001Hey, good afternoon, good evening. We'll call this meeting to order at 4:34 p.m. Today is Tuesday, May 12th, 2026, and this is the board of education meeting of the Eskanita Union High School District. Um, we will establish a quorum. Board member Weller >> here, >> Board Member Durnney >> here, >> board member Vincent >> here, >> board member Williams >> present, >> and myself. Board member Knight present. Um, this meeting is being webcast live and recorded. The recording or webcast may capture images and sounds of those attending the meeting. And this evening on our closed session agenda, we have items 1 through six on our closed session agenda. Do we have any public comment on items 1 through six? Close session. Hearing none, we will adjourn to close session and return back here in this
002room at 6:00 p.m. for our regular session with a performance beginning at 6:00 p.m. Then Yes. Thank you. Want me to do you want me to? Good evening everyone and welcome to the meeting of the board of trustees. Before we initiate tonight's board meeting, we have a special treat for everyone. The mariachi students from Sasqual High School are here under the leadership of Jen Rasmmanson and they're going to perform for us. I just want to say a little something about our group. This is our second year. Um about half a little more than half have never touched an instrument before this year. And we have a lot of help and leadership and a lot of um time spending to build our confidence to be in front of others. And the singing is the first time
003we've ever done that tonight. So we hope you guys enjoy it. Thank you. Oh, I'm Glor Tell you what, hello I love This thingies on his 1 2 3 1 2 3 Yeah. >> Wonderful job everyone. Thank you. Can we give them another round of applause, please? I can't believe they've been doing this for a year. Be impressive. >> Thank you to Professor. Thank you very much, >> Dr. Kasus. Great job. I think you enjoyed it more than anybody. I It brought back childhood memories for me for sure. So, so proud of you. Okay. At this time, will we we will reconvene our regular session of the board of education for the Eskanito Union High School District at 6:09 p.m. Today is May 12th, 2026. And um we established a quorum um in our prior
004to close session. So um we at this time will also welcome our two student board members, Nathan Bersamina and Hannah Ibraim. Welcome. And it's s their last meeting. Um so let's see. Okay. Um at this time I'll introduce our interpreter. There will be a Spanish interpreter for this meeting. Meeting attendees who would like to listen to the Spanish interpretation of the proceedings, please pick up headphones from the table located in the back of the room. And this announcement will now be shared in Spanish or favor. And um our meeting announcement that this meeting is being webcast live and recorded. The recording or webcast may capture images and sounds of those attending the meeting tonight. And at this time we would like to extend our welcome with our mission and vision. And we have always asked
005our student board members to do this portion. So I'll ask them to do it for the last time. Whoever wants to go first. >> Our mission here at EUHSD is empowering every student to graduate prepared for college, career, and life through excellence and learning. And our vision here at UHSD is we relentlessly pursue with optimism and equitable support for all students to navigate a changing a changing world by providing rigor rigorous and relentless learning experiences that strengthen our capacity as open-minded and invested collaborators. Effective and thoughtful communicators and resourceful and creative problem solvers. curious and analytical thinkers and informed and compassionate community members. >> Thank you both very much. Um at this time we'll be led in our pledge of allegiance by board member Durnney. Everyone please rise and begin to flag the United States
006of America and nation indivisible. Um, next on our agenda is our report of action that was taken in close session and that will be by board member Williams. In close session on uh on motion of board member Williams, second by board member Durnney, the board of education voted to approve physical education waiverss case numbers 721 through 735 for the 202526 school year by a by a five yay, zero nay, zero absent, and zero abstain vote. On motion of board member Weller, seconded by board member Williams, the board of education voted to approve graduation waiverss cases numbers or case numbers 80 to 84 for the 202526 school year by a um zero or uh five yay, zero nay, zero absent, and zero abstain vote. That is the report from close session today. >> Thank you very
007much. Next item on our agenda C7 is to approve the board meeting minutes from our April 21st, 2026 board meeting. And I'll need a motion to approve those minutes. >> So moved. >> We have a motion and a second on that. Um, student board members, how do you vote? >> I thank you. And board members, how do you vote? I >> I >> Thank you. And then we will also approve the special board meeting minutes of our May 1st board meeting. Um was May 1st, 2026. I'll need a motion for that. >> I move to approve. >> Second. >> We have a motion and a second. And student board members, how do you vote? >> I board members, how do you vote? I >> I you nine is one more set of minutes. That's the
008board workshop minutes from last Tuesday, May 5th, 2026. We'll need a motion to approve those. >> I'll move to approve. >> Second. >> Have a motion and a second. Student board members, how do you vote? >> I. And board members, >> I thank you. That brings us to item 10, which is to approve tonight's agenda with any additions, deletions, or corrections? >> There are none. >> None. So, it would be approving tonight's agenda as posted. >> I'll move to approve. Second. >> We have a motion and a second. Student board members, how do you vote? >> I. Thank you. And board members, how do you vote? >> Thank you. And item 11 in this section, section six, is to approve our consent calendar. and the consent calendar are items on the agenda that are marked
009with an asterisk asterisk and all matters listed on the consent calendar are considered to be routine and sufficiently supported by accompanying reference materials as not to require additional discussion. So um we vote on all of those items on consent at one time. Tonight the items on consent under educational services we have item G1 human resources H1 and H2 and under business services I1 through I7 are all on consent this evening. Any board members wish to pull anything off of consent? No. Okay. So, can I have a motion to approve the consent calendar as posted? >> Second. >> We have a motion and a second. Student board members, how do you vote? I >> I >> thank you. And board members, how do you vote? >> I I >> Thank you. >> This is bringing us
010to section D from our on our agenda tonight, which is our recognition and reports. And first up on our recognition this evening is recognition of our inspirational student for the month of May. And we have our principal from at S Pasqual High School here this evening, Mr. Corey Gregory. Welcome. >> Thank you. Thank you. Thank you. Thank you. Good evening, esteemed members of the board, our cabinet and guests. I am Corey Gregory, principal of Sampas High. I'd like to thank each of you for the opportunity this evening to recognize an awesome student and amazing human being who represents the best of Susco High School, Joseph Park. Thank you, Joseph, for representing the very best of Sasqu High School and for inspiring others around you to be their best. At this time, I would like to
011introduce our SAS school high school social worker and author, Geraldine Oolivan. >> Thank you, Mr. Gregory. Good evening. It is truly an honor to recognize Joseph Park as our inspirational student of S Pasqual High School. Thank you to the board and cabinet for the opportunity to speak and to Joey for his permission to share some of his story with you this evening. While many students face challenges, some carry burdens we may never fully see. For Joseph, these burdens include a childhood marked by violence and loss. However, what stands out is not just what he has endured, but how he has chosen to rise again and again with resilience, integrity, and purpose. Academically, Joey has challenged himself consistently, now enrolled in multiple AP courses. Beyond the classroom, he is an active leader on campus through link
012crew, showing up for others with empathy and authenticity. He also maintains strong, positive relationships with his parents, who have been an important source of support in his journey. Perhaps most inspiring is his commitment to mental health advocacy. He leads by example, seeking support when needed and working to break down stigma so others feel less alone. It is a privilege to support him in my role. His story is one of strength, growth, and hope, and I look forward to seeing what he will continue to achieve. Thank you. Good evening everyone. My name is Joseph Park and I would like to first start by showing my appreciation for my wonderful school and my special thanks to Mr. Greg Gregory and especially to Miss O. Sullivan for recognizing me in the first place. I'm 17 years old and
013my life has already been very eventful to say the least. I was born in Orange County as the youngest of four siblings. My three sisters, Chelsea, Caitlyn, Romy, and my brother, Alex, all have a similar story to mine. My biggest challenge was that my biological father, Joseph Park, Senior, was a person who did more bad than good. First memories I have are screaming, fighting, and hiding. This continued from when I was a baby to when he committed suicide in 2021. There were good times, sure, but there are definitely bad times where physical and mental abuse were present almost daily. I asked myself, how could I let this happen? How could he do this? And what right did he have after doing the things he did? The truth is, he had no right. Truth is, he
014was gone. While I could have continued my life following his lead, what right do I have? That experience showed me that I needed to be better. Navigating this time as a 12-year-old was difficult to say the least. I had never felt lost this close to me and I started skipping school almost every day. But eventually, everyone gets caught. I stopped dwelling on everything that had gone wrong and decided that I had to grow up. I realized that even though I was in a hole that I couldn't see out of, I had taken the shovel with me. And the walls around me that seemed so hard and packed tight started to crumble as I chipped away at them. Started to try more in school. I didn't do well, but I was trying. Now, 5 years later,
015I am strong. I am dedicated and I am loving. That is something that I had to learn all over again. Trust and to listen to people. I finished my first semester as a junior with a 3.3 GPA and plan on going to trade school after high school to become a welder. I'm excited about waking up and seeing what the day will bring, but most importantly, what my future will bring. I'm still overcoming the struggle. Now that hole that I couldn't see out of now presents itself, now presents itself as a hole I can't see the bottom of. And if the 12-year-old boy can do it, so can you. So if you are lonely, be lonely with those who love you. You have to be strong enough to love. Thank you. No, no, no. That's it.
016That's it. That's good. >> My first time. Sorry. >> Okay. That was your first time public speaking. Wow. Okay. I was going to say that's really impressive. Um, >> so I know you want to be a welder. You mentioned that. But, um, you seem to be a really good writer, too. So, stick with that. Um, you had a way of very poetically telling your story and inspiring others. Um, you're not just a survivor, but I see you thriving already and starting to show others that that that there's that hope um and that you can survive anything and then show others how to how to lead by that. So, you're an incredible inspirational student in our district and we're very proud of. We have a lot of recognition here from multiple people. Um, beginning with our
017California legislature. So, we have a certificate of reg of recognition from our assemblywoman Daranna Patel. So, there's that one for you. We also have a certificate of certificate of commendation from Supervisor Jim Desmond's office. You can hang all of these on your wall proudly. >> Going on the fridge. >> Yeah. This one certificate of recognition from our mayor Dane White here in Escandido. And lastly, this is on behalf of u my fellow colleagues and the entire um board of education of the Eskanito Union High School District. So to Joseph Park on May 12th, 2026 in recognition of your outstanding accomplishments and all that you will achieve um from today on. So congratulations to you and you have a bright future ahead of you. Okay, next on our agenda is our student and staff recognition and
018this is presented by our superintendent, John Peterson. >> Thank you. Good evening everyone. I'd like to begin with some student recognitions from Delago Academy. Congratulations to DA students Austin Spangler and Caitlyn Talbot for being recognized with a $1,000 college scholarship from the Rotary Club of Escandido. Austin was also chosen to receive the von North Science Award for which he received an additional $1,000 scholarship. At Orange Glenn High School, student Noam Melchure is an honorable mention winner in the Wsworth Publishing Company National Photography Competition. Her photo was selected in the yearbook life category, showing behind the scenes of what yearbook staff does. More than 10,000 pictures were submitted from students ranging from middle school to college. Napasqua High School. Congratulations to our SP DECA business students who qualified and competed at the international competition in Atlanta,
019Georgia last week. They attended business and leadership conferences and competed against the top students in the country. They were able to get a private tour of the Federal Reserve Bank of Atlanta and toured Georgia Tech University while in town. Congratulations to students Rachel Hodgson, Cora Thistle, Ariana Marcato, Salvador Lopez, Diana Alcena Gomez, and Josephine Rogski. Moving on to staff recognitions. at Orange Glenn High School. OG teacher Lily Martinez was selected to receive the SELPA's Excellence in Special Education Award. She was chosen as an awardee for our district and will be recognized at the award ceremony on May 18th. And at Sasqua High School, retiring teacher and longtime SP football coach Tony Kley will be honored at the California Interscolastic Federation San Diego section annual lunchin on May 15th. He will be formally recognized as a
020202526 CIF SDS lifetime pass recipient. His achievements will be highlighted during the ceremony. And at Valley High School, Valley was named a 2026 California Model Continuation High School. Valley was recognized by the California Department of Education and the California Continuation Education Association. Plus, Valley's unwavering commitment to learning for all, whatever it takes, was key to their recognition. Thank you, Grizzlies, for being awesome. And finally, I'd like to end my recognition by congrat congratulating the super nerds first robotics team from Sapasqua High School. They had an amazing showing this year at the World Championship in Houston, ranking seven of 75 in their division and ranking 80 of 3,750 worldwide, putting them in the top 2%. They also ranked 12 in all of California. And I'm going to I'm going to yield two minutes of my time
021to Eli UVA, the club adviser, to tell you a little more about their achievement. All right. Hello. This is better. All right. So, I'm Eli Uba. I'm the head coach of the Super Nerds. I'm an alumni myself and I've been with the program for 10 years. Four as a student, six as a coach. So, I work as a mechanical engineer by trade, but all these students, these are the ones who uh really are the inspiring ones. They're the ones putting in the work, building these robots, spending all these hours after school and really, you know, also building up themsel. So, we had a great season. >> Yeah. Yeah. So, we mentioned it earlier. We had a great season this year. We did very good at our two district events, qualifying us for the state championship.
022From there, we qualified for the world championship, and this is the best season we've had to date. Last year was our previous best year. So hopefully seeing this upward trend and I gotta say these students blow me away every day. I'm a general manager at my at an engineering company and these guys are the ones that I think I would trust with the project. So it's really cool to to be here and uh very great students we have this year. So thank you. 75% are freshmen. >> Thank you. Thank you. And that concludes my report. >> Thank you and congratulations to the super nerds. We're glad you could be here this evening and we're very proud of you. Keep it all. Keep up the good work. We'll see you next year. >> Superintendent. I'm putting
023in a request for t-shirts, please. I would love to wear one of those. Next on our agenda is our student board member reports. And so I'll let you two pick who goes first tonight. >> You can go first. >> Thank you. >> Hello. Good evening everybody. Good evening board members and our community. Um this is my last board member meeting. Yes, I know. Um, me and Nathan are very sad, but I would like to thank everyone for giving me this opportunity to represent not only Orange Glenn, but students across our district. It has truly been an honor, and I'm very grateful for this experience and all the lessons that I've learned through this role. This month, I'd like to update what's happening at Valley High School. Students and families are participating in student progress meetings
024on May 5th and another scheduled today, May 12th. Students are also partnered with the San Diego Frank food bank food bank pantry and they are supporting local families. Students are attending mental health workshops were attending mental health workshops May 6th and showed school spirit by during the flag football game against Trey Tech. Students are preparing for award nights on May 13th and a Rotary after five scholarship interviews on that happened on May 8th. At Academy, athletes and school athletics and school spirits have been continuing throughout the year. Girls lacrosse celebrated their senior night on April 23rd. Boys volleyball celebrated their senior night on April 27th. and boys lacrosse with their senior night tomorrow. At Orange Gun High School, students have been very active these past few weeks with senior thank you videos being taking place
025between April and May. And the school hosted a blood drive on April 20 29th. Students also participated in a spirit week and the final rally of the year on May 1st with a theme blueberry versus strawberry. I know, very interesting. And we also included the traditional passing of the torch where the incoming uh senior class president um go ahead and hand the torch to the new incoming senior press president and to celebrate them as they come into this new leadership. And we had our spring showcase on May 7th which was amazing. Oh my gosh, they did really great this year. And I'd like to give a special shout out to Orange Glenn's drama team for creating the production, The Play That Goes Wrong. It was really great. As I give my final student report, I
026just want to thank everyone once again for allowing me to serve this role. And I'm very proud and I'm very proud of this um establishment and I'm very proud of Nathan too for being a really great partner. So, thank you guys. Good evening, board of UHSD and everyone else who was able to show up tonight. I'm Nathan Burcamina and it is my pleasure to report on some of the major events from the previous month within our district. Tonight I'm here to report on Escandido High School, San Pasqual High School, and Escandido Adult School one last time. At Escandido Adult School, the Cougars are looking forward to wrapping up the year. As we say goodbye to our seniors, EHS will host a senior awards night on May 21st in honor of the class of 2026, presenting
027scholarships and awards from the National Honor Society, the California Scholarship Federation, and other sponsors invited to the event. AVID, our college preparation program, will also host an award night for seniors, celebrating the work they've completed over the past four years of their high school career and where they plan to head after graduation. Seniors are now also looking forward to our annual chalking the E tradition, visiting a nearby mountain and replenishing our landmark. Yeah. Yes. Everyone's welcome. The chalk is really heavy. At San Pasqua High School, the Eagles have continued to rally on their sports teams till the finish line. Eagles held a student section nest for their volleyball team on April 30th, their softball team on May 5th, and their baseball team on May 6th. The the San Pasqua baseball team partnered with Jersey Mike
028on the night of May 6th to help raise funds for new equipment, uniforms, and football necessities or in ball necessities. Sorry. Students are now preparing for prom on May 16th with a scavenger hunt for a free tuxedo. The Buenas Notes newsletter is now going digital to make the latest events more accessible to Spanish-sp speakaking students. At the Escandido Adult School, classes are continuing for those preparing to enter the nursing field and can be completed through courses offered from May 4th to July 17th. This concludes my final report on Eskanito High, San Pasqual High, and the Escandido Adult School. It's been an honor and a really great opportunity for me moving on to college. I'm majoring in political science, so this was probably one of the best lessons I could have ever learned as an incoming
029political science student. Um, I want to thank you guys so much for the opportunity of showing me what democracy looks like and what a bunch of paperwork looks like and what a bunch of long nights look like. So, thank you for the experience. I truly really appreciate it. This was kind of my step into adulthood. I came here on my 18th birthday. Honestly, probably the best way to enter into my adulthood. Um, and I wish the best of luck to our community and this establishment in all their future endeavors. And I am so proud of me and Hannah's work. >> We're going to miss you two guys. You've been the most entertaining I've ever seen. You make these moments so special. I really enjoyed you guys. >> Thank you. Be >> back. Okay. I'll use
030this again so everybody at home can hear. Um, well, we're really proud of you. You both represented our district so nicely and were so gracious with your reports every month and sharing everything going on across the district. And I have an affinity because it was a long time ago, but I was a student board member many, many, many years ago. And the plaque has not changed very much. Actually, I think it is the exact same plaque. Um, but um, this is presented to student board member Nathan Bersamina for outstanding leadership and dedication to the Eskanito Union High School District for 25 for the 2025 2026 school year. Well, thank you both for your public service because this is your, you know, your first experience in being a public servant. Um, and so I present the
031same plaque, the same plaque to you, presented to student board member Hannah Ibrahim for outstanding leadership and dedication to the Escanido Union High School District for the 2025 2026 school year. Congratulations, Thank you. Picture time. All right. So, at this time, we're in a recognition phase and really proud to rep uh recognize at um at this time our employees of the year. And so I am going to hand it over to our superintendent, John Peterson, for the formal presentation. Thank you. >> Thank you. It is an honor to recognize our employees of the year at this meeting. And so I would like to invite Principal Jason Jacobs at this time to please come forward and present our district teacher of the year. Thank you so much, Mr. Peterson. Uh, it's truly an honor for me
032to stand up here and honor the district teacher of the year. Um, Heather Winer, I mean, it says it up here. I don't think I would say it like this, but what I will say is Heather embodies loyal, strong, and true at EHS. Um, loyal is committed to working well with others. Strong is committed to community and true is high expectations and personal responsibility. And I can't think of a an adult on our campus that embodies all those things. Heather is from back to school night to graduation. She's the engine that kind of runs Escandido. Uh she supports all of our students. She supported both of these students sitting up here today. Uh Hannah transferred unfortunately, but um she well she for an opportunity, right? Yeah. Yeah. And just what Heather does for our students
033goes above and beyond. She's the chief negotiator when it comes to prom and and homecoming. And she just gets the best price for our students and the best experience. uh she hustles and does the thing at see our prom was at SeaWorld and she made sure they got a roller coaster, the arcade, the whatever else that was there and it's all for the kids of Escanido. Um, I can't there there's not one person on our campus that drives so hard for the success and the experience of an Escanido Cougar. And I'm proud to be able to present you guys that, you know, Escandido. It's about time that we put her up as the Escandido High School teacher of the year. And we're so very honored that she is the district teacher of the year. Another
034whiner. >> Thank you. No, I was really excited when they came into my classroom, mostly because we could bring something home for the Cougars. So, that was kind of fun. And then I'm really excited that both students, I was able to have both of our student board members in ASB. So, that was a really special experience for me. It's great to see you up here. >> Another plaque, very similar, but we're very proud to present this district certificated employee of the year for 2026. And also in here is a check that I think make you happy. So that's the exciting part. We would also like to recognize our district-wide classified employee of the year. For that, I would like to invite up principal Jose Espinosa from Valley High School. Good evening, Superintendent Peterson, President King,
035board members, and distinguished guests. It is my honor to introduce an Escondido High School graduate and former Valley High School student as this year's Valley High School and Escondido Union High School District classified employee of the year, Celeste Vera. >> In every school, there are individuals whose dedication, compassion, and professionalism quietly makes a difference each and every day. Celeste is one of those extraordinary individuals. Whether assisting students or supporting VHS staff, her commitment to Valley ensures that daily operations run smoothly. But Celeste does more than that. She is an integral part of a support system that many of our students count on. She is always available to students in need and in time serves as the one person they feel comfortable reaching out to and I thank her for that. This is one of the
036many examples of how Celeste goes above and beyond for the students and staff at Valley. She is she exemplifies excellence and service and the best of Valley and the Escanido Union High School District. Her work may often happen behind the scenes, but its impact is seen and felt throughout Valley. Tonight, we proudly recognize Celeste and her outstanding contributions and thank her for her dedication and heart she brings to the school and to the district every day. Please join me in congratulating Celeste one more time. Now I'd like to invite Celeste to the podium to say a few words. Yes. I had to write a little note because I'm not a I'm not a public speaker. Um I'm truly honored and humbled to receive this award. I want to express my gratitude to each of you
037for this recognition. I couldn't have achieved this without the encouragement and support of my husband and my family, my colleagues over the years. I do what I do because I love it. I'm passionate about passionate about working with our students and the families and the communities that we serve. So, thank you. Perfect. And at this time, the board also recognizes the following certificated and classified employees. These outstanding staff members were nominated by their school site for consideration as district employee of the year and were the winners for their for their um respective schools. So on our first certificated side on del for Delago Academy, Sherry Ericson for Escandido Adult School, Sarah Aina. Orange Glenn High School, Jessica Young. S Pasqual High School, Daniel Peralt and Valley High School, Rita Jagir. Ritu Jagar, excuse me. And
038for our classified side for the district service center, Robert Crawford for Delago Academy, Rosario Sultano Adult School, Blanca Rojas. For Escanido High School, Christristen Kramer for Orange Glenn High School, Valentine Gonzalez. and for S Pasqual High School, Patricia Samp. So, congratulations to all of our employees of the year. That brings us to our public comment portion of the meeting and item E1 is our report from the California School Employees Association, Essanito Chapter 219. Do I have someone from CSCA here to present that? Hey, Juan, welcome to the mic. >> Got to say that three times fast. Just kidding. Um, uh, first, congratulations to all the employees of the year. Uh, there's so much positivity at the beginning of this meeting. I hope we continue it. Um, but, um, yeah. Uh, so, um, good evening board
039members, cabinet. Um, over the past few weeks, CSEA uh has been reviewing the district proposed layoffs and the information provided through the request of information process. While we acknowledge that the district has rescended two positions, including the translator, interpreter, and the maintenance technician, CSEA remains opposed to the remaining layoffs due to their significant impacts on students, staff, and operations. One position was rescended actually due to a procedural issue highlights um the need for closer review and a more deliberate process before further disruption occurs. The district's justification for lack of work is not supported by its own data. Had it not been for a procedural error, the maintenance technician position would still be slated for elimination. Records show sustained demand in maintenance, including nearly 190 substitute hours worked in February alone, far exceeding a full-time workload.
040This re this reflects an ongoing need, not excess staffing. Similar concerns exist with the print services technician position as well. The print shop generated over $24,000 in revenue this year while serving schools and community partners, including churches and other organizations that uh support a lot of the work we do here. Um, and eliminating a position tied to active demand and revenue generation is not a sustainable uh approach. At the same time, these layoffs are projected to save about 1.3 million. While the district maintains approximately 36 million in reserves and over a $10 million budget for books and supplies, public records show spending on books and supplies has not exceeded over 7.5 million annually over the past 3 years. Many employees have also retired through the SRP program, creating additional savings through lower cost replacements or
041unfilled positions. Believe that was actually brought up at the budget meeting as well. Finally, several of these proposed reductions conflict with the district's own recent presentations to the board. At the May 5th board workshop, district leadership emphasized that students and families continue to identify counseling access, wellness support, family communication, translation services, and safe school environments as top priorities. The district also highlighted the importance of expanding tutoring, CTE pathways, real world learning opportunities, and student engagement support. Yet many of the positions slated to be eliminated are the very positions that help make those priorities possible. The district has identified counseling access as a long-standing and universal student need while simultaneously reducing counseling office support staff. The district has emphasized maintaining clean and safe campuses while proposing reductions to custodial and maintenance staffing. The district has promoted
042hands-on learning, deeper learning opportunities while reducing classroom and instructional support positions that help sustain those programs. And while the district has celebrated student improved student outcomes and academic growth over the past four years, it is also arguing that there is now insufficient work to maintain many of the support staff positions that help contribute to those improvements in the first place. These contradictions are difficult to ignore. The work still exists. The need of our students and schools still exist. These reductions impact the very employees who keep our schools functioning every day. Employees who support student health services, counseling offices, special education services, campus operations, payroll purchasing, and family access. And these cuts are being proposed at a time when student needs have not fully recovered. Data from the California Healthy Kids Survey continues to show ongoing
043concerns related to student well-being and school connectedness following the pandemic. Some of the proposed staffing changes also move critical services further away from school sites and students. For example, shifting technology support to centralized roving teams may increase response times and reduce direct site level support when immediate issues arise. Eliminating health office and bilingual support positions also creates additional barriers for students and families who rely on those services every day. CSEA believes budget restrictions reductions should begin at the top. No new management or confidential positions should be approved by the board at this time while frontline classified who directly support students remain at risk. CSEA has also made every effort throughout this process to share the information received through the RFI process with the governing board so that these decisions are made with as much complete
044and accurate data as possible. We understand these are difficult decisions and we hope the information provided has helped give a clearer picture of operational realities, student needs and alternatives that exist. Ultimately, we hope the board will stand with students, staff, and the broader community as these decisions move forward. Instead of continuing down a path of layoffs, we urge the district to take a proactive collaborative approach to identify alternative costs, alternative cost-saving solutions. One example, in lie of layoffs, we are asking maybe the board to support the formation of a joint committee made up of district representatives in CSEA. Similar to the collaboration process used during the 2010 2011 school year to identify solutions that minimize harm to students and employees, we are asking the board to continue that work before more students, more families are
045impacted. Thank you. one. Um, next we have a report from the Eskanito Secondary Teachers Association. Do I have anyone here this evening to report on from ESTA? I do not see anyone. Um, so next we will go to comments from the public. Okay. So, I do have six six um public speaker cards and um for background each person is allotted three minutes to speak and um we ask that you keep your comments within that three minute um time frame and I will call them in order beginning with April Branch followed by Davidson Curtis, followed by Marissa Glasser. Welcome, April. Yeah. Good evening, distinguished board members. I've worked in this district for 12 years, 13 if you include my student teaching, and I've felt at home here since the moment I found out I was a
046patriot. This summer, I ran into a former student working at the San Diego Zoo. She was finishing her degree in microbiology at UCSD and she said my freshman biology class influenced her decision to pursue science as a major. The people around me in line asked where I worked and I proudly told them EUHSD. In this role, I have had the opportunity to support teachers across our district and through them impact the learning of hundreds of students. When teachers tell me their students are thriving because of what we've developed, it gives me the same sense of pride as hearing from that former student at the zoo. The curriculum you have reviewed during these past meetings is already making an impact. But the curriculum work does not end once documents are board approved. Successful implementation requires a
047bridge of ongoing support, trust, and follow-through between teachers and the district. This role is that bridge between district vision and classroom implementation. Next year, the district and more than 50 English teachers will undertake the revision of all four levels of English curriculum. Next year, updates to CTE standards will continue to roll out, making portions of our current curriculum outdated. And in the coming years, your vision for CTE pathway integration and possible 4x4 schedule redesigns will, I hope, become a reality that teachers will need support navigating and implementing. All of these initiatives require curriculum development and ongoing implementation support. So I respectfully ask with all of these curriculum- based initiatives ahead of us, why eliminate the bridge between teachers and the district? I'm here tonight for three reasons. First, to show my sons that branches don't
048give up. Second, to do everything I can to save the amazing Orange Glenn teacher who will be let go if I return to the classroom. and finally to ask you to reconsider eliminating the curriculum TOSA position and all CSEA positions being cut tonight. Please allow me to continue this work in support of our teachers, in service of our students, and in commitment to this district that I care so deeply about. Our family will continue to eagerly listen from the car as it is well past bedtime and we have an hour commute. I thank you for your time. Stop. I have Davidson Curtis. >> Good evening, board members, district leadership, and all other district stakeholders. My name is Davinson Curtis and I'm speaking only briefly tonight to acknowledge the care and follow-through demonstrated by the district's
049decision to reinstate the position of district interpreter for the coming school year. Um I and many others advocated for this and while the loss of several other classified positions remains and represents work still to be done, uh I'll leave those issues to others with more firsthand knowledge. I'm not opposing CSEA, ESTA, or any other speakers tonight. there remain very important problems to solve. But for my piece, I think it's worth pointing out the good that was done uh between last session and now. It would have been so easy to stick with the resolution from back in March as written to simply weather your way through these public addresses before doing what was already planned. It would have been so easy to say, "We want to do this and that, but our hands are tied. This
050comes down from the state." Um instead, you listened. You let us know you listened and you followed through. The decision took a special meeting to accomplish and considering the initial proposal was made in response to a state mandate, I'm sure it took some figuring to make it work. The time, competence, and force of will on display here doesn't go unnoticed. So, while I'll acknowledge once more for the sake of all else present that the work is far from done, is never done. Um, I say we appreciate you. Thank you for all you do. Thank you, Alex. Next, I have Marissa Glasser. >> Good evening. My name is Marissa Glazer and I proudly work in the Valley High School Health Office. I want to thank you all for opening the floor tonight to those of us
051who wish to speak. I don't know if my words will change your minds about letting go of the health office assistance at the comp sites, but I have to try. I don't speak here for the adults who won't be able to pay their mortgages in August. Instead, I speak on behalf of the children who didn't die because of us. Last Friday at San Pascal High School, a 15-year-old boy didn't die. His nurse and health office assistant worked as a team to treat his allergic reaction and safely hand him off to the paramedics who then took This boy's story has a happy ending. He went home alive. I understand that enrollment has recently decreased and that it is expected to continue to do so in the near future. How much will our enrollment decrease when our
052children don't go home alive? How many parents will take the gamble? Would you take the gamble? I could share more stories of students who did not die, but I probably don't need to. Getting rid of the health office assistance would make available to the district $130,224. That's the amount of the paycheck that the health office assistants at the comp sites took home in 2024, according to transparentcal.com. I respect my co-workers too much to ask them what they took home last year. On good days, we are one half of a necessary team. And on the days when our nurses have life happen to them, where they're sick and they can't work or they're caring for their own ill children at home, all of the efforts that literally keep our children breathing are provided by the health
053office assistance. How many dollars is one child's life worth? Here in our district, there are 6,452 children enrolled. How many dollars are their lives worth? I beg you to consider that as you cast your vote. Thank you again for your time. >> Training that microphone out. Um, the next three speakers I have, it looks like Ava Contrarus, Andra Milan, and Terry Rice. Good evening, district members, superintendent Peterson, school board members, and student board members. My name is Eva Contreres, and I've spoken before. I work for the independent study program here at Escandido High School within our district. I would simply like to offer the perspective from the day-to-day reality of our site and the students we serve um to provide the direct student support of the laboratory classroom that the direct student support that a
054laboratory classroom assistant does. Independent study often supports students who benefit from flexibility, consistency, and individualized support in order to remain connected to their education, school, and progressing towards graduation. Many of these students are balancing challenges outside of academics. And for them, small moments of support can make a significant difference. Laboratory classroom assistant helps provide that consistency. While teachers are conducting required meetings such as IEPs, 504s, and weekly check-ins while managing the unique needs of their student case loads, this role helps ensure students still have someone available to guide them, answer questions, and support them in the moment they need it. Looking ahead, our site is already preparing for a significant transition. Both the independent study coordinator and primary teacher will be retiring at the end of the school year. Taking with them the institutional knowledge
055and experience supporting this program and its students. New staff stepping into these roles will be learning the system, compliance requirements, and unique needs of independent study students while managing full case loads. During a transition like this, maintaining strong operational and student support becomes especially important. Removing this position would mean removing a layer of consistency and direct support during a time when students, families, and new staff will need it most. Independent study funding is directly tied to student engagement, attendance, and completed work. It's not like your typical traditional schedule where attendance is based off of presence of a student in the classroom. A student can work from home, not be physically at school, and still gain attendance based off of how they're working. I'd like for you to imagine, imagine a teenager at home in front
056of a computer and who's expected to work five, six hours a day. They need reminders. Even the best students do, or the more established students with structure, who can work independently. This is a program that is designed for both students who are able to work independently as well as students who need that support. Our district emphasizes supporting organizational alignment that maximizes the student academic success. As you consider this decision tonight, I ask that you reflect on what structure will best support the stability, flexibility, and connection our students and families rely on moving forward. Thank you for your time and consideration. Sandra on Sandra. Don't see Sandra coming forward. Um, and then that would bring me to Terry Rice. Terry, hi again, board members and school administrators. Um, I did ask to present on the screen,
057but I was told I was not able to do that. So, I'm going to do my best to get through it just with the handout. Um, I have one child who went and I and I did send um a lot of paperwork, 892 pages I think, to you guys so that you were aware of what transpired during my son's senior year at Orange Glenn High School. Um, I'm here because I know it's not just my kids that are dealing with the things that they have. I decided to speak about the systemic issue of delay and idea reads without unnecessary delay is the critical standard to ensure students receive timely evaluations, records, and services. My point of view, this district is failing without repercussion. The next page that I have provided to you is talking about
058the types of delays that I've seen here. There is a timeline and the expectation would be that it would be followed and it is chronically not followed and disrespected. There's delays in responding to emails. There's delays in acknowledging receipt of parent letters, concerns, or complaints. There's delays into in responding uh to requests for IE. Delays in scheduling IEP meetings over and over again. Delays in scheduling observations from outside providers. Delays in completion of district evaluations. And I think 60 days is enough, but it never seems to happen. delays in providing assessment plans, delays in providing authorization to begin approved services, and delays in contracting or providing authorizations fores and services. And unless you're a parent of a special needs student who has had to live with these delays when we're trying to follow the rule
059book of the procedural safeguards that they hand to you over and over again at the IEP meetings. You might not know what I'm talking about, but those parents of special education students do. But I don't think that the line has been drawn clear enough. These delays set off a cascade of more delays. More delays. Services are delayed. Everything is delayed for this child to get to where they need to be to access the support and services that they're entitled to or even that are agreed. So, of course, 3 minutes was not enough. And of course, this is not the only issue that I'm going to bring to you guys because this is not just my kid. And being that I'm a former foster parent, I'm going to speak for those who don't and can't. And
060what I do want to bring you to is my very last page here. >> I need you to wrap it up. >> It says things must change. And please do read that email that I sent to you. I think the complaint itself was 28 pages. Thank you. >> Thank you. I'll see if Sandra Milan was back in the room at all. Sandra, no. Okay. Um, that concludes the public comment uh speaker slips that I have for this portion of the meeting. I know many of you are here to speak on an item that will actually be happening later in the meeting. Um, thank you for those that have come down to speak and for um, everything you've shared with the board. Um, this time we'll continue moving forward with our agenda. Um, the next section
061of our agenda is our presentation portion. And the first presentation we're having this evening is by principal Jason Jacobs. He's presenting on our Escanido High School perform uh, I guess update annual update. Thank you. Well done. Well done. >> Right. Thank you. Um I get a clicker. Oh yeah, there it is. >> Right. I appreciate the privilege to be able to show what progress we've made since the last time I stood before you guys uh giving some data about Escandido High School. Um I think it was October of 2024 when I last spoke to you guys about what was going on at Escandido High School. And here we go. So we'll go through these things here. Um and hopefully you have the presentations in front of you. Um looking forward to the questions that you
062guys have. All right. Um, so Escandido High School, I mentioned it earlier, what our vision is is loyal, strong, and true. Um, and you know, committed to working well with others, committed to class and campus community, and committed to high academic standards and personal responsibility. Uh, this is something that we talk about and try to live through and live by through all aspects of what we do on campus. Um and then on the right hand side is our mission and those are all the things that we try to do to meet our vision. Um and we kind of update the right side every couple years. A lot of it is classroom stuff. A lot of it is how we support kids and um so our schoolwide learning outcomes. We just had our wash mid mid
063midcycle and this is what we want our students to be when they graduate from Escandido High School. We want them to be effective communicators, uh problem solvers, civic have civic responsibility, physical and emotional wellness and personal responsibility. And you have a student board member here, two of them that reflect these things that we try to achieve. Um, and so that's just our goal. When we get them in ninth grade, by by the time they leave us as seniors, they're we whatever they want to do, uh, they can do through this, right? So, our demographics, a lot of people have talked about declining enrollment. Uh, Escandido High School is definitely in that bracket of declining enrollment. And so, this is our enrollment for uh, this was last school year. We don't have all the data for
064this school year. So, at the end of 24-25, we had 1656 students. Um, and as you can see, we have more seniors than freshmen. And so, that that just that is why we're declining enrollment, right? Because by the time they a lot of times you don't end up with the same amount of freshmen at the end of four years. It just it's just attrition. Uh, so that that's where we're at. This is our our current makeup and our student demographic. And as you can see, uh I I'll just point out a couple of the demographics up up top. I I don't we don't necessarily have to focus on the rate race and ethnicity, but as you can see, we have 25% English language learners on our campus. We have 85 almost 85% socially economically dis
065disadvantaged on our campus and 20% of our students have IEPs at Escandido High School. And so those are large comparatively those are large numbers but our students are doing very well uh and are very successful. We just have to work on some a few things to continue to support them and I'll talk about that later in this presentation. A throughc rate. So I so in this year we our A throughc rate in the end of the first semester. So 73% of our students uh had 73% of our grades were A through C not 73% of our students. Um and then at the start of the second semester it went down to 70% but I believe that we are working really hard on campus to raise that percentage. And as you can see throughout the years
066it's kind of stayed the same where we are at around 70ish% A through C rate and and we're just working through trying to figure that out. And one of the things is just making sure that students understand we have high expectations, getting their things in on time, and then also providing those supports needed to help them be successful. >> Well, can I ask a quick question? So, EHS A through C rates for this year, the second semester went from 73.7 to 7.6. Correct. And that means that 30% are getting below C. >> It's 30% of the grades issued. It's not necessarily 30% of the students. It's just 30% of the grades issued. So each student on average has six grades issued to them. So for instance, Nathan here could have all A's, right? Uh and
067then we can have a student that has three A's, two B's, a C, and an F. So that F is whatever percentage of it that that grade for that student. And so it's just six the 30% of the grades that are issued. So we could have students with a 3.0, but one of their grades is a D. Well, the thing I do appreciate about the honesty here is that it doesn't it we hear a lot about grade inflation. This does not look like grade inflation, and that's what we want. We want an honest assessment. Kids need help. Let's get them help. So, I appreciate the honest assessment, >> right? >> It seems to be consistent the trend um from the first six weeks, first semester and if you go down to first six weeks of
068the second semester, there seems to be a trend that it does drop off consistently every year. >> Yeah. >> Is there a reason for that? Like is >> Yeah. Like we're they're high school kids, right? And so um I think just staying motivated throughout the year for our our schedule the first semester is shorter than the second semester. Few more breaks in between like you have we have the October break, we have Thanksgiving break, then Christmas comes up. So it's a lot of things going on the excitement of the start of the school year. It's the second semester where it's really I remember being in the classroom as a teacher and you go like oh the second semester and you get till about March or April and you're kind of like okay like how are
069we getting to June right and so um I think uh you and and the second semester is longer and so you you get a longer semester you get kind of like they're coming off Christmas break just trying to get them re-energized and motivated and and it you know it. They're high school kids that even the best of the best get a little bit tired of coming to class. >> I don't mean to put you on the spot. >> No, I the second the second semester they're doing good though. They and they will finish strong. We'll get past this. They're in AP testing right now. And from now until the end, we'll see kids start to uh ramp it back up to to get the grades they need to get. Gotcha. Gotcha. Thank you. All right.
070So, this is this is actually um something that we're actually really proud of and something that we're working really hard. And first of all, I want to give a shout out and I don't know if he's listening or not. Maybe I'll show him the recording tomorrow. Um Jeremy KF, our assistant principal. um he's killing it when it comes to attendance and how he's trying to work with attendance and also the EHS attendance team. Um he's leading that team and it's increasing our ADA with I would like to also acknowledge a couple people in the crowd, Dr. Lepe Ramirez and Oscar Vera. they're part of that attendance team and that that's helped guide us to improve I think I think it's called the raise network and it's just something that has started and for us at
071EHS we've consistently talked about we got to get kids in classrooms in order to for them to be successful and as you can see with this data right here we're getting kids in the classrooms the goal is 95% um we're not there yet uh I was just told today we're at 93 3.6%. Um, and so this is old data, I guess. Um, and so we're just trying to do what we can to support kids getting on campus because we feel like being on our campus is the best place for them. And so we're getting closer. >> You're getting there. >> Yeah. >> Looks good. >> Uh, okay. Uh, CCI rate. So this is the college and career index and we're trending upward and and these charts that you're seeing here I they come from the
072wasque do website that's why I've used them because we just used them for uh our wasque midcycle and as you can see from 22 23 to 2425 it it's it was a 15% increase or 16% and this is just kids showing that they are college ready right And so again, if you go back to our demographics of a high population of English language learners, a high population of students with IEPs, it shows that while obviously we aren't there, right? We want to get to 70 80% we are on the rise and the things that we're doing on our campus is working. Just it just takes some time. It just takes time. Same same with our CASP data. Um, science was this was the first year science kind of they gave us the scores. Uh, math
073and ELA. Obviously, math we talked about the last time I was up here. I I do believe that the your implementation of the third-year requirement will help us tremendously. And so I think I believe that well I believe that next year's 11th graders, our current sophomores are going to really do well on the cast on the math side. We should we should get get a jump. We we are work they're working really hard on campus. our ELA, we only went up 1%, but if you look at 2122 till now, it's a 13 13 14% increase for us. And we we are going to continue to grow on the uh English language side with the the strategies and the things that we're going to try to do next year. AP test scores. This is another me
074another measure of college and career readiness. Um, and mind you, we are a district that and a school site that if a kid wants to take an AP class, let's do it. And then Dr. Kas has has every kid, he provides the test for every kid, so why not take it? And so, um, 58 and 56% of our kids get three plus on the AP test. This means they can get college credit if the right they go to the right college. And so, just that opportunity to be able to take the AP test and then get a three and and then do so well. Uh, again, we're moving in the right direction. 42% in 2021, 56% in 2025, and we increased how many kids actually took an AP class this last year. So, the percentages
075might be a little bit lower, but it could be this kid tried to take an AP class for the first time, right? And that's okay, right? even if they get a two on the test, that shows the the want or the ability to try it, to test themselves, and then maybe if they're a sophomore, they'll take another AP class and they will become successful in that AP class. All the while trying to figure out what they want to do when they graduate from Escanido. Is it are they going to go to college? Is it are they going to straight to work? But they are going to apply themselves and try it out. That's what that's what we try. Okay. Um, this is our ELA uh, Renaissance testing. You guys provide that. And what what we
076have kids that come to us below grade level in reading, but we've shown significant growth in their reading levels and exponential like we have a lot of kids that go from, I don't know, fourth grade reading level to grade level, right? And it's just that persistence in what they're doing in class, what our teachers are doing in class. As you can see, our 11th grade students, which is the the grade level that everyone likes to shine on because of the CAST testing, they have the biggest growth as far as their reading levels. And that's very important when you're trying to understand what's going on in the CAST test or a CAT math test or just being a critical thinker, right? And so we're we're still working. We're still growing. We're still getting there. Um it's
077it's a fast on-ramp when you go from 8th grade to 9th grade. And we're just trying to like get them on that on-ramp as fast as possible. Get on that freeway so in four years they're ready to go. And we're getting closer. Getting closer. This one's a little tough to read, but it what the yellow and green that this where I wanted to focus on and blue, right? The red we have a lot that that that's below standard and we're still working through this but this is an interim assessment. So our math teachers take this work through it and try to continue to have our students grow. But we show have shown that we've met standard or or above standard in a lot of these things and we just got to continue to grow. this
078interim assessment, the percentage is a little bit lower than our normal cast percentage, but when they take the cast, they're probably going to increase because they've had this experience of taking this interim assessment, understanding what the test looks like, understanding what is being asked of them, and going back and working anything that they don't really understand. Okay, that is the data portion of the presentation. Um, sort of the rest is kind of someformational deals. Do do you guys have any questions about the data? >> Right. So, next up, this this might actually just be a quick question whether it's for you or Dr. Kaza. So, when by the way, really appreciate the seeing the near standard. Is there a number on that near standard that it's like, hey, they're off by 10% or 3%. Is
079there a number for that? >> You mean in the um in the >> in the tiers that you're looking at the inter task force >> like Yeah, like the >> Yeah, there is. We can send you that itemized. >> Okay. I'm just curious. Yeah, but I mean I appreciate you guys being so >> uh granular on that. >> Of course. So, at EHS, uh, we were given the opportunity to explore possibly bringing a 4x4 L schedule to our campus. Um, and so I took ran with it from not November. We met I met with the department chairs, did a staff interest assessment, uh earned presentation with coffee, the principal, and then on March 30th and April 27th, we sent I went to O uh Oceanside High School with a team of teachers and the counselor
080and one of my assistant principles went to Morris High School with a team of teachers and a counselor. and we kept we got data back learn learned what the 4x4 system is for those two particular high schools. Um and then um today during my department chair meeting we we discussed um the data that was collected in those two meetings and then they're going to go back and talk to their departments on Monday and then we'll take another t uh temperature check uh which is May May 18th. Um, all the while, if this is truly going to happen, ESTA, the unions are have to be involved in anything that happens. And if we're going to do this, then it's future training all next year with the goal of fall of 2027. Okay. Uh, I threw this
081one in here because we do have a future center on our site. Um, and um, first I would like to shout out Zyra Castro and Kelly Damage for all their work with uh, Project Next, connecting with Project Next. This is the data of students served this year through Project Next. Just some of the data. I have way more data that I I will share with Dr. Casus and uh, Mr. Peterson. Uh but as you can see uh 560 times the students went through and met with the project next coach about um anything post high school. Um we had uh we had postsecary planning, resume development, career exploration, financial aid interviews and workforce readiness. Um 334 of our students were reached through presentations by Project Next. Um 209 had Project Next classroom presentations. Um 196 students
082were engaged through the future center and 200 students and families were connected through the our eighth grade night activities. A a stat I don't have on here. We the we had about 180 students who participated in mock interviews on campus where uh they brought in actual industry people to interview our kids and teach them how to interview. And a lot of our kids got a lot of out out of that just learning what to expect in an interview from several different industries out there in the community. And so we are very thankful to have this opportunity on our campus. It's going to continue to grow. Um I feel like many many kids part use and participate that space and we're very thankful that it it is at EHS. >> I'd like to make a comment
083about the future center. I know this board was very proud of that partnership. Um, I do want to take this opportunity to acknowledge to our um, CSCA partners in the room that is not the intention of this board to um, replace positions with the future center. We see this future center as an opportunity to help our employees do bring in industry that we may not normally have access to, which will allow you to do your job even better. And so we're excited about this partnership, but please understand that this is to help you and to help um our employees rather than this being seen as something coming in to replace anyone or any position. So please understand that and I speak for myself, but I know from what I've heard from other board members, we
084feel the same way on this. So that's all. >> Okay. So, this is just something that we've done over the last 5 years. This is our common commitments and this is where we think we really grow as a campus and and you've guys have seen these common commitments before. They haven't changed. Um, and so this is just where we're at as a campus and what we're trying to do. Um, and then focus for next year. Um, we have a I mean it's not a lot. I mean, we already do loyal, strong, and true. Uh, we already do CR. We want to write across the campus again, which will help us do integrated EL, which is a big thing for us, especially with our long-term English learners. We have a high population. And then really digging
085back into our math across the curriculum. Uh we we we went to a little bit of low this year. We're going to pull back, take another swing at it next year. But that's what I got. Jacobs, thank you very much. I know uh we didn't have a lot of questions today, but honestly, I feel like you did such a great job of presenting the data in a sense and presenting it in a simple way, keeping it succinct and keeping it uh self-explanatory that uh that it made sense and it worked for us. So, thank you very much. >> Thank you. And I always enjoy visiting you and the teachers and that when I come out and I've got one more trip planned and I'll talk a little bit more about the 4x4 and more interested
086in it, but I just want to Okay. Thank you. >> Thank you. Okay, next on our agenda under F2 presentations is a discussion and possible creation of a board subcommittee on enrollment growth and innovation. And so I believe we do have a presentation. I'll turn this over to Superintendent Peterson. >> Thank you. At at the last uh regular board meeting on April 21st, uh board members requested that we agendaize a discussion about the declining enrollment trend and exploring strategies to recruit and retain students. Um, and there was uh some consideration for whether we should establish a a temporary ad hoc board subcommittee uh to investigate the enrollment trends that we're facing and to consider whether there are any strategies that we could employ to recruit more students to our district. So, uh this is a
087board member request to consider the establishment of a subcommittee. But to kick off the discussion, we do have a short de um presentation from our district demographer um MGT. And so we have a a presentation to show you enrollment trends, enrollment, where we've been and where we're going and uh to kick off your discussion on whether or not you want to establish a board subcommittee. So, I'd like to invite MGT uh to present and they are here virtually. So, um are you here? >> Yes. Can you hear me? Okay. >> Yes, we can hear you. >> All right. Am I on? Okay. Thank you. Um my name is David Kates with MGT, formerly Davis Demographics. We combined with MGT about four years ago. We've been contracted with your district for many years, probably even over
08810, the last 10 years or so. I've been the project manager for the last two or three years, but I've been with the one form or another the company for 34 years. So, I oversee a lot of the work and I've been very familiar with your forecasts that we've done. and I prepared a report that I think was sent to you and I've got a brief PowerPoint uh presentation I'm going to go through with you and then open up to uh questions you might have. So I'm going to if I have the ability here I'm going to try to share my screen. Let's see here. Give me one sec here. Share my screen. Hold on one sec here window. I think it's this one. Let me get this rolling. And >> um David, while you
089get that up, uh the board will we'll send the much longer demographer report after the meeting. Um and uh the first meeting if and when there's a subcommittee um perhaps that first meeting can be spent diving into the significantly longer port but we'll send we'll send the report to the board after the meeting. >> Fair enough. Thank you. >> Can you see the PowerPoint? >> Yes, we can. >> Okay. So, I'm going to walk you through this. All right. What what we do we have been doing for all these years is uh we use a geographical information system. or GIS. We've been doing this for our again 34 plus years. Uh we collect student data or from our clients and in your district's case also your feeder districts and we collect it and we essentially
090take Excel files and convert them into student locations. So that I'll show you some of snapshots here as we go, but we collect a new student file every October. Usually it's the first week of October. So, we have your last October 25. A lot of this is based on that, but we also look at the previous three years. Um, I'll show you that as well. Uh, we research your residential development, active and future, because we roll out typically a seven-year forecast. So, there's a lot of projects that, you know, maybe haven't broken ground, but the city or county is aware of it. We research it. We we have those and we fold those units into our forecast as well. Um and then we look at again other demographic data uh specific to your area. Um
091I'll show you how we use that. We look at trends that have been going on. If things have been changing, we adjust the the forecast and then we all roll this into what we call resident forecasts. Um we break your district up into small neighborhoods. We run forecasts at that level, but we're able to look at it at a district-wide level or attendance zone level as well. So, you get to look at what trends are going on in specific regions in your district. So, this is our methodology that we've been using for these 30 plus years. It's kind of a three pillared or pronged approach here. You see the birth factors on the left there. not quite relevant to your district because you just have high schoolers 9 through 12, but these birth factors historical
092and I'll share this with you as well. Look at incoming kindergarteners or now TK as well. And those eventually hit your district, but we that is part of our formula. We want to look at all the not just your 912 kids, but your future 9th graders, 11th, 12th graders. So we that's why we acquire the your feeder district data and run forecasts on their numbers as well. The middle one, the mobility factors, that's where we look at your current and recent historical trends. So we'll look at this last October's data and the previous three October and we look at trends from one year to the next. So with those four years, we'll look at let's say 20 2022 data to 23 20 actually probably 23 to 24 and 24 to 25 and we average it.
093So we don't want to go back too far. We want to look at fairly recent trends and we take a conservative model of just kind of averaging uh the cohort there. And that what those do is those are your students as they progress through the grades, your established uh neighborhoods, which a majority of your district is that not much of any development in a lot of your areas. What happens to students as they progress second to third, third and fourth, ninth to 10th, all the different grades. That's what the mobility factors do. And the last one is the development where I told you we research your development. We either visit or contact the salespeople, talk to planners, get best guess estimates when certain projects might break round. But that's always the little wild card on
094this is, you know, we're just best guessing what might happen three years from now or six years from now. But we have a pretty good handle on the next two or three years for sure. >> So that all goes into our forecast. So just a few little tidbits here. The first snapshot on the left, when we collect your data, we we send it back to the district on a verification form to look at the breakdown of student data. It's about four or five pages. This just one page that the district can say, "Yes, that looks correct." Literally signs off on it. This is essentially allowing us to make sure that there's no bad data or errors in there. we have. We're very careful and very detail- oriented when it comes to the the data we
095collect. Um, the second one is kind of a picture. It's not necessarily your district, but these represent what I described before. Taking a record of a student address and mapping them along the street in which they live. They're unlocks a whole list of different demographic and just analysis that we can do. We in our report we have a attendance matrix which shows you the students attending a school but might live from a different area. You get to see kind of open enrollment trends and those dots represent different colors represent different years. So there's again four years of data that we usually go back and and do our queries on. And lastly there the analysis part I mentioned we break your district up into small neighborhoods that we call study areas. Those are those uh colored
096areas there. The numbers represent just an identifying code for that area. And we run in this case 398 separate forecasts. So for each of your almost 400 neighborhoods, if you will, we know how many kids are there T K through 12. And then we roll forecasts out for all the grades going out seven years. So, we have it at the neighborhood level and again all the way up to the the districtwide as well. And this also is a tool with these study areas, not just your district, but obviously we work for a lot of different districts that are looking to change their attendance zones. uh we use these areas with these forecasts with our software tools to be able to move around some of those areas into another zone and the numbers will change if
097you're looking to do boundary uh adjustments. This is another example of some of our tools that we have. we have uh all the student data but you know a lot of times you just you're not allowed to really show the student points uh you know especially zoomed in there's furpa other laws so we have the ability to do what we call heat maps or density maps and this by showing you the vast area your district covers kind of does show you the pocket really of where the kids are most of the area in your district is mountainous and and there's our kids it might be hard to see lighter blue It fades to lighter blue as you go out, but you can kind of see the literally the I guess you could say almost right
098where your three uh zones all converge is kind of where the the densest part of your students are. And you can kind of see your for the most part your your school main schools are in around those where the students are living. This is this is not a forecast. This is just uh looked at historic oop sorry go back here historical uh trends in your district with your 912 students for the last you know what I just realized I don't know why but I had more dates or something on here but this is supposed to be the last I guess 12 years. I'm not sure why the last one didn't show up but you can kind of see the trend. There have been a little bit of maybe blips here and there, but for the
099most part really your district has been uh declining for um a number of years and especially the last three or four uh as smaller grade classes enter your district from your feeders. This is another explanation on kind of why this been happening. I only went back maybe to 2020 or students born in 2015, but this is the birth counts in your zip codes in your district area. And you can just kind of see just uh this let's say we do these for kindergarteners. So they're born five years earlier. So looking at the data we had from 2024 back to 2015, you can kind of see the trends. smaller kindergarten classes have been moving into your feeder districts and ultimately for a number of years now they're they've been entering your district. So this is kind
100of the the culprit if you will for not I mean California especially we deal with school districts all across the country this is a trend going on most everywhere there are cities and states where there's a lot of growth but in California as you know there's a lot of decline mostly is result of the birth rates just being lowered and therefore it's just as as the population graduates out and ages is you bring in smaller grade classes. Um, another thing that we've added in the report this year is what we call capture rate study. So, we have the ability to get population estimates for your district area by grade and then we also have your enrollment counts of the data you send us. Thus, the difference or the percentage here is what we call a
101capture rate. Um it is an estimate on the numbers that are living in your zone where they're going. Uh whether it's private, charter, prochial, another district, but you're could see it's more or less in the low to mid60s. For high school grades, that's not bad. It's maybe a it's getting a little bit on I would say on the low side, but if I showed you these numbers for elementary grades, they tend to be a little bit higher, but you're getting a consistent about 64% capture rate. And we also bring in your non-resident or out of district kids in the last column, and I show you at the bottom your last four years of those. a lot of districts that are losing kids for whatever reason. Um, sometimes they do marketing campaigns to bring in the
102added districts, all the districts in the state are fighting for those. And those are the numbers that from this last year you had attending uh one of your high schools. And then now we're getting the last part which is the development information. These are the yield factors we've calculated for your district uh for the different levels. Remember we bring in your feeder district data. So not only do we have their data but your own and these are the factors we apply to the development housing as they come in. So these have been dropping over the years which frankly is another reason why you're not gaining the kids you would think with all the development. This again another trend happening all over the state. There's a correlation between the cost of living or price of homes,
103rent to the age and the number of students. It's what families are moving in, whether the demographics, what they can afford. And this just been happening for years and years and years. So now as we explore these yield factors every few years, they they do tend to to drop. This is a out of our report. These are all the projects that we anticipate starting or building during the next seven years. There's 23 of them. Some of these are already active. There's more detail in our report, but about a little over,00 total units. Uh most of them actually are condos, town homes. About a quarter of them are single family. Single family homes tend to generate the most students, but the more units you build of the multifamily, you know, you could bring in students for
104by the sheer number. And then I show the breakdown of those uh most of them in uh numbers wise in San Paka Squall, but also in the Escanido High School area and a little lower amount in Orange Glenn. But you can see the distribution. We break it down by apartments, which are rentals, multifamily attached, which are condos, town homes, and single family detached are your your typical single family homes. And this is our forecast with doing all the factors we talked about. The first four columns are real numbers, meaning they're not a forecast. There are your historical numbers we talked about from October of 2025 is the current and the previous three years. You can see the kind of the downward trend and with our research we found that it's going to continue maybe not
105quite as much but you our forecast and I compared it to last year's forecast very similar and I know some of you probably going to ask me the accuracy of our forecasts. We traditionally for our clients, we aim for plus or minus one to 2%. Uh most of those we hit, you know, I we compared it to this year's uh enrollment to what we forecasted last year. We were within 60 kids, which is just about 1%. And the later years of our forecast are very similar to last year, which means after years of doing this, it it it proves reproves that the trends are kind of looking at this level, which I'll move on to the summary here, which is my last slide. Um, uh, mentioned that there's going to be still a decline. It's
106going to work out to be about 15% more over the next seven years. um there, you know, breakdown in different of your three. If we're looking at your three high school zones, it looks like Orange Glenn's going to have the the most area decline. Um followed by San Pasel High School boundary and then Eskanito High School. Um, there are units in there and there's just not enough of the housing to go to counter the aging of your area, of your number of students, of your neighborhoods. You're just again getting less kids from new development than years past. And the number of students coming into your ninth grade is just getting less and less. uh in our report you can see that a little more clearly but you know again I'm showing you the signs that
107things are just kind of going to be slightly de declining for the next uh seven years and that's all I got and I'll open up to any questions. >> Yes, I I've got a few questions. Uh is the trend this trend is this being seen in other districts or other areas within Southern California? >> Yes, absolutely. All over the state. Yes. >> Okay. And you mentioned before that um some districts are sort of doing marketing trying to encourage enrollment into their communities. Is that correct? >> I've heard of that. We don't do that for them, but Yes. >> Okay. >> Or they do that after a result of maybe some of our presentations. Yes. >> Okay. So, in other words, um they're trying to avert a potential uh decrease in enrollment. Is that correct? >>
108Yeah. They're countering the decline by bringing in kids from outside their district. And some districts, it's amazing how many they bring in. There's some not quite as much, but yes, that's that's what they're trying to do eventually. And this has kind of been, I'll just be honest, kind of exposing some districts that have been doing that for a number of years where maybe their enrollment has been stable. It finally has reached a point because again the housing prices, cost of living, and all the other districts scrambling to keep their kids. >> There's just some that are now being a little more exposed showing that they they're declining. Can't uh can't mask it. >> Thank you. Uh anybody else? >> Yeah, I have a couple items. It's interesting. And I was went on to the uh
109California Department of Education uh website just to see what they showed for number of students in our district and uh they show 8,000 and it's just you'd think the state would have accurate numbers. So I don't know how we have to get a hold of the state let them know that uh they're wrong but you guys know my uh opinion of the state California state of uh department of education. >> It could be including the charters. Sometimes there's a filter for the charters that we authorize. That's That's a good one. Thank you, Amanda. >> Yeah. >> Um the heat map, very interesting. Is there a way that we could get the number of students you estimate that live in each of our districts? So like 1 2 3 4 5 because that heat map basically
110shows that almost all the students live in the southern part of or the southern part of Christy's district, district five or my district, district one. >> Oh. mean trustee zones. Yeah. Yeah. Yeah. Yeah. >> Yeah. Trustee areas. >> Yes. >> Is there a way to get that those numbers? >> Absolutely. >> Okay. Yeah. I guess you just send him the superintendent and he can forward on to us. It's ironic that I have the smallest district, but I potentially could have the most students. >> Yep. >> Okay. Thank you. >> Absolutely. Sure. Um, I'll just comment that um, since I joined the board um, when I first got on the board in approximately 2013, well, it was 2013, there were approximately 8,000 students. So, yes, we've lost like 2,000 students in the time that I've been
111on the board. Um, and that's a lot. That's a lot of kids. And so, um, I know, um, the board is very, um, engaged on this topic and wants to, um, see how the board can support, um, efforts, um, to be more involved in this. Rather than continuing to have discussions um about declining enrollment and continuing have to make difficult decisions, we need to be more actively engaged in doing what we can to make sure we are recruiting the students within our district um that do live here that may not be attending. Um, while you say that maybe that's average of 66% capture rate, to me that's not good enough. That's not good enough. 66% at 9th grade, 64% across the board. But, um, yeah, that's failing, right? It's like a D. So, um, we
112need to be doing better to make sure that families know what we offer, know how good our schools are. um the um the value of sending their kids to the schools of that are part of the Eskanito Union High School District and um provide options for families that work with f that work for families. Um and so I know there's a lot of good work happening but um we um did have a early discussion last month about the potential of forming a subcommittee and I am supportive of that. So um I know there would need to be the a little further discussion about what that board subcommittee makeup would look like. So, I'm guessing at this time I would need to make a motion to establish a board subcommittee on enrollment growth because we want
113to speak about what we want to have happen. So, enrollment growth and innovation. Um, >> I second it. Well, do we have the is that the motion or do you want a more detailed motion? >> Do I need to make a more detailed motion? No, I don't think you need a more detailed motion, but we do need to make it clear that this is a temporary ad hoc committee intended to meet on a very occasional basis over the next year >> to take a deeper dive into the data and to develop ideas to the entire board about what we can do to increase the number of students in our district based on the analysis of the data. >> Correct. Okay. Oh, >> that would be the purpose of the subcommittee. So, there's a motion and
114a second to um to establish a subcommittee. Um are there interested board members who would be interested in serving on this subcommittee? I know I had mentioned rotating members through and I, you know, I want to make sure that that's um something that other board members would be interested in or perhaps um what's considered to be a little more I don't know what the proper term would be, but a little more common for subcommittees is to establish two permanent not permanent temporary permanent members. >> Right. I would I would I don't know if we need a motion, but I definitely would volunteer you and David. >> Well, thank you. I um I would love to serve on it, of course, but um I would also want to see if there's any other >> Hey, what's
115one more committee committee? I'm on two other ones, so what the heck? I'm happy to be on it, too. >> Okay, then. >> And so, if um if it were possible, I would really really feel strongly about allowing all members to provide their input and expertise. So, um perhaps as um you good rotating through rotating and seeing who like let's say who's available for certain meeting dates and um >> I think that's a good idea. Yeah, >> I think that's an excellent idea. >> Yeah, >> kind of like how we've done with the city >> subcommittee for >> you know if we can't do that I'm Ryan you would be a good candidate for a lot of confidence. It would be good to establish which two will start off. >> Okay. I nominate President Knight
116and somebody else can nominate someone else. >> I nominate Ryan. >> Good with that. >> Okay. So we'll attend the first meeting and then um the goal would be to come back to the board um with an update and what happens in that first meeting have a discussion about that and then bring that back to the you know have that discussion then lead kind of the direction of the next meeting and that and so on. So um that's agreeable to everyone. Um okay then at this time I would like to call for the vote. Um, student board members, how do you vote? >> I. >> And board members, how do you vote? >> I I >> I >> Okay, thank you all for that. >> President Knight and superintendent, I'm going to interrupt. The student
117board members need to leave and they they they need to know their gift. >> We we can share that with them tomorrow if they need to leave now. So, this was a a private board gift. So, we will we'll take care of that. God forbid the state find out. >> Um, thank you. At this time, since it's 8:00 PM, if um, we could take a short few minute recess to use uh, have a bathroom break. Um, so um, and our student board members, I know they need to leave. So, at this time at 8:02, we'll take a recess and return in hopefully five. Oh, let's make it 10 minutes then. Thanks, David. >> Thank you. Good evening. Thank you. >> But that's right. to reconvene the meeting here at 8:11 p.m. Um we are now
118under section G on the agenda which is the educational services division. Item G1 is to approve field trips and conferences and that was approved on consent. Bringing us to item G2 which is the ethnic studies subcommittee update and this is anformational item and I'll turn it over to Dr. Casus to uh give us an update on that subcommittee. Thank you, President Knight. Just wanted to provide an update for the board given that this school year was the first year of the pilot implementation for the ethnic studies elective course. Um, we met on April 24th as the ethnic studies board subcommittee and in that meeting uh in attendance we had President Knight, Dr. Vincent, Kelly Griggsby, our director of curriculum and instruction, Superintendent Peterson, and we had two piloting teachers, Alli Artapple from Escanido High School
119and Jen Howard from Academy join us. Uh we wanted to reconvene with the subcommittee just to provide some feedback from students on the pilot and to see how it's going. And so we were able to share with the subcommittee a survey that students took uh and happy to report that 93% of the 200 plus 9th grade students surveyed said they would recommend ELA 9 ethnic studies to incoming 9th graders. And uh the other 6% who said no, they wouldn't uh said because it was quote boring, repetitive uh and pressure to complete assignments and that it was too hard or rigorous. Um, >> and don't forget lameo, >> right? Uh, well, the quote was low-key lame. >> Oh, okay. >> Lowkey lame. Uh, so generally speaking, really good feedback from students. Uh, and then the, uh,
120teachers gave us some feedback as well that it was, uh, one of the best courses they've ever taught. And two teachers come with 20 plus years of experience each, which was wonderful to hear. Um, and they did propose some minor changes to the curriculum, mostly more emphasis on local indigenous history, which was wellreceived. And what is next? Uh, the state has technically not made it a graduation requirement yet since it is not provided funding. The governor's office has not funded it. Therefore, it is technically not a grad requirement. Therefore, in EHSD, the course will continue to be offered as a pilot as an alternate to English 9 42627. >> Um, thank you for the update because I was on the subcommittee. If I could add just a little bit more possibly. Um, um, first I'll
121say my freshman student did take um, this class as a pilot and really really enjoyed the class. As a matter of fact, he asked me the other day, "So, what's happening with ethnic studies?" and um did you see my video? Um but he really enjoyed it and so um he was pleased to hear that it would continue on as a pilot. I think um from my perspective I think I say the writing's on the wall but we know that this will ultimately become a graduation requirement. So we're heading in the right direction to continue to fine-tune it. I think make some revisions based on feedback. Um, and while we looked at the different options of what we could have done moving forward, to continue it as a pilot allows us the most flexibility to make
122any, um, changes that need to be made without having to do curriculum revisions. So, um, this definitely offers, um, the most flexibility going forward. And um just knowing word of mouth, I think students will share with one another like they'll hear great things about the class. More incoming freshmen that start to take it. Um they'll um continue to see some of the perspectives that they learned in in that English nine class throughout their English and other classes. So I think that was one of the key things we wanted to achieve out of this was how do students see themselves more throughout all um throughout all curriculum. So um this was a good place to put it and I know it came with some some um debate and again I want to thank all those that
123were involved in the um design and writing this curriculum. So, thank you to everyone that worked on the whole first round and the second round and is going to continue to work on it. Um, but also encouraging um as much professional development as needed. We uh the board would um is always supportive of professional development to make sure our students feel prep our teachers feel prepared to um teach this class going forward. David, do you have anything else you want to say about it? >> Everything that I said >> I was I was reading your mind the whole time. But I I am going to visit one of the classes and and visit the teachers and that because they they were very inspiring. Definitely. Thank you. >> Very passionate about the class. >> Absolutely. >>
124Okay. And then that was an information item. So there's no action to be taken. Um us to item G3 which will have some action. We will be approving new courses this evening. um careers in education and future educators and mariachi. And so I'll turn this over to Dr. Kasus. >> Yes. Uh so the second read, no changes from last month's meeting. Uh courses have been piloted this year. So now they're up for a full approval. Um and we received both uh positive feedback from students that are participating in courses. >> Okay. With that, do I have a motion to approve the new courses before us this evening? >> Second. >> Oh, sorry. >> Go for it, guys. >> Okay. Did you did it was you said it perfectly at the same time. So, you're the
125move and Vincent seconds. Okay. Um, with that, all board members, please vote. >> I I So, that brings us >> And that car that was for Mariachi as well. >> Yes. >> That was so awesome tonight. Yeah, that was great. >> My parents honeymooned in Mexico City in 1958 and so my dad would always bring whatever restaurant anywhere in the US. He would bring the mariachi over to the table. So it g g g g g g g g g g g g g g g g g g g g gave me huge nostalgia. I was totally holding back tears. So thank you so much for getting that course approved. And I'm wondering was it coincidental that they performed today while we were approving? >> No, not at all. >> We mentioned this last month
126when we went over the first >> trying to plan that. Um, and it just gives us an opportunity to highlight some of the really cool classes that we do offer. So, um, next item on our agenda is to approve the curriculum revisions for beginning art, intermediate art, and advanced art. So, quickly, I'll turn it. >> Yeah, this is different than the previous item because these are just revisions to courses that pre previously existed. Beginning art, intermediate art, and advanced art. Um, second read no changes since last meeting. The changes align with the new California arts standards. >> With that, I will need a motion to approve the curriculum revision for you. >> Motion to approve. Second. >> We have a motion and a second. Board members, please vote. >> I process again. Um, do you
127have to take beginning art to get to intermediate and intermediate to get to advanced? >> Yes, they're sequential. >> Got it. and okay, I'll talk to you some stuff offline. Thanks. >> Okay, that brings us to H, our human resources division section of the agenda. So, item H1, item H1 and H2 were both approved on consent. So item H3 is to approve memorandum of understanding between the Eskanito Union High School District and the Eskanito Secondary Teachers Association for certificated employee benefits. Um I'll turn this over to Chiron to give us some information on >> Thank you. Yes, I'm submitting thisou between the Escanido Secondary Teachers Association and the district for approval. Uh thisou is being presented to formalize the negotiated increase to the benefit cap and also required contributions to the benefit reserve account. The
128agreement also authorizes a one-time payout in June to benefit eligible me eligible members from the reserve account. >> Okay, thank you for that. Um I have motion to approve. >> So moved. I'll second. >> We have a motion in a second. I'd just like to make a comment on this if I could. Um, so one of the things that we heard very very loud and clear when um ESA was attending um the meetings and providing public comment was how there was a lot of concern amongst among the members related to their benefit increases um the cost of insurance and what the individual employees will be. um what those costs will be increasing going forward. So, I know it was the intent of this board to make sure that we um we it's in we heard
129you with that. That was part of what was negotiated. So, I know with a one-time payout that does reduce that um amount that's in that benefit reserve account. It's just my hope that um employees would consider that and make the appropriate um savings um put put things aside to make sure that they're able to weather those increases that are we all know are coming forward and truly what you know what we what was intended with um the amount that was allocated to that benefit reserve account. So, it's just my hope that um people don't go out and um I mean you can do whatever you want with your money obviously if you want to go to Hawaii or whatever but we do know that um increases are coming and it was very in intended to
130um and we heard our employees um about that concern. So, um with that we do have a motion. Is any other board members want to say anything? Okay, we have a motion and a second with that. Board members, how do you vote? I >> I that is approved. Brings us to item four which is to approve the adoption of declaration of need for fully qualified educators. I'll turn this over to Chiron also. >> Thank you. Uh this is an annual item that is brought to the board each May. This annual form is required by the commission on teacher credentiing so that the district may if needed employ teachers on emergency or limited assignment permits and high needs positions such as special education uh due to a shortage of fully credential teachers. >> It's something we
131do regularly so um routinely. Um do I have a motion? >> I move to adopt the resolution >> declaration. I'll second. >> Okay, we have a motion and a second. Board members, how do you vote? >> I. >> Okay. And that brings us to item five. >> Which is to adopt the resolution R 2025-202632 to reduce the hours of or not remploy certain classified employees for the 2026 2027 school year. and I will turn this over to Shiron again. >> Thank you. Yes, this resolution is being presented to the board for adoption to reduce or discontinued classified services including classified management due to a lack of work andor lack of funds beginning in the 2627 school year. >> Move to approve. Okay, we have >> adopt the resolution. >> Have a motion. Um, I have
132a second. >> I'll second. >> We have a motion and a second. Do we have discussion? Any discussion from the board? >> One question I have is we we met together in March, right? and talked about uh the initial say announcement of this with a certain number of hours and a certain number of of employees that would need to be laid off and now we have today's number as well. So what's the what's the difference? What's what was the change over the last couple months? >> Uh yeah, so in March at the March board meeting the board approved the resolution or approved the initial resolution. And at that point uh that would have affected 19 employees um that would have received layoff notices. Uh those employees would have been uh not only those maybe identified
133on the resolution itself but also employees who may be affected by displacement or bumping rights as well. And so that's the number 19. Uh since that time um as has been shared earlier today uh some positions were rescended. Uh we also had some people who were uh in positions identified for layoffs that have moved into other positions or resigned from the district and moved to a position maybe outside of the district. Uh and then again like I said some of those movements also allowed us to resend uh for employees who were going to be bumped or displaced. So in total since that time uh we were able to reduce that 19 down to 12. >> So when we say uh affected by this this is a full layoff. 19 it was 19 now it's 12.
134So it's a full layoff in the sense that uh again positions could be eliminated and also reduced but then also people who have previously held positions in the district if their position was being reduced or eliminated have the right to bump into other positions and so it's a trickle down or domino effect in that sense. So as shared was 19, it now has gone to 12. And if we were to break off, break the 12 to figure out what we have remaining eight of those 12 employees, they bump into positions they previously held. And that leaves four people uh that do not have positions at the end of this. >> So it was so it was 19 and now it's four. 19 people were initially laid off or I should say 19 people received the
135notices of the 19 four employees will not have a position at the end of year. >> Thank you. >> What would happen to the four employees that are um uh what would be their potential to be rehired should changes occur beyond today? Uh so they have the right to certainly uh apply for positions in the district. Uh any positions that we had vacant since the March board meeting. Uh we flew those internally with the hope that people would be able to apply into those positions. So we still have vacancies right now um that these people could apply if they're qualified for. Uh we are still in the process of working with CSA on the impacts and effects of these decisions. So, we haven't had the opportunity to meet yet, but that would be part of
136the conversation as well, how we best and support some of these people who uh unfortunately the four people that won't have a position. Um, I would also just like to really um address that um we really pushed staff hard to work on this number and um I know last year also created a similar effect as last year because there were no reductions made. It was um something we knew was going to be brought before us again this year. And I know staff worked really hard to make sure that um we were able to get it down to a number like four rather than what we were faced with um earlier this year. So I just want to thank the staff for the efforts of that. It does not eliminate it doesn't take away the fact
137that four people will be impacted by this. Um I don't know if any other board members have comments. I would say also that we just we we don't take the decision lightly by any means. Um but also say that uh some of the the data that we heard says that these are some decisions that we have to make. No, I don't think anybody enjoys those decisions and nobody wants to make those decisions, but at a certain point they those decisions need to be made. So it brings us to to where we are now. >> Is this actually open for discussion yet? Yes, this is discussion. >> You seconded. >> Okay. Uh because I I mean I see we're we got from 19, we're down to four. And while we say, "Hey, look, we got it
138down to four." No, I want to get it down to zero. Uh I mean, if we can save these are four people who we could save. uh they're actually some of the people who are more on the bottom end of our schedule and our uh in our environment and I I can't see doing that at this time and we've got so much extra in reserves and I know it's uh tough but you know last week we had the LCAP student forums on this page right here Dr. Kasus, you spent three minutes talking about counseling and future planning and support for students. What are we cutting here? Those positions. Most of the time was spent on that. Goal one, academic achievement. We need BAS. We're cutting BAS. uh bilingual instructional assistance. >> Hold on. I didn't
139think we are. I mean, because it was the interpreter or the >> uh >> Yeah, the the BIA is on the resolution, the bilingual instructional assistant, the position that we have uh Rothboard is really a vacant position for a person that took the retirement. >> I didn't hear. >> It's here at the district office. So, one BIA I I just want to make sure I understood >> what what we have is it is a BIA who is not being replaced because they're retiring. We need the support though. I mean, that's what we are hearing. Goal number two, we say, "Hey, look, we need to killed the tosses." Oh, number three, we need emotional support, cows safe workers, wellness centers, additional counselor and counselor hours. We're cutting cutting all that stuff. So, I I can't support
140this because it's not going along with our LCAP and what we're looking for. And I can't uh do this at this point, which different from last year, but uh Mr. I just want to clarify for the bilingual instructional assistant. Again, that's here at the district service center in our SOS pad program. Uh so that's a little bit different than I think our traditional BIA. It also takes the load and puts it on other people who are probably stressed out too. though. Anyways, when we've got those reserves and we're trying to save four people who, you know, I I don't believe that their salary is going to be that massive that it would be that much of a impact, but that's my feeling on this. Are there other comments from the board? Um real quick. >>
141Okay. Um so I know we have a motion. We did have a second. So I'm just going to ask the board members at this time please vote. >> I I I um those opposed. >> I'm opposed. Okay. Um, so bringing us to item six, which is to adopt resolution R2025-2026/33 in the matter of notifying certain certificated employees of the decision to not remploy or to reduce their hours for the 2026 2027 school year. and I'll turn it over to Chiron for explanation on this one as well. >> Thank you. Uh, this resolution is being presented to the board for adoption to reduce or discontinue particular kinds of certificated services including certificated management beginning in the 2026 2027 school year. Discussion. I would need a motion to approve this resolution. >> I'll move to approve. >>
142I have a second. >> Second. >> We have a motion in a second. I do have a question. Just to clarify, um one um one position is being impacted. However, that individual will continue employment with the district. That correct? >> Correct. Uh none of the certificated teachers lost their positions uh if this resolution is passed. >> Okay. Cuz I did hear comment um during public comment that an orange that a teacher would be let go if that individual returned to the classroom, but that's not how I understood it. >> Yeah. So just to clarify that um if you recall in March we did temp releases. Uh so temporary teachers are used to backfill for teachers who may be funded uh with the one-time monies or uh categorical or if they're out on a leave of
143absence. So uh the teacher that was being referred to was a temporary teacher. >> Okay. So we had a a teacher that was in the temporary assignment through grant funding and we brought in a temp teacher to fill that role. And so when this um teacher returns back to the classroom, that would release the temper the temp teacher. >> Yes, that's correct. So yes. >> And then the temp teacher that's being released has the potential to be rehired through other vacancies that may occur from other >> the temporary teacher could apply for vacancies in our district. Um it's it's a it's a very common thing to have temporary teachers to backfill for teachers that are on leaves of absences or categorically funded or like one-time funds. Uh and so that's why we're able to do
144that in March so that could happen. >> Okay. Have any comments or questions from the board on this? >> Were there any uh temp teachers that you've just that you were able to pull back as well? let's say um in terms of uh between March and now >> uh yes we we have been able to pull back some of our temporary teachers uh in certain uh subject areas. >> You have a a ballpark number here? >> I don't have it off the top of my head but I I can tell you it's you know it's more than a few from the board. Okay. At this time, um, all of those in favor >> I opposed. >> Okay. Thank you. Okay, that brings us to the next section on our agenda, which is the business services
145division. And it looks like items 1 through 7 were approved on consent. Which brings us to item eight, which is approve annual authorizations and adopt resolutions R2025-2026/34 R 20225-2026/35 R2025-202636 and R2025- for the school year 202627. seven and I'll turn it over to Amanda to explain further. Yes, these are our annual authorizations and resolutions you see every year. These are to receive our mail, pick up our warrants from the county office, sign payroll, sign commercial warrants, and replace warrants. Routine business. >> Okay, >> I'll move to approve. >> Motion, >> second >> and a second. All those in favor? I >> I >> Let's see. Item nine is to adopt resolution R2025-2026-38 for intra budget transfers at close of 2026 2027 school year. And I'll turn this over to Amanda as well. Yep. So EDC
146code requires us to bring this resolution annually to the board. So, uh, we get to close, uh, at the end of the fiscal year, prepare our financial books, and, um, if necessary, make any transfers, uh, between, uh, funds, major object codes to balance out our books. >> I'll move to approve. >> A second. >> Okay, we have a motion and a second. All those in favor, passes. That brings us to item 10, which is in followup to an item that we carried over from last month or had a second on or whatever came back from last month. It's a public hearing and adoption of resolution R2025-2026-31 to increase level one statutory school fees imposed on new residential and commercial industri industrial construction pursuant to ED code 7620 and government code section 65995. We had a
147presentation on this last month. um turn it over to you again, I guess. Oh, I I have to have the public hearing first. Got it. Okay. Real quick. Yeah. Just on what exactly? Yeah. So, um we had the P, as you mentioned, we had the developer fee justification uh report presentation. Um for a second reading and for your consideration. Uh we do have the full report and presentation in front of you if you need a quick refresher or skim. Um a reminder um we shared a variety of information um such as the fact that the district has not increased our developer fees since November of 2018. Um the report also shared um that our recent approved facility master plan now provides the updated data um needed to support this action. The justification report shows the
148future residential and commercial development creates facility impacts for the district and that the proposed fee increase would help offset a portion of those costs. The funds would support our ongoing efforts to maintain and extend the useful life of our facilities to ensure that our campuses remain places and that attract and serve future students. Okay. So now I will hold the public hearing beginning at 8:40 p.m. And >> do I have anyone here who wishes to speak? >> Only the public, right? >> Only the public. Yeah, we'll have an opportunity for discussion after the public hearing. Um I don't see anyone in the audience wishing to speak on this particular item. And just for the record, we did not have anyone here speaking on the item last month. I did not hear anything from the community
149or from the um developer industry on this either way. So, I'm just putting that on the record as well. And with that, we'll close the public hearing at 8:41 p.m. And with that, we would need a motion to is it adopt or approve? >> Resolution. >> Adopt the resolution. >> I move to adopt the resolution. >> I second. >> We have a motion and a second to the adopt the resolution before us. >> I had a question. Um, so based on what I see from last meeting, now we're basically increasing the assessment from $5.17 to $5.38 per square foot residential development. Um, so basically 21 cents per square foot. Am I I just want to make sure I'm clear on that. Mhm. >> No, that that's the allowable amount that the state allocation board took
150it from $5.17. That's the current maximum and now the new maximum is $5.38. Yes, that's uh >> so basically we we because we haven't raised our rate since 2018 are far below the current maximum. >> What what what are we at? our portion is going so we we we have a fraction. So we're going from 193 to 275 in the EUD area and then we're going from 126 to 179 in the San Pasal area on the residential which is biggest which I think is moving from 193 to 275 >> correct. We're basically paying catchup from 28 2018. >> Okay. Um, you know, I did the math. I mean, we've had declining enrollment of about 20% in that period. I mean, do we deserve asking new homeowners to give us more money when it doesn't look
151like they're actually putting their kids in our schools? I mean, I just thought I'd pass on some logic that I might want to be discussing here. >> I would also say I would also say that uh new homeowners who are buy buying a new property, a new home in the area, they buy it in this area because either they can afford it or because that's a great school, right? So, our our goal is to to use this money to to create a great district and facilities are a big part of that. many times >> money for facilities >> and I absolutely agree with you on that. >> Also times the news those new homeowners are having kids. >> Yeah, I would um remind the board that the purpose of the increases to keep up with
152the inflation rate and construction costs. So our costs for all of the the construction projects we do um the cost building costs are going up, the materials, the labor, etc. So, we're just trying to keep up with inflation um in order to complete the projects that we use these funds for. Well, I'll say it this way. I will vote for this, but let's make the school district amazing. That's all I can say. We will find the money. Let's do this. >> I agree. I think our uh innovation >> enrollment >> growth in >> definitely get us there. >> Going to hold you to that, David. >> You can count on it. Also say also say that it's uh it is hard to say, you know, a few motions ago to say we're going to let
153people go, but now we're excited about raising money at the same time. Although this money is specifically for facilities which which is different. Yeah. >> Okay. So we do have to vote on this. Um all those in favor >> I resolution passes. I will say that people are willing to pay up for houses. I was helping a family that they made an offer on a house. It'll remain nameless in Escanido here. They offered830 and it went for over 900. So, it's not like there's still not a ton of demand to move up here. So, let's give them the school district that they deserve. under district operations section J. J1 is to adopt recommended revisions in board policy 6175 under educational services. We'll turn this over to Dr. Casus. >> Thank you, President Knight. Second read,
154no changes since the last time we met. Changes reflect recommendations from CSBA. >> Okay. Do I have a motion to approve? >> I move to adopt the revisions. >> I'll second. We have a motion and a second. All those in favor? >> I. >> And item J2 is a first reading, so no action this evening. It's a first reading on recommended revisions in administrative regulation 1312.3 under human resources. And I'll turn this over to Amanda, I guess. No. Who is this one? Oh, he resources. What am I thinking? Not tonight. Not tonight. All right. That's you, Chiron. >> Thank you. I'm I'm happy to give it to Amanda, too. Uh, this is being presented to the board for a first reading. Uh, under the current board policy, there is language in there that allows the
155complainant to appeal the compliance officer's decision to the board. Uh, if the complainant remains dissatisfied following the board's decision, then they may appeal to the California Department of Education. So, the proposed revision would eliminate the local board appeal step uh allowing the complainant to appeal directly to the CDE after the compliance officer's decision. Uh this change, it does align with CSBA language and it reflects the standard practice in most school districts. >> Thank you for research on that and aligning that to standard practice across um most districts. Um I'll need Oh, wait. We're not taking action tonight. So, that will come back next month for adoption. Bringing us to board member reports and comments. So, I know I always start down there with you, Mr. Weller. >> Well, let's continue. >> Okay. >> Uh, as
156I've said many times in close session recently, with all the hard work that the administration has been doing, our district is completely going in the right direction. the programs, the testing, the grading, the teachers, the interactions we're having with the elementary district to sync up so that students passed on to us are prepared to enter our district. Um, this district has come a long way. So have I, by the way, in the three years that uh I've been sitting here and uh I just really am excited to run for reelection again this year and to continue on with the direction this board is going. And I just appreciate everybody's effort in the district, everyone in the teachers and the classified and just everybody that works here. I can see we're all moving in the same
157direction. So, it's really an honor to be part of this team. >> And I'll just have to say ditto on that. Uh I love being here too. It's been great. And uh I've got no real report tonight. Pass it on. >> Thank you. Um yeah, I'm I've got a couple questions in that and I'll do my report. um the four individuals that we let go today. Um will there be an opportunity if there's openings, will you guys let them know um if there's skill sets that fit those positions. Again, we with any vacancies that we have, we we've been flying them internal and certainly uh they would be getting those postings as they're flying in the district. So, we would allow them the the the I said the intention behind flying it internal is to
158give them or anybody in our district the first shot at it before we fly it externally. Um based on the motion that was done tonight, anybody who does not have a job at the end of this, uh they go on what's called the 39-month reemployment list. Yeah. >> And so they would have rights to their position if it were to be restored uh for 39 months. Um and so they continue I guess in a way uh still get postings um and they can apply to them if they are qualified. They obviously have to go through the testing and and meet some of the minimum qualifications. Thank you. So I know tonight was very difficult decision and that cuz nobody wants to see somebody lose their jobs and that I've been there myself in my earlier
159career and it doesn't feel good. But after reviewing the enrollment data and long-term financial projections, I have to believe this action is necessary in protecting the district's long-term stability and continue supporting our students and our educational programs. So, that's all I have to add tonight. And I wanted to thank uh Principal Jacob for uh doing a great job in presenting in that. So, thank you. Um, the one thing that I'll add for tonight is I uh I know the um you know expenses that are not related to personnel are are you know by far the minority associated with um instead of uh personnel expenses, but I did appreciate um Juan Vargas' uh comments about reaching out to the general staff on areas that they can save save money to help prevent uh decisions like this
160for for future years. sat through and uh a couple presentations and and continually have this conversation about declining enrollment and um and we kind of know that that means that we have to make decisions like today which are unfortunate. But at the same time, if we can find ways to uh find that money elsewhere throughout the operations of the district, I'd say that's a uh a great way to to to crowdsource some information from the district and that's all I have for today. Thank you. And um I'll echo your your comment about um I think it'd be great to um work uh with a committee, collaborative committee with um both of our labor partners to start to identify areas where we can reduce costs going into the future because um we know we've reached a
161cliff. I think that's what it's been referred to as. There was a period of time during the co years where we were seeing a significant amount of money coming to into the district and our decline our enrollment was still declining and that has changed dramatically. So, a lot of that funding has gone away and so we're faced with um like I said, it's been 2,000 students that we've lost over the years that I've been on the board. and I've only been faced with a difficult decision like this twice. And so if you put that into perspective, the number of students we've lost versus the amount of employees we've been able to retain, I'm not patting us on the back. I'm just saying that we've done everything we can to maintain our staffing levels because we
162care about our employees. So, um, but at some point there's that term, you have to write the ship or whatever, write the size of the ship. And so, I know that, um, that's part of it. What we're trying to do here and one of our number one jobs when we're elected into this seat is to um be strong fiscal stewards of taxpayer dollars. And so, um, that is our our main intent with this decision this evening. And again, we know it does impact lives. And thank you to staff for all the work you did to make sure it impacts the least amount of people um, tonight. And, um, with that, I know we have a lot of excite this is this an exciting time of the year. There's a lot of um fun events coming
163up to celebrate our students um celebrate our staff and I know um Superintendent Peterson probably has some of those things to mention, but I know a retirement celebration um was is um we have a lot of employees that will be celebrating as part of our retirement celebration this year. Um I'll turn it over to Superintendent Peterson to give some of these um updates. >> Thank you. Uh this evening I'd like to take a moment for my own part to thank our student board members once again for their service. I wish the best to Hannah who will be going to USC and to Nathan who will be going to Cal State San Marcos. I know they'll do amazing things and we look forward to hearing about their accomplishments down the road. We have much to celebrate
164from staff recognitions to student events. Thank you to our board members for joining cabinet and me last week as we visited our school sites and served nachos. Thanking all staff for their hard work and dedication. I look forward to celebrating the class of 2026 at our comprehensive sites and Delago on June 10th. And then again at Valley High School the day before that on June 9th and we have the adult school commencement on May 28th. In the meantime, don't forget to thank our teachers on California Day of the Teacher tomorrow and our classified staff as we celebrate a cla celebrate classified school employees week from May 17th through May 23rd. With that, I wish everyone a good night. >> Thank you. We have some dates to remember. Um, looks like May 25th will be the
165Memorial Day holiday, which everyone should be enjoying a long weekend. All schools in the district office will be closed. Um, let me open my screen here because it's not quite showing up. Looks like May 28th, as Superintendent Peterson mentioned, is the Escandido adult school graduation at the California Center for the Arts at 7:00 p.m. That's May 28th. June 9th again, Valley High School graduation 600 p.m. June 10th, um our comp sites graduation at different times. Delago 7:00 p.m., Escanido High School 6:30, Orange Glenn High School 6:30, and Sasqua High School 6:30. June 16th will be the special board meeting of the board of education here in this room. Close session beginning at 5:00 p.m., open session at 6:00 p.m. June 23rd will be the regular meeting of the board of education with close session beginning
166at 4:30 and open session at 6:00 p.m. here again in this room. We do not have any remaining public comment on the agenda this evening. We do not have anything to go back into closed session to discuss. So, we will adjourn this meeting at 8:57 p.m. Thank you. >> New record. Thanks.