last minute, I would say probably the end of July, beginning of August, really pivot in terms of how we were going to get the traffic to flow. Now, right, it's theoretically the same going from south to north throughout the parking lot with a couple minor adjustments. There's now um the driveway got shifted a little bit further up Ambrosia uh away from Aviara and there's a island in the middle of it now. And then the biggest impact really is the roundabout. So we still

159we're calling this phase one of the implementation of traffic rerouting. Uh phase two is going to look like when we open up that new parking lot that you saw in that previous slide. It actually was being paved today. So we anticipate opening it uh by the end of the month. So that will also help with some of the traffic rerouting and flow there. Um, but we continue to work with we have gotten a lot of feedback from the sites and the community about how challenging it is right now. And so we're still working through that. U we've contacted um the city traffic engineers as well as Carl's battle police department. Um they're going to be helping us um evaluate from um a drone level for the whole area to see how we can make improvements.

160Um, one of the things that I always remind people when we start talking talking about traffic is we can make all the changes that we want physically to this the space, but the things that we can't change are people's behaviors. So, we're having um people parking in areas that say keep clear, no stopping, no parking. Um, you know, we tried to, um, express that it is actually challenging for traffic flow and impedes the parking lot and, um, when families like to arrive early for uh, for pickup time. And so, just we're continuing to message it, message it, message it. Um, but we'll get there. uh and we are hopeful that we can continue to work with and negotiate with our entity in which we need to collaborate with to to really complete the transition. Um

161our goal would be to have it complete or both parking lots operate uh independently and separately by the start of next fall. So we will continue to um provide updates on that um to the community as well as the board of trustees. Um the middle school um has really taken taken ground. Just to um provide context, this was the location of the uh 1300 reos back before school got out midmay. We were just getting out of the ground and then quickly as June started, we had the slabs poured as you can see there on the left and then we just started erecting the building. We had six weeks of masonry work to get the two-story building out of the ground. So, this is just showing a highle progression of what that looks like. As we

162progress into July, you can see that they're starting then to build um on the second story um there from transition from the left picture to the right picture. And then later on in August, you can really um when you start seeing the steel fly and being placed on the right hand side, that for us is such a good indicator and good key milestone because we know that we're going to be able to dry in the roof before it starts raining. So, we're well on our way to doing that. Uh and just uh just a couple of weeks before school started, we actually had the steel decking place. So the image on the right hand side you can see the metal um structure below all the beams that is the laying the foundation for the seconds

163story concrete. Um so it is moving right along and we are super excited. We are still on track to turn this building over at spring break. Um, one of the other things that we were able to do at Aviara was the um, improve campus security and this was really um, kind of focused around the joint use agreement that we have with the city of Carl'sbad. Um, our field at the middle school is a highly utilized after hours field for soccer every single day of the week. Um, some of the challenges that we've had in the past is that we would have events at the school at nighttime and soccer mom and dad and little Johnny were walking through the campus. We really wanted to provide a safer uh access point for after hours including weekend

164and we were able to do that by establishing fencing along the um field and blacktop area as well as straight down the fire lane. So they we really have focused several projects before ah when we were just doing our fencing project on what we call like protecting the assets and providing that division. Um so we were able to do that and that's fully operational now. Um and the city of Carlsbad started using the field again um this last week. So it is working out well at Buenav Vista. Um you know we've talked over the course of the last several meetings that I that I've presented about what that scope of work is and how we really started to focus on the campus proper. Um, and in order to do that, um, we we had to

165establish the inter what we call the interim housing. So, we were able to relocate, um, and place portables up on the upper tier, which was our phase one at this campus. And that allowed for the preschool program to relocate to the top level and us to be able to isolate our work building by building into phase two. Um, so I've highlighted in clouded that we're in building B right now and I'll show you a couple pictures there in the middle uh in a minute and um once we're done with that in the campus proper existing buildings then we'll be able to move to phase three relocatable buildings and new placement of a steam lab as well as a staff lounge and restroom. So the interim housing for us was really that true summer sprint. As

166soon as um staff left on the last day of school, uh we came marching in. Um we were able to prep the foundations, get the buildings placed. Um and then had everything was set and ready to go. Came the first day of of school. And as soon as we got our permitting, we were able to start moving in to start the demolition in building B. and we continue to work uh with the site on the timeline of that. As of right now, um building B is 90% uh demolished in terms of finishes and we'll be starting to go in and uh start doing finishes here shortly. We anticipate being able to turn over this whole building with the interior work um at Thanksgiving break. Um once we're done with that, we'll pivot to the next

167building, building D, and so on and so forth. So, um, we're off to a good start at Bav Vista, excuse me. Um, Pacific Rim has, uh, over the course of the summer, what we were able to do there was a lot of infrastructure work. We ended up getting um in demolition work, we were able to get DSA approval later on in the summer um which was great for us, but we are have still yet to obtain the storm water and grading permit for the city of Carlsbad. So, we uh really looked at what could we do in order to get prepared for that? What scope of work in the existing buildings can we jump out at and uh get done ahead of time instead of holding it off till next summer. Um so, demolition of

168the kids care building can always do demolition. um we were able to knock that down because that's part of the footprint for the new building as well as replacing the um new doors and uh providing the access control which is part of the district standard and security measures that we have in place. Um the additional thing that we were able to do again was all the infrastructure work that would um be challenging to do while schools in session. So we were able to get it to a certain point where the building footprint would be um so that we when we do achieve permit that we're able to start uh building and doing site demolition right away. Um that's really an update in terms of all the projects that we have. I know at our next

169meeting it's going to be our facilities study session two weeks from today. Um, so I'm looking forward to presenting more uh detailed information about what we have upcoming for now. I just wanted to take the time to let you guys know what we did this summer. Any questions for us? >> Great. Um, do we have any This is time for public comment. Do we have any blue cards? >> We do not have any blue cards. Great. Trustees, do you have any questions for staff? >> Trusty Verba, >> thank you for the information. Um it's exciting to see some of these projects moving forward. Thank you for your work. Um do we have plans to talk to the community AOE AOMS to I know the first time that Mr. Dylan you put out a request for

170the community to weigh in on traffic patterns and >> trans you know in the ins and outs to bikes and all that. Um not many people showed up maybe five or less. So, >> yeah, we tried a a couple times that that last year. Um, we started in 2023, then we had some in 2024. Um, I actually spoke this morning to the AOE PTA and gave them an update on the traffic um and some of the feedback that we've been getting. We've been doing joint communication um at the beginning of the year with both AOE and AOM together. Um, I think right now part of the challenge is we're not just there yet, right? Um, as we incrementally roll out the plan that that shows that we're going to be reducing drop off and pickup

171times by separating them at times. Until we do that, it's going to be a little bit of some growing pains. Um, I think our next step really is to work with our police department partners and our traffic engineers to see holistically from their city streets to our parking lot and our processes and procedures how we can make improvements in the interim. So, at at this time we've just been getting kind of like onesie twoozy feedback from um staff and through parents as well as some teachers. Um, and I got a a good feedback today from from AOE. We haven't planned on any community presentations at this time. Um, but maybe as we get closer to the next phase of phase 2 rerouting once that lower parking lot opens, I could see us doing that. >>

172Followup. >> Go ahead. >> To the site. So I drove by, happened to be running an errand in the neighborhood and was driving by when school was being released soon and parents were waiting and the traffic backed up onto Avier Parkway. >> So has Carl'sbad PD have they offered any thoughts on this for safety reasons, etc. Because I know that the cars are in the bike lane on a parkway turning onto Roia. So, do we have any plans to >> They They did provide some recommendations. I think it was last week when they were out there. I know they've been the first week of school, they made a really big presence as well as the second week and that's why we're kind of circling back and they're going to shoot the drone footage for over

173an hour so we can analyze it together. We haven't been able to do that. Um when I spoke with the traffic engineer last week, we thought it was going to be Monday. Um but we haven't gotten that date from them yet. But yes, we are getting their input. >> Yeah. >> Any other questions? Trusty CC, >> do we have any update on the paint for Pacific Graham? I know we had mentioned that at a previous board meeting that that was a a small expense that we would probably be able to address. I'm just wondering what's the timeline look like on that. I one of the things that we're looking at is some of the uh maintenance projects and how we tackle those with the HH dollars. Um our goal would be once we complete the

174campus which would not which would be it's all contingent on when we get out of the ground right uh we would anticipate looking to um at a summer timeline to do that. Right now, the funding in is not identified, but that is our goal is to be able to have a nice refresh campus as well as the new building all at one time. >> Go ahead. >> I just have lots of questions. >> No, you're fine. >> I just happened to go to Bu Vista this week and walk the campus and it's very exciting to see what's happening and how many students we're serving there. It's great. Um, and I did go over some questions and thoughts with Dr. Norman, and I think she'll probably go into more detail because I don't want to take

175a lot of time here, but I did notice when you talk about um replacement of the black top area, what black top area specifically are we replacing? that it's a resurfacing of the blacktop area u on the main uh play level as well as a resurfacing of the parking lot. So there's no plans to resurface like behind Kinder or up by TK. >> Um at this time there was not at this time. We'll talk about >> and we can also talk with Mr. Kron about putting that in our maintenance plan. Yeah. >> And not taking out of HH but part of our regular maintenance. >> Any other questions? Okay, now is the time for discussion. Go ahead. Sorry. >> Um, no problem. I I just want to say thank you. It's really exciting to see

176um, you know, all of these plans come um, into fruition and see them, like you said, you know, get up out of the ground. Um, you know, even I remember playing soccer on Aviera Oaks school when there was like two buildings like the first year it was ever built and how much that has transitioned and how well um, the land and the facilities and everything has been used during that time is really creative. And I know that there's some growing pains. Um, you know, I know fall is is a hard one for that traffic, but they will figure it out. And I think, um, I'm really excited to see, you know, some of those new buildings and the steam labs and everything coming up. And and thank you, and I look forward to in two

177weeks hearing a little bit more. Anyone else? Thank you for the presentation and I'm really excited to see um all the the final work. it all happens. And um I know traffic is typically really hard when we have schools, but I would say that it's, you know, it doesn't last very long. It's typically like 15 minutes and it, you know, I think it's it's a temporary situation. So hopefully our our families will remember that, too. All right. Okay, thank you. We now move on to part 10, business services. Item 10.1 adoption of the 2425 un audited actuals financial report proposition 30 education protection account expenditure report and resolution number 11-2526 adopting the GAN limit for 2425 and 2526 trustees this is a discussion action item I will now hand it over to Dr. involvement. >>

178Thank you again, uh, Vice President War, trustees, and Dr. Norman. Yeah, that's quite the title. So, that was a long one. >> So, uh, staff's pleased to present our 20 24-25 unodudited actuals. This is where we're closing the books financially on the 2425 school year and really trueing up what we estimated what we were going to spend with what we actually spent. And that's important for a couple different reasons. Uh it's important as we project out multi-year projections moving forward uh that we get accurate numbers and close out the year this year so we can look forward into into currently this year and then beyond. It's also important in anticipation of our audit which we are uh anticipating that beginning at the end of September. Um and so we'll present that audit information uh either

179in I believe it's in uh December that we bring that back for uh your approval there. So, some of the themes that we wanted to just highlight, we continue to see the use of prior year one-time funding in the restricted general fund. And part of what you'll see is a is a theme that as COVID kind of ended um and we returned to inclass instruction. uh we saw a big uptick in one-time dollars that we received from the state and so we posted those as revenue right around 22 23 and we've been spending that down over the last several years um as planned expenditures over many years for onetime dollars. So um that's what it refers to there. We also see some stability in the Indian fund balance and I'll talk about that in a

180little bit. we see some modest increase in the total revenue from estimated to actuals. Um this year for 2526 we actually entered and we anticipate staying in basic aid um for the foreseeable future. However, we dipped into basic aid at the end of last year. So technically we're in it in basic aid in 2425 as we ended. Um and we're in it for officially in year one and moving forward. We did see some variance between estimated actuals and year in expenditures which I'll talk about in a little bit. So this gives you a general fund balance summary. And so on the left hand side you'll see revenues over expenditures and what we estimated for unrestricted, restricted and combined for 2425. And then on the right hand side you'll see revenues over expenditures on where we

181actually ended. And you'll see a difference on the far right. So revenues, you'll see a slight increase in revenues of $1.9 million from where we estimated and where we actually ended. And I'll talk about where those revenues came from. You also see a slight increase, if you will, in expenditures or an understatement where we estimated versus where we actually ended to the tune of about $3.4 million there. The net difference of that is to the the net change to the ending fund balance or the net change to the fund balance is about $1.5 million to the negative if you will. And so you'll see at the bottom beginning balances and ending fund balances. So that's a again it's a slightly decreased amount from where we thought we'd end up. So, uh, we anticipated ending up

182when the unrestricted side of an ending fund balance of $20 million. We're actually when we close the books on the unrestricted side ending up at 17. And you'll see um for estimated combined and actual it's a difference of that million and a half anticipated there. So, this is a graph just showing the budget journey for the year. So uh the first uh is where we closed the books or excuse me when we adopted our budget in 2425 which is actually in the 232 24 school year. So in June we kind of adopt the budget and you'll see the um you'll see the uh adjustments that are made at first interim which is done in December then the second interim which is done in March and then the estimated actuals which is in June and then

183unodudited actuals now in September. The only thing that I think is relevant here is that we want to show um where we're at in relations to revenues and expenditures. And so you'll see that expenditures already were anticipated when we adopted the budget for exceeding revenues in this year. And part of that has to do with those one-time dollars we anticipated spending those down through the next several years. So that's why you see that. The other important note is where we adopted in 2526 you're seeing those more in balance now. So actually we're anticipating revenues slightly increasing over expenditures in the 2526 school year where we weren't in that place in adopted last year. So this is just a historical look at that that same kind of graph where we talk about where we were and

184adopted and where where did we end in actuals revenues versus expenditures. And you'll see for the most part in many of the years uh 2018 191 1920 2021 2122 and 2223 uh revenues exceeded expenditures when we closed the books each of those years. And then you'll see the last couple years uh expenditures exceeded revenues. And again, when you look at this next slide, you'll see we saw a big increase in 2223 of restricted dollars that we got from the state um that we booked as revenue that first year and that we're spending out in the outy years. So that's that's the reason why you're seeing uh expenditures uh slightly outpacing revenue um is because we're spending down some of that onetime money which is anticipated. So, this is just a a graph that shows um

185what we're uh expending dollars on and we're in the uh student business. And so, we need staff in order to um you know, educate our students. And so, predominantly our largest portion of our budget is expensed on certificated and classified salaries as well as benefits. And then the revenue you'll see uh the biggest portion of the revenue is coming from LCFF or property taxes. So roughly over threearters is coming from LCFF or property taxes. What you'll see as we dip bas deep deeper and deeper into basic aid is you'll see that other state revenue shrink continue to shrink um and the blue pie getting bigger and bigger and bigger as we um solely get funded through property taxes. So this is just a quick snapshot of estimated over actual as we look at uh revenues.

186So, you'll see we were pretty close. Um, uh, local property taxes we estimated coming in at 131 million. We came in at 131 million. We were just off about $80,000 there. From the federal side, we saw a slight increase. From the state side, we saw a slight decrease from what we estimated. And then local is tricky because we don't typically book um, donations until we get them. So oftent times we're getting donations throughout the course of the school year and so we're booking those. Um and so we uh saw an uptick of that of about $2.1 million. Um primarily it's when we book the donations coming in. And so we um certainly appreciate all of our donations that we get from our PTAs uh and CF. They do an amazing job at helping uh support

187our schools. So on the revenue side, as I mentioned before, um you know, we uh continue to we'll continue to see lower and lower state aid as that comes in and we'll see an increased reliance on local property taxes um as that continues to adjust. We saw some slight adjustments on the federal level as well as the state level. And then some of the other um local revenue, we received some additional interest of the tune of about $300,000. And then I mentioned those donation accounts of the tune and facility use dollars that we're receiving for the rental of our facilities um increase and that helped uh to the tune of about $800,000 in revenue. On the expenditure side, uh we did see um some understatement as as we looked at estimated versus actual as it

188relates to certificate and classified salaries. um we're digging into what that was. We don't uh we don't anticipate that that was additional staff. We think it was had to do with um just the estimations um and some of the assumptions that were made at estimated versus where we closed the books in actual. So you know we just completed closing the books. So we'll have more information on that as we uh dig deeper into that and we'll bring that back at some point in time. Uh in regards to benefits, we saw a slight increase in benefits as far as uh a savings there of about $2 million. Books and supplies, again, we saw a savings there versus what we budgeted of about $2 million. Services, we saw a slight increase. And then capital and other outlay

189pretty much balanced each other out. On the expenditure side, I did mention or I did mention the certificate and classified being understated when we had estimated versus unudited. So, we're going to dig into that and um just make sure that our projections for 2526 are more accurate. Uh from the books and supply side, we did see some adoptions that were pushed out to other school years and so that pushed those expenditures out. We saw savings this year, but we anticipate spending those dollars on adoptions as we move to outer years. And then on the services side, we did see a slight uh increase in special education agency cost as well as um some maintenance and site repair costs that drove up some of those services uh beyond what we had anticipated. So, in regards to

190the general fund balance components, uh you'll see there our beginning balance totals that are on the top um the net change and then ending funding balances. Couple things to just highlight. We still have a very strong ending fund balance of uh unrestricted to the tune of about $17 million restricted close to $9 million for a total actual uh ending fund balance of 26 million. Uh the other thing I would say here below is your committed as well as your um assigned reserves. Um, and just a couple things here in regards to committed funds which are on the right hand side. Um, they're kind of called out there for the total 6 million295543. Committed funds can be considered a type of reserve but with a specifically legally binding purpose. While a general reserve is a savings

191account and that's our economic uncertainty reserve um for future uncertainties. A committed fund is money formally set aside for planned expenditures. And you'll see there uh what the board has assigned to date in regards to our committed funds. So we have a stabilization agreement of a of about $3 million and the stabiliz stabilization agreement was established. as we um dipped into basic aid, the thought was if there's any uncertainties around basic aid and we had a year that you know property taxes didn't come in as expected, we would have that stabilization fund to be able to use that as one-time dollars to help get through those first couple rough years in in basic aid. You'll also see those other committed funds, ban uniforms, $100,000, technology reserve, textbook reserve, and mandated cost reserve. And then that

192bottom line for economic uncertainties is really your reserve. That's your savings account, if you will. The state requires that we have a 3% reserve. We also have in our board policy that that would be bumped up to 5%. So that is the 5% represented there. we're able to meet both our committed and our economic uncertainty um dollars uh with the 2425 school year budget. So um the district meets all the state and board minimum reserve requirements as well as those commitments that I mentioned those are um set to move forward as well. I would say this that as we look at those committed reserves um you know one of the areas that we're talking about with its is taking a look at um specifically safety and security on our campuses as we look at uh

193security cameras and and cameras on all of our campuses. And what we're finding is our cameras are in somewhat of a disrepair. So we're working with our ATS department to gather some more information about that. That would be a perfect example of something that we didn't budget for in the 2526 school year, but that we could use um as we got more information and free up some of those funds in this committed reserve for that very purpose. And so that's an example of how we could use those committed funds. Um it's being used in a very constructive way. It's technology, it's safety, it's on our campuses, and we think um that could be something that we use in the future. So, uh, as I close here, there's a couple things that we wanted to just,

194um, say. We are officially out of the LCFF formula at this point in time and officially in basic aid. So, what that means is that, uh, our primary source of funding at this point in time is local property taxes. when your local property taxes exceed what you would receive in uh LCFF funding and then uh supplemental and concentration funding, you're basically deemed a basic aid district. And so you get to keep any of the exer uh excess or reserves on top of what you ordinarily would have received had you been an LCFF district. So in this case, uh, we don't project anytime in the next foreseeable future. We do get projections from the county as well that we're going to slide back out of that status. We think we'll be in that status for some

195time. We're still required to set aside dollars um for supplemental grant students and those are our unduplicated students uh that are free and reduced and um uh foster youth and uh English language learners. So there's a specific dollar amount that we receive. We receive it through property taxes now, but we're required because we're a basic a district, as we would be in an LCFF district, is to carve out those dollars um for unduplicated students. And that's um still a requirement. We'll be presenting our LCAP just like we always do where we're showing how we're um using those dollars to support those students moving forward. And then again, property tax growth is key to sustain our programs. So, we'll continue to look at assessed values and properties here in Carlsbad. Um, we get tax estimates from

196the county assessor. We get an estimate in November and and the final estimate in July of 2026. Attendance, I would st still say, is critical. And from the former instructional guy, yes, attendance is critical. We want our kids to come to school and attend school on a regular basis for an instructional purpose obviously, but it becomes a little less of a driver for us as it relates to um receiving dollars. Um so it's still critical on the instructional side. Um on the on the revenue generating side, it's it's less critical. Uh transition concerns. So, there's a couple different costs that as we slip into basic aid that we have to um account for. And one is that inloo property taxes. Um and so this is for any student that attends a a county or a

197state charter that resides in Carl'sbad Unified. And so you would it's natural to think that those families who reside here are paying property taxes. um you know paying property taxes. Those property taxes come to us in the form of revenue. If those students are attending a county or a state charter, we then have to pass through those property taxes to that county or state charter. So those are called inloop property taxes. This is the first year where we'll have to pay that and we anticipate we get a kind of an estimation from the county each year. uh they estimated that based on the number of students that are at those charters, it would equate to about $2.1 million. So that comes right off the revenue. And then there's something called the loss of the supplemental

198tax, which will be impacted next year, not this year. And so a supplemental tax is when a property is exchanged in the middle of the year. um the added uh value of that property is is assessed and given a tax. And typically, if you're an LCFF district, you receive that the next year. But because we're already receiving 100% of the funds that we would receive in our local property taxes, we will lose that starting with the 26 27 school year and moving forward. We won't receive those uh assessed property taxes. um that they call a supplemental tax different than uh supplemental dollars, supplemental and concentration dollars that we uh receive for certain students, it's it's a different tax. So just to be clear with those two pass through accounts, I don't think unlike the inloo

199property taxes, the supplemental tax will never hit our revenue. We don't think um we just think it's just something we'll stop receiving um after this year. So next steps is to provide you a first interim report and that's going to come in December. We'll adjust our uh current year property tax estimates. As we mentioned, we'll get some estimates in November. We'll include our carryover expenditure budgets. So that'll be included. And then we'll provide some multi-year projections moving forward in December. So that's where you'll see sidebyside projections for 2526, 2627, and 2728 as we close the books um right now. And then we'll also bring you in December our annual audit report for the fall of 2025. And I will turn it back over to Vice President Ward. >> Thank you. Uh this is a time

200for public comment. Have there have any blue cards been received? >> We do not have any blue cards. >> Okay, trustees, do you have any questions? >> Trustee Emory, um can you um go back to the uh 8.9 million that you said that we um had when on the table there? Yeah. Um is that exactly the 5% reserve or is that above the 5% reserve? >> That is the 5% reserve. >> So, it's exactly Okay. >> Yes. Can I elaborate? Um, your reserve, your economic uncertainty is a formula. So, it's based on your expenditures. So, it's 5% of your expenditures. So, if your expenditures go down, that number will change. So, it's always a little bit different. It's not going to always be a set certain amount. So, it's based on your expenditures. Got it.

201>> So, as we're spending now that we don't have as many restricted dollars, it's going to change. >> Okay. Perfect. Thank you. >> Do you have a followup? Okay. I have a question. Um, so the state on this page, the stabilization arrangement, can you um remind me what it covers again because isn't it you can only use it for certain things? Yeah, I think the thought with the stabilization arrangement was that it would be used um if we run into um some economic uncertainty as it relates to being in a basic aid status. >> Okay. So, but only like for personnel and that's what it would tell. It could be anything. >> It could be for anything. >> Correct. >> Okay. And then a followup to that. Anybody? >> Okay. I had another question. Um,

202so the supplemental, thanks for explaining the supplemental grant um, money versus the supplemental tax. I know. Um, so we used to receive as an LCFF district, we used to receive money from the supplemental tax, but now we have to pay it on moving forward. We're going to start paying that because you said approximately 2.2 million ongoing. >> Yes, we used we will receive that one more year. The supplemental tax will get it this year and then starting next year uh we will not receive those dollars >> anymore. Okay. We're not paying >> as long as we're in basic. Okay. Correct. >> Okay. So, even if there's a change in property construction, whatever, we're we will not receive those monies still. >> That's my understanding. Yes. Correct. >> Okay. And then um the supplemental grant money,

203do we we do get that this year as our first year as basically? >> So we we get I'll try to articulate this as best as we can. We we yes, we get the supplemental dollars, but it's part of our property tax aotment. It's included in the property tax that we receive. So it's >> it's not additional. Um okay. It's part of the overall bucket that we receive. Um, so if if for example uh if we were an LCFF district, we would get the L LCFF dollars and then we we get an additional $6 million in supplemental >> um on top of that. And some districts get concentration, which is money on top of that. Um because we're uh because we're a basic aid district now, it's all included in the property taxes that we

204receive that we get. It's it's included. So those $6 million are included in our property taxes that we receive. We have to carve out from that uh $6 million to go towards those students. Um but it it is technically we receive it. It's just part of our property tax. >> Okay. because I was asking Dr. Norman about that. So, but um and we don't get that supplemental grant money this year as their first year as basic aid. It's whatever's included in our property taxes. Okay. But what we do get for one more year is a supplemental tax. >> Correct. >> Money for one more year. >> Correct. >> Okay. And then any followup on that? >> Okay. One more one last question. Um the charter the charter schools and the are we um so that

205money is based on students that are in charters correct? Okay. So that how do we verify that number? Like how do we know exactly? Yeah. >> Students are in charters. >> So we're in the process of doing that now. We've I've reached out to each of the three charters that the county has identified where our students are at. I've asked them to provide us a list of students names IDs. They're they have a Calpad's ID as well as their enrollment dates. And so we're in the process of uh checking uh the county also does a check on that as well. They check Calpad's enrollment. And then um based on trueing up those numbers, then we'll start dispersing month by month based on attendance. >> And then I had to follow up on that. Um so

206does the did we approve those charters as a district or they were approved through the county? >> No, we we did not. They were approved either at the county or the state level. >> Oh, I see. >> Um we have not approved any charters in our district. Apparently they can. Okay, any other questions? Go ahead, Trusty Rebecca. So, I met with Suzanne Oonnell back about the charters and my understanding is that they're basically appointed to us, right? And she also stated that there will potentially be more that are assigned to us in the near future. Is that correct? >> I don't know the total number, but I've heard that as well. the counties alluded to that and so that that could increase. Correct. >> Okay. Since we're on slide 12, may I ask a question?

207>> Okay. Um, when I first got on the board a couple years ago, I noticed ban uniforms was uh 80 or 90,000. So, it's gone up to 100. I'd like to know if you know the history on this line item in our budget. >> I do not. I'm going to be honest with you. Um uh I don't know the history of this. I think the nexus of this was that um about every five to seven years that we're in need of new uniforms um for our bands. And so the thought was to set aside dollars um for that specific purpose and so that it wouldn't be thrust upon boosters or um the individual sites that we could um put some dollars aside when those band uniforms are in need of repair. I do believe that

208uh Dr. Brockett reached out to at least Carl's bad high to get a sense of when he's uh feeling that those would be in need, but I I don't think it's the foreseeable future at this point, though. >> Yeah, I think I think that maybe maybe more like seven to 10 years is kind of the time frame for that. And I also don't know this this predates my time at Carlsbad High School even. Um so I'm not sure what the background is either. I know that this I believe that this fund was tapped into in I believe 2017 was the last time that uniforms were purchased and there there's I I talked to band director Manzy about you just kind of like the next couple years and there's going to be a need coming up

209but it's it's not you know it's definitely like a longer term type uh type expenditure um when that will need to happen. >> Yeah, I love music. I'm a musician myself. Um, but I also am an athlete and I love the fact that we have a lot of athletes who need uniforms too. And so I'm just wondering where the equitable part is in all of this because I know that when my son played football his freshman year, we didn't even have enough drawstrings for the 90 freshman football players and they were using um pants and jerseys. We had multiple numbers. Some players had three of the same number. Um, so I'm just trying to feel this out a little bit. I believe I asked um Alisa Williamson this question because she was the longest standing

210trustee for a hundred years. And so I not sure if that um yeah, so I you know she was a musician also and perhaps an advocate of this. But I I would like to ask the question is how is this equitable for all of our um different you know cheerleading um sports u musicians uh the list goes on and on. >> The these are the board commitments. So this this is your commitments that you're setting aside for these purposes. We're happy to entertain a conversation about uh going in and renaming the commitments or redistributing those. We would need to do that through the budget process though. >> Okay. And when is that? >> It will be in the spring. We'll do budget development in the spring. And I have been part of an effort to

211do just what you're referring to is not only look at band uniforms, but look at all sports for um two comprehensive high schools. And what we did was we wor collaboratively with the athletic directors, the principles, and um got feedback from the coaches. Um, and there's there's some kind of rules around funding uniforms. For example, if you personalize um, you know, what falls in and out of what we can pay for. Um, but I I think that this is something that with a commitment, we could change it. You can also just put it in your budget and make sure it's part of your regular budget. The commitment, just make sure you're carving it out so that that is what that money's for. Um, I had it in my other budget before, but I think that's

212a good point because we want to make sure we're spreading our money to as many students as possible. >> Yeah. The other thing I would say is that these are one-time dollars, so the minute they're spent, they're gone. So, you know, they're not ongoing. Um, those commitments are there as one-time purposes. >> Correct. And you mentioned that the ban doesn't use it except maybe every seven years, right? So, on those alternate years, maybe we can spread the wealth, you know, to other needs. I think if it's going to be something that we're doing every year, we could also just put it in the budget then and make sure it's budgeted. Then it doesn't have to be a commitment. It's just something that's in the budget. Thank you. Any other questions or no? Okay. Oh, sorry.

213Trusty, >> on slide 10, um you did mention about the salaries that um not quite you mentioned I think you mentioned you weren't quite sure why but do you expect a similar issue this coming year with the commitment of dollars to certificated salaries and classified salaries >> I certainly wouldn't uh hope that we are in that situation we want to be as close to estimated to actuals as possible um but we're digging into why that occurred for this year but no I I I I think that as we as I'm looking at the budget from first interim to second interim to estimated to closing um I will have a very watchful eye on both of those things to make sure that we're trying to be as accurate and and to the number as possible. So

214no I don't anticipate this reoccurring. >> Any other questions? Can we just ask people in the room can take their conversations outside, please? >> Okay, I think they heard you. Okay. Uh, may I have a motion to approve the 24 2024 2025 unodudited actuals financial report, Proposition 30 Education Protection Account Expenditure Report, and adopt resolution number 11-2526, which sets forth the 2425 and 2526 GAN limit appropriations. >> So moved. Second. >> Okay. Trustee Emory made the motion. Trustee COC seconded the motion. Discussion. Any discussion? Okay. Miss Garcia, please call for vote. >> Trusty Ciosci. >> Yes. >> Trusty Bett. Yes. >> Trusty Emmery. >> Yes. >> Trusty Ward. >> Yes. >> Motion passes. Four to zero. >> Thank you. We now move on to item 10.2 appointment of independent oversight committee member uh for committee

215member for measure HH bond program trustees. This is a discussion action item. I will now hand it over to Dr. Rob N. So, this warms my heart in that we're bringing a recommendation forward for a new IOC member and that is Miss Kathy Gunselman. Uh, many of you know Kathy is a longtime resident of Carlsbad and retired CUSD employee and has served as one of our elementary school PTA uh presidents when her children attended school in COD. Um, as a resident of Carl'sbad, she is passionate about supporting CUSD and the Carl'sbad community. She brings uh direct experience with CUSD business services, including construction services, and is very familiar with the measure uh and goals and challenges involved. So, we're pleased that we were able to twist her arm and hopefully she's listening tonight, but she's

216going to be joining the IOC team, uh, the oversight committee. Um, and we'll turn it back over to Vice President Warren. >> Okay. Thank you. This is a time for public comment. Have any blue cards been received? >> I do not have any blueprints. Okay. Trustees, do you have any questions? May I have a motion to appoint Kathy Gunzelman to the IOC for a two-year term effective October 29th, 2025 to October 28th, 2027 as an atlarge community member. >> So moved. >> Second. >> Okay. Trustee Sioce made the motion and Trusty Verbth seconded the motion. Discussion. Miss Garcia, please call for a vote. >> Trustee COC. >> Thank you, Kathy. Yes. >> Trustee River, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes four to zero. >> Okay. Thank

217you. We now move on to part 11, personal services. Item 11.1, approval resolution number 04-2526, week of the school administrator. Trustees, this is a discussion action item. I will now hand it over to Mrs. Megan Aras. Thank you. It is the district's tradition to honor our administrators for their leadership and support in ensuring that effective and innovative instruction is promoted in every classroom. It is respectfully recommended that the board of trustees adopt resolution number 04-2526 designating October 12th through 18th, 2025 as a week of the school administrator exhibit A. This would allow us to join with the governor and state legislature to commend and honor district administrators during that week. Thank you. Okay, trustees, do you have any questions? Okay. May I have a motion to adopt resolution number 04-2526 designating October 12th to the

21818th, 2025 as a week of the school administrator exhibit A? Salute. >> Second. Trusty Verbth made the motion. Trustee Emory seconded the motion. Discussion. Okay. Miss Garcia, please call for a vote. Oh, I'm sorry. Are there any public comments? >> We do not have any blue cross any. >> Okay. Thank you. >> All right. Okay. Miss Garcia, please call for a vote. >> Trusty COC, >> yes. >> Trusty Rebecc, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes 4 to zero. Okay, thank you. We now move on to item 11.2, approval resolution number 10-2526, teachers teaching outside of credential authorization per EC44256- EC58803 and Oh, yes. Sorry. Okay. I'm so embarrassed. Okay. Thank you. Well, we need to go back and actually read the resolution. That's why it's in

219front of me. So, we are going to read it. Thank you. We will now read the resolution aloud. I will start and then we will move around the table in order with trustee Emory reading next. After I will start on motion uh I'm sorry whereas approximately 15,000 certificated and classified school administrators work in California's public schools and whereas nearly 60% of these administrators are principles and vice principles providing director support for educational programs at school sites and >> whereas research has determined that one of the main attributes of effective schools is the competent leaders leadership of principles and >> whereas others >> oh I'm sorry >> I'm sorry it's late whereas other certificated and classified administrators provide leadership and support for the educational program by developing and implementing the curriculum selecting textbooks and instructional materials

220recruiting training and evaluating classified and certificated staff managing ing the budget and monitoring cost controls, implementing schoolboard policies, and complying with federal, state, and local regulations and laws, planning and maintaining school facilities, and providing transportation, nutrition, and social service programs to pupils and their families. And whereas research shows that efficient district level administration improves teacher effectiveness. And whereas research shows that public school administration in California has been increasingly efficient and effective with fewer administrators managing more schools with more pupils than in the past. And whereas the school's administrative team includes confidential employees who perform and assist in the performance of many crucial functions. And >> whereas school administrators and confidential employees ensure that effective and innovative classroom instruction is promoted in every area of California. Now therefore, be it resolved that the week of October

22112th through October 18th, 2025 be proclaimed the week of the school administrator in honor of the many outstanding contributions and services provided by the administrative teams in California's public school districts. And be it further resolved that the administrators of California's public schools be commended for their support of and contributions to quality education in the state. Okay, I think we're done. All right. Thank you. We now move on to item 11.2, to approval resolution number 10-2526 teachers teaching outside of credential authorization per EC44256 EC 52EC58803 and T58005B trustees this is a discussion action item I will now hand it over to Megan Mrs. Thank you. >> There are currently three teachers who hold multi multiple or single subject credentials but do not have the required credential to teach classes outside their credential area. Although these teachers

222do not have the appropriate credential to teach a designated class, they do possess the expertise and training necessary to teach outside their credential area. In order to continue teaching in their respective assignments for the 2526 school year, it's necessary that the board of trustees approve a resolution authorizing these individuals to teach a course outside their credential exhibit A. It is respectfully recommended that the board of trustees adopt resolution number 10-26, teachers teaching outside their credential authorization. Thank you. >> Okay, this is a time for public comment. Have any blue cards been received? >> We do not have any blue cards. >> Okay. Trustees, do you have any questions? Okay. May I have a motion to adopt resolution number 10-2526, teachers teaching outside of the credential authorization for EC4256 to EC5 8803 and T58005B. >> So

223move. I'll second. >> Okay. Trustee Verbbeth made the motion. Trustee Coi seconded the motion. Discussion. Okay. Miss Garcia, please call for a vote. >> Trusty Co? >> Yes. >> Trusty Burbette? >> Yes. >> Trusty Emory? >> Yes. >> Trusty Ward? >> Yes. >> Motion passes. 4 to zero. >> Okay. Thank you. We now move on to part 12, instructional services. Um item 12.1 public hearing and approve approval of resolution number 05-2526 sufficiency of textbooks and instructional materials for 2025 to 2026. Trustees, this is a discussion action item and includes a public hearing per education code. I will now hand it over to Dr. Brian Rocket. >> Thank you, Vice President Ward. Uh, trustees, under education code section 60119, the governing board of every local educational agency that receives state instructional materials funds must hold an

224annual public hearing and make a determination by resolution attached here as exhibit B as to whether each pupil in the district has sufficient textbooks or instructional materials or both that are aligned to the content standards and are consistent with the cycles of framework adoptions by the state board of education in reading, language arts, mathematics, science, and history, social science. The staff has confirmed that students in the district have sufficient textbooks and instructional materials aligned to state adopted curriculum frameworks as provided in exhibit A. Following the public hearing, it is respectfully recommended that the board of trustees adopt board resolution number 052526, which I don't believe needs to be read, so we're good on that one. uh declaring that each student has been provided sufficient textbooks and instructional materials aligned with the content standards and curriculum

225frameworks. Again, that's exhibit A. Thank you. Back to you, Tristan. >> Thank you. This is now the time um designated for a public hearing on this item. Have any blue cards been received? >> We do not have any blue cards. Thank you. The public hearing is now closed. Trustees, do you have any questions? Okay. May I May I have a motion to adopt board resolution number 05-2526 declaring that each student has been provided sufficient textbooks and instructional materials aligned with the content standards and curriculum frameworks exhibit A. >> So moved. >> Second. Trustee Emory made the motion. Trustee Verbth seconded the motion. Discussion. Okay. Miss Garcia, please call for a vote. >> Trustee COC. >> Yes. >> Trusty Berbath, >> yes. >> Trusty Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes four

226to zero. >> Thank you. We now move on to part 13, board policies. Item 13.1, revision of board policy 1312.3, first reading. Trustees, this is Trustees, this is a discussion action item. I will now hand it over to Dr. Rob or Dr. Brian. >> Thank you. >> So, uh we've got uh two board policies uh for update this evening. First of which, uh here is board policy 1312.3 which our uniform complaint procedures. And this policy has been updated based on recommendations from the California School Boards Association, CSBA, to reflect recent changes in law. The policy was updated to reflect new federal and state laws and related court decisions in several areas. And I won't go into all of those areas. I won't repeat all of that, but I do want to address a question that

227I did receive from a trustee with regard to the mention of title 9 regulations in this um the portion that mentions Title 9 in this particular board policy is actually mentioning it to point out things that are not uniform complaint procedures that that are under their own um their own policies. Um, we do have a separate board policy for Title 9 procedures, um, which, uh, CSBA does not have an update, a recommended update for at this time. Um, but we receive updates periodically from the Office of Civil Rights regarding, uh, interpretations and enforcement related to Title 9. Um, but that's a separate issue really from the uniform complaint procedures itself. um uniform complaint kind of gives us an umbrella of different uh types of things that are listed out in that policy that you can

228see kind of a long list of items that do fall under uniform complaints and again some items then that don't and point to uh different areas. So really this doesn't address anything um related to any updates in uh title 9 policy. Um it does again reflect some of those other updates that you see in there. Um and uh following board discussion and input um the policy can be brought back for a second reading and approval at the next regular meeting. Um or the board may wave the second reading and vote for final approval at this meeting. With that, I'll hand this one back to Vice President. >> Okay, this is a time for public comment. Have any blue cards been received? We do not have any blue cards. >> Okay, trustees, do you have any

229questions? Go ahead, trust. >> Okay. Um, thank you for that clarification. I still have a question. So, if a girl wants to file a complaint or her parents want to file a complaint um because the girl is forced to share a bathroom or a locker room or a cabin at sixth grade camp um with a biological boy, would that be filed under the uniform complaint procedure or is that a federal matter? So, uh, any complaint that we receive is is really kind of fact specific, right? It's it's it's situation specific. Um, I would say that one, for one thing, we're always trying to resolve um issues before they rise to becoming formal complaints. So, that's first and foremost is that we want to address an issue or a challenge um in the in kind of

230the different situations that you might have raised there um before it gets to the point of being a formal complaint. one um second would be um discrimination uh based on uh based on sex. It does fall under the title n um guidelines. And so when we receive a complaint, part of the work uh part of the work that Dr. Knight did previously and that I do now as a compliance officer is to determine what the the appropriate avenue for response for a specific complaint is based on those facts of that situation. So, as a followup to that, God bless you. Um, if a parent brings it to the attention of the principal or assistant principal at the school, middle school, talk about sixth grade camp, and they are denied an accommodation. Um, what is then

231the next procedure for that parent? >> Yes. Then the parent you know may if they feel that there's some there's some discrimination uh there they can reach out follow up through our policies here uh and submit a formal complaint which we would again then make a determination about the proper avenue to pursue uh the investigation and follow up on that and then uh we would take appropriate steps to do so. >> So if they went to the principal and did not get the accommodation then they would follow up with district staff. Is that correct? Generally speaking with with a complaint uh that's that would be kind of the avenue we we most types of complaints we want to be handled at the lowest level possible right where they can be resolved and then should resolution

232not be made um at the site level generally speaking yes that would escalate to uh district staff. >> Thank you very much to to follow up with that. Yeah. Um would that in that specific scenario would the complaint that they filed be a Title 9 complaint or this uh uniform complaint? Again, it's it's hard to say without knowing all the specifics of a of a of a specific case, right? So, um, if the if the complaint were discrimination based on sex, then then it's likely or or at least possible that that falls under Title 9. Um, and we'd look at those again on a case- by case basis and and make a determination of that. It it sound I mean hypothetically it sounds like the scenario potentially has to do with discriminate a a potential

233claim of discrimination based on sex in which case we we would want to ensure that we were following appropriate guidelines and the processes for investigating the different types of complaints are different. Um and that's where it becomes important to ensure that we are um following the appropriate procedures and making determination about how to best go about that. So, if a parent or a student filed a complaint and they filed it on the wrong form, would that then be con converted? >> Yeah. >> To the appropriate, oh, that needed to be a this. >> Yes. We we don't we don't get to just say, "Well, we we we're not going to deal with the wrong fill out the wrong form or you know, and and these, you know, sometimes these concerns come to us via email

234and that takes some clarification." You know, might might take some clarification about exactly what they're asking for. Um, and sometimes we'll be working through a situation with the family and and then, you know, get to a point where we've been working on something and then, oh, wait a minute. Let's let's clarify again. What exactly are we are we trying to resolve here? So, we we have a responsibility obviously to our families as well as to the district to ensure um that we're doing our due diligence in any types of complaints that arise um and making sure that we uh provide appropriate followup. >> Thank you. >> Okay. >> Um this is a time for public comment. Have any blue cards been issued? >> We do not have any blue cards. >> Okay. Trustees, do you

235have um Okay. Do you have any questions or discussion? Sorry. Oh, no. I'm sorry. May I have the motion to approve board policy 1312.3 and approve as a first reading? >> So moved. Uh with second um with uh would you be amendable to um waiting the second meeting? >> Well, yeah, it said first reading. >> So, first three. Okay. So, so or second. >> Okay. It's late. I know. Okay. We had trusty verbth made the motion. Trustee Emmery. Uh the second motion. Discussion. Okay. Miss Garcia, please call for a vote. >> Trusty COC. Yes. >> Trusty BBth. >> Yes. >> Trustee Emory. >> Yes. >> Trusty Ward. >> Yes. >> Motion passes four to zero. >> Okay. Now we move on to part 13, board policies. Item 13.1, revision of board policy 6142.91. First reading.

236Trustees. This is a discussion item. I will now hand it over to Dr. Brian Bucket. >> Thank you, Trusty Ward. This one's a little more straightforward. This is a revision uh recommended revision to board policy 6142.91 based on again recommendations from the California School Boards Association. Um the key uh update here to this particular board policy um on uh on reading instruction has to do with the new section for screening for risk of reading difficulties. Um that includes some specific components including board adoption of screening instruments which this board has done. Um annual assessment of each student in grades uh K2 which uh the district is currently undertaking in accordance with uh updated updates to law. Uh the provision of specific uh information to parents or guardians who are eligible. Um and uh they that

237information was provided earlier this year. And then of course that our uh staff administering those uh those reading screeners um be appropriately trained to do so which the district has undertaken to do. Um so uh we are we're currently in alignment with the updates to education code that are uh encapsulated. We just want to update our board policy to be consistent with that. So uh we would recommend approval of the first reading and I'll hand back to uh trusty wood. >> Okay. This is a time for public comment. Have any blue cards been received? >> We do not have any blue cards. >> Okay. Trustees, do you have any questions? Okay. May I have a motion to approve board policy 6142.91 and approve as a first reading and wave the second. >> So moved. Second.

238>> Trustee COC made the motion. Trustee Verbth seconded the motion. Discussion. Okay. Miss Garcia, please call for vote. >> Trusty COC, >> yes. >> Trusty Verbette, >> yes. >> Trustee Emory, >> yes. >> Trusty Ward, >> yes. >> Motion passes four to zero. >> Okay, thank you. We now move on to part 14, communications. Um, part two, item 14.1, governance team reports. This is a time for trustees to provide a brief report if they've attended committee meetings where they represent the district. Are there any govern governance team reports? Okay, we now move on to item 14.2, trustee requests for information from staff. Trustees, are there any requests for information from staff that have already been discussed with the superintendent and have been recommended to bring to the board? Okay. Um, as a reminder, trustees are

239prohibited from having a discussion tonight on these items per the Brown Act. When making a request, please indicate the purpose of the request and whether or not staff has provided an estimate of how long the request will take to accomplish it. And you spoke to the superintendent. Well, per our conversation earlier in the meeting, I'd like to request from staff more information about a a a bigger picture goal of providing um solar panel charging for the electric vehicle fleet that we are working towards in our electrification goals. Is that verbiage appropriate? Thank you. Okay, Steph got that. Okay, awesome. All right, thank you. And we move on to item 14.3, trustee requests for future agenda items. Trustees, are there any requests for future agenda items that have already been discussed with the superintendent and have

240been recommended to bring to the board? All right. Okay, moving on to item 14.4, continuation of item 7.1. Um, okay. Okay. And we are, it is 9 40 and the regular meeting is now adjourn adjourned. Our next regular meeting will take place on October 22nd at 20:25 at 6 PM at the Carlsbad Unified School District office.