EUHSD Regular Board Meeting - June 17th, 2025

001One more minute here. Thanks for your patience. Hey Bob, here's a quick uh audio check. Can you hear me? Okay. Yes, we can. Ryan, thank you. Can you hear us? Yes, I can. Thanks. Okay. All right. Good evening. We're going to reconvene the board meeting now. And the first thing I need to do is call to order and then establish a quorum. So before we do anything else, uh we'll go down the line and we'll start with you Ryan that is remote and publicly noticed that you're in Austin, Texas. So Ryan, are you here? I'm here. Uh Christie here. David here. Bill and Bob Weller. With that said, I'm really happy to see so many faces here tonight. This is super exciting. Are we giving away free stuff? All right. This is really great. I

002appreciate you all coming. And um we do have the mission and vision. Did we decide if anyone's going to read that out? Um, we'll share it. Ryan, do you happen to have the mission or vision handy? Because I had it, but I don't have it handy. I can pull it up pretty easily because I've got the You're remote, so we won't do that. Do one of you have it, Christie? There was a copy on my desk here. Uh, hey, uh, Bob, I can read it. But I got it right here in front of me. Okay, go for it, Ryan. And your Speak up a little bit. Okay. Our mission, empowering every student to graduate prepared for college, career, and life through excellence in in learning. Our vision. We relentlessly pursue with optimism equitable support for

003all 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, curious and analytical critical thinkers, and informed and compassionate community members. Uh, thank you, Trusty Williams. And we will now move on to the pledge of allegiance, who will be led by Christy Knight. And your right hand over your heart. Pledge allegiance to the flag of the United States of the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. kind of nice with everything going on in the world right now that we can all stand and do that. So, thank you for all doing that. Um, so the next we have is a report of action taken out

004in close session and Bill, do you have that? I do. In close session, the board took action by a vote of 5 to0 to ratify the termination by operation of law of employee number 543983 who was a permanent certif certificated employee of the district who worked as a classroom. The roll call vote was as follows. Eyes Williams Vincent Willer Durnney Knight. In additional action, the board voted to unanimously to ratify a separation agreement with one certificated employee, a teacher, employee number 62084. The roll call vote was as follows. Eyes Williams, Vincent Vuller, Durnney, and Knight. And in close session on motion of board member Ernie, seconded by board member Knight, the board of education voted to approve graduation waiverss case numbers 59 through 65 for the 202425 school year by roll call vote as follows.

005Approval Knight Ernie Weller Williams Simpson. And that concludes my report for action taken in close session. Very good. Thank you. And then we're going to um ask for the approval of board meeting minutes. Um superintendent, are all votes a um roll call vote tonight? All vote. We got it. All right. So, uh need a motion and second for approval of the minutes of meeting May uh 13th. Moved. Second. Uh we'll go down the line. Um we'll start with uh Ryan. Hi. Thank you. And Christy Knight. Hi. Dave Vincent. Hi. Durnney. Hi. And Bob Weller is I. All right. We move on to item C6. Approval of board workshop minutes. Before we do that, also we do have all minutes. um both on the board docs and we also have a YouTube channel is that correct

006that you can see the entire video of past meetings. So for a while we were just publishing the um the J JPEG or MP3s rather of the uh meetings but now they're fully on. So thank you tech department. So the audio archives go way way back archiving video started. Very good. So, when we approve these minutes, um, if you have any questions on it, you're able to go and look at the past as well. So, for item C6, can I get an uh motion and second, please? So, moved. Second. Thank you. We'll start again with Trusty Williams. I Thank you. Knight I. Vincent I. Jernie. I. Weller. I. Very good. Um, lots of meeting minutes for approval. Item C7, uh, approval of special board meeting minutes of June 10th, 2025. Can I get a, uh,

007a motion and a second, please? So moved. Second. All right. Call the vote. So then again, Ryan, starting with you, I. Knight, I. Vincent, I. Jernie, I and Weller's I. So, so far tonight, I'm sure you're extremely impressed with the board, the way we run here, that it's so interesting. The students, you're learning about Robert's rules of order. So, it's completely boring. Thank goodness you have social media on your phones to look at in the front row there. Hello. You're good. I have teenagers, too. All right. So, now we're going to move on to Where did we leave off? C7. We're going to go to C8, which is the approve of the agenda. Um, are there any additions, deletions, or corrections for this? There are none. There are none. All right. So, we'll get a

008motion in a second. Motion to approve the agenda. Second. Very good. Call the vote. So, here again, Ryan Williams. I. Thank you. Christy Knight. Hi. Thank you. David Vincent. I. Bill Durnney. I Bob Weller. I All right. That passes. So now we move on to item C9, which is approval of consent calendar items on the agenda marked with an asterric. So these are typical um board um approval items that have come up every month for contracts and things. You can see them in the agenda, but for um brevity and speed, we put it under what's known as consent. And so we're going to ask for a second or a motion in a second to approve the consent calendar. I move to approve the consent calendar. I'll second. Oh, Ryan. Thank you, Ryan. All right. And

009a roll call vote. Uh Ryan I. Christy Knight. Hi. David Vincent. Hi. Bill Durnney. Hi. And Bob Weller. So then typically also since uh with Ryan, if Ryan was here, we wouldn't have to do a roll call vote, but that's why we're kind of moving through it kind of quick. All right, we're going to move into section now uh D, recognition uh and presentations. And so this is the fun part where a superintendent can give student and staff recognition. So Mr. Peterson, thank you. Uh normally we don't have student and staff recognitions during summer break at the June and August meetings, but uh tonight I wanted to retain the item for special recognition. It is both a privilege and a bittersweet moment to recognize Dr. Good tonight as he prepares to take on his new

010role as superintendent of the Tamopias Union High School District. Over the last few years, I've had the great honor of working closely with him, first as a board member and then as a superintendent. And I can say without hesitation that he is one of the most principled, thoughtful, and effective leaders I know. Dr. Good brought vision, integrity, and a steady hand to our human resources department. He led with clarity, transparency, and empathy. Qualities that have earned him the trust of our employees, our board, and the entire community. His work has had a lasting impact from strengthening our hiring practices to helping establish the partnership with Project Next at Escanido High School. While we're certainly sad to see him go, we're also incredibly proud. Public education needs leaders like Dr. Good. Leaders who bring people together,

011who do hard things with grace, and who never lose sight of what's best for students. Dr. Good, thank you for everything you've given to this district. We wish you continued success in this next chapter. We're so lucky to have you up. Thank you. I can present you with this plaque. Send it to Dr. Courtney Good in appreciation of your dedicated ser and commitment to the Esk high school district value contribution lasting 2020. because you have been here for a while. Uh, Trusty Knight, would you like to say some things? I think that's the same plaque I got as student board member 94. So, thank you to our local um trophy shop because they they do keep the same ones around. But I think that um yes, Northern California is going to be um better off

012with you up there serving that community and I wish you and your family the best in the next chapter of your life and just thank you for the service to our community and it's been wonderful getting to know you. Thank you. Ryan, did you want to say anything? No, I just a just a a general appreciation for all the things that he's done. Um, you know, I' I've only been able to work with him for, you know, a small amount of time, relatively speaking, for for this board, but I definitely appreciate um his his contributions, his his um I guess uh general nature as well and and and it's been a great honor to work with them and I wish him the best. David, Christie, are you saying they repurposed that black for him? We

013have budget cuts. you know how I feel about you. You're a great guy. Um I really enjoyed our interaction and your leadership and uh I think uh your new job win for them. You're a great guy. Thank you. Appreciate everything. Stay in touch, too. As I've said before, I wish you weren't going, but you are. Oh well. Uh I hope you enjoy it up there. It's not like Southern California, but it's their game. I think the term that will remain in my head uh forever from here is I'm pleased to bring before the board the following action. I think we're going to have to put Yeah, we're going to have to do that. I I appreciate that. That was very good. In a society that has turned language to be pretty brutal, I appreciate seeing

014that. So we will see you at CSBA every year we hope and uh look forward to hearing other good things that you there. So thank you Dr. Goodton. All right you don't have to stay for the rest of the meeting I guess has to stay. Yeah he's going to stick it out with us. Item D2 recognize employees of the year. This is pretty exciting. So Peterson. Thank you. I'm pleased to bring before the board a recognition of our employees of the year. And so I would like to invite Valley High School principal Jose Espinosa to recognize recognize Monica Lee, our district teacher of the year. One second. Never. Never. Okay, here we go. All right. So, good evening everyone. Uh, it is my great honor to present to you Valley High School's teacher of the

015year and the teacher of the year for the Escondido Union High School District, Miss Monica Lee. For the past 12 For the past 12 years, Monica has led has led the responsibility training program at Valley High School known as RTP. This program is a first step for students who transfer to our school. Through RTP, students learn essential life skills such as anger management, the importance of showing up, recognizing personal stressors, and much, much more. Monica Monica empowers her students with tools not only for academic success, but for life beyond the classroom. But her impact extends beyond RTP and Valley. Anukica is also deeply committed to the comm to community service. As the adviser of the interact club, she guides students in giving back to the city of Escondido through meaningful service projects. He also organizes

016annual great day 5K valley team runs where both staff and students come together to proudly support their city. Monica's influence is felt across the state as well. She is a sought-after presenter at the California Continuation Education Association CCA plus conference where she shares her expertise, mentors educators from across California looking to implement RTP at their own schools. I had the privilege of attending the conference and witnessed Monica walking down a hallway after her presentation surrounded by educators eager to learn from her. It was sight it was quite a sight. Um, most recently, Monica was at the field at Petco Park during San Diego Padres's, a teacher appreciation event, proudly waving her Valley High School t-shirt in front of thousands of fans. Perhaps the most telling measure of her impact came during the LCAP student forum

017at Valley High School where students were asked, "What motivated you what motivated you to engage more in learning?" Monica Lee said to the students, "Thank you, Monica, for your dedication and service and congratulations. Can I say something really quick? As a former student, Monica, as a former student of Valley, I really know the impact that you're having on these kids. So, thank you for what you do. Thank you. Hey Marie, the next time I know we have more awards, but Marie, the next time we need to make sure there's more Kleenex here, please. Good. Now, at this time, I would like to invite Delago Academy Principal Christy Kish to come up and present our classified employee of the year, Jose Gonzalez. All right. Good evening, members of the board, board president Weller, Superintendent Peterson, UHSD

018cabinet, and esteemed guests. It is my great honor as the principal of Delago Academy to recognize to recognize our UHSD classified employee of the year and Delago's very own, Mr. Jose Gonzalez. Jose has been a valued member of our DA community since 2016 when he first joined us as an instructional aid. He later transitioned into his current role in security where he has become a cornerstone of our campus culture. His presence is steady, calm, and deeply committed to the safety and well-being of every scholar, staff member, and family at DLA. Jose is someone who not only shows up, he shows up with purpose. Whether managing a stressful situation with clarity and compassion, mentoring students on the soccer field, or supporting his colleagues across departments, Jose consistently goes above and beyond. He's the kind of teammate

019who quietly steps in to fill a custodial shift, remembers scholars schedules by heart, and always makes time for restorative conversations that build trust and connection. Our scholars trust him. Our staff rely on him and our community is stronger because of him. As the coach of our boys soccer team, Jose leads far more than practices and games. He fosters discipline, leadership, and confidence in the young people he mentors, helping them grow, not just as athletes, but as individuals. He exemplifies what it means to lead with empathy, humility, and integrity. He's the person who sees what needs to be done and does it not for recognition, but because it's what's right for the school community he cares so deeply about. It is a privilege to celebrate a staff member who so fully embodies the values of DLA

020and of this district. Please join me in congratulating Mr. Jose Gonzalez, our classified employee of the year. We are proud of you, grateful for you, and inspired by you every day. Congratulations, Jose. Any other? Nope. That's it for that section. So, David, I'm going to have to ask you to remain seated for D3, the robotics presentation by Mia Funk. Please keep your hands and arms inside the vehicle at all times. I've been waiting for this for a long time. Welcome back. Thank you. Thank you esteemed board and cabinet uh for allowing me to uh take this opportunity to review the progress that we've made towards robotics and mechatronics here at Escandido. I'll start with how our story began. Back in 2020, we partnered with UC San Diego for the center of research on education, assessment,

021and teaching excellence, also known as create, and we launched a program called CS Listen. It was a youth participatory action research initiative where high school students were partnered with co-ressearchers as with PhD candidates and they worked on strategies that promoted computer science in our district. Between 2122 school year and the 2425 school year, we increased enrollment by more than 130 students in computer science. This early success in CS listens sparked new ambitions and in 2023 we partnered with the K16 collaborative border region talent pipeline. This partnership funded teacher professional learning at the computer science teacher association conference where our teachers learned Python and drone technology. The computer science teachers also received drone coding kits at each of the comprehensive school sites. San Pasqual super nerds have been supported with equipment through this funding. And moving

022into next year, it will be able to support a pilot robotics course. This elective is the foundation for a full robotics and mechatronics CTE pathway. We'll aim at highskll highwage careers in advanced manufacturing, computer science, and engineering. During the 2526 school year, we will refine our units of study and our student outcomes. We'll align the curriculum with engineering, mechatronics, and advanced manufacturing. We'll make sure to include 21st century skills, real industry needs, and we'll emphasize hands-on project-based learning aligned with employment pathways. We will engage with our local colleges to identify early college credit opportunities and we'll explore strategies for supporting math intervention through real world and contextualized learning such as UC Davis CEM robotics math programs. To further develop this program to meet the career technical education requirements, we will spend this time to identify

023a teacher with three or more years in experience in the industry. We may need to offer partial teaching assignments to expand this into a full course sequence. As interest and capacity grows, we will work towards finding a teacher with a CTE credential because this allows us to apply for additional supplemental funding which can purchase the equipment, instructional materials, and computing and robotics tools required for the program. It will be worth it because robotics and mechatronics empowers students with the skills, knowledge, and experiences needed to succeed and highwage, high demand industries, to thrive in college and career pathways, and to leave innovative technology-driven futures. Today, together we can ignite our student potential and transform futures through technology and education. I've been told to hold off on a lot of questions. Let's do it. Yeah, let's do

024it. Anyhow, I just want to record though that you were with inside of five minutes. So, the next three hours are all attributed to David. Five minutes listed right here. Yeah, you you did it. So, anything after this is charged to him, not to you. Okay. Well, I want to thank you so much. you know how much I love technology and this is somewhat something that I'm very happy um that you're implementing and I when John told me this I was so excited because this is our future robotics AI technology is where we need to be to maintain our competitive edge in the world and that and you doing this is uh a good introduction for our students to feel what it's like working with robotics. I work with robotics automation for filling medicine as

025well as medical device assembly. So, this is something that I'm very passionate and I I really hope this takes off um because I think it'll be very beneficial for our kids in math understanding a lot about electronics and and this is going to be great. Thank you so much. I appreciate you sharing. Thank you, David. Anybody else? I did have one question. So on the um screen exploring the path, explore mathematic integration. How was UC Davis uh chosen for that or why was UC Davis chosen? And is that the only college that we're going to be uh interacting with? No, it it will not be the only college that we can interact with. We're exploring UC Davis because they've had uh several years implementing their semim curriculum. Uh it is offered at elementary, middle, and

026high school. So it is something that's researchbased and has been foundational for many districts. Uh it also has project-based learning uh integrated in the units of study. So it's something that will be able to fold into multiddisciplinary projects. And then again just uh cem what's the C? Computing. Thank you. And then science technology mathematics. Thank you for us that don't have the acronym holder in front of us. We like alphabet soup. Yes. Christie, did you have something? I was just going to see if um I know that um we partner with a lot of the local community colleges as well, but I know Mira Costa has a really um great affordable advanced manufacturing pathway that I think would probably align nicely or however we could try to look at really exploring that because I know

027from what I've seen it's affordable for ours and it's close. So very cool. Thank you, Mia. Thank you very much. Thank you so much. Thank you. Appreciate it. Well, that set the bar very high for presentations under 10 minutes. So, now we're held accountable going forward. And now we're going to go to the facilities master plan D4. And I'm going to hand that off to Okay. Yes, Amanda. Not sure we're going to win tonight, but um I'm going to hand it over to Kristen to give us an update on where we are and um how the engagement process has been going with our facilities master plan. All right, no pressure to be quick. Good evening everyone. Superintendent Peterson, uh Board President Weller, and members of the board. Uh my name is Kristen Rose. I have

028come before you previously to introduce our master plan and we are here today to give you an update on what we've heard so far. Um let's get started. Just to review for the master planning process, uh we've gone through data collection, getting an understanding of all of your existing um conditions and historical elements related to your facilities as well as your enrollment. That gives us some context and some understanding for your district and your facilities. We have completed facility assessments. So, our assessment teams have been out to all of the sites and have completed detailed assessments of all your building systems. Um, and what we're going to talk about tonight uh primarily is our stakeholder engagement. So, we've had visioning sessions with um leadership and we've had community engagement with your site teams, your administrators,

029staff, students. Uh and we've also um had some uh input from your community via a community survey. And so we're going to talk about that a little bit tonight. Um in progress currently we are working on the master plan scopes of work and cost estimates. These are informed by all of that information gathering in the previous phases. Uh and then that builds uh the implementation plan that says here's how we might align priorities cost and our visioning workshop. Um we met with district and site leadership. Um participants engaged in live polling and hands-on activities um to develop an understanding of values, challenges, ideas, and priorities. Um this was a handson uh workshop. Um we had the privilege of having a board member participate as well. Um and so this was really all about understanding um

030a broad vision for facilities and the ways in which they are intended to support educational outcomes. This is kind of a summary of what we heard in that session. Overall um there's a desire to design for engaging learning experiences um for creating experiences that are interactive, hands-on, collaborative, meaningful, connected to the real world. And I think that ties nicely with what we just heard right about robotics. Um I think there is an overall consensus when it comes to um the values associated with that type of learning. Um this group sees education being impacted by technology uh specifically advancements in artificial intelligence. And so what does the future of education look like within that context? um and they understand the need to create more individualized learning opportunities that promote critical thinking and some of those deeper

031learning skills. Um when we asked about what qualities make for ideal learning environments, um we used some live polling software to collect input and then help us to facilitate discussions. Some of the things that came out of those discussions were ideas around flexible spaces, safe environments, inclusive atmospheres, comfortable settings, modern infrastructure, uh collaborative areas, and incorporation of student support programs. Um we did ask specific questions related to athletic facilities. That is um a topic that is a hot topic within your district uh at all stakeholder levels. Um the top priority uh regarding athletic facilities was aquatics followed by gyms or auxiliary gyms and then ancillary spaces such as wrestling, dance or weight rooms and then track and field spaces. Um when it came to building consensus and understanding user engagement, we met with student groups,

032school site councils and site staff groups. And so we really wanted to do a deep dive in understanding the user experience. And so we had some activities that helped um the students and the staff to kind of generate uh and help us understand what their experience is and what their desired experiences are. Um for students uh your students really understand the need for infrastructure um as it relates to their physical comfort. Um things like restrooms came up, things like making sure environments were comfortable to be in um you know the the air conditioning and things like that. So they do understand the need for infrastructure improvements and they were able to articulate that to us. Um they are looking for more structured socialization spaces. Obviously you've got a lot of teenagers and they want to

033socialize. Um but they are looking for spaces that have maybe some more structured activities um even collaboration spaces such as libraries and things like that and reworking maybe what those types of spaces um can do for students. They're also looking for versatile activity spaces. Um, so there's a lot of need for spaces for meetings with clubs and other extracurricular activities outside of the primary academic program. And so they're looking for opportunities to get together with those groups. And then enhanced athletic facilities. So um, looking at spaces for football team rooms, ROC fitness areas, dedicated aquatic program spaces. not just the primary athletic spaces, but some of those support spaces that help to make that um a nicer program for them. In the classroom, they're looking for autonomy as most uh students this age are. And

034the way that that presents themselves presents itself in the classroom is options for seating, flexible seating, the ability to rearrange a space. Um, and this is something that was also reflected by staff, the ability to rearrange a space, have a flexible or adaptable space that could accommodate different teaching modalities. They've been wanting soft furniture for hundred years. It's not going to happen. I don't necessarily think that they want all soft furniture. They just want a variety of options. Um, one of the things, for example, that we heard from Delago Academy students is that they really appreciate the furniture that they have there, such as the writable desk. They find that very useful when they're doing math problems or things like that. So useful furniture that they can rearrange I think really satisfies that need that

035they're looking for. What? Oh, sofa. Not necessar I mean when you I'm thinking bean bags, you know. Yeah. No, we can get there's all kinds of different options when it comes to soft furniture. Um, from a design perspective, an architectural perspective, bean bags wouldn't necessarily be practical in a, you know, school setting. They're probably not very durable, but there are other options for soft seating if you're looking for that kind of thing. Typically, when we think about soft seating or we might um propose to add soft seating, we might do that in specific areas such as a library um media center or a student union type space where you have a bunch of different options for seating. Um really it's looking at how do we create a variety or a good mix that works for

036the function of that space. Right. Thank you for explaining that integrated technology. Um students uh overwhelmingly uh told us that they were on their devices on a regular basis. They were using that um as part of their curriculum. Um it is integrated into everything that they do. Um but in order to make that function well, they really need that uh infrastructure to support it as well. Um display areas for student communication. Um, one of the things that they said that they'd like more of is more opportunities to display um, outside of the classroom creating um, you know, graphics or things that create a a sense of um, you know, school pride uh, on their campus, but also an opportunity to communicate around events or social activities or what have you that's happening on campus. And

037then campus safety and maintenance. Um a lot of the students uh identified that safety was a top priority and when we asked them uh to dive a little bit deeper in understanding what are the things that make them feel safe um beyond the standard you know um secure areas within the the campus. Um one of the things that they said was when the campus feels clean and well-maintained I feel safer. Um and so that was one of the things that kind of came up from the students. The site council um this is site council's administrators, staff and parents. So anybody who participated in the meetings that we had um for those meetings, they prioritized uh security and visitor management. Um so again aligning with some of the things that the students said their focus was

038more about um secure points of entry making sure that um the access to campuses was controlled that even though even once you get into an administration um there wasn't necessar way for you to enter into the rest of the campus right um large group spaces so spaces that accommodate large group gatherings performing arts gymnasiums libraries they saw those valuable investments, right? Something that would impact the greatest amount of students and would really um support their uh desired educational outcomes. care for technical education facilities. Um the staff and parents emphasize support for hands-on real world learning spaces, um culinary labs, automotive shops, uh college career centers, really focusing on um how do we create uh opportunities for those career centered pathways. Um comfortable and healthy learning environments. Again, that goes back to making sure the basic

039needs are met. Um are the spaces comfortable? Are the restrooms available, etc. outdoor learning spaces. There's a broad support for outdoor areas, really maximizing the learning area and extending um that classroom space. And then technology ready classrooms. Again, same as students, they see technology being integrated into the curriculum on a regular basis. And so they would like to remove any barriers to using that by creating strong infrastructure around it. We also asked your community about their priorities and so we issued a community survey. I believe it's open until the 20th. Um as a publication we had about 353 total respondents. Um you can still take the survey. So by all means go on to the website and click the link um and share your priorities with us. Um just kind of a breakdown of uh

040you know representation so far. Um we've got broad representation especially from parents um and then kind of equal across teachers um community members and other employees and then you can kind of see a little bit less for alumni students and then partner organizations um in terms of site representation um relatively even uh representation across your comprehensive sites. So that's good. That's something that we always want to see. Um and then there is representation across all of the sites that we asked about. a question here because I'm looking back at student priorities and stuff and their demographics. According to the pie chart, it looks like there's maybe 2% of the respondents were students which would So this is a separate survey which yeah so we went to the students specifically. So I went and met at

041each of the sites. We met with classes of students and asked them and facilitated workshops with them. And so the student priorities come from those discussions. And then this community survey is a broad survey open to anyone in the community. Okay. Because at 2% that's only six or seven students. And I was hoping that the student priorities weren't based on just experience. No, no, this is separate. They they have the opportunity. Students can also um if they weren't for example part of those workshops um that we had with students that really when we look for user understanding we're doing a much deeper dive than say a survey. It's an opportunity to get their input. They do some collaborative um activities and then we have a deeper discussions about specific areas of interest for them. Um

042and so that's where those user priorities have been synthesized from. The survey is in addition to that and asks them very specific questions about certain project types and then provides them an opportunity for some open-ended responses. Typically what we get from these surveys is much more of your um external stakeholders, your parents and community members who might not be on a site on a daily basis. So real quick then follow up on that because you met with student groups. Uh what kind of student groups was that? Primarily with your ASB groups. So the site repres the student representatives from each of those sites. Um I think a couple of the classes we had some ROC groups in there as well, but they were selected by um the sites. I also on that graph reading down

043the lists I really appreciate the granularity of what you posted and it's interesting because I feel a lot of us a lot of time get going green shoved down our throats and it's really not a high priority. Yes. So I appreciate not noticing that. Yes. Yeah. So we asked them about some specific categories when it comes to project scopes. This helps us inform the master plan in terms of prioritizing certain types of projects. Um, you do have some interesting uh feedback. Um, I was actually telling staff uh the other day that this is probably one of the first districts where I haven't seen parking at the top of the list. Um, so that was interesting as well. Um, it might speak to, you know, the fact that you are a high school district and you

044probably don't have as many parents parking on site. Um, and so that might be different as well. Um it wasn't something that necessarily came up from students either. Right. I find it interesting that safety is right at the top of the list is there. Yes. And what what kind of feedback were you getting on safety and concern? Um I don't know that we have some of the open-ended on here, but we can definitely dive into that for you as well. Um we do plan on um providing you with a more detailed draft of the plan before it gets published or adopted. And so we can kind of talk about um some of those granular elements as well. That's pretty important safety because a lot without um a strong safe environment, a lot of anxiety, that

045kind of Yeah. issues. Yes. When we did the user meetings, we asked them, you know, a lot of people identified safety as a top priority. And one of the things I always like to ask is what does safety mean to you? Because that looks different in every community. As an example, I also did the Tamop Payas master plan. Safety is very different up there. Do not put a fence in. They want they want access to their schools, right? Safety is different here. Um students and teachers and staff want to feel like they're going into a secure environment, but they want it to be welcoming, right? And so it's finding that balance of how do we create physical security? How do we create um a sense of enhanced security through technology? Um but also how do

046we create a welcoming environment? something that's um you know nice landscaping and it's wellmaintained and upkept and things like that and so your students and staff both acknowledge that th all of those things make up that feeling of safety for them. Does that include like intimidation, bullying, all that too? We didn't necessarily talk about the social aspects of it. We really focused on the facilities aspect of it. Which which elements of the facilities help you feel safe? Um, so that would be kind of a a tangential question to what we're talking about here. Um, so yes, so, uh, top priority safety followed by CTE, physical education, so on and so forth, and like you said, going green, um, down towards the bottom, curb appeal, um, was a little bit further down. I think that speaks

047to the idea that your community probably sees your schools as being in good condition, and they really are. Um uh but I think you know we need to also factor into how does that curb appeal also work in conjunction with site safety and security. So when we look at all of those things right we've got our visioning session with leadership and we've got our user understanding meetings with all of our um staff and students and then we've got our community survey. How do we start to synthesize this information and build some consensus around some big ideas? And so here is what we've developed um that will inform the master plan um and that you can expect um to see in regards to some of the scopes of work that we're identifying. Um and so it's

048safe, secure, and welcoming campuses, uh modern flexible learning environments, student support spaces, real world learning and CTE opportunities, arts and expression through creative spaces, technology that enable success, social spaces that build community, and school facilities that reflect school pride and purpose. So our next steps for the master plan are to finalize scopes and costs. Um, and so that's really making sure that we've dialed in on the types of projects that we're proposing. Um, and then understanding the cost impacts at a budget level, right? Um, and then finalizing the implementation plan. And so that's starting to align what are our priorities? Are there projects that should be prioritized sooner uh than others? Are there projects that need to be prioritized based on life cycle needs for systems, etc. And then to review the draft plan. Um,

049and that'll be an opportunity for you guys to get a deep dive on the draft plan and give us some direct feedback. Um, and then we'll bring it back for adoption. Any other questions? You know, I had a sorry uh I had a question regarding uh in terms of just the general condition of all the the facilities. I was that was that was part of the part of this project as well, right? HVAC systems and everything to go with that. Yes, we have a detailed assessment from our assessment team. Um, and that will be that will be part of the facility master plan. Um, to give you a highlevel view of that. In general, your facilities are wellmaintained. Um, and so what you'll typically see are not a lot of immediate needs. Um, when we

050look at immediate needs, that's looking at things that are maybe failed or haven't been addressed. not a lot of those. We are anticipating that you'll have some planned life cycle needs when it comes to building systems. All buildings age and so we need to plan with for that. Um but I looking just kind of a cursory look at what I've seen so far. Those are a little bit further out. Again, not necessarily in the next one to two years, but we need to always have a plan for all of those systems. Um so I would say that your facilities are wellmaintained. I would assume that for sure. And I actually went to high school shortly after the big earthquake in LA back in way back. We did not have a cafeteria. We did not have

051a gym and we did not have an auditorium and so we survived on that. However, I walking around the campuses here because I am a gardener and I love green and things. The campuses look really well. Orange Glenn, correct me if I'm wrong, was recently repainted. Correct. I think that campus looks really good. So, and we had a deep discussion tonight on things about Orange Glenn to make that an even better educational environment. So, we're super excited as a board to bring that forward in the coming months and years. So, unless there's any other questions. All right. Well, thank you so much for that presentation. Thank you. Thank you. All right. So, now we're on public comments and um item E. We're going to get to the um public here in just a second, but

052we do leave time for our unions to speak. And the first point uh that we left for is for the report from the California School Employees Association, chapter 219. Do we have any people here that would like to speak to that? Very good. And then we also have left time uh we this is a privilege um that we uh extend. Not all districts put this on the agenda. So, is there a report from the Escanido Secondary Teachers Association, commonly referred to as ESTA? Since there is no one here, I think this is a good time for me to bring up something that I noticed two months ago in the presentation by one of the people from the union and we were accused, the board was accused of not following uh legislative requirements as it related

053to um dealing with uh teachers um and and their employment here. And it was a pretty harsh accusation last month. I actually got the transcript and passed it on to the superintendent and asked for a formal review from our law firm in regards to did we in fact not follow protocol. As a board president, I find that if we cannot do that well, then we have real problems. And I never want to be accused of um breaking the law or not following legislative protocols. So, I want to stand here to defend um superintendent staff and the other board members. With that said, we had an opinion drafted by F3 Law, who's our law firm. They're based in Oakland, California. And this is a um a memorandum that was drafted to us on June 8th. The

054title is elimination of TOSA positions for the 2526 school year. The purpose of this memorandum is to provide the Escanido Union High School District Board of Trustees with legal with a legal opinion on whether the district was required to include 35 teacher on special assignment TOSA positions on the certificated layoff resolution it passed on March 4th, 2025. For the reasons described below, the district was not required um to include the 35 TOSA positions on the certificate certificated layoff resolution it passed on March 4th, 2025. The layoff of certificated employees in California school districts is governed by California Education Code 44949 and 44955. California Education Code 44955 authorized several different types of layoffs. The most common of which is a reduction or elimination of particular kinds of service known as PKS layoff. Here the board initiated

055a PKS layoff when it passed its certificated layoff resolution on March 4th, 2025. The particular kinds of services listed on that resolution only included those positions held by employees who were to be notified by March 15th that their services would be terminated or reduced pursuant to the California Education Code 44949 a um subsection A1. The resolution did not include the 35 TOSA positions since all certificated employees who served in those TOSA positions during the 2425 school year will be re-employed during the 2526 school year in a full-time equivalent position um to which they are entitled and credentialed to teach. Considering all of these employees will be re-employed this coming school year and the right of assignment is a managerial prerogative that belongs to the district. The TOSS positions did not need to be listed on

056the resolution. Indeed, neither section 44949 or 44955 mandates that all particular kinds of service that will not be filled in the subsequent school year be listed on the resolution. Instead, the revol the resolution need only lists those positions held by employees who must receive a layoff notice as a matter of law because they will not have a position at all or will have a reduced full-time employee uh FTE full-time equivalent position next school year. Positions that will simply not be filled next school year, particularly TOSA positions whose occupants are to be reassigned, are routinely not included on the PKS resolutions. Based on the foregoing, the district listed the positions it was required to list in order to affectuate the layoffs of certificated employees it ultimately laid off. The district was not required to include the

05735 TOSA positions on the certificated layoff resolution passed on March 4th, 2025. they say, "Thank you for the opportunity to provide legal advice on this topic. If they can be of any further assistance, please let them know." So, I just want to commend the um administration and the cabinet and the staff for doing good work, knowing the law, and doing things correctly. So, thank you for that. So, now we get to the point where we are able to acknowledge comments uh from the public. And so, um, I'm going to read the short, um, list of, um, time limits that the board has adopted. So, script for board meeting, public comment for items not on the agenda. The board shall limit the total time for public input on each non-aggenda topic to 20 minutes. Generally, each

058person may speak or 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 to the next item of b business on the agenda in order to 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 uh that are not on the agenda. The

059board looks forward to um the board looks forward to and encourages your participation. We have received cards from count them several. Okay. Several cards uh from people who wish to make public comment during this meeting. So since we do have quite a few, we are going to uh you will be timed for 3 minutes and you'll be notified um when that 3 minutes is up. So please be aware of how much time you're using. So okay. So I have specific orders u specific order that everybody would like to and um the first person here listed is Allison Gileion. So please you can come up to the microphone and speak into the microphone and we are listening. Good evening superintendent, assistant attendant and esteemed board. I'm here to speak to you as a student, but also

060as a friend to black students on campus who are being affected by racism, discrimination, and hate speech on campus. Although I'm not experiencing the racism by firsthand, I can see how it deeply affects my friends. Every time the nword is said with no consequences, there's another student, another friend, and classmate of mine that is being hurt. A w like stabbed to another wound. One thing I know for sure is that by doing nothing and staying silent can no longer be an option. We are just kids. We're teens. We're students. There's not much that we can do when our peers are saying the n-wordlessly. I remember a time when two students walked up by my friend and called her dark-kinned in a disrespectful tone. I was stunned and I didn't know what to do. I felt

061guilty and anger and confused. I wasn't sure what to do and all I could do was apologize to her saying, "I'm sorry that you have to experience that." I had asked her if she wanted to report it because there was a staff member nearby and we would tell them it would be easily to identify the two students who made the comment. However, she did not want to make that comment. Not because she didn't feel offended or she didn't care, but because she felt that the staff and the adults on campus will not handle the situation properly and seriously as it should. As a friend, it pains me that the only thing that I could do at the time was do nothing. It is sad to for me to think that they have to experience these

062things on a daily base on campus and that I have to witness this and do nothing. Best I could do for them is attend a meeting with them with the principal and assistant principal talking how it feels to be their friend. seeing them w being a witness of them, hearing racist and heartful comments towards them. All I that's all I could do. It hurts for me to see that that the people I care about are being affected deeply and overlooked by the school. I wish for this matter to be taken seriously. Thank you for your time. Allison, can I ask you what school you go to? Orange Glenn. Although it just pains me, but as you see my pain, it hurts them even more. I think they experienc this every single day inside and outside

063of classrooms. It should not be happening at all. School should feel like a safe and comfortable place for all of us, but it's not. I hope you hear all of us, my friends, with serious thought and take everything into consideration. Thank you so much for speaking. You were well said. We heard you and we will be taking action. We have more speakers. And the second person on this is uh Reina Prince. And feel free to correct me if I've got your guys' names wrong. And just please let us know what school you go to. All of you. Evening superintendent, assistant superintendent, and esteemed. My name is Rina Prince and I a student at Orange Glenn High School. My speaking portion is on student reactions to the usage of the n-word. We are here because we

064are suffering from the bystander effect. Although we've had meetings with the principal and assistant principal, we want to make sure we are heard. Everyone hears it and nobody does anything about it. On the contrary, I've heard people egg on others to say the nword. Specifically, I've heard, "Oh, it's not that bad. I give you permission to say it." as if a Hispanic girl could ever give anybody the permission to say the n-word. Problem isn't purely just the people who say it, but the ones who think it's okay that they say it and do nothing about it. People who claim to be allies ignore the actions of their friends. When questioned about her boyfriend saying the nword, a girl I know said she tells him to stop, but he says it anyways. And she and she

065simply shrugged it off. It is only a minor inconvenience to everyone else. Something that gets an eye roll at best and then never brought up again. This has forced us to suffer in silence. Sometimes feeling as if the only people who care about this is ourselves has made me believe at times that I am the only one who thinks these words are harmful, that I am the problem. It's become natural to ignore it completely because I guess it's easier to ignore it than bring it up and realize nobody actually cares. Are suffering an uphill battle be respected and losing. What we need is to make sure a plan will be followed through effectively to stop this harmful hate speech. Thank you for your time. Thank you very much for speaking. Um so then next will

066be Essent King Copeland. Hello. Am I too close? Is this okay? Good evening, superintendent, assistant superintendent, and esteemed board members. My name is Essence, and I'm a middle college senior at Orange Glenn High School. I'm here to talk about how teachers and staff respond or don't respond to the usage of the n-word on campus. From my experience, I can only name three staff members who I have actually witnessed addressing the usage of the n-word during school time. Coach Tito, former bio teacher, Mr. Schul, who is no longer at the school, and Miss Geta, a counselor. Out of everyone, I still count can't count 10 staff who I believe would say something when students use that word. Most either say, "Watch your language," or clearly ignore it. And that is not okay. School is where we're

067supposed to learn. Not just math or English, but how to treat people with respect. I see how these adults I see these adults more than I see my own parents. Yet many of them don't protect my dignity. How do you think students learn when slurs are said in class and no one responds? I'm going to let you guess. Hi, Pieru. We'll also share more information about how even the administration hasn't has been part of this silence. This isn't just a student issue or a teacher issue. It feels like no one wants to deal with it. I will not say that they haven't done anything, but they definitely have not done enough. Au invited me to a meeting with Principal Santos, Vice Principal Riley, and others. It went okay, but I still felt misunderstood and that

068they were trying to defend themselves. spoke to my parents about it and we later set up a meeting with Dr. Kasus who truly listened and offered even more solutions. I could tell he was actually dis disheartened by what we shared. I want to take a moment to give him a sincere thank you not only for listening but offering additional solutions beyond what was discussed in the earlier meeting with the principal. Few days later, Principal Santos sent out a plan. It included things like the first four days curriculum, staff and student training, and clear consequences for using slurs. While this plan is a great step forward, we are asking you, the board, to make sure it actually happens, to oversee it. Be sure that a real change is made. I want I also want you to

069hear from us, actual Orange Glenn students, about how we really feel. Just because we are a minority in a m in a majority minority doesn't mean that we do not matter. Thank you for listening to us. Thank you so much for your time. Yes, we've heard you for sure. So, we have some more speakers and the next person is Datu Gay. Good evening, superintendent, assistant superintendent, and esteemed board. Today, I will speak about admin's response to the usage of the nword. My name is Fatuguay, and I'm the founder and president of Orange Glenn High School's Black Student Union. A space where anybody, especially black people on campus, feel united, supported, and most of all, safe. This space did not exist before me. Not because it wasn't necessary, but because nobody cared to create it. administration

070doesn't care. Or sometimes they care. They put pressure on it, but then they take their foot off the gas and they give up because it's too overwhelming. It's gotten to a point where they feel like it's it's gotten so out of hand. They they stop caring because this doesn't affect them. They're not the ones who has to deal with this every single day. this racism on their campus and that's what this is, racism. I'm tired of this being belittled and them saying, "Oh, it depends on the context. In what context is racial slurs being used on school campus, okay, I had a meeting with the principal about what's been going on and how how it's been affecting me on his campus. I left that meeting feeling thought I thought that I was heard. I thought

071that he understood just for the next day for him to have a meeting with Reina and refer to me as my light-skinned friend's angry, unresponsive counterpart to her face. Not only is this one unprofessional to be talking about me in a negative light to another student, but it is also dehumanizing, dismissive, and extremely disheartening to be feeling like I'm not only being racially profiled by my peers, my students, but also my te my my my principal. If the students aren't listening, the teachers have to hold them accountable. But when the teachers aren't doing anything, I do expect administration to hold them accountable. Situations like what happened with my principal and him fitting me into this angry black girl stereotype after I share my experiences with him on his campus is why I don't trust admin.

072I don't trust them. I don't trust to come to them when I'm experiencing racism on their campus. When I am hate crime on their campus. That is why I didn't want to come to Principal Santos when I was referred when somebody walked past me and yelled, "You're so black." Principal Santos, I don't trust him. And that's why when he sent his email about all the things that he wants to do, they sound great, but I don't trust for him to actually implement them or implement them, care for a little bit, and then stop caring. That's why I need your guys' help to make sure that these this is consistent change to make sure that this there is progress being made because since I've been at that school, it has only gotten worse. This meeting was

073opened with the mission of our district. The EUHSD mission and vision uses phrases like empower every student, the pursuit of equitable support for all students to navigate a challenging world. We need your help to make sure this actually happens. Thank you. Thank you very much. We have one more speaker, but I just want the speakers to know that it's customary that we don't respond in particular to your things. However, you are in front of the board. This board and the administration clearly hears you and we are going to take action. So, just to let you know, although we're not able to really have a communication with you, your words are not falling on deaf ears. I promise you. I will be here. We're all here elected for the next few years. So, we are here.

074Last uh person that's put in a speaker card on this is Antinet Prince. Read me. Um I am Reina Princess Mother. I don't have a prepared speech and as you can tell, they're all eloquent. they all they all speak to speak clearly and have expressed their concerns. I wanted to be a parent that showing support to them. Um has brought up this issue to me and to uh her father as well as the rest of our family. We have had children throughout the Escandido for the last 20 years. I we've had four children graduate from Orange Glenn. Was very disheartening that this is happening to her. I have two more children that are going going to be going to Orange Glenn um in the future. So, I want this to be known that it should

075be addressed that even though from what Reina has told me that it's there's procedures in place that they're not being followed and what she has said is that teachers will hear something and then say, "Oh, well, I didn't hear it." So she will go to the principal and tell the principal have to have a meeting, put herself out there. They have been asked to explain their experiences and perhaps put themselves out there on videotape or messages to say how it should be done which I don't think you should have a victim have to do that. It should just be done automatically and there should be a procedure where if the teacher is not responding and not being productive in their classroom to address these issues and they need to be held accountable for that. Um,

076in no way should a child have to be bullied or discriminated against or just have anxiety about going to school or going into a a certain teacher's classroom or any majority of their classroom. All of these girls are in middle college. They're highly educated. Um, they know what they're talking about and they are expressing this. Myself, I have gone through racial um, discrimination as I was growing up. So, I know how they feel. Um, and it's just not acceptable at any level, no matter what color you are, what race you are, or what type what your nationality is, any of that. So, it should be addressed. And hopefully, um, you hearing them will bring that to light and that, you know, the principal and administration of Orange Glenn and all of the schools in and

077Escandido have this brought to them. Thank you for your time. Thank you for your time as well. Um it's great to see the fathers out there as well. Thank you guys for being here tonight. Um just to let you know on timing of things, we do not have any meeting in July. However, the administration does work over the summer. You know, I hope I invite you back every month to speak to us. Like the littlest thing, you're not comfortable. I want you at that microphone telling us. Okay? So, starting in August, please come back. I know you're, you know, you'll be excited. We're so excited that you're in the middle college, you know, but I want to know at the board meeting, everything, a little microscopic offense, you bring it to us and you're invited

078back. So, we're very proud of you. So, thank you. So, then we have another topic here. Um, and so the next speaker will be uh Ryan Ross. Hello. How are you all doing today? Good, thank you. So, my topic here is about the SAS school agriculture class. It is being uh planned to be cancelled in the 26 27 school year and it has been uh numbed down from its original classes 2526 school year. Now, the FFA, Future Farmers of America, is more than about agriculture. is about making bonds in. See, one of my fellow officers, they were a senior and they were giving a retirement speech. They said that when they first joined at the FFA, it was more than just about agriculture. It was a second family, new home. And when you take that

079away, it really people. So, in my personal story, I'm originally from Oklahoma. And when I first moved here, I didn't find many people I could connect with. I couldn't find many people I could talk to, uh, similar interests or things to talk about. And I first walked into that agriculture room my freshman year, found people who almost the same interest in me, and I connected almost instantly with a bunch of people I would never think I could talk to. And when you take that away, it really hurts future students as well because there's many students like me who may not have uh a lot of interests in sports or um their clubs and so it's going to take away a lot of future connections, memories and friendships. So that's why I believe that the FFA

080and agriculture class will be kept in St. fiscal or at least the future refreshment. Thank you very much. Thank you for sharing. The next speaker is going to be Jennifer Ryan. Oh, quick question. Are you showing any animals at the fair? Okay. Does that start tomorrow? Okay. All right. I was going to buy a pig, but maybe it's too late. Okay, good. Well, thank you for that. All right, Jen, thank you so much, Superintendent, Assistant Superintendent, and esteemed board for taking the time to listen to our concerns. Um, Brian Ross is my son and has been in FFA since his freshman year and I have seen such an amazing growth in him as far as becoming more of a leader. He is going to be the FFA president next school year and is currently the

081recorder. I have seen him just blossom in his leadership role in his academics and wanting to take responsibility for those academics and seeing where he is able to excel in college. Um he has mentioned how it is a family feeling to be there and how many people who do not have a support system like he does has found just welcoming and a sense of love and respect from those who are in the uh his classroom. Um, I am so happy that um the FFA really pushes for the collegebound and for having scholarships that are accessible for him where he might not be able to get those scholarships because he is not um in football or in any sport. And so it is important to me that he is able to have that chance that he

082would not have if it's not for the FFA. So, I appreciate you all taking the time to listen um because I just love what the FFA has done for my son and it continues to grow in other states and I'm hoping it stays at Squall High School. Thank you for your time. Thank you very much for sharing that. The next speaker, Terry Reynolds Ryan, morning, good afternoon, good evening. We've had a long day here today and I know that we're at the towards the end. Um, I was a former citizen of the year of the environment for the city of Escandido and that's why I'm here for you tonight. The board has um supported in the past keeping the FAA alive in our schools. Ambasqual is a unique school. It border the valley of Sasqual

083which as you know is pristine, beautiful and also supports livestock and agriculture. Students like the sampas squall students that are in FAA are committed to thoughtful and want to protect the environment. They are our future makers that make decisions to help protect our agricultural livestock and also the environment to keep it safe. I know personally leaders from FAA that now work as bird bird curator at the safari park and also are in the food industries. These are future makers of caring about our environment, using productive fruits, and also protecting our livestock. I ask the board tonight for a thoughtful decision to continue FAA at S Pasqual High School. Thank you for your time. Thank you for sharing. And uh the last speaker to this topic will be John Ryan. I guess you could say I'm

084responsible for all that. Thank you. Um, I didn't know about the FAA FFA till my grandson Ryan was involved in it and was just struck by the change in him terms of his involvement in the FAA. Me it has three distinct values. distinguishes concept of leadership. You've got to be a leader if you're going to really contribute to the FAA. You don't just accept that you're going to be participant in some way. You've got to be a leader. And it demonstrates to each of them what it is to be a leader. It's structured like a corporation as a president, vice president, treasurer, order, secretary. Each one of those individuals knows exactly what's expected of them and is they are required to lead terms of their positions and they change their positions each year only serve

085as president one for one year vice president for one year. Second area that I think is very important is you understand responsibility. You can't just participate as a generalist. You've got to get active and you are responsible for being there at each meeting, responsible for the various activities they have such as contests with other uh FAAs and your responsibility is really cherished by others. And lastly, opportunity. Harry spoke about the knowledge of kids who are going to school. I remember at a gathering to salute various members of the FA FFA and the vice president uh senior graduating. he's going to go to or uh Oregon State. That was very very impressive that out of her involvement in FFA, she had gotten a position to be a member of the student body at Oregon State. That

086just doesn't happen. California schools have agricultural departments which kids can apply and with the background of FFA they are highly regarded highly sought after. I think with these three principles it would be a shame to no longer have FFA sampas well and I would like to actively urge you reconsider decision. Thank you very much. We have heard you guys and uh I have talked to the teacher there so we're dealing with that. So thank you. I we we really do uh admire and uh support the FFA. I mean, the way you guys dress, I'm always impressed with your jackets and ties, and you guys are always well-mannered and polite. So, we're we're managing what we need to do, and so we you're you're heard tonight. Thank you so much. Um let's see. And I guess

087we have another topic tonight. So, we have two speakers for this topic. So, the first speaker will be Jeff Wilson. Good evening, Superintendent Peterson, board member Weller, and the rest of the board. I appreciate it. My name is Jeffrey Wilson. I am a certified athletic trainer, and I am the athletic trainer at S Pasqual High School. Um, I'm just wondering, quick show of hands, how many of you actually understand what an athletic trainer does? Cool. Okay. So, the reason I come before you tonight is to ask one of one of two things. Either just a conversation with the board or to have you at least lay some eyes on our job description. We were uh denied reclassification recently and I'm not sure if it even went before the board, but uh let me just briefly

088speak as to what our concerns are. The current job description for athletic trainers was approved by the board in 2010. Since then, there have been two critically um critical assembly bills that have been passed uh in the state of California related to uh athletics. One is AB 2127, which is the concussion uh management law, and then the other one was just um passed last year, which is AB uh 1653, which is the heat illness and cardiac care law. Um, neither of those are included in our job description. So, uh, our our our rep, our union rep, always tells us and has sent multiple emails to us to tell us, do not work outside the scope of your job description. There are only eight things that are included in our current job description. None of those

089have to do with concussion care or uh, heat related illnesses, which is which are both state laws. So the problem that we have is when we look at the current job description that we have, it is very difficult for us to work within the scope of our job description when there are eight things and we actually proposed a new descript job description recently which has 28 different things. What we're asking for is a job description that reflects what we actually do and not something from 15 years ago which does not reflect the two current state laws that are that are in place. Secondly, there is under under certificates and licenses it says that we are certified by the national athletic trainers association. There is no such thing. Okay. We are there is a national athletic

090trainers association which is a membership organization and there is a national athletic trainers board of certification which certifies us. If a public if the member of the public wanted to express a concern about either of the three of us in this district which that's all there is is three of us. If they went to the national author trainers association they wouldn't be able to find anything. They couldn't complain that that does not exist. So the job description is well well overdue uh to be modified and that's what we're asking for because it causes us liability in terms of maybe acts of commission acts of omission. It literally says we tape we wrap ankles, fingers or wrists. I mean, so we go in there and we say, well, if we stick to our guns in terms

091of what our rep says and we don't do any of these things that we do outside of it that said that that's she says we shouldn't do, we can't do our job. So, we're confused over here because we want to serve the needs of the the the athletes the way that we know how, the way that we're trained to. But then on the other hand, we're not we don't feel like we should have to do all these other things that are included in here based on what we're getting paid, which is what Leah's going to talk about. Um, so what we're asking is for conversation that we weren't even involved in. I don't I I never was involved in any of the the the decisions based around this. So, we we need to go in

092there with a clear clear understanding of exactly what it is we're supposed to do, but we need a job description that reflects what we're we are supposed to do. So, I'm asking for some sort of conversation or maybe some sort of review on that process as to what happened because we if you you all know there's no way our schools can live without the jobs that we do. We protect the student athletes. we have to really like be push back to a lot of the coaches and so what we do is is provide safety and so simply we're asking for a job description that reflects accurately what we do and I appreciate you guys time this evening. Thank you. Can I ask some follow-up questions if you don't mind? Okay. So, um and you're referencing

093the job description in your role as athletic trainer, correct? And let me also understand because my freshman just registered for this class, you also teach a class on athletic training. I'm sorry. I mean, that's okay. That's a health related class that Miss Pastor is going to be teaching because it's sort of a it replaces the health um um so it's it's yeah requirement. So it's it's got some aspects of athletic training, but it's not that's not what you're referencing. It's not in the the teaching. No, I'm talking about specifically role as the athletic trainer for the district. Yes. Got it. Got it. Yes. Thank you guys. I appreciate it. Thank you. Uh Leah Trullion. Close enough. Good evening. Thank you. Uh a little shorter than Jeff. Uh my name is Leah Travillian. Um, I'm the

094athletic trainer at Orange Glenn High School and I've had the pleasure of working with Escandido Union High School District um, from 2014 to 2020 and then again last year to this year. Um, Jeff spoke on a few things. We did apply for reclassification and we were one of four positions to be denied. Uh, and I just want to touch base on what's going on around the county because our position is not represented at the district level and we're not alone. It's not the only school district that does actually have representation of athletic trainers is Sweetwater. Um, and in their case, all of their athletic trainers are certificated staff members. So, it's a very different situation. So, when we do apply for reclassification, it doesn't get recognized. Um but our profession was not rep uh how

095do I say this not regulated until recently in the state of California. So we were the only state 49 states have lensure they have protection of their title and we didn't get that until recently. We also had a change um in our education requirements to where you either need a master's or a doctorate starting back in 2021. Um and so there are we have all been applying for reclassification across the county since before then and changes are being made now. We were actually the only district to be completely denied. Um, Valley Center was they went without an athletic trainer for nearly 2 years. They're 12 miles away from us and they get paid $12 more an hour starting. That was reclassified after being vacant for nearly 2 years. Ramona, same thing. Um, and then Powe

096School District just reclassified and also added an additional athletic trainer at each school. Oceanside approved an additional athletic trainer at each school recently and they are still in talks about pay. That's going to be discussed at the next board meeting, but their new job description was approved and their new position was approved. Um, Vista San Marcos and someone that I'm missing also um were approved for their reclassification at some type of pay raise. um and change in job description. And so that's all been happening very recently. So I know that's what you guys look at or not you, but I know that's what gets looked at when you're reviewing for reclassification. So it probably didn't pop up because they are all changes actively being made. Um, and I do have, if you guys want, I

097have plenty of verbiage facts, uh, paperwork that I can send your way. I just wanted to kind of come talk. Um, additionally, I think what we do goes unrecognized because we are ensuring that policies and procedures are that are in place that we've put in place and we practice and we review with coaches and we change and update as needed. We make sure that they're being followed and that's why you don't always hear about us because we did get somebody off the field before they had second impact syndrome and died. We did remove somebody from the heat before they were in the hospital for a heat stroke. Um, just this year I had one of Jeff's actually a freshman soccer player. Freshman game, no admin, no nobody, just me. Um and the a kid goes

098down and he ended up having a skull fracture and a brain bleed. He is okay. He can play again. That was his priority. Um, but in that moment when all of that was happening, I was grateful that I was there because the coaches and the parents, um, the coaches actually let the parents on and it had I had to regulate everything going on around me as well as care for the student athlete. And if it had been somebody else, if or you know, a lot of people just want to come out of the stands and help. if they don't know the right protocols, it it may not have ended as happily as it did because he did have a seizure sometimes. And when people wake up from seizures, they can be really agitated. And he

099was. And so had I not been there doing my job, he could have hit his head again. It could have been a lot worse. And I'm glad that it wasn't. I'm glad that's not the conversation we're having here today. But I think because it isn't the conversation we're having here today, that's why we are not recognized and approved when we do apply for reclassification. So, thank you so much for your time. Appreciate you. Yeah, thank you all for speaking tonight. Oh, yeah. Go ahead. I did want to touch on the education portion. While we don't have the class Jason Foot does at Escandido, we do have students that um work under us that we do teach and I have one that's currently she worked with me the when I was here in the past. She's

100currently in the MSAP program. So getting her masters in athletic training at San Diego State which is my alum. So uh we do have students that we educate. It is just not in the classroom setting. It's more of an intern position. All right. Well, thank you so much for coming before the board on that. Um, we definitely value uh trainers. I know that I hurt myself skiing two years ago and I could barely walk and I saw a trainer at another high school who remained nameless and he got me walking fully and skiing and running again within 3 months. So, what you guys do is valuable even though I'm a long time out of high school. So, uh, I just want to say we're aware of it. So, thank you. So now um we're finishing

101public comment. Do we have anything more? All the speaker cards we have. Okay. So then um we're going to move on to section F, educational services division. And earlier tonight on the consent calendar, we voted to consent approval for items number F1, two, three, four on the agenda. Those are all asterisks. So that brings us down to um item number uh F5 and that is to approve the LCAP the local control accountability plan parent and family engagement policy and local indicators. So uh superintendent would you like to take that and put it in allow Dr. Kas on Thank you. appreciate that, President Willer and the rest of the board and Superintendent Peterson. Nothing new since the last time we met last Tuesday. Uh, but I'll give a quick summary of our process so that you

102can have a little bit more info and context for your vote. This represents the culmination of an extensive stakeholder input process which included four educational partner committee meetings, five school site parent forums, five school site faculty staff forums, five DAC committee uh meetings, five student forums facilitated by our student board members, one district-wide survey that we had over 3,000 uh participants in, one midyear LCAP progress board presentation in January, ruary, one LCAP board workshop in May, one LCAP public hearing last Tuesday, and a draft of our LCAP has been publicly posted for a month for public input. We have received none. Um, and it's also been submitted to the county office of education for compliance review and check. That has been done and our revisions have been completed and accepted. Happy to report that the

103county has accepted that pending board approval. Thank you, Dr. Kasus. Um, comments, questions. Thank you. I know it's been a lot of work that we've been putting into this. Yeah. Thank you to the staff that puts a lot of work in, the student board members, and everybody that provides input for this document. It's a highly regulated document as we all know. we don't all necessarily agree with the format or um um some of the way that we're evaluated through this. However, it is how we receive our funding and so um we must keep it up to date every year and um I just know that from having worked on a staff side preparing these kinds of things in the past, it's a lot of work. So, thank you to all that worked on this. Thank

104you, David. I just want to say I learned a lot from this process and you guys have done a bangup job. So, I really appreciate it. Thank you. Ryan, you still there? Still here. No, I uh almost 10 o'clock your time, so we're trying to get It is It is getting a little late. Any comments? Uh I mean, not really. I mean I I know it is a is huge huge undertaking and appreciate all the hard work that's done been done by the entire staff on this project. So and the community as well because it's it's a big part of of everyone here in Escanido. So again thanks to all yes for people at home this is what it looks like this entire binder several hundred pages and uh after two and a half years

105I finally know how to read it. So I'm excited about that. Um, I look forward as we do improve in our district to see the metrics, the goals increase from say 2% to say 5% or 8%. I know we'll get there. But thank you for what you've put into it and uh I will continue to carry this around every week. Wait till they put it in 12 font. You're going to really have a big thick document then. That's right. Exactly. All right. So then um here again it's a roll call vote. So I need a motion and a second please. Motion to approve the local control accountability pan parent and family engagement policy and local indicators. I second. First of all, that was really impressive from memory, Christy. I was impressed. Might have been reading.

106All right, we will start the vote uh from Trusty Williams. I trusty Knight I. Vincent I, Durnney, I and Weller I. All right. And also the uh California Schoolboard Association meeting this year is going to be in uh Sacramento. So I'm going to walk across the capital and knock on the governor's door to talk about it. Okay. So here we are on item F6, approve curriculum revisions. Dr. Casus. Yes. This is uh act up for action. The first read was last month and there's no changes since the last time we shared some details about these curricular revisions to the board. Thank you, Dr. Kauus. Any comments? Go ahead. Make a motion to approve curriculum revision stood here in CTE ASL French dance and college career readiness. I second. All right. With that said, we'll call

107the vote. Roll call. And we'll start with uh Trusty Williams. I. Trusty Knight I. Trusty Vincent I. Durny. I. And Trusty Weller is I. Before moving on, I just wanted to say that um Mike Buyers, you're faithfully here every uh every schoolboard meeting. It looks like you brought your son this time. So, is that your son back there that with you? Yeah. Well, thanks for coming, seeing what schoolboard meeting what your dad sits through. So, uh, what's your son's name? Carter. Hey, Carter. Thanks for being here so late. You're doing a great job, man. Um, all right. So, we're going to move on to, uh, F7, which is first reading of course pilots. Did I miss one? We good? Okay. So, uh, Dr. Casus. Yes. So, these two are proposed pilots for the next school

108year. You already heard, uh, Miss Funk present on a robotics pilot that we're working on. excited for that. And the other new one would be PBLO credit recovery biology. As a reminder to the board, this year we piloted PBLO credit recovery math for N math 1 and PBL credit recovery ELA in 9th grade. And as a reminder to the board, this just pro uh proposes and presents students and counselors and parents a fourth way to retake a class. And this is only available for students to retake. So currently current options exist for biology to retake biology during the regular school year if you failed it your freshman year. Uh or number two uh take it during summer school or number three to take it via campus online or egeneuity and this would be the fourth

109option for students read. Okay. Yeah. Thank you. Uh any comments or questions from the board? um approximately like how many students are, you know, are failing biology uh district-wide? I don't have to get you the exact number, but in terms of biology district-wide is not as high as math or English. Um certain schools have a higher fail rate than others in biology in particular, but it's not a district-wide massive issue. Okay, thank you. All right. So this is a first reading. So there is no action to be taken on this. So then that moves us down to item F8, which is first reading for textbook adoption and Dr. Casus. Yes, this me again. So this is a first read. Uh this is a new edition of the textbook that we already use in AP psychology.

110As a reminder for the board, AP courses must have a new textbook every 10 years to receive official AP designation by the college board. Uh, additionally, this textbook adoption process has followed our lengthy textbook adoption policy, which is board policy 6161.1, which includes approval by our IPRC, uh, which is a committee consisting of parents, staff, teachers, counselors, and administrators. uh it has been approved by the district area council, the subject area council, those are known as DESAC and SAC. And the final step is after this first read is that we put a copy of this textbook available at our district office and our sites for the public to review. So based the fact that we're going to be dark in July, then we will not be seeing this back until August. If for some reason

111we did not approve it in August, what's g how does that affect um the AP psychology for next year? Well, potentially if the board did not approve it, our course wouldn't be called AP psychology and the kids would not get the u additional GPA point that you get for taking an AP course. Okay, very good. Any other questions? All right, here again uh first reading. So we move on to Dr. across this one last time here under F9. So, and this is first reading for textbook adoption for Oh, wait. We just did that one. Okay. Thank you for keeping me in line here. So, then we're now down to G Human Resources Division. Oh, what did I Oh, F9. Sorry. Thank you. Okay, perfect. All right. action upon recommended expulsion of students for case numbers

1127, 10, 11, and 12. And is there a motion? Yes. I move to accept and approve the recommended expulsions of the accused students for case numbers 7, 10, 11, and 12 from June 17, 2025 through at least June 17, 2026. and to accept and approve the stipulated expulsion agreements. Do I have a second? Second. This is a roll call vote. So, we'll start with Trusty Williams. How do you vote? I trusty Knight I. Trusty Vincent I. Trusty Durnney I. And Trusty Weller I. All right. So, that completes um that section. We're going to do section G now. human resources division and items oh my computer here one second be right with you um so sections one item one two were taken care of upon consent so now we're going to go to section or item

113number three and that is re revise longevity step increments for management and nonrep Dr. Good. Thank you, President Weller. I am pleased to present to the board. Welcome. I think I have one more swing at it then, too. uh an act an item to formalize and clarify longevity uh in management non-represented employees that it compounds at year 10 15 and 20 2 and a.5% and that's for years of service in a management position here in EUHS. So, I have some thoughts on this, but before we um bring it uh to well, actually um are there can I get a a motion on this one and then we'll discuss it? I move to approve it. Second. Okay. Thank you. So, we talked about this uh in close session and the total dollar value that we're talking

114about here is like 1,200 bucks, right, Dr. Good? I think it was. It was like pretty minor. It's negligible, but I'm going to turn it over to Miss Phillips. Oh, that's right. Okay. That would be the the dollar amount if it goes not to compound. Yes. Would about $1,312. So, I'm just curious like there's we talk a lot about you know perception and you know doing things just for the perception of things versus making a real impact. And I'm wondering in front of, you know, an open session here if we could talk a few minutes about, you know, we do give raises to teachers and yet, you know, our budget is being cut from the state and from the feds and we're trying to, you know, hold the line on funding. um even though we

115have brought teachers back and I'm wondering if it wouldn't be a good appearance that although it is only say $1,300 that you know on a on a budget of one you know 130 million that we don't revise the longevity to a compounding method but we just do it as a linear uh increase to show this you know the teachers especially as well as the um the district that we are aware of every penny spent in this district. So, it'd be interesting before we take this vote to have other board members maybe share a little bit about what they they think about that if you want to. Well, there is no this one right now. You're fine. Sorry. So, um, we will call the vote and I'm going to start the vote and I am going

116to vote in its roll call vote. I'm going to vote nay that we do not revise it to incre or to uh expedial. But that's just me. So, we'll move then to uh Trusty Williams. How do you vote? I. Trusty Knight I. Trusty Vincent I. Trusty Durnney I. And that motion carries. So then it will be revised and then we move down to G4. Dr. Good. Approve amendment of employment agreement to assistant superintendent. Guess I have something to read out there. Yes. Um or approval of amended employment agreements. uh board president oral report of the salary and compensation for contract right there. Does it need to be read by the board president or can I have other board members read it? Delegate under your authority delegate it to another board member. Okay, I will have

117trustee Durnney read the first one. Assistant Superintendent Business Services Contract Amendment. Brown Act requires that the governing board prior to taking final action on an employment agreement to orally report a summary of a recommendation for the salaries, salary schedules, or compensation paid in the form of fringe benefits for local agency executives. The assistant superintendent of business services is a local agency executive and a proposed contract amendment is before us this evening. The proposed amendment will extend the term of the assist that's why you gave it to me. No, I'm just from reading, but I can finish it if you want. The proposed amendment will extend the term of the assistant superintendent of business services currently amended agreement which would have expired on June 30th, 2027 to expire on June 30th, 2028. The amendment also states

118that the assistant superintendent of business services will remain on the classified management assistant superintendent salary schedule at range 43. Step six for an annual salary of $231,617 for the 202526 school year subject to management increase to be negotiated later. The assistant superintendent of business services will remain eligible to receive a $1,493 stipen for each earned master's degree and $2,985 for each earned doctoral degree if applicable. In addition, the assistant superintendent of business services will continue to receive the health and welfare benefits which are provided to the district's management employees. Other fringe benefits included with the assistant superintendent of business services current agreement include 12 sick days, 22 vacation days per year, payment for membership dues in either the Association of California School Administrators or the California Association of Business Officials, and reimbursement for travel and

119actual ne and necessary expenses while performing day-to-day day-to-day duties for the district in accordance with board policy. Lastly, the proposed amendment memorializes the impact of the board's April 8th, 2025 action to increase the relevant scal salary schedule by 1.58% effective July 124 and issue a 1.5% one-time payment of annual salary for the 20242 school year in line with other district employees. Thank you, Trusty Journey. And I get a motion and a second, please. I move to approve. I second. Very good. Call the vote. Trusty Williams, how do you vote? I. Trusty Knight I. Trusty Vincent. I. Trusty Durnney. I. Weller. I. And we're very impressed. So, we're glad you're still here. Um, it is a little after 8:00. We've been sitting here for a couple hours. Um, can we take a 5m minute break just

120to give everybody just a little bit? Okay, great. Thank you. Sorry to put everyone else in suspense. So, sorry. All right, we are back. Thank you for those who have remained. Um, again, we definitely need to give an award to Mr. buyers at some point for always faithfully sitting in the back there and listening. Um, so this is item number G5, approve amendment to employment agreement to assistant superintendent of educational services. I've given that to trustee Knight to read. I have to read the opening statement again. Yes. Okay. All right. The Brown Act requires the governing board prior to taking final action on an employment agreement to orally report a summary of a recommendation for the salaries, salary schedules or compensation paid in the form of fringe benefits for local agency executives. The assistant superintendent

121of educational services is a local agency executive and a proposed contract amendment is before us this evening. The proposed amendment will extend the term of the assistant superintendent of educational services current amend amendment agreement which would have expired on June 30, 2027 to June 30, 2028. The amendment also states that the assistant superintendent of educational services will be placed on the certificated management assistant assistant superintendent salary schedule at range 43 step six for an annual salary of 231,617 or the 2025 2026 school year subject to a management increase to be negotiated later. The assistant superintendent of educational services will remain eligible to receive a $1,493 stipen for each earned master's degree and a $2,985 stipen for each earned doctoral degree if applicable. In addition, the assistant superintendent of educational services will continue to receive the

122health and welfare benefits which are provided to the district's management employees. Other fringe benefits included within the assistant superintendent of educational services current agreement include 12 sick days, 22 vacation days per year, payment for membership dues in the association of California school administrators, and reimbursement for travel and actual and necessary expenses while performing day-to-day duties for the district in accordance with board policy. Lastly, the proposed amendment memorializes the impact of the board's April 8th, 2025 action to increase the relevant salary schedule by 1.58% effective July 1, 2024 and issue a 1.5% one-time payment of annual salary for the 202425 school year in line with other district employees. With that being read, I'll make a motion to approve um the amendment before us. A second. I'll second. Oh. Any further discussion? All right. Roll call vote.

123Uh Trusty Williams I. Trusty Knight I. Trusty Vincent I. Trusty Die I. And Trustee Weller is an I. So we congratulate Dr. Casus as well. And welcome back. and uh continuing to welcome I guess. Um so now we're going to move to item G6, right? Yes. So this was to approve the amendment to employment agreement between the Escanido Union High School District and Mr. John Peterson's superintendent. David Vincent, would you be willing to read that? I'll try. I just want to make sure I have the right one. Superintendent contract amendment. The Brown Act requires the governing board prior to taking final decision on an employment agreement to orally report a summary of recommendations for salaries, salary schedules or compensation paid in the form of fringe benefits for local agency executives. The superintendent is a local

124agency executive and proposed contract amendment is before us this evening. Proposed amendment will extend the term of the superintendent's current amendment agreement which would have expired on June 30th, 2027 to June 30th, 2028. The amendment also states that the superintendent will be placed on certification management salary uh super uh superintendent salary schedule at range one step three for an annual salary of $294 $21 for the 2025 to 2026 school year subject to a management increase to be negotiated. it later. The superintendent will be eligible to receive 1,493 siphon for each earned master degrees and 2,985 for each earned doctorate degree if applicable. In addition, the superintendent will continue to receive the health and welfare benefits which are provided to the district management employees or other and French benefits including within the superintendent's current agreement including

12512 sick days, 22 vacation days per year, payment for membership dues to association of California school administrators, and one other professional or civic organization and reimbursement for travel and actual um actuals and necessary expenses while performing day-to-day duties with the districts in accordance with board policy. Lastly, the proposed amendment memorized um memorialized the impact of the board's April 8th, 2025 action to increase the relevant salary schedule by 1.58% effectively July 2024 and issue a 1.5% one-time payment of an annual salary for 2024 to 2025. 5 school year in line with other district employees. Thank you, Trusty Vincent. Uh, can I get a motion, please? I'll make a motion to approve. Oh, Ryan got it. Okay. Thank you. Second. Thank you. So, we have a motion, a second. So, we'll vote. So, Trustee Williams, how do

126you vote? I. Trusty Knight, I. Vincent, I. Bernie, I. and Weller I. All right, that takes care of all our administrators. So, we're very thankful for all you guys have done. Then we're going to move down to um item number G7, uh initial proposal from the Escandido Secondary Teachers Association to the Escandido Union High School District for successor agreement 2526. and this is a human resources division. So, Dr. Good. Thank you, President Weller. Happy to present to you and the governing board uh as an information item ESDA's initial proposal or sunshine proposal to the district for the 2025 2026 contract negotiations. ESTA's open the 11 articles uh shown on the attachment on board docs. And so this is we don't have to vote on it. So for the audience at home that might not have

127opened that basically and Dr. Good, do you want to give a quick summary? I was going to do it, but could you give a quick summary of basically why it's laid out the way it is and why's listed there? Yes. So in ESTA's initial proposal, they are requesting to open or to negotiate the 11 articles that are listed. Article one, general provisions. Article two, class size and staffing ratios. Article three, evaluation procedures. Article four, grievance procedures. Article five, hours of employment. Article six, leaves of absence. Seven, safety conditions. Eight, salaries. Article 9, employee benefits. 10, transfer and reassignment. And 19, article 19, teacher induction program. Uh, you know what I find fascinating about this, and it's late, and I'm glad I had you read that, and thank you for reading it. There's nothing in there

128about uh student outcomes. That's so fascinating. You know, after all these years, I'm finally like catching up to speed. I was like in other states there are there are oh is this like is there it's based um type in other states I so and so is are we legisl because this is theirs not ours this is this is their proposal to us it references the contract the agreement between both parties I'd love to see them put another item on they're about student performance and outcome. That'd be awesome because I know they care, but it's just never disate debated or discussed and it's tragic. And so that'll be something that we have to continue to press on. All right, so that's that. Let's see. Um, no action taken on that. So now we're down to human

129resources division G8 information regarding board member requests for information on teaching and intern credentials. All right, Dr. Good. One minute, please. It settles. So, I'm I'm here tonight to share information uh with the board following uh the approval of our declaration of need that we file annually with the San Diego County Office of Education as do other school districts up and down the state of California. Uh there were some questions that came uh from that adoption uh specifically that the board would like to learn more about credentiing about adding or subtracting universities from our list of approved universities. Uh so to address that topic, I'm going to dive into these four areas. I'll review with the board very briefly the process uh an employee goes through to earn a teaching credential. Uh I'll explain briefly

130the difference between student teaching internships and a teacher credential. I'll talk about the university partnerships and share who we partner with and then I'll speak briefly about adding eliminating university partnerships. happy to take questions as I go uh or I've reserved some time at the end for that as well. So the the first thing to share with you is the process to earn a teaching credential. It starts with uh the teacher candidate completing a bachelor's degree from any college or university really anywhere in the world. It need not be in California. it need not be one of the universities that was listed on the declaration of need. Uh then there's really two pathways forward from there with the bachelor's degree. Uh a student could enroll in a California commission on teacher credentiing or CTC. You

131will often hear approved teacher preparation program postba degree Cal State San Marcos University. That is how their single subject program works. get your BA first, then you enroll in this program. Or like I did when I was a a a teacher candidate, my BA and teacher preparation program occurred simultaneously. It was an integrated program. Whichever of those two pathways a teacher candidate follows, the next step is to either complete student teaching or to complete an internship. You saw interns credentials universities on that declaration of need. I'll talk about the difference of those two pathways here in a minute. Once a a candidate successfully completes that aspect, student teaching or an internship program, they obtain an preliminary California teaching credential. There are other steps to follow once you're hired into the district. Uh you've heard us

132re reference induction or rise. Uh that is where a new teacher new to the teaching profession will clear their credential. Uh it requires a different uh study, different presentation or projects that the the new teacher candidate will fulfill. So, here's the difference between student teaching versus internship versus a teacher credential. Most teachers that are in our classrooms went through this very traditional pathway. It's the most common step to obtaining a teacher credential. The teacher candidate spends approximately 600 hours 18 weeks in a classroom either observing initially through the latter part of their 18 weeks where they take full control over the classroom and act as the classroom teacher. They are doing that under the direct supervision of the university supervisor as well as their teacher whose classroom that they've essentially taken over. Uh this then

133happens the student teaching process has happened essentially when the candidate has finished most if not all of their university coursework. I student taught I attended the university one night a week uh for an hour as kind of a wrapup course. I had finished everything up until that point. However, there is a different pathway that a teacher can go and that's the internship route. And you saw the internship credential as an option on that declaration of need from May. This is a very unique pathway to obtain the credential where the candidate acts as the fully paid classroom teacher. They take over the classroom from day one and are the teacher of day of record on day one of instruction. They work under the guidance of a university supervisor who will pop in and a mentor teacher

134who provides limited support on campus. Uh typically an internship credential candidate is simultaneously attending and completing their coursework. Either of those two pathways finish you obtain your preliminary single subject teaching credit. So this is a list of our university partnerships. Dr. Good quick question. You did say single subject and right I did because we're a high school district. So our teachers have hold a single subject. They specialize in a particular area. So if they were to get a second area, how long would that take roughly? You mean a secondary authorization like teach in a different field? Yeah. It can happen very quickly through passing a subject area examination. We have several teachers that have done that. They maybe hold a single subject credential in English. They passed the the subject area examination in social science

135and can both. So it's not necessarily a years'sl long extremely expensive process. It need not be. Okay, that's good. I I hope teachers know that because I think our world and our society flexibility is very big uh attribute at the current time and so with the way things are changing. You have something to say Bill or No. All right. Thank you. So back to the university partnerships. What you're seeing on the left in orange are the universities that we have solely a student teaching agreement with. So we will take candidates from those universities in orange to act as student teachers. On the right and in black you will see the universities that we have solely an internship partnership with. And then in blue is where we have both a student teaching agreement and an internship

136agreement. And then the specific question that kind of generated this presentation was how do we add or eliminate university partnerships? Adding a university partnership is is a little bit more laborious than eliminating one because it requires a signed written contract as terms conditions what each party is going to do. That can be a several monthlong process before we bring one to the board. Uh, and then to eliminate a university partnership generally simply requires a 30-day written notice from either us or the university partner. Well, that was extremely helpful actually. I appreciate that a lot. Um, so were most of the student teaching and internship universities put on potentially because an individual teacher or intern or whatever was going there and were like, "Oh, I think we should bring them them on." Is that how they

137ended up on this list? It can come from a variety of ways. It can be that uh we have somebody that wants to student teach with us. We would like to have them. We would enter into an agreement. I believe we brought one three years ago uh very early on in my tenure here. I can't recall exactly which university it was now off the top of my head, but that's how we brought a couple to you. Others, it may just be the university likes to have a a broad reach of districts that they work with to market kids. Does that follow the same path for substitute teachers? No. Substitute teachers are a little bit different and and that's a different authorization. Uh they need not go through a specialized training. Their their training is in

138yelling. Hey, I noticed on here under Sanio County Office of Education Aster special education only. Can you define that a little bit more? Yeah, so we have this school year that just ended we had four interns with us. our our preference is to hire fully credentialed teachers. We rely on internship teachers and that's why we needed the declaration of need because we must have that on file with the county. We must specify how many approximately we may use in order to enter into an internship agreement with a university and with a student. We have four this past year. Uh San Diego County Office of Education authorizes internships for special education students only. That's the only CTC approved program the county has. The reason it's only that uh narrow area is because there was a great

139need and remains a great need for special education teachers. county is trying to fill that void by offering a pathway to a credential for people who are interested. And sorry, I just thought of this and hopefully this is my last question. So, back on the page that talks about the process to earn a teaching credential. So, it says complete a bachelor's degree from any college. The degree can pretty much be in anything, right? Typically, yes. But I was a social science teacher. I also had a health authorization. Those were my two majors in college. I believe Dr. causes was was the same particularly if you're going into a single subject route because you have to have significant knowledge of whatever the subject matter is you're going to teach. So then that next step there could

140you like generally say how many years it takes? Uh so if it's if it's the integrated program it's going to take you as long as it takes you to get your BA or four and a half five years. Got that? Right. And then if you're going to the the postBA route, that's a year. Okay, this is a lot easier than I thought because you hear a lot of stuff and you read a lot of stuff. So when I say easy, it's probably not the right word. It's less arduous and timeconsuming once you've got your bachelor's degree to get it than I thought. Okay, this is good. Okay, thank you so much. Other questions? Yeah. And I'm not trying to take anything away from teachers. I'm just saying that, you know, that we could open up,

141you know, there's a lot of openings that we could do. I would add though that uh when a prospective teacher is doing their student teaching, it's full-time work and they're not getting paid. Oh, wow. They might find it to be rather ownorous and that you're taking six months off your life to and it's very difficult to like have a part-time job in the evening while you're trying to be a full and and you have to attend coursework. There's usually a one evening a week or something like that where your your fellow student teachers. Well, thank you for giving me that. I stand corrected. It is arduous. Thank you. All right. So then um that finished uh the human resources division. Are are we going to be going back to Dr. Good anymore tonight? No. Well

142then I guess we will not hear the term we're pleased to bring to your attention anymore from at least that's it. All right. Yes. All right. We're moving on to section. It's funny. We're moving on to section H, business services division. And so that I'm not reading the entire thing, the consent calendar cleared us all the way down to item number 17. So, uh, Miss Phillips, wait, who gets this? Is it Miss Phillips? Yes. Thank you. All right, you're on for 17, which is adopt resolutions R2204 through 2538, R2024-2539 and the same year SL40 for the school years 2025 and 2026. All right, I'm handing off to you. These are annual resolutions that are required to bring to meet state list staff that are basically authorized to sign payroll under payment checks or warrants which

143what they're technically called and then authorize the replacement of those checks. Um so that's what you have are three different that do for next year. And we saw these as a first read last month, correct? I think we did. No, you saw a different resolution. Um, just one. Normally we do bring them all together, but we waited on this um so that we could add our new our assistant. Thank you. Sorry, doctor. All right. Do we have any uh discussion on this? Since it's quiet, I will ask for a motion and second. So moved. Second. With that said, uh, call for the vote. So, Trustee Williams, I trusty Knight. Hi, Trusty Vincent. I, Trusty Durnney, I, and Trusty Weller, I. All right, so that passes and then we move down to item number 18, Business

144Services Division approved the 2526 final budget. I know that this has been presented to us several times, but um, Miss Phillips, would you like to expand on that? A quick um we shared last week we're required to adopt an annual budget every year by June 30th. We gave lots of detail last weeked the process we've shared the assumptions managers the revenue um that we're using uh to project at this time and based on all of that we do meet obligations all three years up questions but I think all last week it I would like to emphasize that we are aware that we are deficit spending that we have been deficit spending and that we are continuing to deficit spend as a result of COVID funds and that although our first uh obligation is definitely for

145student improvement which we are going to work on uh we have needed to do that. So, I know that years out we've shown you've shown us in the various budget numbers that we're going to need to reduce our deficit spending, but uh it's we are aware of it. The public needs to be aware of it. And uh so far we're above our required reserve requirement from the state extensively. And so hopefully between the teachers union um goals that they put to us as well as other administrative changes, we're going to improve um student outcome in this district. So thanks for putting that together. And so I need a motion and a second, please. I move to approve the budget. A second. With that said, uh Trusty Williams, I. Trusty Knight, I. Trusty Vincent I. Durnney

146I and Trusty Weller is I. All right. So then um let's see. We're now going to move on to district operations section I. And so I one is adopt recommended revisions in board policy 3312 business services. Is that going to be for Amanda as well? Yes. Okay. for very minor changes. Um and uh this is the second read. So nothing has changed last week um last time you read them, but these were just revisions from CSVA and then bringing um the board bylaw 9270 that you guys revised in September to reference. All right, very good. Um, there was discussion last month, so if people want to check it out, they can go on and look at the minutes or the uh YouTube recording. With that said, can I get a uh a motion and a

147second to adopt this, please? I'll move to approve to adopt. All right, so Ryan's approve. And Bill, would you I'll second. Thank you. Okay, we'll call the vote. And Trusty Williams, I. Trusty Knight, I. Trusty Vincent I. Trustee Durnney I and Trusty Weller is I. So that is adopted. Then in district operations I2 this is a first reading of recommended revisions in board policy and administrative regulation 3311. Uh Amanda back to you. So these B this BP and AR is uh they're both on bids and basically what's happening here is um the majority of the administrative regulation is shoved into uh the BP. So what you see being added in the BP in green is basically mostly language from the AR that's being struck. So when if you looked at them side by side see

148that language basically moving from one to the next and what's not being mirrored there. The rest of it is the recommend. Any comments on this from anyone? All right, this is the first reading. So, it'll be brought back in August for a vote. All right, we move down to item I3. And here this is under district operations to establish a board advisory committee. And the recommendation is to authorize a board advisory committee regarding a mathematics improvement plan and appoint two board members to serve on the committee. All right. So let's um discuss this and then we can you know have a a vote on this. Basically, basically if I'm going to summarize this for um people listening is that we've done some extensive research and we thank Dr. Cauus for providing the numbers the entire

149staff providing numbers on our math um CASS scores which is the 11th grade statemandated test for students and how well they're doing and their comprehension of math. And although we're doing better than many districts in our shoes, we're not at a level that we want. And so we thought that putting a subcommittee together would be helpful to bring in community input, other school input, and other things as well. And the um last um uh advisory committee subcommittee was on the ethnic studies, and that was a great success. So we'd like to do that again here on math. So, I have a question. Uh, superintendent. Do we need to determine the two board members before we vote on this or do we do the board advisory committee and then we can work on the two members

150from the board that would like to be on it? It's certainly possible that you could authorize the creation of the advisory committee tonight and wait till the August meeting to if you're not prepared tonight to but we would have to bring it back for a separate action. All right. Wrapped it here. You could both. Okay. Well, I mean, I would definitely like to be on it because I felt like I was a driver and I know David has been writing quite a bit on this and I would like to propose to the board that if we do approve this tonight that uh Trusty Vincent and I sit on that um advisory committee. Any thoughts on that or No thoughts? I mean, I have assuming that I I know that you both care about it, but

151assuming that the other two board members are agreeable to that, I would make I would support that. I'd be fine with that, too. Agreed. All right. I think I heard Trusty Williams. So, with that said, can I get a motion? Uh oh, sorry. I'll make a motion to establish a board advisory committee as described in the um as described here in the description. as well as appoint two board members to serve in that advisory capacity and that would be board president Bob Weller and board member David Vincent. Okay, second. I get a second. Second. Thank you. With that, we'll call the vote. Trusty Williams I. Trusty Knight I. Trusty Vincent I. Trusty Durnney I. Trusty Weller I. All right, David. I'll be over on Friday night for dinner and we can start talking about this.

152Yes, he will not be here. All right, district operations. Thank you. Um, by the way, thank you superintendent for drafting that. And um, thank you, Dr. Kauus, for allowing us to kind of just hopefully be an, you know, an effort that really improves it and kind of helps you, you know, fulfill that with the district. So, thank you so much. Um, with that said, okay, we're now going to do um a proclamation. So, each month I know that um the superintendent has brought forward various proclamations for nurses and um teachers and all sorts. And I was very impressed that the uh federal department of education decided to um uh put a proclamation forward for the month of uh June for Title 9. And Title 9 has made such a difference uh for women and women's

153sports. And with all the controversy going on, I thought it was important that we also recognize what the federal department of education is doing in this regard. So I will read this proclamation and um I as Dr. Good would say I am pleased to bring this forward. wears title 9 of the education amendment was signed into law on June 23rd, 1972 and that states quote no person in the United States shall on the basis of sex be excluded from any participation in be denied the benefits of or be subjected to discrimination under any education program or activity receiving federal financial assistance. and where's Title 9 has played a transformative role in expanding access to education, academic programs, and athletic opportunities for women and girls, fostering greater equity across the educational landscape and for 53 years,

154Title 9 has served as a cornerstone for advancing the rights of women and girls in schools, colleges, and universities across this United States, including our own district and I'm grateful for that. And whereas the Escandido Union High School District has long implemented the provisions of Title 9 in all its programs and rem uh remains committed to providing a learning environment free from discrimination and whereas the ongoing impact of Title 9 can be seen in the increased participation and achievement of women and girls in academics, leadership roles, and athletics shaping a more inclusive and fair educational environment for all students. Whereas since the passage of Title 9, the number of female high school athletes in the United States has grown from fewer than 300,000 in 1972 to over 10 time well that's not in there. I

155was doing the math to over 3.4 million today, reflecting one of the law's most visible and celebrated achievements. Whereas the Escandido Union High School Board District of Education reaffirms its commitment to upholding the principles of equality, safety, and opportunity that Title 9 embodies. Now, therefore, be it resolved that the Escandido Union High School District Board of Education in conjunction with the United States Department of Education does hereby recognize the month of June as Title 9 month. um in honor of the 53rd anniversary of this landmark legislation and encourages our schools and community to reflect on its positive impact and continued importance in achieving education equity. So, I'm very proud of this. I also will be driving to Orange County to share my thoughts with CIF on Saturday to protect girls in girls sports only. Uh

156let's see. With that said, now we get to move on to Oh, yes. Need to take action on that item. So, with that, I'd make a motion to approve the pro proclamation recognizing Title 9. I second. Very good. And so, we'll call the vote. So, Trusty Williams, Trusty, hi Ryan. You out there? Yeah. Sorry, I had to grab the mute button. Yeah. I thank you, Trusty Knight. Hi, Trusty Vincent. I trusty Durnney I and Trusty Weller I. Thank you all for doing that. And so then uh we're coming to board member reports and comments. And uh since Ryan, it's late for you, you can start. Yeah. No, I'd say a handful of things here and and also just kind of keeping it short at the same time. Congrats to our our um our employees here

157who have just gotten their contracts renewed. Appreciate all the things great things that they do and and appreciate and uh looking forward to another year working with them. Um also, you know, it's it's the end of the year. Also had a great time at all the graduations. I do love that experience and um be able to see all the all the kids and all the work and the and how also honestly how how proud the teachers are of the students. Um, I kind of think I I believe I probably almost enjoy that part just as much because you kind of really see the the love and the connection and the and the care that the teachers do have and and all the staff all the staff um for the the the great students that are

158here in our district. So, um proud to be part of that and and proud of the district itself. So, those are my thoughts for tonight. Knight. Um, just thank you to everyone for an a great school year. Um, I wish everybody an enjoyable uh vacation, some time off to enjoy family and travel, whatever it is that you do during the summer. Enjoy that. And um and we'll keep working through the summer for those that are still here. And um and that's all I have. I don't have much of a voice left anymore. Well, Dr. Vince, you guys got three hours? Um, I want to thank everybody uh for a great year. Um, it was a very I had a great time. I learned a lot being on the ethnic committee and that. Uh, also I

159want to say that I'm very proud to be a part of this board. We got a great organization and the cabinet. We all work really well in sequence and that and I often want to express my gratitude to the teachers. They've done a phenomenal job. I echo Ryan. Um I really love uh the graduation. I really enjoy that. Uh being able to hand out diplomas that to me is a highlight. and also serving the staff tacos and that another um so I I have to say that I hope everybody has a safe and wonderful um holiday and I'll see you all in August. Thank you so much Trusty Durnney. Uh and of course I loved graduation too just like everyone else said. uh had great time at Delago uh Escanido Adult School in Valley. Uh

160I really enjoyed some of our year-end events. Uh saw a lot of student presentations, dances, cars, farms, shows, you know, outstanding stuff from all of our students and scholars. And uh Bob, I think you said something about you want to buy an animal at the fair or something like that. Get out there and I'd like to buy Let's talk. Okay. All right. going on that with you. Okay, very good. Thank you. And so then for my comment, two things. One, before I forget, it was brought to my attention that somebody would like to go back into close session to have some discussions in there. So, we'll be going back into close session. And there was something else I was going to say and uh I can't remember it. So, I guess I can just pass

161it on to the superintendent. Very good. Thank you. Uh before I launch into my prepared superintendent report, um in addition to commending Mike Buyers for faithfully attending all of our board meetings, um I'd also like to commend our supervisor of maintenance and operations, Marco Miranda, sitting next to Mike Buyers. He also attends all of the board meetings. Uh, and I appreciate the fact that they take an interest in the governance of the district and board meetings. Let's not forget Kelly sitting there by herself. Yes, Kelly is also frequently at our board meetings. Um, thank you board members and and cabinet for your support at the commencement ceremonies this year. was wonderful celebrating the class of 2025 at Escandido, Orange Glenn, Sasqual and Delago Academy along with Valley High School and before that Escanido Adult School.

162This year we had 1,661 students graduate. That's a hundred more than last year. Thank you to all of our staff for helping our students be college, career, and life ready. Even though our students are on summer break right now, we have a lot going on. Summer school started yesterday and we have 1,700 students enrolled in the morning session and 300 enrolled in the afternoon session. Just so you know that our CTE programs have some life in them over the summer as well. Our CTE culinary teachers and advanced culinary students are hosting elementary students from our feeder district in the first ever CTE culinary youth summer camp. Participating students get to experience the basics of food safety, cooking 101, get the opportunity to cook in delicious meals made from scratch. I wanted to note your pun

163of talking about the feeder district into that. So that was excellent. And and speaking of food, our student nutrition services department is busy, too. Yesterday, they started providing free breakfast and lunch to anyone aged 18 years or younger at Washington Park, which will continue 5 days per week until August 8th. They will be providing free lunch at Grove Park starting next week and running through the month of July. So, you can see that our students and our nutrition staff are staying busy, but so are many of our teachers are using this time to grow professionally. We have a number of AP teachers learning to improve their craft at AP by the sea. Last week, our ed services team sponsored summer jams, workshops for teachers on matters to improve their construction. We have teachers attending the

164AVID summer institute. We're gearing up to hold a summer math symposium, professional learning event for our math teachers. August, just as teachers are growing. Last week, our school site administrators and many district level administrators met for three days for professional learning to work on plans for the upcoming school year, including calibrating the work done by all of the professional learning community throughout our district. With that, I'd like to wish everyone a great summer and express my gratitude to the staff who will continue to work over the summer months. Their efforts are seen and deeply appreciated. I hope they also find moments to pause and reset. Thank you. Do you want to say dates to remember? Should I do that? Sure. We uh can do that. Uh this week on Thursday is the June holiday. So

165all schools in closed as well as the 4th of July. All schools closed and we'll meet again for our regular meeting of the board of trustees August 5th 2025. right here. And when we come back, this boardroom is going to look a little different. We're going to have a new deis where it allows us to be actually looking at each other. Since I was trained in the governance that it's our meeting, we're supposed to talk to each other face to face more and the public is invited. So, I'm looking forward to seeing that new deis. And so, then are there any remaining moving to J1? We do leave time for public comments. any non-aggendaized items and it does not look like anybody's here to speak. So, we're now uh going to be excused to close

166session and do I have to adjourn the meeting? Can I adjourn the meeting now or do I have we're doing is we're moving from open session to close session and then we were when we're done with close session we'll come out we'll come back out the meeting. No action is anticipated to happen during close session. Okay. Thank you.