Organizational Meeting of the Board of Education - Dec 16 2025 - 16 Dec 2025

001Oh, good. I have All right. Good evening. Welcome to the organizational meeting of the board of education, December 16th, 2025. Merry Christmas to those in the audience. Thanks for being here. Uh, call to order and establish a quorum. So, let's see. We do have four of the five. So, we do have a quorum. Um, let's see here. Meeting announcement. This meeting is webcast live and recorded. The recording or webcast may capture images and sounds of those attending the meeting. Uh, let's see. Identify a closed session items of discussion. Please refer to the list of items identified in section B, close section below. And are there any public comments uh to the uh items in closed session? It does not look like it. How do I can I scroll down on this screen or no? Okay.

002Well, I don't know what's below it. So, I guess we can just No. Okay. Okay. So, then now I get to adjourn to close session. and we'll see you back here at about 5:45 for our Christmas uh event. right now. Okay, that was amazing. I think we should start every schoolboard meeting with Christmas carols. Um, we're going to start in about six or seven minutes, so feel free to talk amongst yourselves. Thank you. David, you're putting a lot of work into this hair. >> It's doing it grow. [laughter] It's doing it. >> It just happens all by itself. I can't get past the itchy face >> like and my wife can't get get past the >> my wife. [laughter] for the holidays. >> Um, yeah, man. I got a couple weeks off. >> Yeah. >>

003But we have a foreign exchange student with us right now. >> Um, I I do snowboard. >> Yeah. Um but that for exchange student she's 11 she's 11 years old home. So uh we're doing a lot of the just fun stuff close to home. So, Six Flags and Knoxbury Farm and Disney as you land and rehearsal and beach, downtown San Diego and all that kind of stuff. Don't have passes there. We have passes everywhere. I used to get like you get a person in for free too. Oh yeah. Remember those days? Give us go. Nope. >> I might have seen it once. I I think I saw it like ago. >> Oh, the movie never though. That was a good >> one. I want to go I'm going to go with my kids coming out.

004>> It's a good one. >> All right. Good evening. Thank you for your patience. We're going to reconvene now at 6:10 and uh we'll just do a quick roll call and so board member Knight >> present, >> Board Member Vincent >> present. >> Board member Durnney >> present. And thank you for the delay. >> And board member uh Williams >> here. >> And board member Weller here. Thank you for all being here tonight. We love it when we have large audiences for sure. I want to introduce the interpreter briefly. There will be a Spanish interpreter for this meeting. Meeting attendees who would like to listen to the Spanish interpretation of their proceedings may pick up headphones from the tables located in the back of the room. This announcement will be now shared in Spanish. Thank

005you. Uh, this board meeting is being webcast live and recorded. That's why Mike and I have to stay in good manners. The recording may be webcast may capture images and sounds of those attending the meeting. And so then who did we decide to do the mission and the vision? The two trustees. Okay, go for it. [clears throat] You got mission. Trusty journey has mission. >> Statement empowering every student to graduate prepared for college, career, and life through excellence in learning. And the vision we relentlessly pursue with optimism equitable support for all students to navigate a changing world by providing rigorous and relevant learning experiences that strengthen their capacity as open-minded and invested collaborators, effective and thoughtful communicators, resourceful and creative problem solvers, cu uh curious and an analytical critical thinkers, and informed and compassionate community

006members. >> Uh thank you trustees. And the reason we had the trustees read it tonight is that the student board members, many of you know, have finals tomorrow and this week, and we let them go home to study. So, all right. So, now the pledge of allegiance will be led by board member Williams. [clears throat] >> Ready to begin? I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. So, now we're going to have the inspirational student recognition by principal Michael Santos from Orange Glenn High School. >> Hi everyone. I'm Michael Santos, the proud principal of Orange Glenn High School. I first want to thank our district cabinet and our school

007board for the opportunity to celebrate our students, especially those that become an inspiration not only for our school, but for our community. At OHS, our school vision is to have academic and personal growth for all students. This growth varies from each student, but our efforts are to continually help all students improve and provide them with the skills they need to be successful in whatever they whatever path they choose, be it college or career, but always successful in life. OG's inspirational student is one that finds success even though her journey was not paved for her. She represents what our students can do both here at OG and in the greater world. She wins awards but is a humble and personable person. I'm proud to announce OG's inspirational student is Leslie Kario. I don't want to steal

008any of the great things Lesie does, so I will pass it on to culinary arts teacher Chef Michael Reyes to gush all about her. Thank you. Chef Reyes is actually sick, so I will become Chef Reyes. I was going to have a tote that I was going to wear, but I couldn't find one. So, here we go. So, I'm Michael Reyes. Now, I'm speaking for him. Good evening. Thank you to the board, district leadership, teachers, and all the attendees here today. Thank you for allowing me the opportunity to speak tonight. Tonight, I have the privilege of introducing someone truly exceptional, Leslie Kario. Last year as a sophomore competing in FCCLA, she stepped into one of the toughest parts of high school culinary. Competing itself is the challenge. It is demanding. It is high pressure and

009requires a level of focus and maturity most most adults struggle with. These culinary competitions are individual, not team-based. And she went up against juniors and seniors across the region and placed in the top 10. She then advanced to the state championship where she took first place and went on to the national stage placing sixth in the country. Again, I'm Chef Reyes. I have been in the hospitality industry for almost 30 years and I will admit that it can be intimidating in the kitchen. I move fast. I expect a lot and when we are behind, my tone can get sharp. During one of our big catering events, we were running late and I jumped on the line. Most students would step back in that moment. Lesie did the opposite. She came right in beside me, completely

010unfazed, reading the situation and anticipating exactly what I needed. Even when my communication got direct, she never flinched. She She stayed locked in. She stayed present. She stayed committed. In our industry, we call someone like that a killer. The person who steps in, handles pressure, and simply kills it every single time. Leslie desire to learn. Her competitive drive and her spirit set her apart. I am incredibly proud of her and the young women she is becoming. Lesie, you have earned every bit of this recognition tonight. Congratulations. Thank you guys so much. Since I was little, I never seemed to fit in. Not at school, not with friends, and not with my family. I always felt like the outsider. I felt like the odd one out. High school was supposed to be different. It's the place

011where everyone is supposed to belong. That wasn't the case for me, though. I always described my situation as having friends but no one to hang out with. Meaning that I was always usually alone and that would cause me a lot of social anxiety. Everyone already had their own friend groups. I felt like I didn't belong because they already knew each other and I would be the outsider joining their group. I felt so out of place that I even wanted to move schools. I thought that if I moved schools, I would finally belong somewhere and get a fresh new start. I would either be in the nurse's office or with Miss Morales. Miss Morales is my world history teacher last year and she was one of the most trusting adults I know. Distinctive from the nurse's

012office would always listen to me and my problems. I was always sitting on her bed. That was practically my spa. I was there every morning and every lunch. Miss Cynthia has been there through my struggles and my achievements and I am beyond grateful for her. When Chef Res came to our school last year, everything changed for me. He said that he saw potential in me. He believed in me. When I mentioned that I wanted to move schools, he told me that I shouldn't and that I belonged. On top of that, Miss Marles was always showing me her utmost support. Told me that she'd be very sad if I moved and she told me that I belonged. She knew that I would go on to do great things. Like chef, she believed in me. Chef gave

013me a place to belong, which was in culinary. And Miss Marles and Miss Cynthia gave me a sense of belonging. When chef introduced me to culinary competitions, I knew that was exactly what I wanted to do. Competitions took place took place last year when I was just a sophomore. And as a sophomore, I wasn't supposed to compete. I was only sophomore competing against all juniors and seniors. At regionals, I qualified for states. NS states which took place in Riverside for a week. I placed first. I was beyond excited and honestly in shock. In that first place win, I got to go to nationals in Orlando during summer. And I'm very grateful for Chef and his team. Because of them, I got to go to Disney for the first time as well as Universal Studios. [clears

014throat] I will never be able to thank Chef enough. Because of him, I was able to become someone. He gave me the opportunity to compete and he gave me a place to belong. I also want to thank my parents for all their love and support and I want to thank you all for coming out tonight. Most importantly though, I want to thank and honor EUHSD and the school board for making this possible and as well as the staff and of course chef who nominated me. Thank you. That's This still works perfect. Go to the center here. So, this will take a little bit longer. Um, got a quite a few awards here, but quickly, what did you cook at Nationals? >> We cooked and it was like a lemon burblanc sauce with like a rice

015peel off. >> Oh, we should work on that for uh one of the dinners here one night. >> Oh, I'd be glad to. >> Are you work Are you working in a restaurant right now? >> Yes, I am. >> Which one? >> Miriam's Cafe. >> Oh, okay. >> Yeah, it's a little something. >> I'll have to try it. Very good. I have a degree in hotel restaurant management from the University of Denver. So my heart definitely is very involved with you guys. So I'm very excited. So there's quite a few awards here. So I'm only got two hands. So I'm going to hand them to you. So the top one here is your inspirational student award from the Escanido Union High School Board. Congratulations. This one is from the county of San Diego, fifth district,

016supervisor Jim Desmond. This one is from the city of Escanido, the mayor Dane White. This is turning into a um a class on government. You're going to know all the layers. Um, this one is from uh Darshana Patel, the 76th district assembly member at the state of California. And actually, I'll be meeting with her on Friday, so I'll let her know that the award was well deserved. All right, you're over. Yeah. Okay, very good. We are now on item number seven. Elect board president in accordance with bylaw 9100 organization. The board of trustees will elect the board president for 2026 calendar year in accordance with the bylaw 9100 organization. Board bylaw 9121 outlines the duties of the board president recommended action. We're going to wait on that. And then we have two speaker cards. And

017the first one will be Joe Gelamini. This is speaking in regards to the way the election works for board president. Um, [clears throat] as a uh longtime school district member and as a uh member of ESA, I believe that the proper way to do it has been in place for quite some time and should stay that way. and that uh the rotation of board president has worked efficiently and fairly for quite some time. And again, if it's not broke, we shouldn't try to fix it. Thank you. >> Thank Thanks, Joe. And next speaker will be Mike Silva. >> All right. Sorry, Bob. Um, I'm always on good behavior, but if the stuff at the table keeps up, I'm going to need some time off for bad behavior. So, anyways, uh, you know, my thoughts on

018this, and, uh, I'm going to encourage the board, especially Mr. Vincent, you're my trustee. I would encourage you to nominate and support and elect whomever would have been in the rotation for the president. Anything else is nonsense. And I think I think we get into this idea that people should be kings or in charge of things in perpetuity and that doesn't fly around here. Not in America, not here in Escandido. And I think what we've had, as Joe said, has worked very well. We had a rotation. We get different people in that seat. We get different leadership styles. We all learn from them. And I think that should continue. And I know that we that you guys voted to change the policy, but that nothing precludes you from nominating whomever should be next if the

019rotation was still around. And that's what I'm going to encourage all of you to do because that sends a message that continuity is important of the policy that's been working. And that's what I think should happen. We don't need the same person in that seat two years in a row, three years in a row, whatever, whatever it may be. We just don't need it. And perhaps I'm getting out in front of this and that's not going to happen. But if it is, I'm here to adamantly speak against it and it's nothing personal. If it was any of you, I would say the same thing. Christy, if you were there, David, if you were there, I'd say it's time for you to move on and let somebody else take that seat. And beyond that, if it

020is Ryan, and I don't even know if it is, he did a wonderful job last meeting, Bob, filling in for you when you couldn't make it. So I would encourage you to stick with the principle and concept of nominating whomever would have been next had the policy not been changed. Thank you. >> Very good. Because we are having nominations, I am going to hand it over to the superintendent to run this part of the meeting. >> Thank you, President Weller. The education code requires school boards to hold an annual organizational meeting in December. The organizational [clears throat] meeting includes the election of board officers for the upcoming calendar year and per our board bylaw, the appointment of the superintendent as board secretary. Board officer election process is held in public. I will soon open the

021floor for board members for discussion of those interested in serving as board president. The board president provides leadership on behalf of the board and the educational community it serves. Duties include preiding over meetings, signing all instruments, acts, and orders necessary to carry out state requirements and the will of the board, representing the district as its governance spokesperson in conjunction with the superintendent. President has the same rights, including the right to move, second, discuss, and vote as other board members. We will begin the process by making nominations. This is essentially a discussion that allows the entire board to know who may be interested in serving as president. Board members may nominate other members or themselves. Once all nominations have been made and the discussion is completed, I will close the floor to the discussion and open

022the floor for a motion to appoint a board member as president. This motion must be seconded. If it is, I will call for the vote. And if the majority of the board agrees, then we have a president. If we do not have a majority, the result is a non-election and I will open the floor for another motion. If a motion to nominate is not seconded, parliamentary procedure dictates that the motion dies for want of a second and I will open the floor for another no another motion. We will use the same process to elect a board vice president and a board clerk. Once all officers are elected, we will ensure the board members are seated in the at the dis in the proper order and the new president will preside over the meeting from that

023point on. So at this time I will now open the floor for nominations and discussion among board members regarding the election of board president. Are there any nominations? >> Sure. Uh while I agree with the gentleman who spoke, uh we do have the new process. So I'm going to nominate Christie for president. Christy and I are the most seasoned board members and have served together for over 10 years. She's always had the students interests in mind. As we move forward with our student achievement improvements and building additional CTE and workforce pathways, her knowledge and relationships will be very helpful as president. I trust her judgment and her depth of experience on the board. I'd also like to nominate Ryan for vice president. >> I think Ryan doing all we're going to do. >> Yeah, we

024will do vice president as a separate item. >> Okay. But if if this is part of u the big picture, you're you're welcome to >> I could hold off until then. >> Okay. >> It's not a big picture thing. It's just >> very good. I second. >> I'll nominate Christie. >> And I second that. >> We're not at a motion point right now. We are we are still doing nominations. So, uh we have heard one trustee, Trustee Durnney, nominate Trustee Christy Knight and offer rationale. At this time, uh we can also entertain other nominations. Okay. Hearing no other nominations, then I will close this for discussion. Uh and I will ask for a motion to elect a trustee for president. >> Uh I'll make a motion to elect the trustees board president. Which trustee? >>

025Knight. [clears throat] I'll second that. >> It has been moved and seconded. I will call for the vote. All those in favor of the motion to elect Christy Knight as board president, please indicate by saying I. >> I. >> And all those opposed, please say nay. >> Nay. >> The motion carries. 4 to one. Congratulations. At this time we will now move on to item C8 to elect a board vice president. We will follow the same process used to elect the board president. Now to elect the board vice president. I will open the floor for board members for discussion of those interested in serving as board vice president. Duties of the board vice president include performing the president's duties when the president is absent. At this time, I will now open the floor for nominations

026and discussion among board members interested in serving the office of board vice president. Are there any nominations? >> You know, I've got a nomination for Ryan for vice president. Uh Ryan's been a strong member of the governance board. Uh, and I know that the vice president is only there to take over in case the president's not available, but I'd love to see him get more experience and be more involved and be ready for next time and be ready to jump in there and nominate. Well, >> no, I go ahead. >> We're not vote. Sorry, they're not. It's not a second. >> It's nominations right now. >> Yeah. So, Trusty Vincent, I'd like to nominate Any other nominations? Okay. Any discussion? We now we have two nominations for vice president. Does the board wish to further

027discuss the two nominations? Okay. Hearing nothing, I will close the discussion and close nominations. Do we have a motion to elect a trustee for board vice president? Sure. >> I would like, if that's okay, I'd like to make a motion to appoint Ryan Williams as board vice president. >> And I'll second that. >> It has been moved and seconded. I will call for the vote. All those in favor of electing Ryan Williams as board vice president, please indicate by saying I. >> I. I. >> All those opposed, please say nay. And it appears that the motion carries 5 to zero and Ryan Williams has been elected vice president of the board. We will now move to item C9 on the agenda to elect a clerk in accordance with our board bylaw 9100. And once again,

028we'll follow the same process used to elect the board president to elect the board clerk. I will open the floor for board members to make nominations and discuss those interested in serving as board clerk. Duties of the board clerk include certify or attest to actions of the board when required, maintain records and reports as required by law, sign minutes of the board meetings following their approval, sign documents on behalf of the district as directed by the board, and uh serve as the presiding officer in the absence of both the president and the vice president, perform any other appropriate duties assigned by the board. So, at this time, I will open the floor for nominations and discussion among board members interested in serving the office of board clerk. Are there any nominations? >> I'm going to

029I'd like to nominate David for that because I'd like to move him up in the rotation and get him started on that. >> I'll nominate Carol Durnney because she's already in the seat. >> I'm going to decline that. I'm not going to be I'm going to have uh I'm not going to be able to fulfill my duties completely next year. Okay. Any other nominations or any other discussion? Okay. So, we have uh one nomination that has been accepted presumably David Vincent or clerk. So, if there is no other nominations or discussion, I will now close it. And now we'll entertain a motion from the board. >> I would make a motion to appoint um board member David Vincent as clerk of the board. >> I'll second. >> It has been moved and seconded. I will

030call for the vote. All those in favor of the motion to elect David Vincent as clerk of the board, please indicate by saying I. >> I. Any opposed say nay. So I think I heard five. Yep. Okay. We have five yes votes and David Vincent has been elected clerk of the board of trustees. So at this time we're going to play a little musical chairs. [laughter] We have the whole construction crew. >> Oh, wow. We're legit here. >> Thank you for that. That's it. Amanda, I I can see you now. Okay, good evening and I would just like to start off by saying thank you to my fellow board members for their trust in me and I am I look forward to serving as board president for this year. Thank you. Um this will take

031us to item item C10 which is to appoint John Peterson superintendent as executive secretary to the board of education and Marie Alvarado as board stenographer. So per board bylaw 9122 the board must now take action to appoint the superintendent to serve as secretary to the board. The secretary to the board is responsible for maintaining an accurate and complete record of all board proceedings and shall prepare, distribute and maintain the board agenda. Record board agenda record. Where am I? Eat here. Maintain the board. Maintain board records. Excuse me. Those are right on top of each other. And documents. conduct official correspondence for the board as directed by the board by the board. Sign and execute official papers and perform other duties as assigned by the board. The board will also take action to appoint a board

032stenographer at this time. So I will need a motion to appoint John Peterson as a secretary of the board and Marie Alvarado as board stenographer. I make a motion to appoint Superintendent John Peterson as executive secretary of the board of education and Marie Alvarado as board stenographer. >> Second, >> you got it, David. >> Okay. So, we have a first and a second. With that, board, please vote. >> I right. Bringing us to C 11, which is to designate board representatives to serve on other public agencies or organizations with which the district partners or collaborates. And on our list of the two um agencies or organizations, we have the Escandido Education Compact board member and the quarterly city council school subcommittee which allows two board members to serve. Um for context, um I have been

033serving on the Eskanito Education Compact. It is important that it is open to the entire board should any other board members wish to serve in that capacity. So do we need to take each one individually? >> That doesn't necessarily require a vote, just some consensus over who would like to serve in these in these roles. >> Uh okay. And and what I I'd like to just say I've been involved on the uh city council meeting. I've been going to that fairly regularly for the past few years. Uh joining John and I'd be willing to continue going to that. Uh and that's one that two of us can go too. So if another board member would like to go go and join me, I mean that'd be great. And >> I'd also say if if you

034guys are are both, you know, willing to keep doing that, then I would fully support that as well. >> Thank you. >> Same here. >> Yeah. And then on the Escandido Education Compact, is that a single member position? >> It is a single member position at a large community. >> And you want to continue doing that? >> Yes, I would love to. Thank you. >> Um, and with the city subcommittee, there are two seats available. Is there another board member that is interested in serving on the city school district subcommittee? Okay. So if if everyone's in agreement, then I will I will continue to serve on Escanido Education Compact Board and we'll have board member Durnney and board member Weller serving on the city um school district subcommittee meeting which is very relevant to your

035experience on the traffic commission because that is going to be a top a topic for this year. So thank you both for that. So any vote you said? >> No, we actually have consensus. I'm no longer on the transportation commission, but you know that that was a long run of >> Thank you for your service. Thank you for your service. >> Um, >> with regard to the city council subcommittee on schools, um, if either one of you are unable to attend, uh, I would probably ask the board president if she would be able to attend in your place. >> That's good. I'm sure she will as long as it's not baseball season. >> Yeah. Right. >> Okay. Thank you. Okay, no other vote necessary with that. Okay, that brings us to item C12, which is

036to approve proposed dates and times of our regular board meetings, the special board meeting and board workshop dates for the board of education for 2026. And as you will see the list of dates here for all meetings, special meetings and um July were dark. And I believe everybody's had a chance to review that. So I would need a motion to approve. >> I'll move to approve. I'll second. >> Okay. Um with that, board members, please vote. I to item C 13 which is a report of action taken in closed session and I have that to read out this evening. So the report of action taken in close session for December 16, 2025 in closed session on motion of board member Durnney, second by board member Williams. The board of education voted to approve physical education

037waiverss cases number 265 through 342 for the 202526 school year by a five a five I no nay no absent no abstain vote in close session on motion of board member Weller second by board member Williams the board of education voted to approve graduation waiverss cases number 38 through 43 3 for the 202526 school year by a five I no nay no absent no abstain vote and that would conclude the report of action taken in close session this evening in case I need okay thank you good backup so bringing us to item C14 which is the approval of the regular board meeting minutes of the November 18th, 2025 uh board meeting. Do I have a motion to approve minutes? >> So moved. >> I'll second. >> We have a motion and a second. All those

038in favor? >> I. >> Motion carries. Item C5 is the approval of this evening's agenda with any additions, deletions, or corrections. And are there any additions, deletions, or correction? None. Okay. So, that would be to approve um tonight's agenda. Do I have a motion? >> I'll move to approve. >> I'll second. >> Motion and a second. Okay. All those in favor? >> I say that motion carries. Item C16 is the approval of the consent calendar and items on the agenda are marked with an asterisk. All matters listed on the consent calendar are considered to be routine and supported by prior um sorry we're getting used to this new system and there's these little popups just so you can know and then it so that's what's blocking. Excuse me. So, um, everything on the consent calendar

039is marked with an asterisk. The items on consent this evening are item F1, G1, G2, items H1, H2, H3, H4, H5, and H6. With that, um, I don't hear any board members wish to pull anything off consent. So, do I have a motion to approve the consent calendar? >> Motion to approve. I'll second. >> Okay, we have a motion and a second. All those in favor? >> I >> you. >> Bringing us to our recognition and presentation portion of the meeting. Item D1 is student and staff recognition by Superintendent John Peterson. I'll turn it over to you. >> Thank you and good evening. Congratulations to the 78th Regiment for having an incredible 2025 season and making it to the state band championships for the second time in a row. They competed at a very high

040level and earned 14th place out of a possible 61 schools. Special congratulations to Eskanito High School's Benjamin Sensenba who won the California State Band Championship Outstanding Soloist. This is a feat that only two students in the entire state get. We are extremely proud of our students hard work and dedication. For staff recognition, I'd like to congratulate Orange Glenn's culinary teachers, Laura Gardner, Christy Sovocul, and Michael Rayes on the success of Patriot Cafe. On Friday, November 21st, the team celebrated the program's 10-year anniversary by recreating the delicious menu from their very first event for all to enjoy. The event was very well attended by staff and community members. Also, congratulations to Escanido High School's educator Brittney WAC for being drafted into the new Women's Professional Baseball League. Britney is one of the 120 women selected from

041around the world to represent four teams. She's been drafted by Los Angeles. We look forward to hearing more about her upcoming journey. And finally, I have a board recognition. On behalf of the board of trustees, I want to thank Mr. Bob Weller for his service this past year as board president. The role of board the role of board president carries responsibility and throughout your term you consistently fulfilled your duties to facilitate our board meetings with a steady hand. As outlined by our mutually agreed upon board protocols and our governance handbook, you ran our board meetings with clarity and respect, ensuring that discussions were focused and that everyone's voice was heard. I personally appreciated the time you took to meet with me regularly to prepare agendas, reflect on progress, and think strategically about our goals. Those

042conversations were valuable, and your ideas and input help strengthen our work as a district. Your approach demonstrated a clear understanding of the board's governance role and a genuine commitment to supporting student success. Leadership at the board level is often quiet and behind the scenes, but it has a meaningful impact. Your service this year helped to provide direction and that matters to the board, to the administration, and ultimately to the students and families we serve. As a small token of our appreciation, it is my honor to present you with an award in recognition of your service as board president. Thank you for your dedication, your leadership, and your continued commitment to our district. So, if you would join me out front for a photo op. I'm honored to do this. Um, I can thank everybody in

043this audience because we had great gains this last year and it definitely was not me. You guys worked hard. We had test score improvements. We had much much improvements overall in various mer various areas. A little nervous here and I just want to thank everybody the board the cabinet and all the teachers and students in the audience. So thank you very much. >> Thank you for your service. >> Thank you. Are you com did you finish? >> I am okay. >> I am now finished. >> Okay. Now he's finished with your report. Okay. And um I know both of our coming up is our student board member report. However, um they are both home or out studying with groups. So please, if you could, Superintendent Peterson will be reading their report. >> Yes. Um they're

044very conscientious. They're working very hard on some AP finals. They have early tomorrow morning. Uh but they did not sherk their duties as student board members and left me with a report that I will read on their behalf. The first report is from student board member um Henna Ibrahim who writes about Orange Glenn High School. Orange Glenn recently hosted a schoolwide food drive with the class collecting the most donations earning an ice cream party. During this time the school also celebrated winter spirit week and continued planning for the upcoming upcoming winter rally. Two Orange Glenn student dance groups were selected to perform as the Palomar College Student Showcase in December, marking the first time multiple OG groups were chosen to perform at the college level. Moving on to Delago Academy. In November, DLA held an

045ASB bonding event where students participated in games and team team building activities. Last week, the girls basketball team hosted a pinkout game that brought out a supportive and energetic crowd. To help boost morale during finals week, Delago held two spirit days with the themes anything but a backpack day and pajama day. Valley High School. In November, Valley High School hosted a family night which was well attended. Throughout November and December, Valley High School continued hosting girls group and fit group meetings along with multiple San Diego food pantry events to support students and families. The school also played several basketball games including matchups against Oakland High School, Trade Tech, and Pacific View. Last week, Renaissance testing was administered to students with the week ending in a winter chillfest. She thanks you for listening to her report.

046Nathan Buramino's report. Our other student board member, he writes, "Congratulations to the Escanido High School competitive cheer team who recently won their first ever CIF section title. Way to go, Cougars." Also at Eskanito High School, students celebrated the upcoming winter break by participating in spirit week with themes such as pajama day, ugly sweater, and flannel day. There was also a gingerbread housemaking contest during lunch for teachers and students. Over at Sasqual High School, students born in November received a sweet treat on the 21st to celebrate all November birthdays. Eagle Outpost offering snacks, drinks, and other items for sale open to students on December 1st. Students celebrated holiday spirit week with themes such as wrapping paper Wednesday and frozen Friday. Finally, at Eskanito Adult School, beginning and advanced welding classes have begun as well as mobility

047classes for seniors. And that is our student board member reports. >> Thank you. Thank you to our student board members for preparing those. So, um item D3 is recognition of the California Schoolboard Association Golden Bell Award. Are you going to do this part? Yay. Okay. Golden Bell out here. I'm proud uh to announce that our district has been awarded the 2025 CSBA Golden Bell award in the professional learning category for its innovative arc of learning and studio cycles of improvement programs. These programs have strengthened teaching practices and driven measurable gains for students. was a pleasure accepting the award at the CSBA annual education conference on December 3rd with all of our board members, Dr. Kasus, Dr. Lepe Ramirez, and Mrs. Griggsby. CSBA's annual Golden Bell Awards promote excellence in education and schoolboard governance by recognizing

048outstanding programs and governance practices in school districts throughout California. Identifying exemplary programs serves to share information about effective educational strategies. The Golden Bell Awards also serve to boost confidence in public education by focusing attention on success in California schools. Finally, it enables the California School Boards Association on behalf of school governing boards throughout the state to express appreciation to dedicated educators who strive to provide a highquality education that challenges all students to succeed. Our golden bell award is to honor our professional learning model, arc of learning and studio cycles of improvement. This visionary approach strengthens teacher practice by building deep expertise in social and emotional learning, improvement science, design thinking, and deeper learning. Through vibrant professional learning communities, collaborative inquiry, and dynamic on-site teaching studio cycles, educators continually test, observe, and refine strategies aligned to

049our students needs. This ongoing cycle of growth has ignited a culture of continuous improvement and propelled meaningful gains in student achievement across the district. I would like to thank our educational services team in particular, led by Assistant Superintendent Martin Casus, for spearheading our studios. Through Dr. Kasa's vision, assisted by our directors, content specialists, TOSAs, school site principles, and the hundreds of teachers who participate in the studios, our board and district is being recognized for its commitment to professional development that is focused on continuous improvement. Thank you and congratulations to all. And while we were all there to accept the award, we know this award is your award. So congratulations to you all that have worked very hard for this. That'll bring us to E4, which is Orange Glenn High School presentation. And this evening, we're

050honored to have Principal Santos here to present on Orange Glenn. take it away. >> Just wait for the information to come up. >> Thank you again. My name is Michael Santos, proud principal at Orange Glenn High School. I want to thank the the executive cabinet, the board, and everyone here uh so that you can hear me gush about Orange Glenn High School. Um so, our agenda today is going to be pretty simple. We're going to talk about our Orange Glenn mission and vision. Uh from there, we'll talk about a little bit about of our demographic data uh over the past four years. We'll go into our achievement data and how you can see that we've made the continuous improvement over these past four years. Uh talk about our math improvement plan and then provide any

051uh an opportunity for any questions and then I'll provide answers. So our mission and vision um our vision is what we see our goal here at Orange Glenn is for academic achievement and personal growth for all students. Our mission is how do we do that? And the way that we do that is by working together having all of our constituents from our students, our staff, our families, community working together to develop that academic success along with social, emotional, physical well-being through a rigorous, engaging and supporting learning environment. Again, our vision is to make sure that all of our students are growing both personally and academically. And how do we do that is by working together with our community, our staff, our students, everybody to give them that experience so that they have all of those

052skills to be successful after high school. Going into our demographic information, uh this is our information for the past four years. Uh as you can see, we definitely are declining enrollment. And you can see as well um some of the trends that you're seeing is our SED or soio economically disadvantaged has been going up um even though our population has been going down. But it gives you a nice look at all of our different populations from our ELLL um our RFAB students with disabilities as well as our foster youth and McKini Vento students. Hopefully I like the colors. Made it nice and pretty. Okay, so that's our demographic information. Um, and it's pretty much all the way down for the last four years. Continue on to our achievement data. One of the things you'll notice

053that from last year to this year, you're going to see that there's a a market difference with our achievement. Uh, the first thing is our A throughC rate. Uh, this is going to be looking at our data from the first six weeks of the school year and then to the first semester report card. Um there are definitely some places where we are going to continue to work on. As you can see from six weeks to the semester, it's approximately the same uh number. My hope is that since we are still in progress for our first semester for this school year, we're going to see that that number will continue to improve. Uh we'll be working on that with our interventions and things like that to make sure that our six weeks uh number is going

054to be lower than our semester one so that we can continue to get more students uh passing all of her their classes. um our average daily attendance you're going to see from our ADA for the past and I even included um from our last uh month four as of 125 I've included that one every single year we've in got we've increased from 88 all the way from 2122 all the way to as of 125 93.85% which is the highest out of all three comp sites. So definitely it's something that we're very very proud of like from the work from our doses as well as from everyone who's been helping bringing those students back into the classroom. >> What do you uh align that your success to >> again? >> What do you align your success

055to of on um increasing the attendance >> the attendance? Uh definitely we've been working well with our attendance toas have been working well with uh both our teachers looking at interventions. Uh just as we saw from our inspirational stu student the sense of belonging that we're continuing to build within our campus brings people back and they want to come to school instead of have to come to school. >> That's good. I like that. Thank you. No >> problem. Uh so that was our attendance. Continuing on with our uh graduation rates. You can see that our graduation rates are uh increasing from the way they were from last year. So, we're at 87.4. Um we know that it's going to continue, especially with looking at our next set of data, you're going to see that there's

056also another increase that should help our graduation rates go forward. Um if we start looking at the next one which is college and career readiness. Uh this data uh coming from the California Department of Ed is based off our AP scores, A throughG completion which has been on the rise at OG. TTE pathway completers, college credit, especially with middle college and our dual enrollment classes, our ESPback, which is our CASP scores, as well as the number of students who've been able to receive the seal of biiteracy on their uh diplomas because they have uh shown proficiency in English either through their CAST scores or an AP English cast score as well as a normally Spanish and their AP Spanish lang or literature class. With this one here, you can see that it's been steady growth

057all the way until just last year, uh, with a 57.7%. You can see that it's just year after year, we've been increasing. Definitely, I attribute a lot of this to the work from our teachers, our counselors, helping students continue to push themselves um, both within CTE completion, but also push themselves with college credit as well as being A3G compliant so they can go to a four-year if they want to right after high school. >> So, uh, quick followup question to that. What does the percentage mean? Right? So 57.7% does that mean basically half the students have either completed an AP class or have completed A throughG or any of those factors or what is the what's theation? >> It means that they have completed one or more of those to be considered uh college and

058career ready. So if they are A3 compliant and as well as did maybe a three or four on their ESPback, they would count for that one there. >> And is that including students freshman through seniors? >> Yes. So this one is only for the senior class. >> So it's only the senior class that they would be accounting for being prepared because at the end, you know, if you're a freshman, you wouldn't have many of these things yet. >> Exactly. >> I think that's I just I think that's awesome. I mean, you're up basically 20 points over the last few years. I know that one of our goals on this district board is to really bolster the CTE and to prepare so that focus on career readiness. It'd be nice. Mike Row has done a tremendous

059amount um in talking about preparing kids. Something what is it? There's something like 8 million open factory and um various uh labor uh jobs available out there now. I know my son decided to go the electrical contractor route or electrical route. And uh I'm going to start charging him rent pretty soon because he's making pretty good money at 19. So we look forward to really implementing some pretty uh significant CTE uh improvements uh over the next couple years and love to see that in the next three years at 80%. >> Definitely. Yeah. Our biggest goal is to make sure that we provide every opportunity for our students so they can decide which pathway to go to if it's college career to success in life. So that was our CCI uh readiness index. Um our next

060one is our cast results. So, what I've done here is we put the last four years and then we'll go over English language arts. We'll talk a little bit about math and for this is the first year that science has been added to the dashboard because now it has um background data for the past three years. So, we're going to be able to see that part. For English language arts, you're going to see that there has been steady growth in there. We did have a little dip last year, but now we are definitely back up to 49.1% which is highest the highest that we've ever been. Um, for math, uh, you're going to see as well, we've had steady growth. We started at 8.4. Uh, we had a little dip last year, but look, we're

061at 18.6. So, definitely we've done a lot of good things to help bolster our math program as well as to keep our kids very um more prepared for these for this test that happens in March. science is the cast test and this is the one where it's finally onto the California dashboard and has a color. You can see starting in 2022 when they start to have the data for it uh you can see that we're have steady growth from 20 to 22 to 25. Uh I believe the state average is at 30. So as if we continue on with this we're going to be right there within a couple years. >> I just can't believe that they didn't have science on there before. So I'm so happy to see that. >> Yeah. Can I ask

062a quick question about the science portion? So, similar to math, how >> we had a two-year math requirement and juniors did not necessarily take math unless they chose to. Um, what's the situation with science? What is our current uh >> the way that next generation science standards, the standards that science uses, it's based off of four classes actually, math, not math, sorry, biology, chemistry, physics, and earth and space or geoscience. For a lot of our schools, especially ours here, we've done an integrated model where earth and space has been built in within the three courses. Uh, as of right now, most of our students take biology freshman year and then physics 10th grade year. um the number of chemistries are a little bit lower which if similar to math if there was a three-year u

063>> um I guess I'm I guess I'm just thinking similarly like with math our students are taking the test junior year and they're not necessarily in a science school. >> I'll just add it's not it's not as simple as it is in math uh because the testing options are a little bit more variant in science. So students can take their science assessment in 10th, 11th, or 12th. Um, and so because there's only a two-year A throughG recommended, um, there's a minimum requirement for two years of science for A through G, a lot of students don't take a third year. And so if you test them their junior year without a science class, you kind of run into the same problem. Worse, if you test them their senior year, that'd be two years without a science.

064But if there was a change in the grad requirement, that would be a difference as well. But then you impact other things because there's only a certain amount of spaces in the schedule. So less opportunities for electives, arts, VAPA, and CTE, which I know is important to the board. So it's always a trade-off. >> Okay. But good to know. Thank you. >> And the the science topic, right, is between biology, chemistry, earthn science. I mean, that's that's a wide variety of science to prepare for and study for. How specific is it to each of those fields? Test time to refresh. >> Yeah, we we would have to bring in our science TOSA expert and content specialist to break it down for you, which we can do, but yeah. >> Okay, cool. Thank you. Uh those

065are our cast results. Uh continuing forward, this is our advanced placement. Uh I want to thank the board for providing our students with the opportunity to take these tests uh at no cost. I know that in my previous district it did cost approximately $150 to $180 per test. Um so definitely this provided and li and took down the barriers that would uh prevent our students from accessing this great opportunity. Um, as you can see from last year, we did have one of our higher numbers of students with the most amount of tests and with oopsie uh along with uh where go forward along with our highest pass rate. So definitely we're moving in the right direction. Even though we took the most amount of tests, we had the highest pass rate that we've had in

066the past four years. So definitely >> what is the test number below the student number? Um, so the way that it's put on there is that it's the number of students who were enrolled in an AP class, the number of tests that they took, and then the pass rate, uh, getting a three, four, or five on the AP exam that they take in May. So definitely great news. Our hope is to continue to build on this trend, especially with more with students still being able to take the tests at no charge. Definitely allows them that opportunity. Um going into our English language looking at our Renaissance data I have three different graphs here. This one is really to show that longitudinal looking at the same students over three years looking at how they've increased their

067proficiency in reaching the standards. So if you look on the very bottom one from the 22 23 school year, the green is where we're looking at where they're meeting the standards. So you can see that the bar is smaller. It's looking approximately 18%. When they become 10th graders, that same standard, they're at 27%. Now last year when they were 11th graders, they were at 53%. Which kind of ties it shows we made 49% in our CAPS test. So, the reason why I bring that up, it's because the great work from our English language arts teachers, they're able to continue along with everyone because literacy is everyone's job. It allows for us to see that we're making great progress in helping our students with this ELA with the help of everyone who's been working with especially

068at Orange Glenn CER has become one of the things that is crosscurricular that a lot of our students are seeing in math, history, English, and all of their subjects. >> And Dr. Kasus, you and your team and the whole staff, thank you for working with Renaissance so that we can really track it closely. This is really encouraging. Yeah, I think the real magic happens with our PLC's and our teachers, but we just set it up and so they credit goes to them. Yep. Our next ELA one I want to talk about is our district benchmarks. You're going to see that in the green is where they have met or exceeded the benchmarks. I know it's a little bit small, so I put some numbers up there. So in spring of 2425 which was last school

069year at the end that uh renaissance testing was at a 62.6. We know that there's always a little bit of a summer slide. So the middle section is going to be fall that we just like maybe a month or two ago uh our students were at 49.8%. As of winter which is the most recent one our students are at 60.3% in the winter. So, if we look at this trend, when we get to the spring, when they're taking the actual CASP test, that number will continue to grow, which means that we'll see much higher test scores than we had uh previous year. And again, that's with our district benchmarks. And one of the things that I've realized in talking with our LTOSA um is that the district benchmark is not as rigorous as the state

070benchmark. So, let's talk about the state benchmark. Uh what you're going to see here is that the red is level one which is what the CAST score level one and level two are not considered passing. That's the red and the yellow. The blue is going to be level three. Green is level four. Those are the two that if it was the CAS test would show that they have met or exceeded the standards. So in spring 2425, the green and the blue came up to 42%. Again, coming into the fall of 2526, we're going to see that it's at 38.6. So, a little summer slide. One of the things that you're going to see from winter, which is just now, our numbers at 46.5, which means we still have 2 to 3 months before we actually

071take the CASP test, which means that that number will continue to rise, which will also show within our CAST scores. Um, these are all great data marks from the work from our teachers and using this one to see where what areas should they be working with our students so that they can perform on these CAST tests. >> A quick question, the uh, you know, relatively higher number in the spring, the drop for the fall, and then boost up again for the winter and and preps for the spring. Is that due to the fact that there's a big summer in between and, you know, they kind of get out of practice, shall we say? >> Yeah. So, I would say from that one, from the spring, the first one to the middle one, it's usually the

072summer slide. a lot of things and then we we get to pick it up back again. >> Can I just add a point there? I think another way of looking at it is the third practice assessment that happened in the spring last year, that was the highest practice ex uh score that they had. We've already exceeded that in the winter this year. >> So, we're expected by the third practice test to be even higher. >> Uh our last one is going to be math. uh using our CASP interim testing. Uh these are two components of the math testing looking at uh linear and exponential equations as well as geometry congruence looking at the geometry parts. You can see that in the green which is above standards. You're going to see it's 7% for uh linear

073equations and 15%. Well, one of the things that you're going to notice is that our near standards are extremely high which means that if we're able to continue to help build our students who are at the near standards working with and you'll see it in our math improvement to continue to build them up, we're going to be able to also see some uh good gains within our CASP maths. So, continuing on, one of the things that we do within Orange Glenn is looking at the focus in the classroom. And as you could hear from our um inspirational student, that sense of belonging is really key. We want students to want to come to Orange Glenn and not have to come to Orange Glenn. Uh the other thing is we want to make sure our students

074know what they're supposed to be learning. So having these learning goals or outcomes in the classroom that a lot of our teachers are putting out there helps the students know what they should be doing within the classroom the minute they enter. Then again for engagement and rigor trying to keep on pushing our students to do more but also making sure that they're focused on the learning with from bell to bell is all the things that we kind of help push uh within orange glenn. Now, when we think about the math improvement plan, one of the things that we've been doing working with our math teachers, our mathtosas, um, is to make sure that our math classes have a common pacing. If they're all in different places, it makes it very hard for them to have

075professional learning, have to have those conversations about what is a good instructional practice if they're all in different places. So our math hoses and a lot of math teachers have worked together to make sure that math 1 2 3 and four are all around the same time, same pacing so they can have these conversations and keep on building the instructional practices that they have. We've also noticed that a lot of our students are missing some of the foundational skills that they need to have to do some of the things like matrices or to do exponential regression or correlation things. So, what we've done is we've invested in a program called Delta Math that is used in every single one of our Math 2134 classes that helps build some of those foundational skills that might be

076lacking, but does it in a way where they're still able to progress with the material, but give them some more of that information and practice in those foundational skills that they might not have brought from either the middle school or from whatever gaps they might have. That Delta Math has been very beneficial. Is Delta math run in the classroom or is it homework? >> It it depends on the teacher, but a lot of them do some of it in class, some of it is like, "Hey, bring this in so we can make sure that you have it so that we can do the next step." >> And is it like 20 minutes a day? It just all depends. >> It all depends on the teacher and how they do it. >> Um, one of the

077great things if you uh I think it was was it last week? Yes, it was last week. Uh, we had our first math night. So, one of the things that we try to do is integrate math nights into into the curriculum because of the fact that it does a couple of things. One, it engages the parents to be there and we know that if the parents are part of the the learning of their student, then we know that it's going to go up. Second, for you to teach somebody anything for math one, they had um linear equations on sometimes three or four different animals on how they would go using the walking rate as the slope and then wherever their starting rate as the uh y intercept. So in that case, they had to be

078able to explain all those things and when they called me over, I would also ask them questions about it. So that really they had to dig deep. For math 2, they were looking at correlation where they had to have two questions that they would ask their the the pier the person that they're presenting to. And then they would have to do an R value to see if it what kind of correlation is it? Is it slightly uh positive? Is it slightly negative? What what does that mean? Uh so one of them that they asked me was how many hours do you spend on your phone and what is your battery on right now? So then they can see is it slightly moderately or strongly correlated that depending if it's positive or negative with your phone

079battery and whatnot. They had to explain it and for you to do that you really have to know it. So definitely it was a great way for us to do it. We're having another one in the spring where it's also going to be math one, two, and three. And it's so hopefully it'll be a great experience for everyone. Um, next one, we're using our PLC's to help focus in this on student data that's connected to content. So, one of the things that we've been working with our PLC's so that their PLC's in math 1, 2, and three can really focus in on what's important, what's their essential learning that they should be having along with making um common formative assessments that gives the data for them to figure out if you're doing really well, what

080are the instructional practice that you're doing that I can use in my class to help my students learn just like yours did. So the PLC's has been a really good way to help focus in a lot of the work and uh regarding student achievement. Um just like we saw here, math three students are taking the interim test while math one and two students are going to be using the new assessment tools so that we can kind of keep on building and getting the data so we can figure out which areas to help our students with the CAST test. Um I want to thank you for having the third-year math. Definitely. It's been a really good way to make sure that the students have all the prerequisite skills before they actually take the test. Um, so

081that's been a big benefit for us and we're seeing that for this year, the 11th graders will all have taken math 3 by the time that they take the test in March. Uh, we've been given a great opportunity to have another math teacher support, another TOSA section that's been able to help, uh, work with with our teachers. One of them is going to be going around and observing other teachers so they can see what the teaching practices are of other teachers by helping set up those observational kind of models. Um, and then we also have a math intervention classes that we started this year. We have our zero period uh for our math one students that they're able to come in, get extra help as well as to improve their grades by making up tests.

082And we also have one during the school day that was focused on math three uh where we've been able to do small group instruction along with going out to the teachers and providing some support to them in their practices. Um and that >> can I ask are you also doing this the um peer math tutoring at OG? >> Yes. So the the zero period math has our peer tutors in it similar to the same uh model that they have at Sasquall. The other thing that we're doing with our with our peer tutors, they're also being one of the individuals that comes into our after school tutoring in our library too. So it provides us more >> attended Saturday scholars and actually commented on how cool it was to have a junior um peer tutoring the

083freshman. It was one of his water polo teammates, but he just felt like it was a different way of learning it from a peer, which was really cool for him. >> They usually speak the same language and it just makes it a lot easier. >> Definitely. We also use them for Saturday Scholars too in our library. >> Uh, thank you. Is there any other questions? So you can see a lot of our good stuff here and then I'll open it up to any questions that you might have today. >> No, great great presentation. We appreciate >> Thank you. Thank you. I appreciate that. >> Absolutely. >> Y >> pretty excited. Keep up the good work. >> It's all good things. I just liked how the OG kept on bouncing. That was my favorite part. >>

084Wonderful. Thank you. Well, well, thank you so much. We appreciate the time. I love talking and how great Orange Glenn is doing. So, I appreciate the time that you've given me. >> Thank you. >> Okay, that brings us to your favorite portion of the meeting, E public comment. So, E1 will be a report from California School Employee Association, Escanido, Chapter 219. and one I see. >> All right. Good evening, folks. Uh, our chapter president was supposed to be here in news, but she's running a little late, so uh, you get me today. Um, so, um, I'd like to start off with, um, just explaining CSEA's organizational mission statement. its mission statement and this is uh statewide um is to improve the lives of our members, students and community. So the need for a fair contract

085and fair pay is vital to ensuring our educational community carry out the important work uh that they do every day. CSEA looks forward to fair and productive bargaining sessions with the district to ensure our members get what they deserve and hope and urge the district to do the same with our union partners on the certificated side. Our classified members stand in solidarity with teachers and counselors at EUHSD. Thank you. >> Uh item E2 is a report from Escanido Secondary Teachers Association. And who will be providing the report this evening? Here she comes. Sorry about that. Thank you for your patience. [clears throat] All right. Always get nervous doing these things. All right. Good evening, um, Madame President, um, members of the board and cabinet. [clears throat] Most of you guys know me. Uh, my name

086is Anna and I've been in this district for about 19 years. Um, I do consider it an honor to stand here tonight as a representative of the teachers and counselors in this district. Um, I want to begin by saying thank you for the opportunity to speak tonight. Um, tonight my message is rooted in gratitude but also grounded in honesty. So, first my gratitude for the educators of this district. Our counselors and teachers do work that often goes unseen, uncounted, and frankly unrecognized. They are the quiet force that holds our schools together. They are club advisers who give up countless hours before school, after school, and during lunch, not for pay, and certainly not for recognition, but because students need a place to belong. I was just speaking to a robotics adviser who is explaining the

087countless hours they volunteer to the club without pay. Teachers who stay late to tutor struggling students. Teachers who open their classroom early so kids have a safe place to land. Teachers who give up their lunch to help students get on track with the class. Counselors who carry overwhelming case loads while supporting students through anxiety, grief, housing instability, and trauma. counselors who stay late because a student is in crisis and they understand they can't just explain to a student that they need to leave because their work hours are over. It's not extra work, it's the work and it's happening [clears throat] every day in this district since co the role of educators has fundamentally changed. Teachers and counselors are no longer just content experts or academic guides. We have become mentors and caregivers. We have become

088first responders to students social emotional needs. We try and teach critical thinking skills and analysis while understanding so many students are below grade level. We're helping students navigate mental health crisis, family loss, isolation, and fear, often while managing our own and doing the impossible. Our counselors deserve recognition for the vital role they play in supporting the social and emotional health of our students. They're often the first line of support for students in crisis and their work is essential to student success. This brings [clears throat] me to a story some of us may know well. Um, in my family, uh, during this time of the year, we watch a holiday movie together nearly every night. Um, my kids favorites are usually Home Alone 1, 2, 3, 4, and five. Um, so the family member of the

089week gets to pick. And when it's my turn to pick, I always pick the same thing. It's a wonderful life. However, as soon as I say it, my kids groan and complain [clears throat] so loudly that I inevitably have to pick something else, and I always end up watching It's a Wonderful Life, the unabridged black and white version, by myself once everybody goes to bed. It remains my favorite holiday movie of all time, and for good reason. So, if you haven't seen it, George Bailey is the main character, right? He lives his life sacrificing his desires to travel, putting his dreams aside in order to keep the family business alive, building a loan. He created a life helping working families buy homes and never made a profit from it. He believed money should serve people.

090He focused on giving his neighbors dignity and respect. And towards the end of the movie, he contemplates suicide for a debt he cannot pay. He is forced to ask for help from Mr. Potter, the richest man in town. Unbeknownst to George, Potter actually had his money that he had [clears throat] misplaced. And instead of doing the right thing, Potter refuses to loan George any money, keeps the 8,000, and calls the police. Potter refuses to help, not because he can't help, but because denying him help gives him leverage. Mr. Potter tells George he is worth more dead than alive. He excuse me. And we see George standing at a bridge looking down. And this is the turning point of the movie, right? When George is shown what the world would look like if he had never

091existed. And it's only then does he realize that the small everyday things he did, the sacrifices that no one noticed, changed lives and shaped his entire community. Without fail, every year I cry. I believe, to bring it full circle, that the teachers and counselors of this district are the George Baileies of our schools. You may not always see the impact in a spreadsheet or a press release or a fancy Instagram post, but it's there. It's our teachers work. In in the student who graduates because a teacher refused to give up. In the student who stayed alive because a counselor listened. In the countless moments that never make headlines but make all the difference. And the three students who spoke at the last board meeting caught me by surprise. We didn't ask for student support. But

092these three students understood the bigger picture and for that I am grateful. That is why tonight I also need to speak honestly. It is deeply troubling to hear that educators are viewed as somehow separate from this community. Teachers and counselors are this community and we have a tremendous impact on this community. Some live here and raise children here. We volunteer here. We support local businesses. We show up at games, performances, and events long after the workday ends. When contract negotiations are handled in a way that minimizes education value, when proposals are presented that feel deceptive or dismissive, especially while the district sits on tens of millions of dollars in reserves, it sends a clear message. And that message is not lost on the people here. I want to address a claim that was made that

093when educators work to contract, they are somehow punishing students or holding them hostage. The irony of that statement is this. If students are harmed when teachers set boundaries to complete only their contractual duties, then it is an acknowledgment that our system depends on teachers routinely doing far more than what they are paid or contractually obligated to do. Educators are not punishing students by honoring a limit of a contract. They are revealing how much invisible unpaid labor has been quietly propping up this district for years. If working to contract is described as harming students that we must ask a difficult but necessary question. Why is this district comfortable relying on unpaid labor to meet our students needs? Responsibility for student services did not does not rest on educators sacrificing themselves indefinitely. It rests on leadership. Ensuring

094that schools are staffed, supported, and compensated in a way that does not require burnout to be the function. The question educators are asking is simple. Why would teachers and counselors continue to give so much of themselves to a district that does that does not appear to value them or view them as part of this community? We want to work collaboratively. We want stability and we want to negotiate in good faith. We want to avoid working without a contract. And I stand before you representing teachers and counselors who have been without a contract for 6 months. It's not okay. And most importantly, we want a district that recognizing that investing in educators is an investment in students in this community. Just like my favorite character, George Bailey, educators rarely ask for praise, but they do deserve

095respect and they do deserve to be valued. Not in your words, in your actions. Thank you. Thank you, Anna, and thank you all for being here this evening. Item E3 is comments from the public on non-aggendaized topic that lies within the subject matter expert of the board. Let's see. And want me to read this whole thing? Okay. The board shall limit the total time for public input on each non-aggenda topic to 20 minutes. Generally, each person may speak up to three minutes at board discretion in order to allow all persons to have an opportunity to participate if desired. The board may reduce the amount of time per speaker when necessary. Upon conclusion of all public comments or 30 minutes, the board will continue on to the next item of business on the agenda in order

096to ensure the board can effectively and efficiently conduct the district's business in public at this meeting. In the event more time is needed for public comments on non-aggendaized items to ensure all those wishing to address the board have an opportunity to do so, the remaining public comments will be heard at agenda item J1. The board of education is prohibited by law from taking action on matters discussed that are not on the agenda. The board looks forward to and encourages your participation. We have received cards from 15 speakers, two on one topic, 12 on another topic and then one on a third topic. So we can begin with the two with the first topic. >> Perfect. So the first and this is in no particular order >> they will be in the order received uh within

097each topic. >> So our first speaker this evening will be Paul Hannish. wanted to congratulate this board for the outstanding work you've uh this district has been doing in improving test scores. I did a little research online and saw that uh English scores have gone up over 1% and math scores over uh even more than that. Um thank you for your leadership on that, Mr. Weller and this board's um hopefully the executive board will follow these reforms and policies that have gotten you uh these improvements and we'll continue in that direction. Um I wanted to talk briefly about the issue of pornographic books in the library and also grooming um and what this district's policies are on that. And I know the board members are not supposed to respond and that's fine. Hopefully, you'll consider

098these discussions in closed board meetings and but if the uh superintendent or legal um cares to respond, I'll try to leave some time. Um what process is in place for parents to challenge or request the removal of explicit books? By the way, um I did look at the school library and I was impressed. I didn't see any of the uh most ownorous offensive books. So, this district is doing a good job in protecting our children. [clears throat] Have any of the books been removed in the past due to explicit content in the last few years? And if so, which ones? How does the library policy align with the district's internet and student conduct policies? What training do librarians and staff receive on evaluating book content for appropriateness? Are there guidelines to prevent the purchase of

099offensive material? What specific policies are in place to prevent grooming behaviors by school staff or volunteers? For example, do rules prohibit one-on-one interactions? How does the district how are students educated about personal safety and recognizing grooming? What protocols exist for handling allegations of grooming or misconduct? How does the board ensure compliance with Title 9 and state laws on sexual misconduct? As a concerned parent taxpayer, I urge the board to discuss these policies and ex exclude explicitly pornographic materials that uh so that you align with our community values. There's been some recent controversies in other districts uh where they ignored explicit content and led to lawsuits and division. So, I would encourage the board to uh keep these points in mind and our children deserve environments free from grooming and offensive materials. So, if um superintendent

100or legal would like to respond, I'll reserve the remainder of my time. >> We cannot respond at this time on a non-aggendaized topic. Um you also brought up 8 n 10 questions that each require very in-depth response. So, um be happy to contact you separately to go over those. >> Thank you, Superintendent. Um, there a way to have that if that on from the screen so that the time thing can show up. >> I don't know. We're we're asking if there is a way for us to see the timer on the screen. >> It can. No, >> no. >> Trying. You're working on Sorry. Okay. >> Um, okay. Thank you. Next speaker is Scott Herman. Okay, thank you. >> Next group of speakers. First up, Dia Monroy. >> Da Monroy. On deck is Annne Schwarz

101and Brenda Inhares. Thank you. >> Good evening board members. My name is Da Monroy and this is my fourth year in the district and my ninth year teaching overall at Orange Glenn. I've taught biology, physics, AVID, and I am currently teaching anatomy and physiology. I love my job, my students, and my community. I'm here tonight because we have been without a contract for 6 months. A fair contract does not mean a raise for educators. It means being able to keep up with the cost of living. Educators are taking a pay cut when COLA is not met. On top of rapidly raising cost of living increases, the cost of health care is also growing at an alarming rate. The issue is personal for me. My son has a rare congenital heart condition and affordable employer provided

102health care is essential for my family. When district contributions fail to keep up with the rising medical costs, the burden is placed directly on teachers. That creates stress and instability and takes the focus away from our students. I'm a dedicated, qualified educator who wants a long, sustainable career serving my community. Stability matters for teachers and for students. The district has the capacity to act. With $43 million in reserves, this is not about affordability. It's about priorities. Investing in educators reduces turnover and directly supports student success. As a parent living in Escondido, I want to send my child to a school district that values its educators and treats them with respect. I urge you to direct the district to bring forward a fair contract that addresses rising healthcare costs and rising cost of living. Supporting teachers

103is supporting students. Thank you. >> Ann Schwarz. >> Hi. >> Um my name is Dr. Anne Schwarz and I have been in this district for 12 years and I have been teaching for 17. Um, it is Hanukkah tonight. I would like to be anywhere but here. I would actually like to be at home with my three and a half-year-old lighting candles. Um, but it seems to me that we often do things on Jewish holidays and like that is what it is. So, I am here instead of at my house. Um, I am here uh because 10 years ago and Christy I think you were on the board at the time I spoke about a day in the life of a teacher in Eskano and I spoke about being a drama teacher and getting to school

104really early in the morning and leaving really late at night and I talked through the whole day and I want you to know that my days have changed cuz I have a three and a halfyear-old now and it is a different life that I am leading. Sorry, I lost my notes. My phone's going to die because I'm a teenager. Um, my life has changed, but I would like you all to know that I wake up at 6:00 a.m. My we are out of the house by 7:00. I am at Delago at 7:30. Um, I am there all day with the kids. Um, I teach sixfist contract which means I do not have a prep, which means after my kid goes to bed at night, I am prepping for the next day. So, I am putting

105in the hours. Um, and I um spend my days listening, seeing pictures of students kinceras. I look at baby cousins. I listen to breakup stories. I see kids in the hallway who I haven't seen since last year who want to talk to me. And I my whole day goes by and I go to the bathroom maybe one time. Like I don't know about you who have the freedom to go to the bathroom whenever you want. But like dude, we are working all day. Um I my ask is this. I just I wanted to come here to say I'm asking for you to make my life this much easier. Like, I understand that we are not here asking for a 20% raise. I take it, but I'm not asking for it. I want you to make

106my life this much easier. I want you to make Hanukkah just a little bit cheaper. I want you to make Christmas just a little bit less expensive for my family. I have to put things on credit cards that I've never put on credit cards. You are holding right now the district my 2.3% cola that I should have been paid for the last 6 months. I don't I just I'm not asking for a lot. I'm asking for you to support your teachers. If you want teachers to continue to come to work to be healthy, to be not stressed, to be secure in our jobs, we just are asking for our fair share. We are going to continue to do the work because we cannot help ourselves. Working to contract was so hard and the teachers at

107Delago did it to the dismay of the board, to the dismay of our students and it was hard. We don't want to have to do that again. We are here to ask you to make our lives just this much easier, to direct our lovely district to pay us just what we are owed. Um, thank you so much for your time and um, happy Hanukkah. Next up, we have after Brenda Minhares, we have Caitlyn B. Miss Sanchez and Heather Smith. >> Hi, >> Brenda. >> Hi, my name is Brenda Binharees and I began teaching in Escandido in 2014 after graduating UC Irvine's Masters in Teaching program. I chose to build my life here because I deeply care about this community and the power of public education. I come from an immigrant low-income family and I've personally

108experienced how education can open doors that once felt permanently closed. That belief is what drives me every day as a 10th grade physics teacher and AP physics teacher and instructional coach aka sciencetosa at Orange Glenn High School. I've coached robotics, advised clubs, served on leadership committees, and I invest hundreds of my own money into my classroom. I didn't just choose to work here. I bought a small home in 2021 and uh because I want to stay rooted in this community that I serve. But I want to speak honestly about what I've witnessed over my career. And it's painful to think about how many excellent teachers I've seen come and go. Especially early career teachers who are talented and passionate and committed but ultimately burn out and are first forced to leave. When I look back

109at my original cohort of hires, very few of us remain. And in many ways, I feel like a survivor. I also want to share something difficult to admit. I hope to start a family soon. And right now, that decision feels financially uncertain. Despite living modestly, I'm essentially living paycheck to paycheck. It's not about lifestyle choices. It's about compensation and um not keeping up with the pace of the cost of living in the community that I serve. For the past six months, teachers have been working without a contract, and teachers have shown good faith and flexibility throughout this process. What we're asking for is not excessive. It's realistic. This district's current offer does not keep up with the cost of living adjustment or COLA. An ongoing increase of 1.75% is effectively a pay cut. Healthcare costs

110rose by 2.67% 67% while the district's offer only covers 1% and a one-time payout doesn't help with ongoing expenses like housing, groceries, and medical care. Stability for students requires stability for teachers. The district has the capacity to act. Um we're hold the district is holding approximately $43 million in reserves, more than double of what it had three years ago. This is not a question of affordability, it's a question of priorities. And before I close, I want to extend an open invitation to my classroom. You're all welcome to visit room 210 at Orange High School. Um, come see my students doing physics and engineering, grappling with complex problems, collaborating, building, and learning what it means to think like a scientist. It's like I love what I do every single day with my students. Um, and it

111does dishearten me that to know that so many decisions that affect students are made by uh people who rarely spend time in our classrooms. In my more than a decade in this district, I haven't um once seen anyone on the board visit my students. Um so supporting teachers is supporting kids. Thank you. >> I appre Excuse me. I appreciate your enthusiasm, but we cannot have this between every single speaker. So, if we can limit the um the vocal support in between each speaker, we can do snaps or whatever, but it will delay the meeting that much longer. So, I'd like to ask if in between each speaker, you would kindly clap once or we we we're all very supportive of everyone speaking. Thank you, Caitlyn. Thank you. >> Hi. Uh my name is Caitlyn Beamer

112Sanchez. I'm an English teacher at Orange Glenn High School. I have been in EUHSD for the last four of the nine years of my career. I have loved my time in Orange Glenn High School. I love serving the community of Escandido. I care deeply about the quality of teachers and the educations that we give to the children of this community. [snorts] I'm speaking today to support our teachers and our counselors who show up every day to support students. We are on the front lines of education. We see students daily through the good days and the bad days, putting their learning as well as their health as the first priority of our day. Like Michael Santos shared, the teachers and counselors are the ones whose hard work is making the biggest impact on our students. We

113are the ones who are making students feel safe, seen, and welcome in the classroom. We help them to understand their power as lifelong learners. We are also the ones who take district initiatives and put them into action. taking theory and ideas and creating practical solutions and plans. We are the ones who move CAST scores, AP scores, and create opportunities to win golden bell awards through our labor. And from the district, we face barriers. Not enough subs when they were trying to run a professional development, lack of funding for field trips, lack of opportunity to time card for the work outside of our contract, which a lot of the times we're going to end up doing anyway. And all of this with $43 million in reserves for all of our labor. The district is offering us

114less than COLA and a fraction of our healthcare costs. How are we supposed to show up and be the best we can when we are one health emergency away from bankruptcy? When we fear losing our housing because we can't afford our mortgage or our rent. Because for me, I can't imagine buying a house right now and it's just me, my husband, and two cats. Our students deserve highquality educators and educators are highly qualified professionals who have spent years in school to give back. But they also have to feed themselves, clothe themselves, eventually grieve their loved ones, support their families, and take care of their own health. In order to do this, we need to be fairly compensated for all of our labor. It is a labor that we do from a lens of love and

115from expertise. We are demanding a fair contract, one that allows us to buy groceries, to go to the doctor, and to afford our prescriptions. I'm asking the board to direct the district to bring us a fair cola and rising healthc care-based offer to contract negotiations. The children of Escandido are the ones who deserve teachers who can show up and be present and attentive. And the way that you can do that for them is to give us a fair contract. Thank you. Heather Smith, Kyle Martins is after Heather Smith. So, Heather Smith, Kyle Martins, and Jessica Young. And please, I'd like to ask again if we can limit that to two seconds, that would be helpful. Just please let's limit the in between clapping. Thank you. >> Like to thank the board for giving me the

116opportunity to speak. My name is Heather Smith. I've been in this district for 21 years. I teach at Orange Glenn and I've been teaching for 24 years. Um, I'd like to be anywhere but here on Hanukkah because it's, you know, but we go through this all the time. 15 years ago, this is the pin that I was given says working without a contract. This pin about 10 years ago, pin I'm wearing five is from five weeks ago. Why do we have to do this all the time? I keep this in my car because it comes out so often. This one stays in my desk because it comes out so often. Why do we have to do this? In the 21 years I've been in this district, I've lost count of the number of times we've

117gone through months without a contract. Um, I love this district. I always said when I found the right school, it would feel like home. My colleagues are some of my best friends. They're family to me. My own kids call them Tia. How many other careers have to constantly negotiate contracts for cost of living increases? Most other jobs automatically um give give raises. With rising costs to healthcare and food, we need a contract that's going to support our teachers so we can support ourselves, support our families. We love what we do. We love our students. We love who we work with. Please give us what we are asking. We need a living wage, not a pay cut. Thank you. after Jessica we I'm sorry my speak microphone was not on Kyle you are here Kyle Martins

118is here do see there you go Hi I'm Kyle Martins. Uh, I've been teaching at Eskanito High School since 2017. Uh, this is my first teaching job. EHS is the only school I've worked at since earning my credential. Um, and I like to keep it that way. I really would. Uh, I teach social studies, including American government, and I'm always telling my students to, you know, go out there and get involved in in local government and and politics. I guess it's time for me to put my money where my mouth is and do the same and come up here and talk to you guys. So, um, I chose to build my career here in Escanido because I value this community. I value consistency. I value stability, and I really like the people I work with.

119But, as you know, for the past 6 months, the educators have worked without a contract. During that time, ESTA has continued to engage and make adjustments to reach an agreement. What we're asking for tonight is not conflict, but clarity and direction so schools can plan responsibly and move forward. From a practical standpoint, the district's current offer does not keep pace with basic cost increases. As you guys know, ongoing salary portion remains below COLA. It's not a raise. It's falling behind. Health care costs have increased while the district proposes covering only a fraction of those, shifting predictable, ongoing costs onto their employees. I'm proud to say uh that I have a 19-month-old daughter, Sophia, and like many families, we budget carefully. Uh my wife makes sure of that. But when compensation doesn't keep up with inflation

120and when health care costs rise faster than coverage, it creates uncertainty for educators like me and our families. onetime payouts are not going to solve our problems because they don't help us plan for the ongoing expenses that we have to deal with. At the same time, as you guys know, the district's financial reserves have grown from 21 million to 43 million in 3 years. And on one hand, that reflects some sort of careful planning and conservative budgeting on their part. But reserves exist to ensure stability, especially during moments when retention and staffing are under pressure. Investing just a portion of those reserves to bring compensation in line with COLA isn't reckless spending. It's a strategic use of savings to maintain workforce stability. Losing experienced teachers and counselors is far more costly than retaining them. District's

121decisions will have downstream effects on students, but we need to take in mind take into consideration. Stability matters, especially for students who rely on consistent relationships with their educators and want highquality instruction. I want to stay at Eskanito High School. I want my daughter to grow up in the community where I teach. But this is becoming harder when educators are asked to subsidize district savings with their own paychecks. Thank you, [clears throat] followed by Rachel Brunwin and Daniel Cook. I know you all know who I am, but for those of you new to this rodeo, my name is Jessica Young, and I've spent the last 18 years teaching in this district. Eight of those as your ESTA vice president, several more as a site rep and as a bargaining team member. My partnership with EHSD

122is actually the longest running relationship I've ever had and probably the most dysfunctional, too. It seems like year after year I pour my heart and soul into this work only to be kicked in the teeth by UHSD again and again. And yet here I am again hoping for a different outcome. I teach CTE courses, those things that we like to celebrate so much. That means every day I help students build careers, confidence, create a sense of who they can become. I'm also the teacher that is continually called upon when the school or the district needs something to make them look good. photos of students at events, national recognition, graphics, or something special that they're promoting. Like all of those photos that were in Principal Santos's presentation that ran uncredited that were my students work. And

123let me be clear, I love this work. I love my kids, many of whom spend more time in my classroom than they do at their own home and refer to my husband as their yearbook dad. But I've bu I know I've built something incredible, and I'm proud of that. But what I don't love is being told that loyalty to this district should come at a personal discount or that I should accept less than what I'm worth to show that I care. So, let's talk numbers. I know I'm not a math teacher, but something doesn't add up. When I sit at the bargaining table, the district keeps talking about raises, and I keep checking the math like a student who forgot their calculator. Their offer doesn't even meet COLA. That means it's not a raise, it's

124a coupon for survival. They're holding firm at 1.75%. Meanwhile, cola is 2.3% and healthcare went up 2.67%. I don't know who needs to hear this, but Rent does not accept onetime payouts. Neither do grocery stores. I can't walk into the pharmacy pharmacy and say, "Hi, I'll be paying for my Xanax prescription with my onetime bonus my district gave me to make their offer look better." Teachers want to stay. Counselors want to stay. We want stability for our students, but we can't subsidize the district's savings with our own paychecks. That's not dedication. That's exploitation dressed up as fiscal responsibility. And speaking of savings, the district keeps warning that paying educators fail will drain the reserves. Cute story, but the math disagrees. 3 years ago, the reserve was $21 million. Today, it's 43 million. That is the

125reserve doing the financial equivalent of flexing in the mirror. And somehow, we're supposed to believe that investing in educators would make it crumble. No. Budget choices are value statements. And right now your statement is, "We'd rather hoard money than support the people who teach, counsel, lift, and steady our students every day." You're telling us the work we do has no value to you. You cannot say you support students while undercutting the very people who make student success possible. Special education, VAPA, CTE, counselors. These are not optional accessories to a school system. These are the programs that help kids find belonging, creativity, healing, identity, and opportunity. Yet, valid requests for sped support were brushed aside. Valid requests for recruitment time for CTE and DAPA were dismissed. And realistic cola based increases to salary were rejected with

126this is our package deal. Take it or leave it. I have three paragraphs left and I talk fast. That's that's going way over. I'm sorry. Can you wrap it up in one sentence? What we're doing is not bargaining. It's an ultimatum. And educators don't respond to ultimatums. We respond with, we respond to unity, clarity, persistence. We respond to respect. We are asking for stability. We are asking for honesty. We are asking for respect. And we're asking to for you to show us that you value us. And let us support our students. >> Thank you, Jess. Rachel Brunwin, Daniel Cook, and Mike Soval. Hello. I recently retired after working for 30 years at Orange Glenn. Serving the families of Escandido has been the greatest privilege of my life. 30 years. And during those 30 years, I

127had six superintendent, 10 principles, and more than 44 assistant principles. Administrators tend to flee our district because the work is just too hard. They scuttle toward the coast. But I stayed for 30 years through Gus from a revolving door. Six superintendent 10 principles. More than 44 assistant principles. Here's another number. 43 million. 43 million in reserves. About 39 million more than the state requires. 13 times more. The district is hoarding money at the expense of building strong schools. The district is hoarding money instead of paying a competitive wage that would allow our schools to attract and retain teachers who are committed to our children to the futures we build together. Here's the thing. People making decisions never hang around long enough to witness the slow, inexraable devastation their policies cause. Escandido schools will never rival

128those on the coast or even neighboring San Marcos because our district hoards money instead of investing that money in our schools. Having taught the children of our community, I simply can't understand why our district likes adding up figures on a spreadsheet more than they love our children. Budgets or moral documents. Budgets reveal what the body politic values. Why don't you value Escandidito's children more than a bloated $43 million reserve? Thank you. Daniel's next. Rachel, I want to thank you for your service to this community and the lives of the children that you've you've touched over the years. Thank you, Rachel. >> Daniel, thank you. >> Good evening. My name is Daniel Cook. I am a lifelong Eskanito resident, an Orange Glenn High School alum, and a high school educator. I am here to address the

129board this evening to express my deep and abiding concern over whether it is fulfilling its obligation to support the teachers, students, and schools of this community. It has been brought to my attention that in the negotiations between the board and the teachers union, the board has proposed that teachers pay for their own health insurance as a cost-saving measure and to do so when the district currently retains over $40 million in its reserves. What language am I to use to understand or describe this situation? Greed, audacity, depravity. My wife is a teacher in the district. She is pregnant with our third generation Orange Glenn Patriot and we depend on employer provided healthcare. I am under the presupposition that this body exists to help solve problems in the community, not create them. But depriving my pregnant wife

130of health care will create problems, not solve them. Given the political affiliation of certain me members on the board, I may more frankly inquire, will my child's life continue to continue to matter to you after she is born? I have also heard that certain members of this illustrious board have insinuated that teachers are expected to work outside of their contract hours without pay. Teachers are public servants who almost always enter the profession out of a calling to serve their community. In my case, it was to help students realize who they are and who they can be, much like my own teachers at Orange Glenn did for me. It therefore strikes me as particularly obtuse that anyone would so callously seek to take advantage of such admirable members of the community by extracting from them uncompensated

131labor. Especially when, as members of the board so generously observed, these educators are central to the improvements in e in academic achievement the the district has recently witnessed. These educators deserve our utmost respect and admiration evidenced by comprehensive health care, financial security, and just compensation. Their job is difficult. All you need to do is support them. This isn't rocket science. Compensating EV educators competitive compensating teachers competitively incentivizes highquality educators to work in the district. Educational outcomes for students improve when high-quality educators attracted and retained by competitive and dignified compensation are financially supported, not to mention when they can actually afford to live in the communities where they teach. Yet, the policies this board consistently proposes seem engineered to undermine educators and students alike. Such has been the case since I was myself a student in

132the district, and I lament that it continues to do so. I am still aruck by the professionalism, integrity, and passion my teachers at Orange Glenn demonstrated while I was a student in spite of the of the district's best efforts to hamstring public education. I can only imagine what these astounding UHSD educators might achieve if the district would just support them. I echo my colleagues. Supporting teachers is supporting students. followed by Joe Delerini and Caroline Potter. >> Is it me? I couldn't. >> Yes, Mike Sil. >> And I had something to say to the lad that was asking about censorship and we have the first amendment. So, I just wanted to respond. I think he left though. >> Good evening, President Knight. Madame President, board and cabinet, distinguished guests, meaning members of Vesta, and CSEA chapter

133219. I spent quite some time thinking about what to say to the board tonight as I was pondering the myriad of issues that impact our community. I started thinking about my younger colleagues, I'm the old guy now, who were walking the picket line in front of Orange Glenn last week and how the faces had changed but the signs they were holding had not. Literally. Think about that for a second. My colleagues who were in high school, middle school, and even elementary school the last couple times we picketed in 2012, 2016, 2018 were now picketing with me with the same damn signs that I was holding when they were in school. It dawned on me at that point that the main problem plaguing our community is how our board and cabinet view our teachers and and

134counselors. The paradigm, if you will, of how you view educators and our role in our community is flawed. And the signs tell the story. Quote, "Large reserves don't educate students." Quote, "Our communities deserve valued educators." Quote, "Value education, value educators." The signs not only tell the story, they also shed light on the problem, which is how you view us. How do you view us? Well, we still don't have cola on the table, and we sure as hell don't have it in our pockets to buy groceries and gas in the so-called golden era, and as such, we've taken effective pay cut since August every time we shop for our families. That cola, which should be in our pockets to keep our head above water with the high cost of living, sits instead in your bloated reserve.

135Speaking of the reserve, as Jessica mentioned, it's doubled the last few years in spite of the projections that it would decrease. So while you all sit high on the mountaintop of a 40 plus million reserve, we have to pick it, work to contract, make tough choices for our families as it pertains to our finances. This all stems from your flawed paradigm. You see educators as problems, not solutions. You see educators as cost, not assets. You see educators as hostage holders, Madame President, and not liberators. And until your paradigm shifts about the whole [snorts] the role educators play in our community, the faces may change, but the signs, the stories, and the problems will stay the same. However, I have good news. You have the power to be good stewards of our community and once and

136for all show your educators that you view them as solutions, liberators and assets by coming proper to the table with cola salary impression to recruit and retain quality highquality educators and finally put those signs to rest. Thank you. And Mike, for the record, just so you know, I would not use the word hostage. That is not trauma informed. So, just to clarify, I did not use that word. Uh Joe Gellerini is up next. And then Caroline Potter, and then we're going to take a restroom break. Good evening. I am always having done this for 30 years still, I am always in awe of [clears throat] my colleagues and listening to them speak. I think they excuse me they are outstanding in what they do and I appreciate CSEA cea being here in our support as

137well during negotiations and uh tonight ESA has made it more than clear that anything less than coal at a salary and district payment of the increased cost of insurance benefits is in fact a pay cut. Well, it is incredible nonsense that a district with over $40 million in reserves. Have you guys heard the district has over $40 million? They do. And you've heard it's over doubled in three. Yeah, I guess I guess they're all aware of that, huh? This community is becoming more and more aware that those reserves represent [laughter] a a misrepresentation of facts from this district and from this board to the community. It is absolute absurdity that this same district that has had the nerve to withhold our teachers state provided salary increase of 2.3% cola while they continue to play games

138by presenting bad faith proposals to ES at the table and deceptive narratives regarding negotiations to the district and the school board. ESSA has made it clear that compression of our salary schedule is the most costefficient, effective, and beneficial means of presenting an actual raise to teachers. I've spoken directly to this board numerous times this fall regarding this and sent this board uh many documents uh showing this information. According to the district, compression will cost about 2% this year. The onetime cost of compression to the district this year would be paid for by using the district's appallingly bloated reserves. Additionally, the district has negotiated an early retirement incentive with its employees, actually with ESSA, and then offered it to its employees, uh, all eligible employees, classified staff and administration, teachers alike, counselors as well. I apologize.

139As ES's negotiations chair, I received the analysis performed by PARS, the financial institution that the district has engaged to present and manage the SER. And PARs estimated that there were about 80 district employees eligible for the early retirement incentive. And of those 80, 17 would accept it. That was based uh it was on it was based on this estimate that the district decided to offer the early retirement incentive to its employees. The last time a SER was offered by this district in 2018, about twice the amount that was uh that was estimated by PARs did in fact take the SER. The facts are that if the SER was offered uh the I'm sorry, the facts are that if the SER is accepted by only 17 employees in the district, the savings generated by the SER

140would more than pay for salary schedule compression. In fact, the district will still benefit financially from the transaction. To take this a step further, the SER is offered to for the sole purpose of enticing the district's most expensive, most experienced employees >> who happen to be the only people eligible for the SER to take advantage of it and retire. This presents the district with a huge savings. The district's most senior representatives will be gone as a result. Thus, the o only not only the one-time cost, but the ongoing cost. The salary schedule compression would be completely mitigated by the SER savings that the EUSD will garner from the early retirement incentive. The question for this board, as always, is, will you allow the district's swollen reserves to continue to swell even further with these funds,

141or will you choose to direct this district to give their hardworking, underappreciated teachers a well-deserved raise in the form of salary schedule compression? >> Thank you. >> Fine. professor and I am also the ESTA secretary. I have been in education for 26 years and you know what I'm a little upset. Now you might be wondering why am I dressed like this. Okay, I wanted to show you the pajamas that I wear every Sunday morning to do hours of grading for my students so they can take retakes and test corrections the following week. I wanted to show you the pajamas that I wear to upload grades to Synergy over the weekend during my time. I wanted to show you the pajamas that I wear to do lesson plans for the next day when I'm supposed to

142be at the district office doing curriculum writing. The reason why I do this is because of passion. I have passion for my students. I have passion for teaching a world language to the next generation which by the way they will need Spanish 100%. I have passion for the success of our community and I bet you if I look around I will see a slew of teachers that are also passionate about this jobs and all of the extra stuff that we do. Are you guys passionate about what you do? There you go. All of these people that you see here tonight are passionate about what they do. All of the extra stuff that we do. We deserve every single scent that we are asking for. We deserve the right to not worry about how we're going

143to pay the bills at the end of the month. We deserve an affordable salary and health benefits that are not going to break the bank. We deserve to be compensated for all the extra stuff that we do for our students. I strongly encourage you to push the district to settle a fair and just contract and not to stall any longer. The past few months have been ridiculous in terms of how negotiants have been and enough is enough. Yeah. Sufficient. We are passionate about what we do and we deserve everything that we're asking for. Thank you very much. We have a request to speak now during public comment on item G3. We have Dustin Simpson here. >> Should probably be this one that everybody's talking about, but um so I'm here in support of the teachers.

144I'm a classified employee and they should be const uh given fair wages. As someone who has been both a student and now an employee in this district, I've seen firsthand the dedication, passion, hard work of our teachers and staff. They do more than just teach. They guide, mentor, and support students through challenges, helping shape not only their education, but their futures. Despite their timeless commitment, many of these educators and staff members are not compensated in a way that reflects their true value. Their work often goes beyond the classroom. They spend countless hours preparing lessons, supporting students emotionally, and fostering an environment where every child can thrive. Investing in our teachers and staff isn't just the right thing to do. It is essential for the success of our students and fair wages helps attract and retain

145top educators, motivates them to continue giving their best and ensures that every student has access to quality teaching and support. Our schools are only as strong as people who run them every day. When we value and support our teachers and staff, we're investing in our students, our community, and the future of this district. I urge our district leaders to take the meaningful steps to properly pump compensate those who give so much because our educators are supported. Everyone benefits our students, our schools, and our community as a whole. That has concluded our public comment portion and at this time we're going to take a short recess to use the restroom and we will be back. So we're taking a recess at 8:26. Let's try to return within uh 5 minutes by right around 8:31. Thank you.

146Quickly I I'm nice. [laughter] Yes. Go home. Please >> apparently there. Hear me. Okay, welcome back everyone. We'll re reconvene the meeting at 8:36 and that brings us to section F and F1 was approved on consent. So that will bring us to section G, human resources division and like G1, G2. Oh my iPad, shut up. Okay, G1, G2. We're on consent. So we're on G3. Perfect. Initial proposal. That will be the initial proposal from Escanido Secondary Teachers Association to Escanido Union High School District for successor agreement 2026 to 2027. The attached proposal from Escanido Secondary Teachers Association. Should I read all this? >> Yeah, that's right. to Escanido Union High School District for successor negotiations for the 2026 2027 will be available for public review in the human resources department beginning September, excuse me, beginning

147December 17th, 2025 and will be scheduled for public hearing at the regular scheduled board of education meeting on January 13, 2026. And and at this time I'm going to turn it over to Chiron for um introduction of this item. >> Thank you, President. And I Yes, you uh you [clears throat] explained my whole thing for me. So, thank you. Uh >> reading and that's my >> No, I appreciate that. Uh this is an information item that's [laughter] being presented to the board and the public as you had shared. It is ESTA or the Escanido Secondary Teachers Association initial proposal. also known as the sunshine proposal uh to the district for successor negotiations for the 2627 school year. As you had shared, ESTA is requesting to open and negotiate the articles notated in the attachment in

148the agenda. >> Okay, great. Any questions the board comments? Yes. >> Yeah, Madam President, thank you. So, when you open the link up, it goes and hopefully I'm looking at the right link. It says initial proposal Escandido Union High School District for success. Got it. article one, two, three, four, five, and it says general provisions, class size, staffing. It doesn't really put much detail in what is here. Why is that? >> Again, just um when they do open up the articles or I should say sunshine, they really just have to kind of explain the articles that they're going to be talking about and then we get a little bit more detail obviously in the very beginning when we start to uh begin our negotiations. Got it. Because the one thing that I was really not

149under fully understanding is that if I remember correctly is that number that I talked about, superintendent, I'm about healthcare. I can say that number that we're already covering. Okay. Well, to my understanding, we will cover up to $19,000 of their annual health care costs, right? like it. I'm sitting here and it's making it sound like we don't cover their health care costs and that our requests are high. So, we'll cover up to the initial 19,000 depending on if they're single, married, or family. Am I I'm not missing anything right. >> We don't necess We have a negotiated cap with our unions. Um, and I would say the way it works is more of a pulled uh they pull [clears throat] the resources. It's not necessarily a hard cap. um when you use that negotiated cap

150as you apply it to the cost of the premium or the plan. So it's not necessarily the cost of the plan minus 19,64987. Um but so it's not it's not exactly that straight of a math equation. Um it's more of like a poolled resources. Um >> number times the cap. Would it be that number times the number of teachers >> of of Yes. of benefited teachers? Yeah. That are taking benefits and that creates kind of a pool, right? And then there's the amount of money that um employees are contributing and then that's kind of deducted from the costs and then what's left is the increase which is what is being negotiated at this point in time. And so then is there an estimate on what teachers like are paying monthly right now >> out of

151their paycheck, you know, after we've covered everything? Like they have to like say a family, what does a family pay every month estimated in this district? >> Um I think it's >> plus or minus, you know, >> I think I believe um I can >> $200 for an entire family gets because I'm on the same healthcare coverage, you know. I mean, we get paid 250 bucks a month, I think, to sit on this board. And then my healthcare, I end up with 36 bucks. >> Depending on the plan, it it's about 197 to 293 depending on the plan. >> All right. Cuz I heard some her just really devastating things like, you know, denying healthcare to pregnant mothers. I was terrified and I just was like, whoa. So, thank you so much for clarifying that

152they're covered, that they pay less than 200 bucks a month, even for a family. I feel much better now because I was stressing for my, you know, for the employees. So, thank you. >> Thank you. And with that, there is no vote, correct? So, no vote. Um, initial proposal. So that brings us to item four, which is the first reading of proposed 2026 2027 school year calendar. And I will also turn it over to Chiron to discuss the proposed school calendar for next year. Thank you. >> Thank you. Uh this item is being presented to the board tonight as a first reading. This is the proposed student academic calendar for the 2627 school year. This recommendation comes from our district calendar committee which is made up of parents, certificated, classified and administrative representatives as well

153as representatives from the Escanido Secondary Teachers Association and the Classified School Employees Association. Uh the proposed calendar aligns with the Eskanito Elementary District for the 2026 2027 school year. Uh the district calendar committee will reconvene at the beginning of next school year to develop the school year calendars for the 2728 and the 2829 school years. Uh the final adoption of the 2627 student calendar uh will occur at the January board meeting. >> Great. Thank you very much and thank you for the efforts to work alongside the elementary district to keep these calendars aligned for families that have students in both districts. I know it's not easy and I know it challenges our semester and how that semester breaks down. um and it might be a little more challenging at the high school level, but thank

154you for those efforts and we're hopeful our uh elementary district partners will come alongside and um potentially work with us on those dates as well. So, putting that out there. Um that's great. Thank you. So, we'll move on to the business services division and items H1 through H6. We're all on consent. So that would bring us to seven which is there adoption adopt resolution number R2025-202614 approving the annual and 5-year developer fee report for the 2024 20 for the years 2024 2025 in compliance with government codes sections 666 and 66 Oh, wait. That's a much larger number. 660006 and 660001. My eyesight is getting worse. I'm going to need to start bringing my readers in here. Okay, I'm going to turn it over to Amanda for this. Thank you. It has to be one of

155the unluckiest government codes. Um, but yes, so the annual and five-year reports are basically on our uh developer fees. uh you have the report um in front of you. It includes information um about how many fees we've uh received um and what the fees were utilized for in the 2425 school year. The report has been available um to the public for 15 days prior to this meeting. I'm happy to answer any questions if there are. Um, this is an annual uh report that we receive and the five-year portion is just talking about the future plans uh for the fees and uh for us we typically spend them on um the debt that we have um that we use them towards our coops or certificates of participation um and or uh to use for professional services

156related to um that are allowable for developer fees. So, uh, you see in the report, it just cites the debt that we continue to have with our coops, which is about 51 million. Um, so we'll continue to pay that off over time. >> Quick question, Amanda. How often are we able to I mean, this is this is what we are charging developers sense when they when they build within our school limits, right? So, how often do we raise rates? >> We haven't raised them in quite a long time. um because you have to justify uh when you increase them. Um and so you have to do a study might be bringing you one of those uh in the coming months. Um but typically uh in declining enrollment it's a little hard to justify an increase

157in fees, but luckily uh we have a facilities master plan and one of the reasons you can justify an increase is the cost of construction. Um but you need some backup and you need some data for that. So the facilities master plan provides a lot of that. Um and so we're going to use that and we're working with the same company that did this report. They'll do a fee justification for us. Um the uh state allocation board will do they do their analysis pretty much every January and they release um what the fees increase to in January. So uh after that maybe February or March we'll bring you guys a fee justification study. Hopefully that will finally increase our fees because they haven't increased um I think uh since 1718 or 1819 we haven't increased

158our developer fees. >> We're do. >> Thank you for bringing that up. >> Thank you on that. Um so we do need to adopt the resolution this evening. So I will need a motion to adopt the resolution. >> Move to approve. I'll second. >> We have a motion and a second. Um board members in favor I >> and that motion carries. Thank you. >> Okay, that brings us to item eight under the section to present and approve the positive certification and first interim report for fiscal year 2025 2026. And I will again turn it over to Amanda. Podium. Now it is. They don't want to hear about this. Do you have a presentation? >> Well, that's not cool. Um, >> I have one. >> I can uh I can X going to be really boring

159for the public. Sorry. There should be paper copies if uh All right. Well, we'll do to this little old school. I don't have to click anything, I guess. Um so, good. That is the developer fee report. Um but we usually don't post them. Um >> well, the presentation's not there. the reports there. >> Yeah, it's not. We usually post them afterwards, but >> it'll be posted afterwards though. So, um but well, that's an interesting moment. Good evening, President Knight. Uh members of the board, cabinet, staff, few community members that are still here. Um thank you so much for giving me the moment to present tonight. Uh first and foremost, I have to thank my finance director, Josh Markley. Um he does hours and hours of work to put this together. Um, so we would not

160have a presentation or a report without him. So, thank you Josh. I'm sure you're listening out there somewhere. We will. There is nothing for me to click. So, we will move to the next slide. If you have a piece of paper, you can turn the page. Um, tonight we're presenting our first interimm report, which is the first report of uh two that we are required to present and file each fiscal year as an update on the district's financial health. Our report tonight provides an updated information through October 31st. Um, this is an overview tonight of what we're going to be reviewing our multi-year projections or my some changes from adopted budget. >> I think I think your slide may be up in the top there if you can see it right there. Up right up

161the top there. >> Going up all the way up up. No, like right up on >> I think it's one of the tabs. >> Yeah, the tab. >> I don't think it's there. Oh, really? So, >> to the left. That's not it. Keep going there. >> Oh. Oh, okay. My bad. >> We're going old school. >> Okay. >> Going real. >> We know how to be flexible in business services. We'll just wing it. Here we go. Um, and we'll talk about the unrestricted any fund balance. And then we're going to round out the evening with um some budget considerations and some key dates. turn the page. Um so the infamous multi-year projection assumptions. Um here you'll see um all of our assumptions for the next three years. They have changed slightly since budget adoption. Um

162these are the assumptions to the best of our knowledge at this time. Um and that is the purpose of these interimm reports to update to give the board the best information that we know and to tweak um the information as we go. >> And when you say they've been tweaked a little bit, would you say the enrollment numbers have gone up or down? >> They have gone down. Um, our enrollment has been updated by about 50 or 60 students down each year. Um, ADA has changed slightly, but I'm talking between four and 33. Four in the most current year and 33 in the furthest out. Um, our duplicated percentage stayed basically the same. Um, with the three-year average, we really want to split hairs. We declined 0.1% this year but then we increased 0.1 in

163each of the outy years. So I'll call that a wash. >> Um and then we had some small decrease in the PERS rates um in the outy years between half a percent and 0.9. Um but then all the rest of the numbers basically the same as adoption. >> Yeah. >> Down here. Um, so where are you getting your numbers for projections for, uh, enrollment? Like, >> so for enrollment, um, when I update first intram, I pretty much look at where we are, um, that day that I need to pull all this together and I need to give Josh some assumptions so he can plug in into the calculator and do all the fancy math that goes into this. Um, and I look at where we are in real life and see how many children are

164really enrolled in our district at that point in time. Um, and then I look at um, what our gap that we kind of forecasted between 125 and 135 and really just keep that gap going forward. So, we were at about 640 645 kids maybe a month or so ago, a little bit ago. Um, right now we're sitting at about 6,8. So it's a little out of date already. Um but when we were doing this report a month or so ago, that's where we were. >> Okay. >> So that's what I just look at real time data >> and funded ADA relates to uh students showing up. >> Yeah. So we're funded on the prior uh >> well [clears throat] whatever is best and one of the options is the average of the three prior years

165and for us that is the best option. You can have the current year, the prior year or the average of three prior years. And so you can pick whichever is better for you. And so for us, averaging the three prior years is best um in the declining enrollment environment because your three prior numbers are going to be the biggest numbers. So that's what the funded ADA is going to be. Um and so yeah, so that's those are all just real numbers. And um up again is a rolling through your average. So that includes the current year um and then the two prior years. Yeah. So it's a rolling average. So that prior ADA is the prior three and LCAP is includes the current year. So that actually changes when we certify like our seabeds number.

166So that it's the only difference between the uh average daily attendance and the LCFF for supplemental and concentration. Oh, so our updates for first interim if we compare our revenue and expenditures, we talked about enrollment. So, we dropped about 60. Um, and that's just real time real-time data. Um, and then for revenue, we had about a million dollars increase in unrestricted revenue. That's basically a little due to LCFF. Um, about half a million is due to a stir excess payment. And basically that is um when our certificated staff works in excess of 1.0. So that we heard some six fifth teachers here or time carded time. So that time doesn't necessarily go to it's beyond a 1.0 FTE. So there's a difference in the stirs rate that's charged. Um and so that gets actually refunded.

167The rate is actually lower on the excess. So that gets actually refunded to the employee and to the district in the following year because it takes time. That actually goes to the county. the county refunds to the district and the employee. >> So, remind us what the 1.0 is. Is that like one hour >> full time equivalent? >> Okay. >> So, like a full-time teachers five fifths each five sections of class with their prep and if they uh teach during their prep period, that's a sixth class that they're teaching. So that sixth class would be extra and that would go to it's called their defined benefit supplement. So that actually has a smaller percent. It's about 8 to 10% depending on if you're classic or pepper um stirs and that's significantly less than 19.1%. You

168got a little bit of a refund. So that is um funny. That's about the same we had last year too. We had a stir excess about this time of year also. Then we had some local grants that carry over as well. This is the time of year first in is about the time where we see all the carryover um come and so whether it's on the unrestricted side or restricted side. This is that time of year where you'll see all of that revenue um enter in as first in the expenditure side. Um we had about 700,000 or so um in increased expenses. Um a lot of that is due to carryover. So if you have carryover, need to budget that you're going to spend it. So and the folks that are in charge of those

169programs have mostly budgeted that in materials, supplies, services. Um and then we had a few capital projects that carried over from one year to the next. Um just that didn't wrap up. Um start wanted to purchase a van, just didn't quite get there. So just some small things that carried over from one fiscal year. >> So is that that's 7/10enth of a percent. So I mean is that pretty within reason for the state of California schools? I mean that's pretty tight. >> There's no I don't think there's a standard. Um but yeah for this I don't think um I wouldn't call this on the unrestricted side necessarily very significant especially most of it's due to carryover. Um it's not like we had you know revenue raining down from the sky um or anything but it's

170mostly program programmatic carryover that you know our whether it's our school sites um we have some accounts um libraries uh donation accounts um our MA or medical funding that we that we allow them to carry over in their school site funds. So um you know that they use for different programs or different uses or professional development. So, um, we just allow those to carry over in their site funds, too. So, got to keep track of that from one year to the next. The unrestricted ending fund balance, you can see it in front of you. Um, each of the fiscal years is called out. You can see the 5% reserve for economic uncertainty is that black line. It varies between 7 million and 7.2 depending on the year. Um, and the positive certification we're seeking from

171the board tonight is due to us being able to meet our fiscal obligations in each year. Um, you can see the continuing trend of deficit spending. Um, it is about 11.5 million in the current year, dips to only 8.5 in the second, and picks back up to about 11 in the third using our current assumptions, the best ones we have at this time. >> Before you move off that, yeah, go ahead, Ryan. >> Yes. So, um, I' I've got your, uh, your big, you know, 300page document here in front of me. >> Yes. >> And and on the on the front page, right, is kind of the general summary. Okay. And so, >> I'm looking down at the bottom on line G, right? And I see this 42980375, which I assume is the $43 million

172in in um >> in reserves that we kept hearing about, right? Um, but within that there's there's a whole bunch of other restricted, unrestricted, revolving cash, other commitments. >> Absolutely. >> Other other divisions of that 43 million. So, c can you help me out in terms of how much of that 43 million is actually something that could potentially even be used for teachers? >> Um, >> because I know there's a lot of restricted types type of categories that are that are within that. >> Yeah. So, um what you're seeing is uh commitments and assignments. Um and so we have down there um some commitments or some assignments um for various whether it's programs, textbooks, um health and welfare, um different programs that we, you know, know that we need to call out and we need

173some you see revolving cash that's in every year. Um so those are certain things that we've made some assignments for. You can see the reserve for economic uncertainty obviously in each of the years. Um and then anything that's a commitment is uh something that's a little a little more firm. Um but it's not something that uh if the board chose to take board action at the next uh interim and say we didn't want to commit for that particular purpose, we could uncommit those dollars for and commit them for a different purpose. So they're they're slightly flexible, but a commitment is more firm than an assignment. That makes it more more if that clears clears it up a little bit. But those are all things that we have determined um are necessary or uh make sense

174for us at this time. >> So for our audience at home, then where are we going? >> The big document is probably linked already on the on the >> right. No, but I I was just going to say so >> they can they can see what Ryan's talking about. >> The unrestricted being around 35 million and then it drops to 24 million next year. Does that take into consideration their current pay schedule, what we're offering them? What what takes into consider like how does that relate? There are no uh salary increases reflected other than the current stepping column. Um that uh and our current salary. >> So no negotiated increases are factored into the budget at this time except for what is already factored into like our salary schedule which is um like step and

175column >> how teachers can progress um and step in the salary schedule. Um, so that that would be budgeted in our in our multiple years, but our um like the negotiated process that we're going through um that would not be included until we've um reached a TA and the board has approved it. >> So potentially if we gave them something what they're looking for like in the two out years we would be below the 5% economic uncertainty like >> if we give them what they're looking for. >> Yeah. I >> I know we can't say anything out in public, but >> um >> yes, if we um gave if we gave um significantly more than COLA and had to plug that into the multi-year projections, um the multi-year projections would not look uh we would

176not meet our 5% reserve in the third year. Um and we have to do what's called an AB1200. when we do uh reach a TA, we would present that to the board. >> TA, >> a tentative agreement. >> Thank you. >> Um so when we reach that with the group, we would do what is called an AB1200, which is an analysis, a fiscal analysis and an impact of the agreement and we submitted that to the county office and they use the most recent uh report that is submitted. So we reach an agreement after for Centrum. this is the report that the county would take and basically verify our information and say all right does it look like this meets what you're saying like can you afford what they're saying so um yes so I think

177um I think you just have to take all the factors into consideration we have multiple bargain groups um and so those are things to to consider as well >> so also for people at home technically the 5% reserve is what We have set but the state requires 3%. Correct. >> For our size district. Yes. >> 3% for our size district. >> Yes. It varies. It can go from one to two depending on the size of the district >> which is not a And then after that if for some reason at what point during the year if we were to drop below that for whatever reason does the state say you're all fired. We're coming in and taking over the district because that's what happens. And and I don't think people at home know that that

178one of the reasons we're trying to be so cautious is that we want to keep our staff and we don't want the state to all of a sudden say we're um you know basically bankrupt, >> right? So if you can't meet your fiscal obligation, which would be technically you're correct, the 3% reserve in the third year, you would file a qualified um report. So I'm asking for a positive certification. A qualified certification would be not meeting your fiscal obligation in that third year. Um, if you don't meet it in either the third or the second, you essentially are filing a negative certification. Um, it's on it's not a misnomer that the state can come in when you're bankrupt. Essentially, when you can't meet payroll, um, that that's that's a bad sign. Um, you're because essentially

179what you need to do is you're calling for a loan. Um, and really what happens is the state actually doesn't come in. You call them. Um, and you're calling them because you need money and you need money because you need to make payroll. >> What would be >> because that's that's the basis. You you need to pay the people that are still doing the work. >> Absolutely. We under um so what would be the repercussions on the district itself? What would be the slippery slope that could happen with the district's schools, classes, things like that? Um when >> especially if we see a downward trend in enrollment which we need to take care of [clears throat] >> what's what's the impact of the state coming in and taking over or >> like if we go

180below our 3%. But we'd have to do some there would be some >> Yeah. I mean the first the first step would be the county would see it. I mean you would file a qualified report and the county would um they would see you waving that white flag and they would they would step in and offer support. um and ask you what your plan is. I mean, usually you don't just file a qualified report and say, "Here you go. Thanks." Um, you know, you're taking you're taking steps. You're trying to remediate. You're trying to figure out how to make that not qualified. Um, so my is, you know, it's it's a system that's supposed to tell you, hey, >> yeah, >> it's a warning system. So, it's that's what it's intended to do. Um, I

181know there are people that don't like the warning system. Um, and I get that, you know, there's a phrase out there, you know, a budget is approximately right and exactly wrong. >> Um, and that's why we update that's why we update it. We update it every time we know something. We update it with the best information that we have and that's the best we can do. So I've got a qu my question is uh again you know we heard the number 43 million a lot you're saying 358 right so >> at the end at the end >> yeah but that's even the the ending balance here is the 43 right on uh on the final report right so what's the what's the difference here you're removing what from the list shall we say >> the

18243 you're looking at is the combined restricted and unrestricted I don't have it right there. >> So that's not the >> Yeah, this is the unrestricted. >> It's a coincidence that it happens to be 43 million. >> I think the number they're referring to is probably from before. They're not they don't >> they don't have first interim yet. I'll send it to them tonight. >> Sounds good. >> Probably still hear the number 43 or numbers later, but um >> thank you. >> Welcome. Um the next slide is budget considerations. So just some updates that we've heard. So 2627 um estimates that our cola might be a smidge lower than what we have in the budget right now. The legislative analyst office uh projects it to be uh 2.5 1% now which is about a half

183percent lower than what we have it in the budget as 3.02. They did give us a little bit of a warning that um it might be a hair off from their usual like precise calculations. Usually at this time of year we are only missing two data points of the eight. Um they were actually missing three. This year because of the federal government shutdown the people that provide the data weren't providing the data. So they're missing an extra data point. So it can be a little little off from that. Um the governor comes out in January with his budget and we will know at that point what at least the governor um uses in his in his budget for 2627. Um and [clears throat] then uh attendance um we actually have seen an improvement um this

184year just like in the prior years actually um in the first few months we're tracking about uh 41% ahead in the first four months. So we'll take it. Um, we won't see really those improve, you know, we won't see the revenue really because it's, you know, three prior years, but it's good just to know that it's there. Um, you guys have been asking about declining enrollment. It's it's here. It's still here. Um, we our report, as I mentioned, is based on about 125 or 135 student decline. Um, our latest demographer report is estimating um that the Escanido High School region could lose between 209 students by 2031. OG's area about 504 and San Pasal about 251. That's about n a little over 960 in the next seven years. Um or 15.4%. Yeah. And I would

185get I would give a little grain of salt to the numbers by sight because of the ability for our students to transfer. Um so open that's just they're they're going by attendance boundaries and residents. Um so >> the overall number though I would say is probably more >> I believe that's a um optimistically low number. >> So and what I'm seeing that's on top of the 500 we've lost in the past two years. Yes, this is the net. >> That's going to bring us down to about 5,000 students >> at our five campuses. >> Could be. Could be. Um so yeah, so their projections are the next seven is what they look at. They look at the ne the future seven. We should have our next report. We usually get it about midFebruary. So um

186probably second interim I will have a fresh demographer report hot off the press for for everyone so we can see if that brings us any different information >> bring us more depression. >> I I say that when I get it too. Um but at least it's more information. Um and so uh really I have I can push a button now which great because it's the last slide. Um, so we'll wrap up with key dates. Um, as I mentioned, the governor's budget comes out in January. Uh, February, we have our budget study session. Uh, so we will bring you updates uh from the governor's budget and the impacts of that on our budget in February. March, we'll have our second interim report. So, we'll do this all over again in March. And then before you know

187it, we will be here in June adopting a fresh budget. Year will be over. We'll be at summer school, summer break. >> Question. What's the Do you have any insight on what the governor's budget's going to look like? >> Yes and no. Um, you know, there's some positive information as far as uh they predict he can afford the cola that they're saying we will probably have for 2627. So, that's good. Um the education side of the budget looks more positive than the other side of the budget. Um which is good for us, but obviously all of us live with other sides of the budget as well. Um and uh but and there could be some some one-time funds is what some people are saying. Um probably not like in the days of Jerry Brown, but

188um but >> onetime funds are because the governor moves stuff around. >> Yeah. And it's um it's more conservative to give one-time funds than to commit to new programs. Um so >> it's going to be tough because there's we're in a deficit. So >> yeah, Peter to pay Paul somewhere. >> We'll see. You know, a lot of people lobby for his attention and it's his one of his last ones. So you know, we'll see what he what he does in real life in January. We don't have to wait long at least. >> So >> um but that's that's really it. I'm happy to take any more questions if there were any you just held on to the very end for. >> So, just a simple thing is that Prop 98 I still I've just it's

189amazing how much we need to learn as a board. Could we at a future date get a little bit more of like an explanation of how Prop 98 protects the funding for us at a later date? Not tonight. >> Sure. >> But I know you've explained it once before, probably five times before. No, it's it is it is a complicated process and I would say um it sets the it sets a ceiling or it doesn't I would but it does essentially protect but yes we can get into it uh far more >> let's do budget workshop would be a probably a good time to kind of talk about that and >> any other things okay >> there's no competing yeah >> assuming nothing >> more exciting things to talk about >> January we are having

190that budget workshop then in February so Good. Um, we do need to uh approve this. >> Yes, I would I would greatly appreciate you guys. >> Thank you for your report and I would need a motion. >> I make a motion to approve the interimm report. >> I'll second it. >> We have a motion and a second. All those in favor? >> I >> Thank you, Amanda. Well done. brings us to section I, our district operations. Item I1 is to adopt resolution for board member compensation for non-attendance at board meeting and that was um board member Weller who was um sick with last month and that is our our routine practice to continue compensation when members are out sick or um for other work type related circumstances. So with that, I would need a motion

191to approve this resolution. >> I'll move to approve. >> Second. >> We have a motion and a second. All those in favor? I >> I >> uh abstain. >> Abstain. >> Okay. Thank you. That passes. Bringing us to item I2, which is to adopt recommended additions and revisions in board policy and administrative regulations under the education services. Um, I will turn this over to is this you superintendent? >> Turn it over to Dr. Casus. >> Great Dr. Casus. Thank you. >> Thank you, President Knight. Um, this is in response to Supreme Court decision in June Mood versus Taylor. uh gives parents the right to opt out of content that uh conflicts with their religious beliefs with certain stipulations. There are no changes since the last time we presented it to the board the previous month

192>> attempting to load policy 6141.2 >> and I move to approve. I would like to uh before you guys approve, I've got some changes I'd like to make. >> Okay, let's see. Loading. Mine's trying to load. >> Okay. Do you um want to present the your ideas of changes that you'd like to see? >> Sure. Um on the policy, uh pretty simple. Um and thank you superintendent for putting this together last month. So the la uh regarding the policy um 6141.2 the last paragraph [clears throat] um I would like it to say and I think I want to would love to see that paragraph moved to the very top as opposed to reading through all of it. If we leave it here, it could say, "Therefore, the district must notify parents because that's what the

193law says." As opposed to when required by law, the district shall notify parents. So, if we leave it there, we could use the word therefore, the district must notify parents. But I'd love to see it at the very beginning and just get right to the point. The district must notify parents and guardians that they may in written request opt out of their students on instruction. So that's what I would like to see. >> I mean, we could just remove when required by law and start the district shall that would >> I I I'd be willing to go with that. >> Yeah. Sha shall is is legal language for must. >> Not to my teenager. [laughter] No, but I'm good with shell >> and be moved to the front if that or to the first paragraph

194unless let me go back up here and see what how >> because that's really the crux of the whole policy right there that the district shall notify parents and guardians. >> Okay. >> And then I have a followup with the AR. >> Okay. So anybody oh is would we need to vote on those changes and then request it to come back? We could make >> this was a second. So I mean we could always bring it back in January. Bring it back after changes are incorporated to this and the AR. Let's bring it back for another read then just to make sure. Let's >> hit all the little things. And this will also give uh staff a time to make sure that I don't know if we vet uh what we normally do through whatever

195process, but just double check that the words must and shall interchangeable and stuff like that or that the actual words we're saying are not going to get us in trouble just in case. >> Appreciate that. We'll do that due diligence. But yeah, hearing that board member Weller also look at the AR. >> Well, because they're both closely related. >> So on the AR, again, thank you for putting this together. Um [clears throat] so according to the Supreme Court decision, parents must be um notified in advance of various uh curriculum. And so I'd like to see somewhere in the AR that it says that teachers would need to provide information. I don't know, you pick the time frame. one week before, two weeks before, not just that the parents have the ability to opt out of

196certain curriculum, um, but that they there's a time frame that we would do that. That's number one. And that you we're going to send it back to staff. So, >> can I can I respond to that real quick, Mr. Yeah, >> last month we did discuss that with the adoption of this AR protocol would be at the beginning >> doing pre-registration notifying parents of this board policy in this AR and then our principal sending something at the beginning of each semester encouraging parents to review every core syllabus. So that would be happening in August and also in January. Uh the spirit of the law is not to guess what might be controversial to parents and to send out like everything that a teacher may or may not think this could be controversial. I don't know.

197Um that's not the intent of the law. It's actually putting the parents in charge of saying this is against my beliefs and this this is why. And we have a form that other districts are using that we would probably use as well. >> So I just wanted to clarify that. >> Yes. Um, so looking at this, so I I can live with that to some degree. It's the form I would love to see, you know. Um, so then in the opt out section of the AR, the number one item says the specific instructional content of which the student should be opted out. After talking to some people, the parent doesn't have to identify the specific um instructional content. Is that the same thing you're saying? >> Uh, actually we have legal counsel that says otherwise.

198Uh, and I can read to you what we've been given if that would help. >> So, is it long there? I'm not >> It's not very long. >> Okay. Cuz I have some, too. So, go ahead. >> No, it says the Supreme Court stated the question is fact intensive and depends on factors such as number one, specific religious beliefs and practices asserted. Number two, the specific nature of the educational requirement or curriculum feature at issue. Number three, the age of the child given the instruction. And number four, the context of the instruction. And five, whether the material is presented in a neutral manner or manner hostile to religious viewpoints. Those are the five things that we should we would be considering. Um, and the example I gave last time is a parent can't come in

199at like if they have a freshman and say, "For the entirety of my high school students educational career, I don't want my student exposed to anything having to do with pizza because it's against my religious beliefs." Actually, like reviewing the syllabus, does it talk about pizza? And then the the the parent has to write and fill out our form and say my religious beliefs are against the teachings and learnings of pizza for these reasons and these are the specific um scriptures it's against in my religious beliefs. Please give alternative assignments to my student. Um and it's not in perpetuity. It would be for that specific grade for that specific time frame and unit that it's being covered in said grade level. >> Thank you. [clears throat] I I could give an example. For instance, my

200son's in um athletic training this year and I printed out the syllabus and there's a whole section on sexuality or all and that's all built into the athletic training curriculum. So, um I would assume, right, like I think that's being taught next semester that there would be something sent that if um to review the curriculum for this coming semester for that class and then if there was anything. So, I that that would be again it does require um and this is something I've been talking about quite a bit. It does require parents to to really be involved and that's that's that's the that's the main thing here I think is it does require parents to be involved. It does empower parents though to have choice and that's I think what we're ultimately um looking for

201and asking for. So um >> and we definitely want parents involved. I mean we know that that's what helps out most. So yeah, I >> I guess where my fear is in opt out item one specific instructional content is that MAMAMU does not require parents to read the entire curriculum and identify each objectional instance by textbook and page number. However, if parents have this information, they can provide it. So Mammud confirms the first amendment rights of religious parents. a constitutional opt out should be denied only if it's not clear that parents have actual religious objections or if they haven't reasonably identified objectional content. I guess what I I believe and I'll work with staff on this and the president you know is that I think that item number one the specical sorry the specific instructional

202content is too granular for parents to say well this book in this class I want them out of because 99.5% of the curriculum might be fine but then oh I see this book you know and now I want them out but they may not see that book. So it >> yeah I think I think there's number one this is language that we received from legal counsel in the opt out language but also the last sentence might capture any sort of reservations you might have maybe okay >> because if there is something in the gray area then it gives us time uh specifically in this AR to discuss it with the superintendent and with legal counsel to evaluate each opt out request individually. So, it's not like um yeah, and we can give feedback to parents

203if they have questions about like if their opt out request isn't specific enough, we can give feedback. I mean, it doesn't just [clears throat] sort of ignore that request, if you will. Then maybe the language here is that the request shall include. Maybe the shall is what's forcing the parent to say the specific thing rather than saying because to the best of the parents knowledge they may make it general because they don't have that specific. So I don't know. >> Well yeah and and the form we're developing um has a template that could guide them through that as well. Um, and it's and it's mirroring what Kahome Valley does and so they have a form. They were ahead of this for about a month or two before us. So, >> Okay. But yeah, I mean,

204anything else we can work out. >> Yeah. And I appreciate F3, our law firm. He does a good job. So, I um I will be working on that. So, we'll be bringing it back next month. So, thank you for hearing my thoughts. >> Thank you. Any any other comments from the board on? Okay. Thank you all for your discussion on this and thank you to staff for the work on um incorporating those changes and bringing it back next month. >> Ryan, did you put the air conditioning down? Did [laughter] >> every 150 people with 100 degree temperatures left the room. Ryan, it's freezing in here now. >> Is it still cold? I >> still freezing. >> I'm glad I brought my >> We're getting there. We're getting there. All right. So that brings us to

205item four. Since we didn't we're we didn't adopt, we'll bring that back next month. So item four would be to adopt recommended revisions in board policy and administrative regulation. >> Three, actually. >> Oh, wait. Oh, okay. Yes, I do see we're getting moving faster now. Okay. So item three is to adopt recommended revisions in board bylaw 9323, which is superintendent board bylaw. Revisions are being recommended on changes in state law and recommendations from CSBA. and that is on meeting conduct. So is thatendant? Thank you. >> There have been no changes since we brought this for first read last month. Uh, agenda items three, four, and five were kind of a sequence in um clarifying our meeting conduct bylaw in terms of specifically delineate delineating what constitutes a disruption at a board meeting. Um, and what

206constitutes a true threat of force at a board meeting. Um, I guess we'll handle them one at a time. Um, so that that's the main difference in meeting conduct >> here. So I'm I don't know if there's a way we could open it up there. >> Just that. So you can't you can't touch it and my iPad. We're in here and in this diligent need the paper. Let's go to paper here. They're here. Meeting conduct is first. Perfect. So, what bylaw 9323 and did the did any board members have any concerns or changes or anything like to see with this one? Okay. Oh, that one. Meeting contact board bylaw 9323. To adopt that, I will need a motion to >> I move to adopt it. I'll second. >> We have a a motion and a

207second. All those in favor? >> I. >> And then that does bring us to item four now, which is to adopt recommended revisions in board policy and AR 35.2. And so they're both on disruptions once policy one's. >> Yes. These are not board bylaws. So they're not we're not talking about board meetings. These are board um policies and ARs with regard to the district as a whole. Um the last time this board looked at its policy on disruptions was in 1994. Um so this is uh bringing our policy in line with CSBA recommendations due to changes in the law since 1994. And the same can be said for uh AR 3515.2 and disruptions. That one was updated in 2003. Uh but that's been 22 years and there have been numerous legal precedents and changes in

208the law uh that I think should really necessitate our bringing our board policy and our AR up to 2025 standards. These provide guidance for our administrators and staff to deal with disruptions that they may experience at their school sites or how they screen visitors onto campus, etc. >> Okay. Any comments or suggestions from the board? Okay. For I will need a >> motion to approve. Second. >> We have a motion and a second. All those in favor? >> I. >> Thank you. That bringing us to um five which is adopt recommended revisions in board policy 1313 which is on civility. So we've >> four >> yeah disruptions. >> Yeah that was just >> disruptions. So, now we're on the civility, >> and it looks as though we were going to um adopt the revisions to

209policy 1313 on civility and delete the polic the the following two policies 1313.01 and 1313.01 on regulation because they're repetitive. I >> Yeah. uh the proposal to delete our homegrown policy and our homegrown AR on civility uh that were developed in 2010 and replace them with the CSBA recommended policy on civility um which is 1313. um our homegrown civility policies from the past really dealt with how to handle disruptions >> which were >> which is what our disruption policy in AR that you just adopted is all about. >> Um the civility policy itself should really um delineate what we consider to be civil behavior not just at board meeting. Again this is not a board bylaw. This is a board policy that impacts all the district. So, uh, we're communicating how we believe that civil

210behavior is polite, courteous, and reasonable behavior that's respectful to others. Um, what civil behavior is defined in this policy. And that's kind of lays out the expectations for how we would expect our students behave, our parents, our staff, our visitors, etc. Um, you might think, for instance, of an athletic contest where emotions can get out of hand. Um, we have would actually have a policy to lay out what we consider to be civil behavior at an athletic contest. It gives it provides >> like tortilla incidents too, right? >> Exactly. just take it. >> So then since we're expecting students and teachers, so it'll the the requirements will be in the handbook that gets goes out to them at the beginning of the year like >> really a lot of our school rules um and procedures

211are based on civil behavior. So this is a policy that just undergurs what we already do in terms of our expectations. [clears throat] Can you I'm a little lost on that. Are you just saying what the general public thinks is civil? >> Um, so why don't we just look at the policy itself? Um, >> it's 1313, right? >> It's 1313 on civility, >> right? I'm looking at it. >> And um the the second paragraph is the only one we are retaining from the previous policy. Um, so if we if we just look at it, um, we could not read the free speech protection at public meetings at the end just to get to the core of the CSBA recommended policy. The governing board recognizes the impact that civility has on the effective operation of the

212district, including its role in creating a safe and positive school climate and enabling a focus on student well-being, learning, and achievement. The board believes that each person should be treated with dignity and respect in their interactions with the within the school community. Go down to the green below. >> Board understands that the first amendment provides strong protection for speech. However, the board expects that all speech and expression will comport with norms of civil behavior on district grounds, in district facilities, during district activities or events, and in the use of district electronic digital systems and platforms. Civil behavior is polite, courteous, and reasonable behavior which is respectful to others and includes integrity, honesty, acceptance, timeliness, dependability, observance of laws and rules, and effective communication. Board and district staff shall model civil behavior as an example of

213behavior that is expected throughout the district. Practices that promote civil behavior include active listening, giving full attention to the speaker, and refraining from interruptions, welcoming and encouraging participation, input, and feedback through stakeholder engagement, promptly responding to concerns, and listening to varying and diverse viewpoints. Such practices may be incorporated into governance standards adopted by the board or superintendent and/or professional standards or codes of conduct for employees as specified in district policies and regulations. Student, staff, parents, guardians, and community members should be educated in the recognition, development, and demonstration of civil behavior. Superintendent or designign may incorporate related concepts in the curriculum, provide staff development activities, and/or communicate this policy to the school community. >> Can I stop you right there real quick? So if a teacher is recruiting students to speak out about negotiations on bo

214on on you know union contracts doesn't that violate that right there? No, I I don't see that. >> Where where in >> exercising a first amendment right is not prohibited that the civil behavior would be if the person in the course of speaking out on negotiations starts throwing out a bunch of fbombs. We're not talking about before the board. Remember the >> No, we're talking students in the >> talking about like >> Yeah, I'm talking about the classroom, >> right? This this provides uh the school administration with a basis for having a rule that we don't we don't yell and scream and use profanity when we're making our case. That is not civil behavior. We actually have a board policy, >> right, >> that defines what civil behavior is. >> It actually just provides the

215backing for many of the expectations we already have and the rules we already have. >> All right. Well, I mean, I'm good with what you've read. So, for now, you know, it's better than not having it. I'm good. Okay. >> Any other comments or questions? Okay. Um, so I will need a motion to adopt the policy. >> Second. >> Okay. We have a motion and a second. All of those in favor? >> I. >> Thank you. That brings us now to item six, which is the first first reading on recommended revisions in board policy business services. And this is board policy 3470 on debt issuance and management that bea >> yes. So this is just a first reading of um an oldish BP. Last time uh we adopted it was 2016. Um we are just

216adopting CSBA's changes and um if you look the changes are pretty much just a few sections that are expanded. Um, so pretty minor. Um, but it's just the next time it's come up. So, we're just adopting their language. So, happy reading on debt issuance >> back next month. >> Bringing us to item seven. >> Just say Amanda, this is stupid in the weeds, but it feels like it's dup duplicative, right? Tempor temporary borrowing. A is blah blah blah. B is temporary borrowing. So, I don't really care, but it just sounds kind of funny. >> I don't need a response. I'm just pointing it out. >> Okay. Hey It's redundant. Feel free to remove any redundancy you see [laughter] that um taking us to item seven which is also a first read on recommended revisions in

217AR under human resources. So this will be 4161.1 4261.1 4361.1 and then 4161.2 too and these are related to personal in personal illness and injury leave and personal leaves and so Chiron >> yes that is correct just bringing these administrative regulations for first reading the last time these were updated was in 2019 the revisions are being recommended on changes in state law and recommendations from the CSBA there uh multiple policies there because they apply to all three of the employment groups uh certific ificated classified and management. Uh so for your reading pleasure, >> thank you. How how often does these laws change? Are they pretty frequent or no? >> I I don't know if I if the frequency, but they do get updated. For example, you'll see in these ones there's revisions to include items

218such as rep reproductive loss and things like that that um are newer leaves. Um, and again, this wasn't updated since 2019, so that wasn't part of the original or [clears throat] >> look like it increases um hours of paid sick leave and was that a state law that had changed related to that or was that an increase we did internally? >> Uh, it did change where it had three if you're talking about the paid sick day went from three to five. So, that's an update change as well. >> And was that state change or was that a 10? believe it was a state law, but I'd have to confirm that. >> Okay. >> And the uh personal leaves were updated last when I was in middle school. [laughter] >> Oh, >> five years. Okay. Well,

219thank you. That'll come back next month. connected and so lying on the there we go. So that brings us to our board member reports and comments. Um I'll start down there on the end with uh board member Weller, please. >> Thank you, President Knight. It was awesome seeing you just take control like you have in the past. You're a good example to us in the community. So thank you so much. Um I find it very interesting on the whole healthcare debate and healthcare uh insurance that in 2009 when the quote affordable care act was passed that I did not know this till the recent government shutdown but basically government has been granting block grants of money to insurance companies to keep insurance premiums low and so thus it's been subsidized by the federal government for

220the last 10 years and now that we're $ 38 trillion in debt that is why we're seeing policies rise and it's because the insurance companies want to make their amount of money. So, as much as the board takes a beating on what we should be paying teachers for their health care, um I think a lot of this needs to be directed towards congressmen and what they're doing there. So, that's I I am in favor though of trying to help the teachers in any way we can to keep their healthcare premiums from going up. So, you know, I know we're working on that hard in close session, and I appreciate all the hard work that everybody's doing on that. Also, one of the other things that's super expensive nowadays is energy. And although the state of

221California in the last 30 years has basically doubled in population, we've not built one new power plant in this state. We have not built one more dam in this state. And thus when our insurance bills come out at 500 a month or more if you don't have solar, it is because we buy electricity from other states. So yeah, it's expensive to live in the state and trust me, I have, you know, I'm a middle class guy too and it is it is hard. And then as it relates to affordable housing in Escanido, I am a uh mortgage lender. I have tried meeting with the city council on developing plans for building smaller houses and quite frankly they are not that interested on it. I'm sure I'll hear from the mayor on this one because they're

222looking for revenue to close their pension gap. So really what we've got is about 30 years of mismanagement all rolled in to a crisis point that we're dealing with right now. But we are very sensitive to the teachers need to um pay for groceries and things like that. But a lot of it starts at the federal level because we just spent too much money over the last 50 years and we've depreciated the dollar so it's just worth less. With that said, um I continue to be a proud member of this board and thank you for all your work on this all of you. Thank you. >> Thank you member Durnney. >> Thank you. Uh, I'd like to start off by just uh explaining my emotional beginning of the meeting here. My wife and I supported

223an organization called Carols by Candlelight for about 20 years. Uh, she ended up running the silent auction that generated revenue and she generated about $300,000 that was donated to Ready Children's Hospital. At the end of the performance, all the performers would gather in the courtyard at the uh Center for the Arts along with the audience and uh sing Silent Night holding candles. It was always a very moving experience. And when I heard Silent Night by the choir today, I just lost it. So, thank you for delaying the meeting. I really do appreciate that. Uh, by the way, for those who haven't heard, I lost my wife about just over a year ago, and that's why it's hitting me. Uh, uh, now on to more report. Uh, I celebrated my birthday over at Orange Glenn, uh,

224over at Patriot Cafe. Uh, I was surprised it was a tenure celebration for them. I thought it was my birthday party, but it was great and I loved being there once again. Uh we went to the California Schoolboard Association meeting up in Sacramento last week. Uh it was pretty good. Uh I enjoyed I really enjoyed connecting with the different people there. Uh I think that's the best part for me is the connections that we make. Uh I even got ambushed for the first time, but uh it's a whole another story. You handled it well, >> huh? Well, thank you. Uh, now I I do wish our teacher Wait a minute. Yeah, I do wish our teachers who ask for our respect, show us respect. I've asked this before. We have rules saying three minutes. You

225know, please show us respect. I mean, you know, you've got the time a lot. I saw many speakers go over that 3 minutes and uh so what I'd like to do is at the 3 minute mark can we have some kind of bell because I've noticed that speakers are looking at what they're reading and not at the sign saying that it's 3 minutes is up. Also, do we have the ability to cut the mic after x number of seconds or something after they keep going on so it's not being recorded? And then can we even get an air horn or something that I can go and go? [clears throat] >> Thank you. I appreciate that. But you know, I I'd love to just get a little bit of civility here with that. And you know,

226stay with, you know, please do that. Uh I also heard a teacher say that most other jobs give raises automatically. Bob Ryan. Nope. >> David, >> no. >> I've never gotten raises automatically out in the real world. Out in the other world, too. That does not happen. They are based on performance and productivity. They are not an automatic increase. That's a called a step every year. You know, we don't get that in the real world. So, no, raises are not automatic out there in nonchool world. Uh I do have a problem with ADA and uh John you shared with us uh current ADA and I'm looking at this and we've lost 500 students over the past two years. >> That's enrollment. >> Enrollment, excuse me. Yes, enrollment 6518 down to 6018. That's exactly 500. Do

227you believe that? 251 of those were from Escanido High. Half of the loss was Escanido High. The other half at 240 is Orange Glenn. San Pasqual only lost 24. Belago gained nine. Valley lost 18. Why are we losing so many students at just two schools and not all of them? That's going to be a tough question to ask. And I mean, and what what I also heard is the demographer, the demographer said in the next five years, we're going to lose 500 students at Orange Glenn. 500 at Orange Glenn alone. Why are we losing 500? Can we look and see what can we get some kind of answers as to why are these two schools doing having different >> I think you have to take uh some of the numbers on a sightby-sight basis with

228a grain of salt because we do have a policy that allows people to tr get obtain intradist transfers and they can attend the school of their choice within our city. So then my question is why are they doing intrad district transfers and trying to get away from one school and going to another one and can we improve the they're trying to get >> that hasn't been the recent experience at Orange Glenn High School though since the advent of the middle college uh Orange Glenn High School's rate of decline I believe has been almost stopped isn't it? >> 240 students over the past two years is not almost stopped. Yeah, after about the third year I would think of the middle college implementation their decline >> then it's okay there it was a while back initially

229it was attracting students to Orange Glenn but now the natural attrition that we see throughout the district is >> but the natural attrition throughout the district is focused on two schools >> and that's where my concern is and >> I think there's there's we as a board can Can I can I interject just I'm not I'm not doing my wrap-up but I want to respond to his question. There are things that we can do as a board to stop this. Okay. Now I've given strategies of how we can do that and laid it out very clearly and with these some of these programs schools have seen an 18% increase in enrollment. Okay. So I think if we continue on the goals that we put in place for MAP uh CTE program uh um enhancement I

230think we will see an increase in that. Another thing Ryan brought up is marketing show that that we have really good systems. We got a good programs in place. I think marketing is really important and it really helps a lot. So as a board we're responsible for ensuring that we help with the enrollment because with that if we see this trajectory continue we know what the outcome's going to be right and I want to say right now that I would rather stop that trajectory downward spin because we don't we know what the outcome Thank you for bringing that up. Good point. >> You're welcome. And that concludes my report. >> Okay, now on to the lighter side of things. Um, so I just want to I want to take this moment just to to bring

231up a a few things that I've experienced in the last couple weeks. I had the honor to visit Escanido High School winter concert and I was truly impressed. It was a great concert they put on. The teacher was outstanding. The students did a phenomenal job. Um I believe one of the individuals, I'm not sure, but um he was uh awarded um competition. He won a competition came second in state. Is that correct? Yes, that was in the recognitions earlier this evening. >> Yeah, I was pretty impressive in that. They they were very talented in that. So, I really enjoyed that. Another thing also I joined you um at the cafe and uh it was wonderful experience. I really did think it was excellently well put on. Um it reminds me of the sense of community

232that we have and also uh connection with the students. you know I I think it's important that you know that we continue that type of uh you know offers course offer to the students and that because I've never when I was a when I was in OM we used to call it we didn't have such spectacular excellent food prepared I mean it was like peanut butter and jam sandwiches right and that so this this I was very impressed with the decor I was very impressed with the food. Very talented individuals. Also, um just want to say as we move through the holidays, I want to extend my sincere appreciation to our teachers, students, staff, and the team that keeps our lights on in school and everything running. And we're very appreciative of you guys and

233that you do a phenomenal job. Our cabinet board, families, and I wish everybody peace and good health and a restful season. ahead. That's it for me. >> Um, on my side of things, I've got a a few items for today. One of which is I uh and I know this is not a discuss a discussion opportunity here, but I don't see the need to have the conversation about the administrative regulations in this meeting and by the board. Our our role of the board is to set board policy. It's not to set the administrative I guess uh protocols and processes for for the staff. Um if we're concerned about something then we as a board should put it in the board policy but it by having control of the policy as well as the ARs we're

234telling them what to do and how to do it. And I I don't think we need to be involved in that. that there's something that we should be want are concerned about, then let's put it in the board policy and let the let the staff do their thing. But by getting involved into the weeds, I don't think that does any benefit for us. It makes it more complicated for the staff. And like I said, if we care about it, let's put it in the board policy. So that would be my uh my proposal, shall we say, is to get out of the weeds because that's not a place that we need to be there. and it just literally doubles all the stuff that we need to go through and read. So that'll be I don't

235know what we if anybody agrees on having that conversation later or not, but Exactly. That's what I was looking at, too. It's like, you know, >> we're not the ones typically writing the ARs or anything like that. We're just approving what they have to do and we're approving their methods of doing it. We're not directing it. >> Yeah. But why do we But my comment is is why why do we need to get even involved in the wheats, right? Like our our job is to say what needs to happen, not necessarily what each step looks like in the process in which they do. >> Well, we we we're saying we're not saying how the steps go. We're saying we're approving how they want to do the steps. >> But why do we need to approve

236it? If they're if they're living by the board policy, then it doesn't matter. [laughter] So that's a that's a comment I have. >> I can um you don't mind my interjecting here. I have been told by legal counsel that the norm throughout the state is that boards don't approve the administrative regulation. We're in the minority according to lawyers I've talked to. >> Sounds good to me. All right, we can move on because again, we're not supposed to discuss it, but that is one item that I'd like to at least put on the table for a future conversation. Um, number two, I love that there's a welding classes that have begun. I have fond memories of welding and my welding classes in college. So, that is a hard skill to develop. Uh, >> important one, too.

237>> What's that? >> Very important, too. Yes. >> Um, number three is um, you know, I I I loved uh, Principal Santos's presentation u today. One thing that that I feel like keeps coming to mind in my side is is uh, the general direction of the district and all of the different sites. Meaning that we have a mission and vision. You know, Orange Glenn has a mission and vision. Esso has a mission and vision. you know, um there's all these different three things that we do at this school and five things that we do at this school and and I totally agree that each school should have its own personality, but I I find it a little bit confusing in terms of are we all running the same direction when everybody has their own unique

238way of doing things. And so, um that's just one I guess concern I have just to make sure that we are all running the same direction. I know the not that um that we have to do it this way, but I know the elementary district they have the same five colored signs on each one of their sites, right? So, there's no denying that they're all running in the same direction. So, it'll be nice just to make sure and confirm that we are as a district and all the sites kind of in a sense running that same direction. And uh lastly, last night I uh was the the we'll call it the first responder, shall we say, to a poor 14-year-old who got hit on his ebike last night? Um it was kind of nasty. And

239so, um, one question I have is, you know, is there a is there an AR, um, in terms of, uh, making sure that any students that bring their their bikes or skateboards or whatever, have our are marked properly, shall we say, reflectors, lights, that type of stuff. I don't see a lot of bikes on our campuses. >> On the skateboard. There's a kid like I think in general just my question would be is is it possible to put into the, you know, the handbook in a sense that any any uh skateboard or bike or whatever has to have certain things on the bike. Whether or not how well it's enforced, I don't I'm not here to say that because I don't think there should be an AR in this conversation, but um it would be

240nice to ensure that you know if they're bringing it on site on campus, right, then it should have certain things on it and that's it. Well, I think safety is is is our concern. So, um I know as part of the meeting we had with the city subcommittee um really trying to change the culture in Escandido around go slow ESCO and um looking at how can as as a school as a city as school districts and as the city together working perhaps with various community groups um really start to change the culture around the way people are driving in Escanido. It's um there are some major safety concerns I think across all areas of the city. So I know that's going to be a priority of that um subcommittee. So I look forward to you

241both working on that. Um >> so thank you. >> There's a lot of construction going around right now. Oh yeah, a lot of works. I know. I experience it every morning. There's a big rock in one of the subdivisions. So that's my alarm clock. >> Yeah. Um so my report I just wanted to share I I know it was part of our board update but this past week I had the pleasure of um surprising um Dan Barahas with uh an award for his service on the compact board. Um, so Dan, um, has had many roles in our district and has served our district incredibly well as assistant principal um, principal at Valley for quite some time. Now he's over at Escandido Adult School, but he's done some incredible work and has been really committed um,

242to our the youth in our community. So, it was a pleasure to um, present Dan with that a service award. Um, and thank you all for your trust in me to lead this board through the next year. And I um wish everyone an incredible holiday season. And I just want to um express that um all of the work that our teachers and staff do above and beyond the classroom, above and beyond um their contract duties is noticed and it is appreciated. And um you know I I it's it's not always something that you can express constantly in words but please know that that by sitting up here and by us serving we are showing you how much we care about this community and you know I all of us would would know recognize the the

243financial challenges. I don't think any one of us are going um uh that's not falling deaf on any of us. We're all experiencing this um with you. So, I just know that your work and everything is incredibly valued and um appreciated. So, that we have some dates to remember and please enjoy the time off everyone. I think it will be um >> we need a superintendence report. >> That's right. Superintendent report. It was squished in there really quick. Sorry. Yes. Number nine, superintendent. >> I'll keep it short. >> Thank you. [laughter] >> Well, thank you. As presented earlier in this meeting, it was a proud moment for the district to be presented with a Golden Bell award for the first time in many years. The last time we re we received a Golden Bell was

244in 2012 for our outstanding special education program called Exciting Minds and Language Skills Towards Independence. We also won a golden bell in 2006 for our Spanish for Spanish speakers program and in 2004 for our RTP training program at Valley High School and in 1998 for 18-year-old assembly program. We were presented this year's Golden Bell at the CSBA conference almost two weeks ago. And I want to commend the board for its own commitment to professional learning as all five of you attended CSBA this year and were active and enthusiastic participants in the many workshops and general sessions, learning from experts and getting to know schoolboard members from around the state. Thank you for your service to our community. Now, during this time of the year, it's always wonderful to see holiday concerts and student performances. Thank

245you to Brian Lond and the students from Sasqua High School for the holiday performance tonight. I always look forward to their performance at the organizational meeting. Also continuing the tradition, Escandido and Sasqua High School students participated in their fourth annual wood toy gifts to TK and kindergarten students from Lincoln and FAR elementary schools. It's become an event that our students look forward to every year. We'll be off for winter recess after this week. Students return to school on Tuesday, January 6th. Like to wish everyone a very happy holiday season. May you get some rest, stay warm, and have some quality time with your loved ones. Thank you. >> You Thank you, John. So, some dates to remember. December 19th is the end of the grading period. That's this week. Um, and then we will be

246on winter break. All schools in the DSC will be closed from December 22nd through January 2nd. Non- studentent day on January 5th and the January 13th will be the next regular meeting of the board of education. Is that the end of the list? >> We also have Jay, but uh we don't have any remaining public comments for non-aggendaized items. So >> we will return to close session and if there is any action taken in close session, we will come out to report. >> There's no anticipated action to be taken, but we will nonetheless come out officially adjourn close out when that happens, but there will no doubt be nothing to report >> to report. So please go home and enjoy your evening. Thank you all for still being here. >> Hey, thank you everyone. Happy

247holidays to you all. Take care. Uh clerk, you get to sign everything now. >> To sign everything. Okay.