EUHSD Regular Board Meeting - May 13th, 2025

001All right. Good evening. Welcome to the Escanido Union High School District Board meeting. Our monthly meeting held today on May 13th at 2025. We're starting a little late at 606, but we're glad you are all here. So, the first thing we're going to do is establish a quorum. So I will go down the line. Christy Knight present. David Vincent present. Bill Durnney present. Ryan Williams let's say here. So I call this meeting to order and then um going to let's see we did the quorum. So now we're going to do the mission and vision. So we'll start with Alandre Pena. Mission empowering every student to graduate prepared for college career and life through excellence and learning. and uh Landre I mean Cadence vision we relentlessly presume with optimism equitable support for all students to navigate

002a 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 infor formed and compassionate community members. Thank you ladies. Definitely want to add going forward at some point the goals that we want to have for this district over the next 10 years. I look forward to adding students and improving some other things. So we will talk about that at another time. So now we have the pledge of allegiance uh led by Bill Durnney. Hey everyone, please stand and flag. All right. So, we have principal Mr. Corey Gregory tonight from San Pascal High School to give the inspirational student recognition. Principal, nice to see you. You too. Good evening, esteemed members of the

003board, our cabinet and honored guests. I am Corey Gregory, the principal of S Pasqual High School. I thank you all for the opportunity to recognize an exceptional student and a remarkable young man this evening from our senior class of 2025. This quiet courage and unwavering determination, Jacob Whitney has continued to rise, excel, and inspire those around him. It's my honor to introduce Sampa School High math teacher, Mr. Brent Selstrom, to share a few words about him. Good evening. Uh over the course of the school year, I've had the privilege of getting to know Jacob as his calculus teacher, and I've come to admire him tremendously. Life has demanded far more of Jacob than than my class or any classroom ever will. He's faced a number of difficult challenges, yet through it all, Jacob has continued

004to show remarkable resilience with a gift for making people laugh and feel welcomed. His most impactful contributions have come through his work with DECA, Distributive Education Clubs of America, an international organization that uh prepares students for careers in business. This year marked the launch of S Pasqual's DECA program and Jacob having been involved in DECA at his previous school played an essential role in getting the chapter off the ground. As vice president of marketing, Jacob has demonstrated initiative, creativity, and leadership. manages our DECA social media presence, built a chapter website, and introduced innovative strategies to boost membership, secure sponsorships, and connect with other chapters. Beyond his official DECA responsibilities, Deca take Jacob, not DECA, takes it upon himself to mentor underassmen, teach them DECA tradition, organize study sessions, and foster a strong sense of teamwork.

005His dedication and passion for the organization are evident to all who work with him. Jacob is a driven, thoughtful, and inspiring student who brings intensity and care to everything he takes on. He is already making a difference, and I have no doubt he will continue to do so wherever life takes him. My honor to introduce Jacob as our inspirational student of the month. Good evening and thank you to the staff at Sampa School High School for this nomination. It truly means so much to me and everything I've accomplished. A few months ago, my mother passed away from stage four breast cancer. This year, I focused on academic growth, becoming career ready, and most importantly, making my mother proud. So, I hope you're listening, Mom, because this speech is for you. You told me I have

006cancer on my 12th birthday. I shut down. I didn't know what it meant for you or for me. As your hair fell out, I remember cutting it and running to my room, hiding behind the tears. You were fading, and I felt helpless. But over the next six years, your strength helped me find mine. You enrolled me in Camp Kessum, a place for kids whose parents have cancer. It completely changed me. I became a counselor in training and began helping others like me. I spoke at their gala and will soon return for my final year before becoming an official college counselor. Mom, thank you for supporting my passion for arts and sciences. I dedicated my AP art portfolio to your cancer journey and earned the only perfect score in the district of a five. I explored

007cancer at the cellular level in science and I'll never forget your reaction when I told you that your clinical trial used Henry at Alaxis cells. You also introduced me to business and DECA. I served as the vice president of marketing at San Pasqual, president at Delago and later the founder at Berkeley. I've become an international member and I've learned to realize the power of combining business with biomedical science. pushed me to fly solo to Arizona State University for a week of medical training and inspired me to intern with neurodeiverse students and create a video for the season for non-violence just like you did every year with your students at Mission Middle School. When I received early acceptance to UC Berkeley's dual degree program in business and biology, we finally had a moment of joy. But

008days later, you told me that your cancer had spread. I began an independent study so we could spend your final days together and even planned a surprise at home graduation just for you where I received a fake diploma. Mom, though you're not here physically, your spirit lives in me forever. I'm also grateful to my family, friends, and phs staff for standing by me through thick and thin. From that scared middle schooler to I am today, I've grown and I promise to carry your legacy into the world of medicine and public health. Thank you for this award. I love you, Mom. Not a microphone. All right. Well, we'll call you up in one second. I am going to give you this uh inspirational student award to Jacob is Whitney. Is that pronounced correctly? Okay, great. So,

009you've worked hard, son. And I feel like, you know, just very proud of you. I know we are all proud of you and uh we're going to call up uh whoever you'd like to bring up Same. being students like that in our district should inspire all students. And so it's an honor to have people like that. And I know the board is dedicated to improving curriculum and classes for all students here. So, it's a very um great time to be uh at part of Escandido Union High School District. With that said, we would normally move on to C5, report of action taken in close session, but we did not get to it. So, we're going to move to close session after this and then we'll report back out after that. So, if you want to

010stay up till 11:30 and come back. Um, item number C6, approval of board meeting minutes of April 8th. Can I get a motion for that, please? So moved. And second. Second. Thank you. And um, we can vote without um, uh, Mr. Durnney. He'll be back in a little while. Uh, student board members, how do you vote? I. Great. And, uh, elected board members, all in favor say I. I. I. Great. that board meeting minutes approval passes and then approval of of workshop minutes. We had a workshop on the status of the LCAP, the local control accountability plan about a week ago and so we need to approve those minutes as well. Can I get a motion on that? I'll move to approve. Thank you. Second. Thank you. And student board members, if you're in favor,

011you can say I. I. Thank you. Elected board members, all in favor say I. I I Okay, excellent. Thank you. That passes. So then um as we come to item number uh C8, um are there any agenda items, additions, deletions, or corrections? Uh yes, there is President Weller. Uh we have a correction to item G2, the certificated personnel report. An employee on that report was listed as resigning when in fact he is retiring. And that's a distinction we need to correct. you have that correction uh the amendment at each of your seats. Very good. Thank you for that. All right. So then if we move down to section D recognition and presentation, we need to approve the agenda with that amendment. I'll make a motion to approve the agenda with the amendment to item G2

012noting the retirement of uh Mr. Doug Pollson and uh thank you for that clarification that it's a retirement after many years of service. Thank you Christie. All right. So then can I get a motion? Second. Oh, we got that already. Okay. Thank you. So student board members if you're in favor say I. I. Thank you. and elected board members. All in favor say I. I. Very good. That passes. So now we can move down to recognition and presentations. So um student and we have item C9 consent. Got it. Thank you guys. Um so on C9 approval consent calendar. There is one item that I did want to pull from consent and it's in section C9 item F1 and I wanted to discuss the TLC trip. Uh the trip is not till October so we have

013some time on that. So I would like to make an amendment to the consent calendar pulling item number F1 uh out of that for its own individual look. Can I get a motion on that please? I'll make a motion to approve the consent calendar with item F1 removed. That leaves items G1, G2, H1 through H9 all on consent. I'll second. Thank you for your experience on that, Trusty Knight. All right, with that, um, so we have a first and a second. So, student board members, if you're in favor, please say I. I. Elected board members, all in favor, say, I. I. I. Any opposed? None opposed. That carries. Right. Now we can move down to recognition and presentations. Student and staff recognition by Superintendent John Peterson. Thank you. Good evening everyone. Uh this year I

014am pleased to report that the Eskanito Union High School District has not only one, not two, but three students selected to receive the prestigious Gates Scholarship. This is a highly selective scholarship that covers all expenses not already covered by financial aid. With only 300 Gates scholars selected nationwide each year, having three recipients in the same district is a rare and remarkable achievement. Congratulations to Delago Academyy's 12th grade student Daniel Lagona, to Eskanito High School's Ricardo Gonzalez, and to Orange Glenn High School and Middle College student Pamela Aoya Munoz. Thank you. Congratulations to the Rising Star Scholarship recipients. The following students will be formally recognized this month by the Escanido Chamber of Commerce Charitable Foundation. Melanie Flores, Jiannis, Xander Bennett, Lindseay Kelly, Anel Rivera, and Elizabeth Tucker, all from Escanido High School. Leslie Baha, Diana Fam,

015and Yarita Leva from Orange Glenn High School. Alandre Sanchez Fia, Juan Garcia, Pa Sanchez, and Cad Cadence Forby. And tonight's inspirational student, Jacob Whitney, all from S Pasqual High School. and to Cynthia Pacheco, Joselyn Lonard, Sagilar, Estvan Jose Lorenzo, Shayen Kund Lopez, and Saul Solosano from Valley High School. All rising star scholarship recipients. Moving on to Escandido High School, junior Hadley Dah has been selected for the 2026 National Merit Scholarship Program recognition. The National Merit Scholarship Program identifies and honors academically talented high school students who excel on the PSAT at Orange Glenn High School. Congratulations to the following students for placing at the National High School Journalism Competition in Seattle, Washington. Liz Gudino won first place in news photography. Amy Leiddesma Gonzalez won first place in feature photography and Isabel Garcia won second place in

016photo story. Justin Sanchez was selected as the $25,000 Horatio Alger scholarship recipient. The scholarship is given to promising students who demonstrate integrity and perseverance in overcoming adversity and are determined to succeed. Culinary arts students recently participated in the California State Family Career and Community Leaders of America competition. Congratulations to Leslie Cio, Jennifer Ortiz, Miguel Loa, Billian Crabs, Cyson, Annette Rasendes, and Alejandra Ortiz for being selected for four-year renewable scholarships. Way to go. And finally, I'll wrap up from Sasqua High School. The Super Nerds competed in the 2025 First Robotics Competition World Championship and were selected as a first pick going into the playoffs. They had a great season and ended up ranking 121 out of 3,690 teams worldwide. Great job, Super Nerds. We look forward to next season. That concludes my report. Thank you, Superintendent.

017I also appreciate that you said renewable scholarships. I think it could be terrifying to get a first year scholarship, be off at school, and not know that you're going to get it next year. So, that I'm glad you brought that up. So now we're going to move on to D2 which is student board member reports by Alandre Pñena and Cadence Forby and Alandre if you go first please. Good evening board members and everyone who came here to join us today. Today I will be updating you on a few sites throughout itundo. Starting with the Lago Academy, the sorry, the Lago Academy held their prom on May 3rd at the Birch Auram at La Hoya from 6 to 10:00 p.m. At prom, there were activities throughout the venue such as like Jenga and like dancing and

018DJing. On Thursday, May 8th, the LA hosted an event called the spring ex exhibition from 6:00 to 8, where parents and students come together and get introduced to clubs at school. On Friday, May 16th, the Lagoth graders are sharing their Oh my god, I'm so sorry. Um, expression projects, which is a which is a project inspired by a book they read. My project last year was about the count of Monto Christo. I made a scrapbook just to give you an idea and like something I did was a character analysis on each page. Um the week of May 19th uh there will be a pep rally spirit week and on Wednesday the 21st is the end of the school year uh pep rally. Um, some spirit days will be college wear. Um, and that Friday will

019be the last food food food fair of the year. On the 27th of May, there will be a dare fundraiser where the ASV cabinets and a few teachers are being dared to do something like dumping ice bucket on themselves. Uh, students are going to be paying to see the teachers and cabinets do the dares. On the last day of school on June 4th, there will be a fundraiser at Teespoons. And singer Grant Night will be on June 6 at Six Flags. And congratulations to singer Daniel Lagona for receiving the Gates Scholarship, aka my best friend. Moving on to Escandido High School. Escondido High School enjoyed their pep rally spirit week from Tuesday, April 22nd to Friday, April 25th. Escandido High School held their prom on April 26 at the San Diego Bay. They had a

020soft drink bar, a full buffet dinner, and a dessert bar. Scandido High School held this on a roll celebration during lunch on April 30th. The on a roll recognition is a celebration for students who are doing a great job in any area such as academics, attendance, social interaction, citizens, behavior, etc. Congratulations to Miss Christian Anderson, math teacher, for being recognized as April's certified staff of the staff of the month. Congratulations to Meline Nunes finance clerk for be for being recognized as April's classified staff of the month. And on May 1st, Esgano High School held its senior college and career signing day, a celebration for high school seniors as they prepare for the ne next phase of their lives. Third grad night of class of 2025 will be held on June 6th at California Adventure Park.

021And before I finish, Escondido Adult School will have their graduation seminary at the Cal California Center for the Arts, Essandido on May 22nd at 700 p.m. And this is the end of my report. And thank you everyone for this opportunity. Thank you, Alandre, for your last board report. And we now go to Cadence Forb's last um board report as well. Good evening, board members, faculty, staff, and community community members. I'm honored to share my last board report, updates on high schools. And as we reach the final stretch of the school year, our campuses are buzzing with celebrations, achievements, and moments of reflection. So, let's begin with Sampa Once again, the Super Nerds robotics team represented SAS at the World Championships in Houston, Texas from April 16th to 19th. Congratulations to Kayen Rayfield, Sam Griffin, Tanner

022Knight, and Theoni for advancing to the semifinals of the Valley League Individual Tennis Tournament at the CSUSM NASA Academy Capstone event on April 25th. T Diego Sanuantes and Joshua Phillips earned ambassador choice awards for their outstanding presentations. On May 2nd, we had senior commitment day where all of the seniors came out in front of the dance lawn and showed off their um merch, college merch, take pictures with their friends, and really see the final stretch of senior year. and we held our prom May 3rd at Park Event Center. The theme was lost in Rio. Some upcoming events is this Friday, senior awards night where we'll be honoring outstanding achievements. I personally get to make a speech there. Um June 2nd is our senior breakfast checkout, including the distri distribution of caps, gowns, and graduation tickets.

023Now, let's move on to Orange Glenn. OGHS would like to recognize their incredible counseling team for organizing this year's Bright Future Fest held on May 1st. The event transformed the campus into a celebratory festival as seniors proudly announced their postgraduation plans in college, career, and military. May 21st, they will be holding their last pep rally to celebrate the end of the year and senior milestones. The 22nd will be their ASB banquet, and May 31st will be their prom. Finally, let's turn to Valley High School where on May 1st they had one of their last flag football games. On the 9th they had their last movie night. 13th family workshop. 15th their VHS awards night honoring students accomplishments in academics, leadership and service. May 29th their senior cap and gown distribution along with a school site

024council meeting. and May 30th senior breakfast and senior sunset. As the school year comes to a close, it's inspiring to see how much of our schools celebrate is celebrating our students success in preparing to honor the class of 2025. From college commitments and awards nights to proms and senior sendoffs, our seniors are wrapping up their high school experience with pride and excitement. Thank you. And that's the end of my report. Well, I get the honors. So, if you ladies would join me up front here, please look right at All right, this comes to a very important time because our student board members have been fantastic. And I'm going to read what the plaque says for each of them. So, it's presented to student board member Alandre Pñena and Cadence Forby for outstanding leadership and dedication

025to the Escanido Union High School District for the 2024 2025 school year. So, I just want to give them a big round of applause while they're standing right here. I'm going to say a few words and then I'm going to let people on the board here as well say a few words. So Alandre, I want to say that for somebody who is very soft-spoken uh at the very beginning and very timid. You have come so far. Oftentimes in my career, I have always won the most improved player, never the most valuable player, but I always strove to work very hard. And we've noticed how hard you've worked on the board. I get all choked up, sorry. To improve your presentation, and I know you will carry that onto your uh college years. So, thank you

026so much. And then Cadence, what can I say? Are you going to be a litigation attorney? Because if I ever end up in jail, I'm calling you as my attorney. Do you have you decided where you're going to school yet? I'm going to UCSD for chemical engineering. Woohoo. Staying local. Congratulations. Andre, how San Diego State for political science. Right. Very good. So, if we don't mind turning the back on the camera here, would you guys We'll go down the line here and Christie and then everybody can say a few words. Well, I'm pretty proud of you, too, because I have that exact same plaque from approximately 30 years ago. So, I know how important this role is to the board, and thank you both for just being stellar examples in our district of um leadership

027and what our students are achieving in this district. you are incredible examples of that. You um have a heart for your um fellow students and I'm excited to see what you guys do in the future. So, congratulations on your choice of your selections for college and I'm just really really excited for your future. Good luck to you both. You guys done a wonderful job on doing your updates. I've enjoyed those uh a lot and I think you did a good job of presenting those and giving us updates on what's going on around the school and that you guys got brilliant careers ahead of you. Chemical engineer. What can I say? Thumbs up on that. And political science. Uh great for you. Um I'm I'm hoping that you uh excel in whatever you do um in

028in the future and that. And both of you guys, you got a bright future ahead of you. And um this is a good start that I remember the reason why I selected you was because you hit me on the math, how you tutored for math and that really hit home. I was very impressed with that. So keep up your tutoring and good job guys. Thank you. I just want to say thank you. You both have been wonderful. has been fantastic hearing your reports every month and I look forward to hearing about you guys in the future. Good luck. And then uh finally on my side, I've enjoyed having YouTube on our board mostly not because of the great reports, but because you speak up. It's very it's very easy for the student board members to

029sit on the edge and just kind of sit there and do some homework and and and be there. But but that's not what the two of you did. The two of you would stand up. You'd speak out. you'd ask questions, you'd share what your thoughts were. And those those thoughts and opinions are important to us and they help kind of shape not only our what we hear and what we um think in a sense, but uh it really does shape the rest of the district. So, thank you for your time. Thank you for your service and uh best of luck. I will second that, Ryan. And superintendent, did you have any words? And so I appreciate your hard work and uh your steadfast commitment to the board. Thank you. Thank you everyone. So I think

030we're going to have the whole board come up for pictures or how do you want to do this? Okay. I think they should all come up. And also, if our meeting doesn't run too long when we go back to close session, we do have a surprise back there for you, too. And it's not cake, but we do have a surprise. So, if you can keep uh make it to the uh close session afterward, great. Otherwise, we'll make sure you get it. All right, we get the very exciting item number D4 now, the project next presentation. And we're very excited about this. So, welcome. Would like to welcome executive director Lisa Stout from Project Next to share with the board a little bit about uh what Project Next did for our school district in the first

031year of partnership. Okay. Thank you. Good evening. Evening members of the board, Mr. Peterson, Dr. Good, Dr. Casus, Miss Phillips, and student represent representatives. My name is Lisa Stout. I'm executive director of Project Next. Um, thank you for the opportunity to share the progress we've made this school year through our partnership with Escanido High School. And on behalf of Project Next, I want to extend our deepest thanks to all of you um for your vision and commitment to expanding real world opportunities for for your students. Your support makes our work possible. Um at Project Next, for those of you who don't know about us, our our mission is simple. Um to empower students to take ownership of their future by equipping them with the clarity, confidence, and connections to pursue their next best steps. And

032before I go further, I'd like to acknowledge one of our board members, Sharon Jenkins, who's here tonight with us and our Project Next team members in the audience. So, thank you guys for being here. And I want to give a shout out to although I don't know if he's here, um, Principal Jacobs and Mr. Rios and really the whole Eskanito High School team for being such incredible partners with us this year. Um, so why project next? Students are constantly asked what's next? whether that's college, military, skilled trades, or the workforce. But too often they don't have the tools or support to meaningfully explore that question. And that's where Project Next comes in. We're here to add value to the incredible work already being done by the counseling team and the school staff, not to replace

033it. Our role is to walk alongside them, offering complimentary services that deepen career exploration and workforce readiness. Through our future centers and professional network, we create additional spaces for students to gain exposure to diverse pathways, build professional connections, and develop skills that extend far beyond graduation. And thanks to our partnership with Eskanito Union High School District and Esanido High School, these opportunities are now a meaningful part of your students educational journey. and we're proud to be working in collabor in collaboration with such a dedicated team of educators. And since launching this year at Eskanito High School, we've made incredible strides and we're going to give a few highlights this evening. Of course, the first one being the future center grand opening that most of you were there to celebrate with us last two weeks ago.

034Um, what made this space especially powerful as I mentioned that day was that students were directly involved with the design working with a Qualcomm architect and a design expert from Cultura to create a welcoming space that inspires exploration and workforce readiness. We also received a grant from one of our partners, ASML, for $27,000 to purchase additional technology for the space. So, a true example of how public private partnerships can shape the future. Um, now how the future centers work are through drop-in services. So our our drop-in services are the heartbeat of the space open to all students every day. So whether a student needs help with their resume, wants to explore career options, or just has questions about what's next, they can walk in and get personalized one-on-one support. And just in the first week

035of the future center space being opened, we had over 124 students come in for support in the first week. So super excited about that. And we also run targeted programs designed to meet students where they are. Our ambassador program empowers student leaders to promote career readiness on their campus with their peers. Our accelerate program provides exposure to high demand industries in the skilled trades and direct to workforce opportunities and in careers that do not require a college degree but offer living wages, benefits, and room for growth. And then our focus futures program offers intensive personalized support to students who face the greatest barriers to college access and success. And all of our programs are designed to help students know themselves, their options, and then make a well-informed choice for their next step. Next, I would

036like to introduce Jenny Orlando. She's our programs coordinator, and she's going to talk a little bit more about our events and workshops. Thank you, Lisa. Good evening everyone. I'm Jenny Orlando. While Lisa highlighted our cohort programming, I would like to share some um opportunities that all Escondo High School students have access to through Project Next. Project Next empowers students with clarity, confidence, and connections through a wide range of experiences. One way we do that is through our adulting workshops, four to six short interactive sessions each year led by our career coach. These cover essential real life skills like building your personal brand, making a strong first impression, or even how to confidently make a professional phone call. It's like a modern version of AP Life as my kids used to call it. Students are also

037invited to attend our money matters presentations, financial literacy workshops led by our banking partners, or our career coach, covering topics like budgeting, credit, and student loans. These sessions give students confidence around financial decisions that they will be making after high school. We also host four to six career chats each year. These events allow students to connect with professionals from construction experts to university athletic directors to video game developers to ask real questions about real careers. Career expeditions or as we call them nextditions take students off campus and into the real world. This year, Escanido High School students have explored SDG&, ResMed, Cultura, and even had a behind-the-scenes uh experience at the new Terminal One at the San Diego airport. Whether students leave inspired to pursue a new interest or realize that a job isn't for

038them, each visit builds clarity around their preferences and expands their career network. Project Next hosts a variety of events throughout the year as well that are open to all students and are designed to build clarity, confidence, and real world connections. Our signature event, the Connect to Careers Breakfast, which is happening next week, brings 150 students face toface with 150 professionals from a wide range of industries. Students hear directly from industry leaders about their career paths, the skills they use every day, and how they got to where they are. For many students, this is their first opportunity to ask questions and engage one-on-one with people working in fields they're interested in or hadn't considered yet. It's a powerful moment of clarity and inspiration. Our next working events help students build confidence through hands-on networking practice with

039professionals in a supportive setting. They learn how to introduce themselves, make meaningful, ask meaningful questions, and have a professional conversation, all while re all while receiving real-time feedback. These events don't just teach skills, they help students see themselves as professionals who belong in the room. Interview Skills Day is another cornerstone of our programming. Taking place at all five of our partner high schools, this event brings together local professionals who provide interview tips and offer personal insights. Students walk away more confident in their in their ability to present themselves and are prep and they are prepared to shine in future job, internship, or even scholarship interviews. Finally, our college and vocational school trips help students visualize their future by putting them on campus. Whether it's a university, community college, or trade school, these visits break down

040barriers and misconceptions, giving students a clearer picture of what's possible and the confidence to pursue it. One of our most impactful examples of connection building is our partnership with the USD Burnham Moore Center for Real Estate through the Ready program, Real Estate Awareness Diversity Initiative. This six-week experience introduces underrepresented students to the commercial real estate industry in a deeply personal and hands-on way. Our inaugural Ready CO cohort at Escanido High School included 12 standout sophomores and juniors who met in small groups with professionals from across the industry. These professionals from Capstone Adviserss Kruzon and Verdani partners stayed after work to share their career journeys, their challenges and advice. Students asked questions, explored career possibilities, and had real conversations that spoke that sparked both clarity and confidence. Each session ended with dinner at the desk, an

041opportunity for students and professionals to eat together, connect authentically, and continue the conversation in a relaxed environment. It's this kind of interaction that helps students not only explore new industries, but also see themselves in these spaces. Now, I'd like to introduce two of our Ready students, Yamallet Chavez and Briana Dominguez, to share their experience and what Project Next has meant to them. Um, hello. My name is Yamallet Chavez and I am a sophomore at Eskanito High School. Um, I first learned about I heard about the Project Next program from a friend at school who was already actively participating um in the Project Next event. Thanks to her, I joined the ready program and I have participated in other activities like the career chats in the future center and the career and expeditions to companies like

042Kulura. Through the ready program, I had the chance to meet professionals from a variety of industries. Uh people who shared not only what their jobs look like, but also how they got there. During their journeys helped me imagine what my own path could look like. The most meaningful moment was when we were speaking to the CEO of a sustainable consulting firm. Her story resonated with me because she shared why she decided to found her own company. She talked about being underestimated as a woman and as a mother and how she pushed past those stereotypes to build a company that aligns with her values. The the conversation reminded me of the importance of being true to yourself, especially when others doubt you as it is essential for your success. Because of Project Next, I now have

043a better understanding of career of careers that are out there. And I feel more confident in the goals that I'm setting for my future. And I'm exploring what's possible, not just what I thought was expected. Hello, my name is Briana Dominguez and I am a 10th grader at Escanido High School. I first learned about Project Next through Mr. Alejandro, our school's career coach. He introduced me to many opportun opportunities that Project Next offers and encouraged me to get involved. Starting with the ready program. One of the most memorable parts of the ready program was attending the indust the industry dinners. These events gave me a chance to connect with other students on campus um and to have real conversations with professionals working in the real estate industry. It was eye opening. Before Project Next, I

044hadn't considered a career in real estate, but now it's something I'm seriously considering for my future. Project Next has made a real impact on my high school experience. It has opened doors I didn't even know existed and given me confidence in exploring my interests and career options. I hope adults understand how much this program matters to students like me. Without it, many of these of these opportunities would be out of reach. Thank you for helping Project Next grow and continue to ser to serve students at Escandido High School. Um um and again we want to thank you for supporting programs that help students like us succeed. Thank you ladies. Um, so looking ahead, we're we're excited to build on this momentum and in the coming months, we plan to continue building uh the future center

045as a vibr vibrant hub for career exploration on campus, expand our programming um with more guest speakers, workplace visits, and industry aligned workshops, increase student leadership and input to ensure our work is shaped by by student voice. And ultimately, our goal is to make Project Next a long-term embedded resource at Eskanito High School so that every student can confidently and clearly answer the question, what's next? So, in closing, I'd like to acknowledge that no one succeeds alone. Um, opportunities don't just appear. They're created through intentional partnerships like ours. Together, we're building a culture of p of possibility where students don't just imagine the future, they actively prepare for it. And because of your support, students are connecting with professionals, discovering real world career paths, and gaining confidence to pursue life after high school with purpose.

046So, thank you again for your time, your support, and your partnership. We deeply value the collaboration and look forward to working together and growing together. Um, thank you so much on behalf of Project Next. Really appreciate you. I also want to give a big shout out to Superintendent Peterson for lobbying extremely hard to bring Project Next to the district. We are in competition against several other districts and we won it and so I look forward to seeing the development both at Escandido High School and throughout the district. It's going to be excellent uh for our district. So, thank you, Superintendent. That brings us to recognition and presentations. Item number five, class classical classical academy presentation. And we have both the CEO Curtis Endorf and the principal Dana Mowen here. And I see them both at

047the podium. So, welcome up from Texas. What do you see there? Welcome y'all. Well, good evening y'all. Um, my name is Curtis Endorf. I want to thank board president Weller, Superintendent Peterson, all members of the board, the Escanido Union High School leadership team. We're very honored to be here and just uh a huge shout out to all the students that were recognized and honored this evening. Gate scholars, our student board members here. Uh just exceptional showing of talent um and excellence across the entire organization. So, thank you. It's an honor to be here. I started in July uh and moved here. I was leading a large 23 school 12,000 student charter school network across Texas. very honored to be the CEO of the classicalmies and I'm here truly in support of our principal Dana Men

048as he leads our presentation. So it's nice to meet you. I hope to engage more later. We're grateful for our partnership. Thank you for everything you do for our kids. Thank you guys for having us tonight. As you guys know, I am the proud principal of Classical Academy High School, but just as proud of a graduate of Eskanito High School, class of 1989. Um, as I say every year during this presentation, high school changed my life. Just turned me into a completely different person. And I know that we're all working extremely hard to just prepare our our our next generation to just be amazing leaders. So, thank you to the high school district for preparing me. Um, my next slide. I thought I had two speakers today. Um, each of these speakers thought they were

049going to be here. One couldn't get out of his college class. The other couldn't get out of her job tonight. So, I just like to read a quote that they gave me. Um, this is brother and sister. They represent two of our programs. Allison goes to our 4-day program. She'll be attending the University of Oklahoma. Um, and she says, I'm going read two quotes from her. What was different about classical that I hadn't experienced at other schools was the strong culture towards education. She also said, "The school's dedication to its culture and personal approach to teaching has allowed me to achieve more than I could have imagined." And then James, he's not sure where he's going to attend next year. Um, he got a full ride to Mississippi State, but he's also looking at UCSD

050or MIT where he was accepted. He hasn't decided yet. Um, he said, "Since middle school, Classical Academy has taught me to succeed in the efforts I pursue, which has allowed me to be admitted to a great public university, UCSD, as well as a great private university, MIT." Um, I'm going to read one other quote from him, too. Classical's platform allowed me to get far ahead enough to the point where I chose to start taking classes at Palomar to satiate my love for learning and especially my love for math. So just two two of our amazing seniors that I wanted to feature tonight. The next thing I just wanted to share was the Cayman way. This has been developed over time. Often some of our core values at classical, oddly enough enough have come from some

051of our extracurricular programs. And these four values of fun, fitness, friendships, and future actually came out of our athletic department. And actually a lot of it came from what I learned as an athlete in high school. What I found out this year as um it's been amazing working for Curtis and all that I've learned, but I learned a lot about human flourishing this year and some of the research out of Harvard University and how these four values tie directly into finding happiness and satisfaction, mental and physical health, meaningful and lasting relationships. And as would prepare students for the future, um they're looking to build meaning and purpose in their lives and become a person of character and virtue. So this is these are our four values over the over this past year that we're really

052going after and we call it the Cayman way. Um our goal is that every student lives life to the full in high school because we know as we as they live it to full this what I like to call the 2% of life of high school is going to impact the rest of their life. I did a little survey about three weeks ago. One of the things I asked the students was have you experienced or have you grown in these four values that we've been talking about this year? So we asked them about the fun, the fitness, the friendships in the future. And we found that most of our students have either experienced these these values or they're growing in these values. In the future, we're going to continue to pour into these values, giving

053them opportunities to experience fun, fitness, friendships. And you could see future was only 70.9 indicated that they've grown in the concepts of finding purpose or becoming a person of character. So, that's the one that we're really going to go after um in the coming years. So, Curtis told you he started in July and I I had two weeks off in July and I came back and the first question Curtis had for myself and the other principles was, "Hey, what are your three wins going to be this year?" So, at Classical High and talking to our leadership team, we decided at classical high our wins would be that every single student knows that they're loved and they belong. also that 100% of students would be involved um in in activities outside of the classroom, clubs, teams,

054performing arts, community service. And then the third one was, and this one is a little bit new for us, we've always had a policy of no cell phones during class, but getting that to be consistent across the board has been challenging. So, that was our third win for this year. Um, we know that when students feel that they're they belong and they're connected, they thrive both inside and outside of the classroom. Um, we're still we just did a survey on the cell phone, so I don't have that data yet, but the win number one and number two I do have a little data on. So, out of all the students that responded to the survey, um, it went out to everybody. Most of them finished it. 92 about 92% indicated that they feel that they're

055loved and they belong at Classical Academy High School. And we all know that that's just not good enough. So, we're still going after that extra that 8% because we want every single student to know regardless of what background they come from, whether they're in AP classes or not in AP classes, whether they struggle in school or they they love school like I did, um that they belong at Classical Academy High School. One thing that I do is I do a weekly principal video to to the students and it's and at the very end of the video I end with you are loved and you belong. Then I try to give them evidence of that. But it's been really cool to kind of just see that trickle down and see the students saying it to each

056other and saying the te seeing the teacher say it to each other and the teacher say it to the students. The other bit of evidence that we have on the student involvement as we've really gone after this year and and going back to how I started like high school changed my life. It was getting involved. Classes awesome. I learned a lot in class. I love school. But it was outside of the classroom that really changed my life. So I have two years of data on this. We asked our students, "How many of you joined a performance team, an athletic team, a club or another student organization such as like leadership or um ASB, robotics, um you attended a schoolwide event or you joined any team or activity this year." And so in our performance teams,

057we went up from 22% to 26% indicated they joined a performance team. On the athletic teams, we had we went from 45 to 50% said they joined an athletic team this year. On the clubs or student organizations, we went from 61% to 68% and we had 89% of our students said that they were connected or involved some way in high school this year outside of the classroom. And so we're still after that elusive 100%, but that's what we're going after this year. And I just had a picture of one of our cross country athletes um that that team qualified for state this year. They worked really really hard. I think let me go back one. Um there might be there might be some other data that pops up too, but I I was just thinking

058about even in the loved and belong 92% of our students said they feel loved and they belong. Well, 89% of them got connected outside of the classroom. And I know that's where a lot of the connection and the belonging happens. I I included most of our dashboard here. I went for all the academic indicators on the dashboard. The one that I didn't put on there is the suspension rate. I'll start there because that was wasn't as good. Um, our suspension rate was our only category that was in yellow. It slightly increased last year. So, our color dropped from green to yellow. We had 1.2% that were suspended at least one day and that was a slight increase from the year before. We believe that especially going after the eliminating cell phones during class, that's changing

059behavior on campus. Like that that thing that we went after alone is starting to change the culture on campus. Less kids are out of the classroom, less kids are in the restroom during class. And so I firmly believe that we're going to get that that um suspension rate back in the green or the blue with our ELA and math. I'll share some data in in on the next slide, but we moved from uh we moved from green to blue on our CASP data for ELA and math. Um we didn't have a color for science. That wasn't that wasn't one that they gave us a color on this year, but I can give you that data as well. Our graduation rate stayed in the blue and our college and career indicator stayed in the green. Can

060we ask you a quick question on this? Yes, Bob. Oh, um I appreciate you putting numbers in there because the dashboard when there's no numbers, I'm like, okay, this is like a speedometer without numbers. So, can you explain what like 75.4 points above standard mean? And then also the increase uh that you you got. That's a great question. And to be honest, I don't know what that means. I just want to let you know there is 33 million Californians and 32,990,000 don't either. Wow. I I I know on my next slide that I went I know how many of our students met or exceeded the standard and I know that that increased for both ELA and math. I don't know how the state gets the it's it's hard for me to read the um I

061did have to do one extra click to get you that data on there because you're right it doesn't usually show but I don't totally understand the formula on how they come up with the blue or the green or the yellow. I do know that if you go down it hurts your color and if you go up it helps your color and we went up. So, I I don't have an answer for you on that one, but I can try to get more information for you on that. If you can find it and provide it, please let us know cuz I don't know either. Definitely. I'm going I'm going to ask Mr. Casus if he'll help me get that info. But yes, we'll get we'll get we'll get that for you, Bob. It's explained in the

062California dashboard website, and it's relative to the amount of demographic groups that move from color to color that either maintained or increased or decreased. So you get a certain amount of points given where you were relative to last year of how many groups maintained, increased, increased by a little, increased by a lot, or decreased. So we can send you that link. Yep. And the part that I do know is that it comes from the CASP data. So I did want to prov provide that for you. We've gone back to 2019. Um, we've we've we've trended up since 2019. Last year I had to report that we had been going down in math. And I'm just really happy to announce that last year we turned that around. We went from 46 to 52% met or exceeded

063the standard in math. Um in science we went from 44 to 53%. And in ELA we had been slipping for a year or two. I think we had been slipping in ELA and we got that back up to 80%. you'd have to go back to before 2019 um for us to have hit 80% in the ELA or math. What the thing that I could say about that is the classicalmies as an organization, we have four charters and seven sites. We've really worked really hard at becoming a professional learning community across our district. So we have three different high school campuses across themies. the teachers are working really hard to identify what are the essential standards that students should know and then how are we going to guarantee that they learn those that they master those

064essential standards before they move on to the next class and I I really think that that work is beginning to pay off through common formative assessments and and a lot of times reteaching um those essential standards advanced placement um I wish the the dashboard included this I don't think the dashboard does not include advanced placement that I know of except maybe in the college and career indicator. That's where it does in the college and career indicator. So, it does help us there. Um, but our AP numbers continue to go up. We this year we added AP chemistry and AP environmental science. Next year we're adding AP art history. One thing that I'm really proud of, not only do we have more students taking AP classes and more students taking AP tests, um over the last

065couple years, we've had 40% of our senior class has passed at least one AP exam. And I'm really proud of that that number and we're continuing to encourage more students to at least try an AP class while they're in high school. I know that um out of my three kids, only one tried that AP class and that really really helped her be a lot more prepared for her college classes. Um student demographics, I like to pro provide some of the demographic information so you can kind of see where students are coming from. Um the diversity of our campus continues to grow over time that we did have one we had a small dip in our students who identify as students of color that actually came the dip came in our Hispanic population and I'm trying

066to figure out it seemed that there wasn't a lot of holding power. They came in in nth grade and they didn't all stay for for their 10th or their 11th or their 12th grade year. So we're definitely working to turn that around over time. The diversity of our campus continues to grow. Um, our students who are socioeconomically disadvantaged or who qualify for free or reduced lunch, that is up to 22%. Our special ed population, a program that I'm very, very proud of. I'm going to highlight it in the next slide, one of the programs in the next slide. Um, that's up to 13% of our population at Classical Academy. And these students do all of our programs. They do the virtual program. They do the four days on campus program. Um, so that they don't

067just identify with one program or another. This these are out of all of our programs. Last year I mentioned that we have uh 31 cities represented at Classical High. This year it grew to 33 different cities. Students have to live in San Diego County or an adjacent county. Um, our percentage from Escanido went from 43 to 44%. However, I will say that one reason that Escanido percentage is high is we continue to have families buy houses in Escanido. So, a VA the vast majority of our students that join classical have come up through the K through8 program and every single year we have families that want for high school with all the activities they want to live closer to the high school. So, more and more families continue to move towards um Escandido to be

068part of Classical Academy High School. The other cities that have a high percentage is San Marcos, Vista, and Valley Center. Um, our Valley Center population and even our Powe population continues to grow. That extra 25% a lot of those are coming from San Diego or the Powe um, school district. I wanted to highlight I'm going to go one more and then I'll go back to that slide. This is one of our our um various special education programs that that's really brand that's very new to Classical Academy High School. Um this is our Pathfinders program that works with students that have extensive needs. Um this year we had five students in the program. Um and we found um they have a they have a fairly small room, but this going into next year we've expanded it.

069We doubled the size of the room. We're expecting to have nine students in the program. In this program, students work for a half a day to threequarters of a day um learning core content with their SAI teacher and their instructional aids. And then the rest of the day, they they take um elective classes with their peers. Um out of the five in in this picture right here, there's five students and there's four adults. So, the ratio is pretty good um adult to student in that classroom. And many of these students, their elective was one of their electives was dance this year. So, two weekends ago, we had our annual dance concert and it was just such a beautiful event to watch these students dancing um together, doing routines together with with their peers in their

070dance class. So, this is a program we're very very proud of and it just continues to grow at classical. And then going back, I wanted to also highlight some of our vows and validatorans and saludiatorans. The main thing I wanted to say about our validatorans and saludiatorans, we kind of do it by program. Our 4day students versus the personalized learning students. Um I I mentioned James a little bit earlier. Oh, that he's not sure on the Mississippi State. He's he's not sure on that. So, he's still deciding. Um but Diego is going to be heading to Pomona College following in the steps of his dad. James is still deciding. Um, Parker and Cole, Cole also has switched to UCLA, so that part is no longer accurate. Um, Parker and Cole are both going to UCLA.

071Now, the thing that I wanted to highlight in this slide, um, the way we choose our validictorian and saludiatoran is how many rigorous courses did you take in high school? And so we take we take about the top 10 students from each program and then we just count up how many AP classes and how many college classes they took in high school. I just thought it was fascinating with these four young men here that together they took 83 AP or college classes while they were in high school. So just super super proud of them. Um, you know, I read the statement from James saying like because of the personalized learning approach, I realized I could take more community college classes while in high school. And um, the last thing I just wanted to mention, it's

072really, really fun to be able to host Dr. Kas and Mr. Peterson every year. This year on May 1st, they toured our personalized learning campus and I thought it was just really neat to be able to talk to students. We would just find students in the hallway and and in classrooms and ask them what they were learning. And one thing that I was fascinated with, I know this, but it's just cool to hear them say it, especially with you guys there is is through the projectbased model we use at the personalized learning campus, the things that the students remember um from their projects. About a week later, I was able to go back to the classroom where they were creating the board games on the on the Cold War unit. And we we were picking

073their brains on what they were learning. But to be able to go back and then play those board games with the students and just again for the students to say, I think it was 24 different Cold War concepts that they had to tie into their project. And it was just really fun to tour with you guys and to hear what the students were learning through this projectbased um model. So guys, last thing is man, we are just honored to be a part of what you guys are doing. One of the seven just really incredible public schools in our city serving all students in our city. Thank you guys so much for supporting school choice and for supporting Classical Academy High School. Thank you very much. Dana, before you disappear, are there any questions from the

074board? Um I just want to um acknowledge the two students at the beginning slide though they they came last time. It's okay. speak. So, please um please thank Allison and James for their commitments at our meeting last month and um thank you for keeping us informed as to everything going on and lucky to have such a an incredible educational community in Escanido. Thank you. Thank you, Christie, and thank you guys for having us. We really appreciate it. So, um, question, um, with the advent of AB84, Assembly Bill 84 coming out of the, um, I guess the committee, uh, Curtis, do you have any update on that? And for those people that don't know, it significantly cuts, um, charter school funding, uh, for charter schools based on parameters. Um so AB84 is a bill that's moving

075through the legislature right now. Um it has a number of different components to cut increases compliance and regulatory environments in a number of ways. It decreases funding for independent study charter schools. Um and it and it increases other uh cuts. As an organization, if AB84 were to be passed, we'd be looking at a $10.3 million cut from our budget in the 2026 27 school year. Um, proposed in that bill is if you have independent study programs, right, who are not on campus but are flexibly personalized learning campus would decrease funding for those students by 30%. Um, and then it and it goes from there. So, it's a challenging um bill. it would significantly impact our organization. Uh we're committed to excellence in everything we do and um a cut of that size would be significant.

076Have they scheduled a vote for that in the assembly? Do you know? I believe it is May 23rd or May 22nd as it comes out of appropriations. And um does it affect your 4-day program? The funding model would not affect the fund the the 4-day program. However, there are other elements of the policy that would make it more challenging to do the work that we do every day and focus on serving our kids and our families. Well, I know that um many people have flown up to Sacramento to speak against the bill. Um it's just another way of taking competition out of the state of California education system. And as we know in the United States, competition is what has made such a great nation. And so I will be speaking out against AB84 because

077I'm very much in favor of competition and letting parents decide where their kids go to school, not 52 state assembly people 700 miles away. So thank you for giving us an update on that. Well, we appreciate your support, uh, board president Weller, and and here at the classicalmies, we're huge fans of of public choice, right? Parents and families. We want to have them access to the best options available to them and the best fit available to them and so glad to be in in this ecosystem as one of the options for our kids and our families. So, thank you. Thank you so much you guys. Is this a shortcut um or a shortfall on the budget? Is this reason why this is happening? No. No. Oh, okay. control. It's totally control. Gotcha. Okay. I need

078more about that later. Thank you for your questions. Thank you for your time. Thank you. Appreciate it. All right. We now move on to section E, public comment, and we're going to start with a report from the uh Escanido School Employees Association. And we can call them up if anybody's here to speak. Hello. Um CSEA has allotted me their time to discuss one of the positions. um specifically uh the learning center classroom assistant and I'd like to begin. My name is May Fay. I've met many of you in person. I've known many of you for years. Uh I want to thank you for all your hard work uh especially in not only doing oversight for our district but also for the service that you do. The importance of your role in our district cannot be

079understated. All of you are important pieces in the leadership and so I just wanted to begin by recognizing that and thanking you so much for it. I know that sometimes you have to stay here till 10:00 and that must be hard and I appreciate that extra service. Can we applaud them? Thank you. Thank you. Thank you. It's it does a lot to see you all here. Um I wanted to begin by noting that two of the students who spoke tonight already uh were involved in independent study. In fact, the Sampas call student of the month went through independent study because of the family issues as you may recall uh we've had that happen at our site at EHS2 almost identical and it's it's tough on everyone but one wonderful thing about this program is we

080offer that flexibility to support students when they're having those difficult times. And the other one uh was Yamallet Chavez. And Yamallet spoke for Project Next. I'm so proud and so fortunate because she's one of my students. And she's just a joy work with because she loves learning. She's always looking for what is the career center offering offering? What is project next offering? What what else can I do? What other things do I have? She just keeps going and trying new things. Um, she just wants to know it all and I just love that about her. Okay. So anyway, um let me tell you, I know I've spoken with you, some of you about the laboratory classroom assistant, but for those of you I haven't had a chance to speak with, um it requires many hours

081of training and then the person who's in this position needs to work extremely efficiently. This position uh requires that we invest serious hours in showing them how to master three pretty complicated uh computer systems, our student information system so that they can contact our families quickly. We are required on in independent study if a student's not doing their work, we have to contact the family or the parent or guardian within one school day. That's ED code. Um we're also required as independent study teachers every week to meet with every independent study student for 30 minutes. So, while the other teachers and I are working with these students, our classroom laboratory assistant comes in and she makes sure kids have their test open. They have to take their tests for academic integrity at the school. She

082opens it. She proctors it. She also monitors kids working at home to make sure that they're not copying and pasting or cheating on quizzes which they can take at home. um to do this she has to know how to use LAN school which is how we see all of our students computer screens. In addition to that um she also has to know how to navigate the online egeneuity system where the kids take the classes through. So she has to learn or he because it we've have had men of course in the position. I'm just thinking of the two that we've had in the past few years. Um, but they have to know all of this information and it takes months to get them up to speed. We've invested a lot of time with them. And

083one of the important things that they do in addition to helping our eight sections of independent study is they also monitor and keep records on the students in our campus online. Those are kids who are usually credit deficient for graduation and are catching up. So what they do is every we try to go every six weeks they pull up their progress. They let them know um what's going on. They call home for any students who are 10% or more behind or haven't worked for a while and they talk with the family and they say, "Okay, they need to work this much every day at home. They need to do this. They're not attending class." Whatever the issue, maybe they have an assignment they haven't completed and they say, "Oh, they haven't done this assignment yet.

084If they don't know how to do it, it's okay. Have them ask the next time they're at school with their teacher." This person gives extremely detailed information, engages our parents at a very deep detailed level in both English and Spanish. um this person is a gate to allowing us to have a team with our families and I'm sure um from his time as principal, Miss Dr. Cauus knows how important family engagement is. In fact, I was fortunate enough to talk with um our superintendent yesterday about the LCAP and I mentioned how impressed I was by the additions Dr. Casus has made to the LCAP. Of course, um part of what our board and cabinet have always tried to do is if a program has been in place, they try to continue to strengthen it. And

085we have been working very hard to do that. Historically, I want to let you know um we actually had a teacher who had been doing independent study since 1988, Marlene Sedorski and probably some of you remember her. Um she's such a joy. Uh I learned so much from her and I feel very lucky to have uh stood on her shoulders. Um, and from her remembrance of 1988 forward, we've always had someone as a classroom assistant. And the reason is that the teachers get so busy in their 30 minutes appointments that if other students are waiting because we have a drop in model, classroom assistant can get them going on what they need. They can help them with assignments. they can um if they need a ride home, they can call parents, get everything situated. They

086also we have students who've been re recommended to our program by Dr. Good uh because of safety issues, bullying on campus and our classroom laboratory assistant supervises those kids when they go for nutrition break or lunch. Um she also is the maintains all of the attendance records for independent studies um synchronous time when the kids are actually with us and when she makes contact. I showed u Mr. Peterson all the contacts that she's made. two of our students she has called over 90 times this school year. Has anyone ever said to her, "No, stop calling." No. She is such a good um and we put a lot of time in training, but she is such a good representative of our district and that's part of her role. Um, I'd also like to mention that it

087is a fact that we are in declining enrollment and we are as a result of um running out of our pandemic funding, we're going to get into a budget crunch, but the independent study program at EHS earns more than it costs. um per EUHSD last year we earned over $130,000 more dollars in our cost. We investing in us and keeping us level is part of how I believe we could stay in the black. How we don't diminish our resources. uh she or he engages those parents and those guardians. She's so crucial. She spends several hours a day working on the phone um or emailing parents. We were in unusual situation in that we had a teacher without the LC assistant and last year their attendance on average was 70%. This year that teacher has 61%

088attendance. The teachers who had access to the LC assistant had an attendance of 95% last year and this year 99% attendance. Some of these students are students with special needs who come to us with PTSD or uh depression and we support them. We support their if they have an IEP or 504, we support their accommodations. She's a big part of that because the teachers aren't always available since they have to do the one-on-one meetings every week. When we're not available, she makes sure that they have their accommodations in place. One important note that I wanted to make was that at EHS um Jason Jacobs supports continuing the learning center assistant and um Ron Duke, the assistant principal who oversees the program, Dave Mousadi, another assistant principal, they support keeping the learning center assistant And according

089to both Sue Pratt, the learning center lead, that's my position at EHS, but at Orange Glenn, it's Sue Pratt. Um, she has spoken with the principal and he supports keeping the learning center assistant. We want to continue to keep our district strong. We want to continue to support all different types of students just as you had in the mission is in your vision, your mission statement. We want to continue doing those things. We ask that you give us the tools to keep going. If that person isn't there every day, 8 hours less of work is going to be done. We're not going to be able to serve as many students. We're not going to be able to serve the special cases that we've been able to do because we won't have someone who can find

090out what we need to know to help them to the next step of learning. We have some amazing amazing students. I I love this job. I love this community. I live here. I've lived here for 25 years. I've worked here for 24. And I am proud of what I've done. And I'm proud of my students who show up every day despite all of their challenges and keep going and keep working. Please, please, I ask you to reconsider and let her continue. Let us continue. We need the team together. We We are very efficient. We would love to show you what we do if you'd like to come visit. We we want to do everything we can to help all the possible kids that we can. I'm happy to answer any questions should you have any.

091Um again, I must thank you for your time and your sacrifice because I know that being away from your families and your other obligations, all this time does and all this concentration because you have to learn so much. so quickly. It's It's a tough position that you've taken on and I respect and admire your courage for doing this. Sometimes people come in and they don't understand what you all are about and even sometimes I've misunderstood honestly. But I think with age comes a little more wisdom and a little more insight. And with this new job I that I've had for two years, I get to see so much more than I have before. And I want you to know that I really appreciate you. Thank you for listening. I appreciate you. Thank you. Thank you.

092Are there any points of clarification? Excuse me. Well, I didn't I don't really have a question for you, May. I just would like to make some comments. Um I know our um district has valued obviously we value school choice and creating options for our students. We have as a district sat and talked at length about our independent study program and how if we are going to remain competitive we must strengthen our um independent study program and continue to invest in our independent study program. I just want to make that point very clear that that this um reduction will make a send a clear message about how we feel about independent study in this in at EUHSD so we can you know I just I'm very concerned if we make reductions to our independent study program.

093Those are my comments. Thank you Trusty Knight. Um, I did want to say and I'm so sorry I did not get your name in it. May I rhyme all day? What? Say that one more time. M A F E Y. May Fay. Yes. I'm at EHS Learning Center lead. I just wanted to let you know that this was the most positive, the most polite, the most encouraging from you and the audience I have seen in my two and a half years on the board here. And trust me, that goes a long way in helping us make a decision to see that you want to work with us, the students, and the teachers. So, I just want to compliment you and everyone that just came here tonight for this. So, thank you very much. Yes. Weller.

094Um, would it be okay to uh also give some time for another CSA member who would like to talk about layoffs? Um, do you know how much time? Um, I think they need a little bit more than the two uh minutes allotted. So, I just wanted to make sure that they're able to express what they want. Hold on one second. Other board members, I do have a question. I mean, this is supposed to be a CSEA report, not necessarily requests about an employee and stuff like that. Then it could be under discussing on a different agenda item, but Frankly, I do think that this isn't a CSEA report what we're hearing here. So, it could be under item number three, comments from the public or actually, no, sorry, that's non-aggendaized. It would be agenda item.

095They they they have a card in. I just wanted to uh lot a little bit more time. So, I appreciate you at least. Uh Okay. Thank you for that. All right. So, thank you for that. Um, as we move on to section uh or item number two, report from the Escandido Secondary Teachers Association. Are there any people here from ESTA that would like to report? Um, since there are I'm going to ask superintendent if this is an appropriate time for me to talk about this. And I think it is because last month we were accused. I rew listened to the transcript and it's six minutes and three and because integrity and truth and what I know this board stands for is extremely important because if you cannot trust that we are following the law and

096doing things by ed code and all there is no trust and so the speaker at last month's meeting said and this school board has not followed the law with these riffs and I'm happy to stand corrected, but we have seen no board action to eliminate 35 sections. And at 6 minutes and 44 seconds, this person said, "I don't think I need to tell you, but you're not above the law." Now, I'm not sure where this came from, but I am going to submit a request for legal clarification because during the public comment to summarize in what I'm asking for legal clarification that it was asserted that these reductions constitute a de facto reduction in force, a riff, and that no corresponding board resolution was passed in accordance with legal procedures outlined in California Education Code,

097notably section 44955. The speaker referenced precedent from a prior year in which formal resolution was adopted for the reduction of 28 TOSA positions afforded affording the affected employees appropriate due process. With that said, I'm going to pass this to the superintendent and I'm asking in this request a legal from our law firm. What is the law on the way we handled it? Because if we did something wrong, I want to understand that. If we did not, I want to make it clear that we do follow the law. Thank you. So then that takes us on to educational services division. Oh, sorry. This is comments from the public on non-aggendaized topic. And we do have a number of speaker cards. We have uh six speaker cards and all six want to address the topic of item

098G6. Five of those six would like to speak now at the public comment time and one indicated speaking immediately prior to item G6. Uh Daniel Varela wants to speak at the item itself according to the card but the other five like to speak right now. Okay, very good. Um I do have Yeah, go ahead. One of them will require a translator. Okay, great. So, I have to read the script for board meeting. Public comment for agenda items. For public comment related to an agenda on the I'm sorry, an item on the agenda, the board will hear those comments directly following staff presentation. The board shall limit Am I reading the right one here? Yes. Uh the board shall limit the total time for public input on each agenda item to 20 minutes. Generally, each person

099may speak for up to 3 minutes, which will be timed 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. Following public comment, the board will entertain motion and a second and then convene discussion on the item. Public comments not related to an item on the agenda will be shared during the public comments section. So, so the first person I'm going to call is Roxan Marin. Evening board members, cabinet, student board representatives. My name is Miguel Marin. I'm actually here with my wife Roxanne as parents uh to speak in support of the laboratory classroom assistant position for the independent study program at Escanido High School. Um, as board members, uh, you've been interested with ensuring that

100every student receives the highest quality of education possible, one that meets them where they are and provides them the tools to grow. And that's actually why I'm here to speak to you today. We were elected to provide leadership and oversight to make sure our district stays aligned the values and priorities of our community. And I want to be clear that this community values support, structure, and intervention for students who need it most. Laboratory classroom assistant laboratory classroom assistant provides just that. Board bylaws state that you are responsible for reviewing matters brought by the superintendent and the public. I'm one of many parents asking you to seriously consider what is at stake. We are not just asking to keep this position. We're asking for you to protect the structure that helps struggling students turn things around

101and make progress towards graduation. I stand before you to please ask you to not take the support away that we received from the laboratory classroom assistant. Your students deserve better and we are counting on your leadership to do what's right. Thank you for your time. Thank you so much. And the next person is Edward Seigal Seiguel. My apologies. I was submitting that card on behalf of him. He didn't end up making it and I didn't I was meant to submit my card. Is it okay that I speak? Okay. Good evening, board members, cabinet, and student representatives. Tonight, I want to share a personal story that reflects the heart of what this district's investment in the laboratory classroom assistant for alternative education means to students and what's at stake when that support is at risk. I

102grew up in the LA County area and attended school there until my senior year. I was a strong student, honor role, AP, and then an international balorate student while also being an athlete and an active member and leader in a variety of community service organizations. I built deep relationships with my school and community. But like many of our students, I faced unexpected circumstances that changed everything. My junior year, my grandmother was diagnosed with cancer and passed later that year. My senior year, my grandfather fell gravely ill, and we were told our time with him was limited. He was not expected to make it to my senior graduation. They are people who I looked up to with the utmost respect and shaped me into who I am. In hopes of finding a support plan, my family

103contacted our school administration and that is when I first met independent study. But it wasn't sustainable. I was met with an unmanageable workload, harsh deadlines, and inconsistent teacher support due to them needing to manage their in-person case load and administration telling me that I needed to be more understanding of their schedule and find time. My family presented me with the option of moving to find a school that would provide me with the support I needed. And I was faced with a difficult decision. Do I sacrifice my community and relationships to move to a school that could provide me the support I needed? Ultimately, we made the difficult decision to move and that is how I have come to meet and grow in this wonderful community. That is why the investment this district makes in this

104program means so much. I see what happens when students are given structure, flexibility, and proper support. I see students who have experienced trauma, illness, or academic challenges find their footing and even thrive. But that level of care and support only works because of the structure and people in place that we have, including the laboratory classroom assistant. This role ensures students aren't left behind. It ensures students who are already struggling aren't told that they need to wait, but instead are met with immediate hands-on help at a time that works for them. I respectfully ask, please continue the classroom laboratory assistant. Let's not take away the kind of support that could have kept me in my original school and is currently helping students stay in ours. Thank you. And um the next speaker, according to this card

105right here, the box is checked that she will need an interpreter or he will need Gonia Ala. Are you here? And do we have an interpreter I think in the back? Yes, she's going to come up. is Gregor. Children's I just this ticket. Um Um again this is Okay. Thank you. Um I hope we are able Gracias. Thank you. We're very kind with their children. Uh thank you for the comments and also thank you for the excellent translation. And then the next speaker will be uh Genesis Agraren. Very good. Good evening. My name is Genesis Arigin. I'm currently a senior at Eskanito High School. Today I'm here to ask you to continue the position of a classroom laboratory assistant in the learning center. I have been positive positively affected by this person in several ways.

106As someone who deals with anxiety on a regular basis, I can say Miss Reels has helped me feel more welcome and significant than teachers I had for classes before. She always smiles and greets me as if I were one of her children along with the rest of my classmates in independent studies. She not only worries for me, but keeps me on track and ensures that I show up when things get rough. She also makes sure my makes sure that my IEP are rules are followed when other teachers aren't available. Many young people in my generation faces similar challenges and in meeting Miss Rios, I feel like she can inspire them to preserve and feel valued the same way she does for me. As I also had trouble going to school since I usually feel like

107I'm being judged and dealt with bullying. But as I enter my se my senior year, I've came to the realization that I truly enjoy going to school and that I will never change my mind about enrolling in independent studies. Thank you for listening and have a great day. Thank you for your little u speech there. It was very clear and we're glad that you like coming to school again. And so then we're going to finish up public comment with our own Alandre Pena speaking on behalf of Yer Pablo. So Alandre um you may speak. To be clear, I don't know them personally. So u I'm just reading um by them by their behalf. Okay. Um dear board members and cabinet. I am writing to you today as a student in the district to ask you

108re reinstate the position of class laboratory assistant in the learning center. Throughout my time at the program I have seen how much this position values academic help and overall supports and well-being of the students and teachers. Being a lab assistant is a crucial role in helping students who need help. when teachers are busy or unavailable as well as improving materials like paper or pencils and translating for students or parents when don't when they don't speak English or Spanish. The lab assistant is someone who can count we can count on every day when we need help. If we lose this position it will it would create a serious problems and come with chaos. There are students who need help with understanding a lesson. help check quizzes and exam, call home when there is an emergency, or

109just get supplies a student needs to to learn. Without the lab assistant, there will be long waits to get check getting help and will cause chaos and affect the students in their learning and make the students lose motivation to work. Personally, I have seen what Miss Rios can do for the learning center and it has made a difference. She has she makes sure this that students are there. If they aren't there, she calls homes to see if something is wrong and to make sure the students are okay and they do their work so they don't get behind. She also understands students in an emotional way because one time I I want to I wanted to ask for a check and she noticed I was anxious and she told me that he told me that everything

110is okay and there was nothing to be anxious about and that I did well on my test. The support that Miss Rio gave us can never be replaced. If her positions were come to an end, we would have no one to help us or support us the way she does. That goes beyond the classroom. I ask you to consider her position coming to an end and that her job is not just a job. It's a lifetime help for everyone in the learning center. Removing her would just cause a ripple effect through the whole learning center affecting everyone with getting help and well-being for students to continue working. I can only ask you that this position stays so students get to receive the hope that supports them. Miss Rio gave me success in my work. Um

111imagine independent study as earth and as a step as oxy oxygen water and land essentials for life. If we were taken away, we couldn't survive as they are important for us to survive. And if we terminate Miss Reels, we could not move forward as she is an important essential for us. And if we remove her, it would be chaos and it would not we could not live to Miss Fea and Miss Rios. Uh, sincerely, Yay Estrada Pablo, 9th grade student. Thank you very much. Um there's a question. So um Dan Daniel Verella um you wanted to speak at a later time under the agenda. Go for it. You're up. You're up. Yeah. Thank you. Good evening. Hello. Uh, my name is Daniel Varela. I'm a Orange Glenn High School alumni, class of 2008. Um, I

112wrote a little something, but I think I'm going to have to go through it very quickly because of the time a lotment, but um, I wrote here that, um, my my roots run deep here in Escanido, especially at Orange Glenn High School. I went to school at Orange Glenn High School, graduated 2008. I was I met my wife at Orange Glenn High School. Um, in my time there, I've worked 70 years in the special education department. I worked quite a lot of that time with uh Courtney Coffin. I uh I worked uh I currently work for the last six years at campus security at Orange Glenn High School, but I've also been coaching. I'm the head wrestling coach there since 2013, but I've coached there since 2011. So, um I love Orange Glenn. I love

113Escandido. I love what we stand for and I love what we've been building uh for many years. Um my wife has seen what we've been building in at Orange Glenn in our communities uh with our students with not only through sports but through clubs but through just our interactions with with the students and um for years she's tried to get into the district um to be part of that to to be part of what we what she sees to be part of her community. uh she's always said, "Oh, I want to do I want to be part of what you're what you're doing, what you guys are doing with friends and family and people that we've grown up with being at Orange Glenn working there with our students." Um she finally did it. She applied

114and uh got the library clerk position back in February of last year and she loved it. She loved every minute of it. She loves who she works with. She loves the middle college kids she works with. Um she actually started her own club and has uh established a deep connection with a group of of kids at school. And um like the classical academy principal that was saying uh building those uh meaningful relationships and uh uh with with our students besides the classroom setting. Um and I know that people love to come and get assistance from her in in the library. Um I wrote a little bit of something about just how important um that position is. Um, but before I do that, I would just real quick before I run out of time, uh, just

115thank you for your time, but say, uh, I would like to respectfully, uh, ask that you reconsider the proposed cuts to the position of the lab lab, uh, laboratory assistant and then the library uh, clerk. Those two positions, I know you heard a lot about the first one, but um, especially the library clerk. Um, I'll skip to just the importance of uh the eliminating the position will negatively impact the the daily operations of our school. Um, as you know, we have middle college at Orange County High School, which is something that most other campuses don't have, which means we have a whole another set of books, a whole another set of of tasks that are uh not included in anybody else's job description since this job description is uh 14 years out of date. But

116um without this role uh tasks like billing, inventory, uh helping the students with their student view, other tasks would go to other members of our of our union. And um we just feel like there's so much there that she does that's necessary that I I just ask that you reconsider uh that position, please. Thank you. Thank you all for your comments. Um it is almost 8:00. So um there's no action items taken in public comment. So but thank you for speaking so clearly and articulately and politely. It really meant a lot to all of us. I know the board agrees with that. I'd like to take a 5m minute break right now and we'll reconvene here at approximately All right, we're going to reconvene the meeting at 8:02 and um we are in section F

117item one although there's an asterk there for consent items which means that it's just approved D in a lump of different or lump of things together that trusty Knight so eloquently stated and yet I wanted to pull this item from F1 which was the uh one of the trips that we have for the approved field trips and conferences. I know that Dr. Kasus you're very patient with me as I continue to look detailed into these things. So I just over this time I want to just say thank you for allowing me to look into it. Um, I appreciate you finding different um, uh, trips and coaching things. The item that I wanted to discuss is the one dated uh, October 5th through October 7th of this year. And it's for an organization called or a

118convention called teaching uh, teaching leading coaching TLC. And in the explanation, it says, "Attendees will gain valuable insights into effective coaching strategies, innovative practices, and practical tools to enhance their coaching skills." What I think I'd like to do is I'll just read what I found on the website, and I think that it'd be nice because we do have time between now and next month to get a little more insight on this. But under the TLC conference and under the main speaker, the instructional coaching group, there was an item that I read in their summary that I was really distressed about and I don't know if it was like misplaced, but let me just read that and I'll hand this to you. I you know I superintendent you can help me on this but in terms

119of what we do for action items but it says in here um and I'll summarize and then I'll quote reform what then is the fundamental reform referred to uh in the definition of radical in this context the reform is to transform our students learning experiences into one to where students are inspired to learn and not coerced into simply passing tests so Far so good. The reform is to respect and excite students with possibilities rather than controlling and enforcing them so we stay in control. This is the line, the sentence that really would concern me. The reform is to celebrate creativity, joy, and fun, not enforce behaviors such as handing in things on time, being obedient in class, and following instructions. Now, I did not summarize that. That is actually on their website and I would

120like to table the approval of this conference till more research can be done on that. So, superintendent, do I need to ask for a second or conversation? How do we do that? Just I'd like to address something. Um, this conference is one that we provide professional learning for our director of curriculum and instruction who's actually here, Miss Kelly Griggsby, and her team, content specialist, math content specialist, science content specialist, and literacy content specialist. They attend with the lens to learn about research-based instructional coaching strategies to improve teaching and learning. Um, we attend a variety of different conferences throughout the year. Do we agree with a 100% of the vision statements of all the organizations that we attend to? Absolutely not. Uh we try to go and see what is out in the field, what are

121the best practices that are researchbased and we take the nuggets of them. But by no means because we send a team to like an AVID conference or to an AP conference or to X conference, does that mean we wholeheartly agree with whatever they're saying and doing? So I just wanted to put it out there because I understand the point and uh we're happy to provide more information. So So thank you Dr. Kauus. I appreciate that summary. Uh superintendent. So to um answer your procedural question um as as the administration we would uh we are recommending that you approve all of the trips and conferences on the list. However, procedurally, if the board wanted, they after discussion could make a motion to approve all of the trips on the list except and then you name the

122specific one that you are excluding from approval. You would craft that into the motion. Somebody would or second it and you would vote on that. Okay. Well, is there discussion before we ask for the motion? Is that okay? that would be uh appropriate that um you can have some discussion and then craft a motion or you can go ahead and craft your motion right now and then discuss it but discussion will be required. Cool. I'll craft a motion that says that um I approve um I'd like a motion for approval for all the field trips except the one for TLC to bring back at a later date with more definition of maybe the breakout sessions. So that would be my motion. If I don't get a second, it fails. And if I get a second,

123it can move to discussion. Any second? Well, actually, I need a motion and a second. Yeah. Did you make the motion? I made the motion. Yeah. Okay. Then I'll make a second. Okay. So then we can now open it up for discussion. Um so based on there's obviously more time. I think it's important for the board me uh I would like to see all board members comfortable with the conferences. So if there is an opportunity to do some more research and um recognize while maybe that wasn't worded well, I think the concept of kids having more fun versus punitive actions is probably maybe punitive would have been a word they could have chosen versus whatever they described it as. force. But um and I, you know, agree with the concept. Um personally I I see

124your concerns with the way it was worded for sure. And then how would that be presented to teachers and then how did you know how does that then get brought back and how is that presented to our teachers like that kind of so I get it. So, let's um if uh I'm comfortable moving forward with all of them except that one until there's more clarification. It seems that we have time to work through any concerns. Thank you, trustee. You maybe elaborate on where this was found. Was it some speaker's particular bio? Was it where what's the background behind? Yeah, the one of the main and I have the link um I didn't send it out but the link was Y radical Y learner in structural coaching group is one of the speakers as Dr. Kasa

125said it was one of the lead well actually it was the lead um how do I explain it was like a keynote but he's the guy that really was bringing a lot of the speakers together under his uh oversight uh my my comment on this would be I I do agree that you know there may be some courses there are some sessions that we do not 100% agree with uh I know if we said, "Hey, you know the CSBA conference that we go to every year? If we don't agree with a keynote speaker, we shouldn't go." Well, I probably would never have gone then. Uh, that's the way things go. Uh, our teachers are smart, they're intelligent, they're going there to learn and get information. I believe it's a good thing for them to be

126exposed to different options in different ways. And I give my teachers credit for picking courses that uh sessions that would be good for them. Bringing that information back here. There will be if there something that they're picking up there that we really don't like, there's going to be plenty of opportunities for that to filter into the system here and we'd have plenty of opportunities to do something about it. So myself, I'm fine with having them go to the conference because we'll never find conferences that meet 100% of our 100% agreement for all five board members. Thank you. Uh I say having having attended a lot of conferences in my day and especially even with CSBA, there's plenty of classes there that I did not agree with. Right. But well, but we attended it and again

127I like the the term the lens that we viewed the course for. We the or attended the conference through I think um I think makes sense to me. So honestly I don't have an issue with it. I I agree with the word choice that you're sharing right and there are some concerns with that. I think uh you know ignoring behavior and other things I think all teachers would would be concerned with that topic. Um, so I I do agree with with Bill and that I think let it ride because you're never going to get a perfect conference. Dr. Vincent. Yeah, I I have to agree that, you know, I got to give credit to our teachers and that I think they know how to filter out bad ideology. And I'm assuming that John has done

128his due diligence in approving these or and I just don't understand why they would write something that you know say that it's okay for a kid to go be corrupted do whatever discipline. So that to me that I don't I think uh how many teachers would allow that to happen? I think zero. Right. So let's I have no issues with this one. I I have to don't have a real feeling that is that deep and and again you've gone to conferences I have and I select it which I'm going to it's marketing and you always make the abstract something interesting exactly right and I do the same thing. All right well then I'm going to I can tell where this is going so you would you President Weller would you like to amend uh the

129motion at this point? amended that we can approve all the conferences. Um, and so we'll vote on that and then I have a quick comment. So all in favor of approving F1 and all the conference, you should have a second to the amendment. Okay. You have to you're state your amendment to you. Well, the amendment is that we would approve all field trips and conferences under F1. Second that. If you have a comment, you still need to I'll say it afterwards. Yeah. Uh, basically, Bob, I think since we have a motion, we probably should just let that one die. Yes. Agreed. Not take a vote and just go back to the original. It's not even an amendment then. The original item. It's not being amended. Okay. All in favor of F1 say I. I. It's

130written I. All right. Student board member and the student board member Alandra. I. Okay. Thanks. Um I would like um Dr. Casus maybe a little more detail on that conference to kind of understand that. Okay. Perfect. Thank you guys so much. All right, we move on to item F2, special education presentation number three by Dr. Jeremy Owen. And so we turn the floor over to you, doctor. Getting comfortable up there a little too much. I did want to make a comment though. Um, you know, thank you u board members cabinet for um being so invested and interested. Um, you know, I think that that tells a lot about where your focus is and um know this is a population of of individuals who need support. Um, with that said, I also recognize this is my

131third time here, so I need to be direct in some of the questions that are being posed. And so, um, this presentation looks a little bit different than the previous two. Um, Dr. Vincent provided some questions relating to school safety. And so what we'll go over today are kind of direct responses to those questions. Dr. Owen, do you want to remind them that they also have an accompanying document as well? Yes. So you should have the questions that were posed. Um and the the presentation that's up here are just some bullet points, some speaking points, but in front of you is a little bit more um narrative in in describing some of those nuances. you can see the specific questions and the responses. So, um starting off in terms of um are our campuses ADA

132compliant? The answer to that is yes. Uh really we're looking at accessibility and uh you know we have ramps, we have um elevators, the width of our corridors is wide enough in our restrooms. We also have facilities for uh students with physical handicaps. In some of our moderate to severe classrooms, there's actually um a bathroom in the room and so in there we may have lifts that that the students have to use. Um the answer to the second question is a bit lengthier in terms of what are the risk assessment protocols and while we don't have necessarily a quote unquote risk assessment there are a number of assessments that we do for students who may be at risk for a variety of different concerns. So in terms of students who have um mobility needs or

133or physical handicaps, what we look at it it's always in the answer to a lot of these questions about gathering information is doing assessments. Um you know, we have professionals in in particular fields that come in and do assessments in those areas and make recommendations to the IEP team. So if the concern is about mobility or physical issues, we might have a physical therapist or an occupational therapist. Um our district nurse does assessments and communicates with you know their private doctors to provide medical information. We have an um orientation and mobility specialist that can also do assessments and give um recommendations to the IEP team in terms of behavior concerns. And I know that's a lot where this presentation is kind of revolving around and I've spoken before about a functional behavior assessment. And so

134these are assessments that are conducted by a behavior specialist or a school psychologist. And the point of it is to really understand what is the function of this behavior. Why is an individual acting in this manner? Um and so there's actually when you break it apart, there's a lot of pieces to that. You know, what's in the environment? What are the anticedants? Are there triggers? Are there warning signs? and understanding what what's the nature um that's causing this behavior um causing an individual to choose that behavior. It's also looking at what is the status after the behavior happens. U what are the consequences to that behavior kind of what's left? Um you know if you think about a student who's constantly maybe grabbing um individuals well part of this assessment would be to look at

135what is the function of that grabbing. Is he trying to get some sensory need met? Is he trying to get someone's attention? Um, you know, maybe he can't use language, so he's choosing to do this. And so, it's really to understand what is the individual expressing through behavior. All behavior is communication. Um, and I will go into this a little bit more, but essentially the the behavior plan is developed to outline what are the environmental arrangements um that we can set up so the likelihood of this behavior will not happen. How are we reinforcing the behaviors that we do want to see? What does that reinforcement that schedule look like? And then finally, some of these behaviors are going to happen. Um, you know, we know that in changing behavior, we all make missteps and

136so what's the appropriate response to this maladaptive behavior? Um, so in a later slide, I I'll talk a little bit more about that behavior intervention plan, but just to know that for um students who have known behavior concerns, that's that's really the process is gathering more information and having a specialist come in and inform the team about strategies that can be effective. Um finally I I wanted to address in this that um some behavior does pose a threat to an individual's self or to someone else. And so uh we do have procedures to conduct threat assessments and that can be done by a variety of different staff members from counselors to social workers to school psychologists. And the purpose of a threat assessment is to really understand what is the risk and what is the

137potential danger. Um and then through a series of questions, it's an interview um with with an individual. Um then it's kind of determined about what level of intervention needs to happen based on how um valid the threat may be. So a quick followup question to some of that. So I think some of the questions that do come up um and one of the reasons why we're talking here right is because when I hear you know we you follow the assessment you follow the process you follow the book which is exactly what we what we want you to do the question is is what's usually the timeline within that process or procedure right oftentimes if you've got a potential safety issue right and it takes you know you got to set up the meeting to have

138the assessment so that's another week from now and then you have to you know have the follow-up meeting with the that's another week from now and then then before you know it you've have a have a safety issue but because you followed the book right it's it's a eight weeks before something happens yeah that's I I think that's where a lot of the questions come up is that back here great question um so in in terms of the law it outlines that an assessment can take place over a day um a span of 60 days but there is also recognizing that what is the risk or what is the safety concern concern and some situations would warrant a faster timeline. Um, and so, you know, I think to answer that question kind of more directly

139would be it's it's a determination between the assessor kind of their workload and administration and myself in determining how how immediate does this response need to be. Um, there there are sometimes that gathering the information can take time. So, it's not always this immediate turnaround. Um, but that's not to say there's no hard and fast rule that oh, we're given 60 days, so we're going to wait those 60 days. Um, I don't that's it's not the mentality, but I I would say that there's no hard and fast rule, but I think that, you know, physical abuse, verbal abuse, sexual touching, or just touching should immediately jump the speed at which things get done. Like I think that there should be written somewhere in there that if those one of those three things happens, you get

140this whole thing's going to be solved in like three weeks. I'm assuming that you prioritize things, right? Well, I don't know. I mean, we've seen we have not seen that per se. Totally. Yeah. You know, throughout the course of the year, there are a number of different incidents that we deal with. Some which go faster, some which don't. um you know I'm familiar with one you know that um in hearing your desire that things had moved faster and that's certainly something that we can focus on as we kind of talk about as we work with our groups of assessors and saying in being able to prioritize prioritize and triage uh what what someone's workload looks like. I I'll just I'll just add a quick note that there could be the assessment done by the be

141uh functional behaviorist which maybe the perhaps the student team that's working with the student don't agree with and then you have a result and now we're in a tough legal place, right? And furthermore, you have a changement of um placement meeting that needs to take place where everyone needs to be on the same same page regardless of what the assessment results are. So that adds to the timeline as well. So it's not just the assessment piece. Any follow-up questions to that one? Um finally, I know we've talked a couple times about ratios. And so you can see in front of you, those are essentially averages across the district. Uh for students who are more mild to moderate in our co-taught classes or our specialized academic instruction classes, um the ratio of students to teacher to

142adults is 15 20 to1. Um all of these ratios that you're looking at are consistent previously with the districts that I've worked with with our neighboring districts now with the county. Um so in terms of looking at these ratios, you know that they are appropriate in terms of what schools locally are providing. Um looking at our more moderate classrooms, so these are students in the journey program who need support with social emotional uh their social emotional needs or in our functional skills class more working on self-help and um independent type skills. Those ratios are generally about three or four students to one staff member. And then of course looking at these numbers, this also isn't a prescription. When we're looking at staffing a class, we don't just say, "Oh, here's our ratio. It's done." There's

143also consideration for each student that's in the room about what level of support they need. Again, to bring up another assessment, there's a special circumstances instructional assistance assessment that looks at why might an individual need an aid? In what settings do they need an instructional aid? Is it for safety? Is it for behavior? Is it for communication? For academics? So, that's an assessment that's done and recommendations are made to the team um the IEP team. And so, there are some students that even though there might be these adults in the room, then there's an additional staff member to support that one individual student. Can I ask a quick question? um for the one-on-one aid based on classification. What if one of those individuals is out for injury or do you have a backup? Um what

144do you do there? It's it's a challenge. Um so what the most immediate step is to post um you know looking for a substitute. Sometimes we are successful where we find someone and generally that person is interested in staying for a longer term. So it's kind of like within the first week we know we can cover the position for the duration or we're in trouble. What I mean by in trouble is that we're not able to immediately uh fill that spot. And then that's where you see this bottom line. The the program specialist kind of the the special education um administrator at the site needs to look at, okay, who are all of my staff members at this school? And again going back to triage, what students absolutely need support and where can we look

145at having some some absences? So sometimes there's an a situation where somebody hasn't can't support that activity. What happens to that one-on-one? Is it now two onone or they have to you know manage new students that generally and I'm I'm just kind of ballparking the numbers here but if there are 17 instructional aids at a school site and there's a someone who's working one-on-one um with a student with behaviors we'd go and look at taking another another staff member that has a different assignment and moving them to coverage. Okay. So you do have a contingency plan then? Yes. Um and it is specific by sites. Okay. By need. Okay. Um in in our two more severe classrooms, one are for students who have uh more medical needs and another is for students who have the

146most significant behaviors. Um the ratios in those programs are generally two or even one one uh for all the students. All right. So, moving over to teacher and staff safety. Um, so in there's a question in terms of how are we providing professional development for deescalation. Um and two two of the trainings that were specifically asked about are integrated into our professional development um model that we work with staff in training. The first is PBIS. Um this is a tremendous resource in terms of proactive strategies to implement um to kind of reduce a problem from getting bigger. I'm sure you've seen the these tiers a number of times before, but PBIS strategies address general education classrooms. You know, what regular what any staff member at the site can do. And then you have students who

147aren't responding to that, a small group of students. So, what's kind of the next tier? What's the next level of intervention? Then you have a very small percentage of students who don't respond to that kind of small group support. So, what's the intensive individualized support? And so we draw a lot from those types of resources and integrate them into the professional development that we that we do. At the start of this year, we had a pullout day for teachers and then a pullout day for instructional aids. And this was essentially the meat and potatoes of that presentation. Um we did talk about our continuum and what our services look like across the district. We also took a lot of time though in talking about what are accommodations, what are modifications, um what is a prompt

148hierarchy, how do you help with communication? And so it's a lot of these skills that if we're able to be proactive with students kind of um you know work with them in a manner of best practices and what's proven to be the most um efficient then the likelihood of these maladaptive behaviors is going to decrease because students needs are being met at that tier one level. I like this. Um I just got a few questions uh regarding your support. Um for examples there are what are the levels of tiers as it relates to instructional support for example entry level versus experience aids and how do does that differentiate the impact a deliverable classroom setting. So for each group they're trained specific manner, right? How is that impacted potential classroom? That makes sense. Um I'm a

149little confused just in talking about in terms of the longevity of a staff member. Yeah. Like for an entry level versus an experiencing Okay. Yeah. Um I think that our onboarding and how we're we're training new staff members is something that we need to improve in. Um, you know, I think a lot of times is that we will do the we'll do the hiring, they'll have a placement, and then it's really left up to the site, um, in terms of integrating them into the culture and training them where they need to. I will say a lot of this training is very hands-on and you're going to learn through experiencing working with children. Um but I do have an intention to look at what is that onboarding? How can we be more consistent with our program

150specialists across sites because it's not you go to one site it won't be the same experience as going to another site. So there's no standardization. Correct. Um so in that case uh who is responsible providing the support? How is it across the state? The hiring of instructional assistants. Yeah. Um like a new special ed uh teacher and their onboarding throughout the year. How are they monitored that they're in the past? Yeah. So myself and um we have a coordinator and three program specialists oversee all the hiring of different roles and at different sites. um in that hiring process will include um instructional assistance to give some insight into they're actually doing the job so they can speak to the qualities they see. Okay. Um and then the the individual that's hired is evaluated by that

151by the program specialist. So that's where I see is is the commonality is that if the five of us are all consistent and we develop a training series then that's something that we can roll out to to anyone and and then have that consistent. Thank you. Um so on this chart you can see some of the other uh professional development we do around trauma-informed care. Um I spoke a little bit about behavior intervention plans but we have two behavior specialists in the district and this is really um I think this is something that teachers find very beneficial. Uh professional development is great I think in terms of conveying ideas but what our behavior specialists actually do is they're on site 100% of their schedule and they're working with school teams to talk about individual students.

152So it's consultation it's problem solving. if they end up writing a behavior plan, they work with the teacher and the staff in what that should actually look like. You know, it's one thing to to read, uh, but it's another thing for them to be there and model. Um, and then they also work with some of the students as well. So, in terms of the the deescalation question, I think that that's a real value to us is um, you know, having those those people to talk about specifically, you know, a teacher has a question about this behavior. Okay, we can talk about exactly that. And then um the crisis prevention inter intervention training is um it's 90% deescalation strategies. It goes through a hierarchy of a student as they kind of escalate and get more and

153more out of control they call it. Um and then there's also a component of the restraint training. And so this is where a student um is a quote-unquote outofcrol individual and um they're a danger to themselves. And so then there's a physical intervention that needs to happen. If that ever happens, that is something that's done only by people who have completed this training. And the training needs to be renewed every two years. in terms of safety risk protocols. So for many of our students, the behaviors are known. There's there's a history that we can see through their records. They've had behavior plans coming up through the elementary school. And so um a lot of our protocols is to make sure that everyone is informed about what the challenges are and what the responses are. So

154in a behavior plan, it really outlines what are the specific behaviors that we see, what is the intensity of these behaviors, how frequently are are they occurring, um what's the most impact that these behaviors have had? And so it's very clear in in determining this is specifically what that child is working on. And there's multiple parts in the behavior plan about how actually to decrease those. I'd mentioned earlier there's a whole section on environmental supports. What are all the things that we can do that are going to reduce or eliminate the need for that individual to demonstrate that behavior? um you know if they're getting frustrated with work and they're running out of the class well okay let's look at building in breaks throughout the day so that the student gets that release and they

155don't get to that point of being so overwhelmed that's a lot of that's the first section second section is really looking at what is a functionally equivalent replacement behavior. So what is something that's going to get that individual what they need but in a pro-social way. Um, so if you have someone who's disruptive and they jump up out of the chair every time and shout the answer, okay, well obviously they want to be included. They want to share the information they have. Raising your hand is a functionally equivalent replacement behavior that's more pro-social. And so I'm going to target I'm going to teach you how to raise your hand and I'm going to reinforce you every time that you're doing that. Every time you raise your hand, I'm giving you positive feedback. And I'm going

156to keep that going so long that that your behavior pattern shifts then from jumping up and you know yelling out to oh I I know something good will happen if I raise my hand. So that's really the substance. A behavior plan isn't just saying like how do we make this stop? How do we make this go away? But it's how do we teach the the person something different so they can still express their needs but in a way that's not going to cause a problem to anyone else. Then finally, um, the last section is, you know, we're we're realists. We recognize that these behaviors still may happen time to time. Um, and there's kind of the escalation chart that we build. This is what it looks like kind of at a low level. This is

157what it looks like at a medium level. This is when it's really that acting out and matching that is a what the staff can do to respond in that situation. So whether it's an instructional assistant or the teacher or you know a sub who's in there, they know that, oh, when this student gets up and starts yelling, I can just look at this chart, this is what my response should be. So that's practicing consistency with the hope of that being the highest the behavior escalates to. Um, if it's a new behavior, obviously we weren't we're not anticipating it. We don't have things in place for that. And that's going back to okay, we have a problem now. We need to address this. And that's where we would start that that functional behavior assessment. Then get

158to the point of expecting or knowing how to respond to expected behavior. Um the process. So if staff gets injured or sustains an injury, um they are asked to kind of depending on the circumstance because this can happen in a variety of different ways. Um but it's to inform their administrator as soon as possible. And so really the our practice is to find replacement help for that person, have them come in, they fill out an injury report. Um and then also just like anyone um any workers's com type of concern, they would call the company nurse to get medical advice about how to respond to that. Um and again as a follow-up the conversation with the team, the person who got injured, the teacher, the behavior specialist to understand like do we need to adjust

159what our plan was? Number of times something might happen because staff is working with another student and they don't know what's going on behind them and then all of a sudden they're involved. we don't need to necessarily change a plan other than talking about all right let's be aware that because this is happening in the classroom versus something that's more intentional and then recognizing like maybe we need to switch staff who's working with that individual maybe we need to have some type of different plan revise the behavior plan IEP and student specific supports IEPs are reviewed annually or whenever someone on the team requests a meeting. So, at the very least, we're meeting once a year to discuss what's in the IEP. And there's a lot of different sections of information. So essentially if if

160you can picture I spoke before about the present levels of performance compartmentalize communication into one box academics into one box behavior social emotional and so we really outline what are the present levels of this student and then anywhere where there's a concern whether it's medical um you know physical behavior somewhere in that IEP is going to be about how we're addressing a concern is it something is it a skill deficit that we need to teach. Are there accommodations or considerations or strategies that we can use to help remediate what that issue is? And so that's really that's the essence of what the IEP is is it's recognizing this individual has a disability. Here's how they're currently performing in all these different areas. If there's a deficit, how do we address that so that they can

161be successful um not be, you know, held back by that disability? Um so in terms of like are we looking at these safety components you can see that each of each of those concerns are addressed through that document. Now the um the IEP is developed with the family. So questions about engagement is they they know you know a lot of this a lot of the IEP talk there is a lot of um academic language and it is a long meeting so there's a lot to cover but the parent is integral in determining where are the concerns and then what are these strategies that we're going to do at school to address those concerns. Um without their consent we're not going to be implementing what those strategies are. So parents are informed. They've given their consent

162for these. Um and then there depending on what the situation is, parents are notified in a variety of ways. If it's a significant um episode, whether that's medical or or behaviorally, they're notified right away. Um there are I'm sorry, I'm going to intercede here a second. Hey David, you had sent in several questions and in we're at a half hour on this presentation already. Are there certain specific questions you still need him to get to on here? I just go to the I I think we covered some of this previously. So let's just go to the last slide. Got a couple more questions. Um well my mine more specifically is going to be on train. I think that's important. Yeah. Um, so like who who oversees professional development? That would be that. So you do

163all the so you do all the you oversee the training, professional development, instruction, assistant, other supports. Is that correct? Yes. Okay. And you do that like in a classroom environment or how often is Yeah. So that was really a push even from my predecessor um last year in building up the capacity of our special education management team. So that's looking at our behavior specialists, our therapists, um our school psychologists and really pushing out and amplifying the amount of professional development that is offered. Um I think going back three years um looking at data I think maybe there were three staff members that were trained um over the course of that year last year our data I want to say that um it was something and I'm sorry I don't have it in front of me

164but 90% of teachers and no I'm sorry 70% of teachers and 100% of instructional aids did some type of professional development last year. So there was a big growth in that but there's not um that is one thing that we're working on is building a systemic way to deliver that. Next year I'm looking at again working with the coordinator and the program specialists in developing a training series that we can offer to teachers that's optional um and that's even in video format so they can do it at their convenience. It is something that's offered to everyone because right now it's really um if one site has a priority or is working on some type of special um professional development, they'll present it to their site. You know, their staff, their instructional assistants will see it

165and then maybe or maybe not it gets it gets passed to the other site. Um, so how many behavioral support staff members are currently serving the entire district and how do they are they deployed across the sites and programs? So um like as in terms of behavior specialists yeah that so we have essentially right now one and a half behavior specialists. Um one is a full-time is a board certified behavior analyst and she's at all of the sites. The other the other staff member is a h part psychologist, half behavior specialist. Do you feel that's enough? Not a trick question. Yeah. No, I I was just thinking through. Yes, I feel it's enough. Um the feedback that I have from special education administrators are that student needs, student behavior concerns, um with the exception of

166one that we've kind of been talking about were met promptly. Um and I know that individuals when I spoke with them and did their evaluations, they did not feel overwhelmed. They felt busy that their schedule was full. Um, I think that we've this was a successful year in the staffing that we have. Guys have any questions? Thank you. Okay. So, David, you're good. You got your your questions answered. Hey, I think uh I think the indication to be Yes. Anybody else? Appreciate again. I appreciate it. Thank you all. We'll we'll have you back next week. Okay. Thank you so much. I appreciate it. Thank you. Your third time a charm. All right. Uh thank you, Dr. Owen. Uh let me get back on the system here. All right. So that was educational services division item

167F2. And so now we move on to Dr. Casus um where we are going to approve course pilots. Dr. Kasus, would you like to kind of give us an overview please? Yeah, there's no changes from what was presented last month um to the pilot proposals. So, just a point of order from Ed Code or what have you. So, we've got all these course pilots that we're doing. Um, and I'm going to I'm going to approve this just to let you know. Um, it's seems like we're offering a lot of courses now as opposed to really honing in on math and English. Is there a statemandated requirement that we have to offer so many courses? No, you can have schools like the Lago Academy with a single track that basically every single ninth grader takes the

168same thing. Every single tenth grader takes the same thing. Generally speaking, parents and students like options. Yeah, I'm sure they do. Okay. Well, you know, they are pilots. So, that is are the um the curriculum or how you want to say it, is it already written for some of them or all of them? I see that ELA uh English language 9 pilot curriculum is embedded in here. What about the other ones? Some of them are in the process of writing. The ones that are AP we just take what the college board recommends. So those are for lack of a better word written and fire technology is in the process of being written and English nine we have more than an outline almost the course written with the help of our board subcommittee. Very good. So,

169this is an action item. Um, I'll call for a motion and a second and then we can have any further discussion. Motion to approve the course pilots. I'll make a motion to approve the course pilots. I'll second. Oh, sorry. You're falling. I I second it. Sorry, buddy. Thank you. And are there is there any further discussion? Um I was just I'll make some comments because I was very um involved and I want to just thank um Dr. Dr. Grisby or am I giving you an a title of grade? Okay. Thank you for working with us so closely on that on the ethnic studies pilot. I want to also commend all of the English teachers that worked very hard on this. Um some things some rumblings that I do want to put on record that I

170have concerns about. Um I'm concerned that at the state level there is going to be an outcry that we don't have qualified teachers to teach ethnic studies. I want to caution and be very concerned or caution that we be very careful that um that our all of our teachers feel comfortable to teach a curriculum like this and that um whether someone is qualified to teach it is not based on the color of their skin. Let's make sure that if we have English teachers that have been teaching English for many many years that the that we make sure that they feel comfortable teaching this class. And I know that's going to be an individual choice as a teacher how they feel about but I'm just worried that there might be some of our English teachers that

171don't feel comfortable teaching this class based on the color of their own skin. And so again, this is an important class and I think we have done a really good job making sure that we're taking a hyper local focus with our with our demographic and our kids, but we have some exceptional English teachers and um they are more than qualified to teach this course. So, I want to make sure that and I I have to agree with you 100%. Every teacher I've met that was involved in this excellent stuff and I don't think it's appropriate for the state to dictate what it English teacher and that they put this program together with Dr. Cass's support that you guys done a brilliant job. I'm hoping that you're very comfortable in teaching. I think it's we're very

172proud what came out of this, especially considering it's local history. Who better knows how to teach local history than teachers that teach at Es Union High School District? So, want to again thank you so much for a phenomenal job that you do. Any other comments? Thankfully, it is still called the LCAP and not the assembly cap. So, um with that said, we do have a motion and a second. So, there are no student board members here. So, all elected board members in favor of passing all the pilot courses say I. I. I. I. And opposed? None. And so that carries. So good job Dr. Kasus and team. That was a lot of work and you know what? It's going to pay off. So thank you so much. And like painting a bridge, we move on

173to start over again with the first reading of curriculum revisions item number four. Yes. Thank you, President Weller. Uh what you have in front of you is a first read for revisions. So, these are courses that already exist in our district. They're just being revised. American Sign Language, the last time it was revised was in 2017 and it's just being updated to reflect the world language standards from the state of California. But also, what's unique about our ASL program, it's also a CTE program. So, they can get a interpreter certification. So, that's really cool. Yeah. in French. Uh, last time it was updated was 2002 and this is just being updated to reflect the changes in the world language standards and framework in the state of California, not a CTE program in French. Yes. And

174the dance uh classes are being updated to the reflect the uh updated California arts standards for dance. And finally, the last one there is college and career readiness, which is a ninth grade elective course is being updated to meet the UC A throughG requirements. So, it's not an A throughG course. And um a little bit of college and career readiness, teaches study skills, um organization as a ninth grader, and critical thinking skills. So, the UC re uh reviewed the uh revised curriculum and approved it. So, very good. That is a non-action item. It is for a first read. So, does anybody have any comments before we move on? I will say that I uh actually enjoyed reading the curriculum for the career readiness class. That was it looks like a solid class, you know, from

175budgeting to slang lingo versus professional lingo and and everything else to go with it. So, looks like a good class. Thank you very much for that, Ryan. I was thinking of some slang way of introducing the next one but I won't go there. So then under section F5 and I will read that. Um so then oh okay so F5 the subject action upon recommended expulsion of the accused student for case number eight. Uh we have a um specific um I I I move to accept and approve the recommended expulsion of the accused student for case number eight for May 13, 2025 through at least May 13, 2026 and to accept and approve the findings of facts and recommendations submitted by the administrative hearing panel. Do I have a second? I'll second. All right, we have

176a first we have a motion and a second and this is a roll call vote. So I will go down the list. Christy Knight, how do you vote? I Vincent I. Bill Durnney I. Ryan Williams I. And Robert Weller I. That passes. It's always difficult to expel a student and yet we do have to hold standards in our district because that is what society requires is that we teach kids how to manage themselves in society and discipline often helps correct that as one who received much discipline in my life. I sit on the board as president. So I appreciate all the people that disciplined me through the years. But then if we move on now to human resources division, let's see. So we have several approved on consent. So one and two approved on consent.

177And so then we're going to move to item number three. Approve employment agreement for assistant superintendent for human resources. And I will hand this off to Dr. Good. Hand it off to me there. Yeah. Oh, I'll hand it off to John. Thank you. Uh Dr. Good. uh as you know has accepted uh the position as superintendent of the Toml Pis Union High School District in Northern California. We're very sad to see him leave. Um that did uh create a looming vacancy for us positioned. Um and so this evening I am happy to report that I am recommending Mr. Chiron Kurpalani uh to be our next assistant superintendent for human resources. he is here this evening in the audience. And so with this action item, uh the board would be approving a contract to employ uh

178Mr. Krypalani uh starting July 1. And um we also have a readout because this is an executive level position. Uh the board president want to read this out. Um, well, I'll make a motion to approve the employment agreement for assistant superintendent of human resources. I'll second. Thank you. Um, do I call for the vote and then read this? No, this has to be read first. Okay. The following must be read as John said before taking action on item G3. The Brown Act requires the board prior to taking final action on an employment agreement to orally report a summary of the recommendation of the salaries salary schedules or compensation paid in the form of fringe benefits for local agency executives. The assistant superintendent human resources is a local agency executive and a proposed contract is before

179us this evening. The proposed to many P's I'll try to step away. The proposed contract will be for a term of three years beginning on July 1st and ending June 30th, 2028. Um, Mr. Chaon Capalani, and I'll have to write it phonetically, so please forgive me. I'm a phonetics-based reader. Uh, will receive an annual salary of $24,715. You will receive the same stipens as other certificated staff for earned master's and doctoral degrees. You will also receive the same health benefits available to other management employees. Eligibility for retiree health benefits 12 sick days per year, 22 vacation days per year, payment for membership dues in ACSA and reimbursement for actual and necessary ex vote now. Very good. Discussion and call for vote. Okay. So, any discussion? Welcome. Back. Welcome back. All right. Uh so, with no

180further discussion, um it's not a roll call vote, but I know that we're going to All in favor say I. I. All oppose. No. There's no nos. And you are now part of the team. So, welcome. And uh congratulations. You can go home now. You're in your prime tonight. Finally know what I'm doing after two and a half years. Anyway, okay. So, um let's see where we're at now. All right. So, we're down to G4. Approve the adoption of declaration of need for fully qualified educators. Who is going to take this? Superintendent. Is it going to be Dr. Good? Dr. Good. Okay, we're back to Dr. Good. Thank you. This is uh an annual item that we bring before the board each May in anticipation of the need for staffing flexibility through the issuance of

181emergency permits in high needs areas. In order to issue those permits next school year when necessary, we first have to have this declaration of need on file with the county. Happy to address any questions that the board may have. I do I actually looked at this and it was interesting on page four um there's a list of colleges and universities which you participate in internship program but we have some of the local national allian CSU San Marcos San Diego State University of Redlands is there a way how do you add and subtract because there's a couple colleges on there that I'm questionable about and a couple colleges like for example Grand Canyon you use university My niece, she graduated with a teaching degree there. My and is back teaching in the community here. My son

182actually starts Grand Canyon in the fall and so it would be nice to maybe see some other colleges on there as well. How do you do that? How do you add those? Well, it starts that the university first has to have a CTC approved, the California Commission on Teacher Credentiing, okay, approved internship program. Okay. Uh, and so whether GCU in Phoenix, Arizona would have that or not, I I can't speak to that. Uh, and then typically these are local universities because as an intern teacher, they're still enrolled in their university program. So that's why you're seeing them primarily locally based. A kid could be enrolled at Cal State San Marcos, live here, and come and work here. uh where that may not be practical at a place like Phoenix, unless it's all online unless they

183have a CTC approved internship program. All right. Um we'll take a vote on this and then I want to add that. So um do we have a motion and a second on this yet? Move to approve. Okay. And a second. Second. All in favor? I. So, Superintendent Peterson, would I'd like to add for an upcoming meeting in whether it's June, August, or sometime later this year, a presentation that would maybe explain to us, we could look at some of the other universities that would be primarily maybe GCU, but maybe some other and maybe change some of these out a little bit because a couple of these are definitely questionable in my mind. Oh, that's for another date. So, thank you for taking that on that. I guess I need a second for that. Can I

184get a second on that, please? Just voted on I know, but on Oh. Oh, for the request for agenda item. Yeah, request for agenda item. I need somebody say, "Yeah, we can." Okay. Thanks, David. Perfect. All right. Rolling down here to agenda item. Let's see. Are we on five or did we just vote on five? Yes. Voted on four. So we are now on five. Great. So this is approved memorandum of understanding between Escanido Union High School District and the California School Employees Associates chapter 219 related to the option of flexing summer work hours to four 10-hour work days. And that is an action item. And if Dr. Good you could address this, please. Yes. Uh, President Weller, you and the board may recall last summer uh we approved a similar with CSEA that was

185uh quite popular with the employees uh who were able to participate. Thisou would afford 12-month employees the option of working for 10-hour work days as you said in place of their normal 58 hour work days. uh has to be approved by their supervisor has to work with the scheduled the needs of the district. Uh thisou would be in place spanning June through the last week of July with a pause during the week of Junth holiday week of July 4th holiday. But I'd like to thank Juan Vargas and Rachel MSAS for their work in bringing this to us tonight. Thank you Dr. Good. Um, can we get a motion and a second to approve this, please? I'll move to approve. Second. Any discussion on this? With no further discussion, all in favor say I. I. I.

186And the motion passes. So then we move down to item number six, adopt resolution R2024 through 2025 and R 2024 through 202526 to reduce the hours of or not remploy certain classified employees for the 2526 school year. This is an action item. Once again, I'm going to give this over to Dr. Good. Thank you, President Weller. Uh as you mentioned, there are two resolutions here. Uh the first resolution, resolution 2024 20225-25 is a recommendation to the board that they accept the decision of the administrative law judge who presided over the hearing in which an employee contested their layoff. Uh this establishes cause for fully enacting the layoff. uh this then approval of this resolution would then enact the layoff for that one employee who contested their layoff at hearing. The second resolution- 26 uh recommends

187that the board finalize the layoffs for employees who did not request a hearing. Happy to answer any questions you or the board may have. Some questions. So, um, can I understand what the, um, Don, sorry. Um, can I understand what the law judge is making their decision based on? So, in order to to find cause that there is not grounds to lay an employee off, uh the district would have needed to violate our seniority list. Uh lay off a more senior member in favor of a less senior member. Uh have not followed the established process or established timelines. Uh we did all three of those things and so there is cause. That's really what correct. It's very Sorry to cut you off. It's very procedural based. That's what I wanted to make sure. Um so

188I would also like to understand on this um this there's one of somebody who you know um do they um where does that proceed? Where does that hearing take place? It was actually here in the boardroom on an administrative law judge. She sat in President Weller's seat and presided over the hearing. Um, let's see. And I understand here on the list of there's eight um positions. That correct? That would be on the second resolution. Yes. And so some of those eight positions uh are ones that you would have heard the folks speak about tonight if that's what you were asking. Yeah. So, of those eight positions, are they all currently filled positions or are they are there any vacancy in those eight? Uh, so there's there's a couple that are vacant, whether that be through

189we simply have not filled it. Uh, and so there wouldn't be an employee listed here. There's other positions uh that will become vacant at the end of the year through retirement or resignation that we haven't listed here. We then would have on this resolution take action to recommend the elimination of say the third person who remains at one of the high schools in that same j classification. Okay, I'm having a really hard time with the um Where's my notes? Laboratory classroom assistant. I think of two things that um really are huge priority. Three things that are huge priorities for our board and independent study. If we're going to try to grow our independent study program and be more competitive with our local charter schools that seem to have that on lock, like really have that

190down and kids are really drawn to that. I'm also um middle college is huge to us and that library clerk position is critical to our middle college students. The other day I sat in this room and we talked about reimagining libraries. That library clerk is going to be really critical if we reimagine libraries. So I'm and what keeps coming into my head is cuts further away from kids and these are really close cuts to kids. And I am really happy to see that we got our class our certificated down to one n one one one um reduction one position that I'm really struggling with these and I understand like all this stuff the these are three areas we really are not areas we want to cut they're areas we want to grow. I'm just really

191struggling. And I know we have two days, no surprises. We don't like surprises, but I struggled with it a couple days ago and I'm really struggling with it tonight. So, they can all vote yes, but I'm going to vote no. Sorry. Sorry, John. But this one is really hard for me. Dr. uh Dr. Good about maybe what was it two months ago we when we released the initial numbers, right? Mhm. In in terms of classified here, how many how many items or individuals are on that list? How many I by Adams? How many roles or even by was it listed by hours? There were there were there were six positions believe if I'm counting correctly that were brought forward. uh in those positions, say for instance the lab class assistant, uh one employee resigned prior

192to her layoff. Uh and we simply will not refill that. Two other impacted employees remain employed and you heard from and speak of one tonight. So the those two individuals are on this list in addition to uh a library clerk. The health office assistants are the recommendation is to have their hours reduced from 7 and 1/2 hours a day to 6 hours a day. They were 3 hour and a half hours a day prior to the pandemic. Uh and then the clerk 2, the clerk three positions, those positions only existed at our smallest comprehensive site, which would be Escandido High School. So I guess my real question is is you got you all were able to to reduce the number of roles or positions play off last. No, these positions still remain forward for layoff.

193Um, I think perhaps the number of people that may be negatively impacted may have been reduced through resignations, retirements, through us working with the employees to find other employment in the district, but there still will be people that if the board accepts the recommendation, not in the same position that they were currently this year. And um regarding like the roles that were chosen, right? Why why are we these roles in? So, I'll speak to the to the lab class assistant and and I want to preface everything I'm about to say with an acknowledgment uh that the positions we are recommending be reduced are held by good, decent, honorable people uh who take great pride in their work, care for our kids, and are good employees. uh consider in the past four years we've lost a

194thousand students the lab class sorry at independent study at Escanido High School next year there are 32 students in independent study there are two teachers assigned to independent study there was to be two clerical support staff we are recommending reducing that to one 32 students two teachers one clerical support staff it. This is not an apples to apples comparison. Compare that though then with the English classroom teacher who sees 175 students in a day and has no clerical support in her class. Still needs to be responsive and contact parents, still needs to engage with students, support struggling learners, all the same things. That was the basis for that position specifically. Um, you heard me speak with the the clerk two and three, our lowest comprehensive site. Those positions are not held at the other comp

195sites. The library clerk, there remains a library media technician in the library. So, it's not as though the library is not staffed. Uh, the health office assistants, I think I I spoke to a little earlier, they're still well above their prepandemic hours. Okay, go ahead. But I've got some Go ahead, David. Okay, so I I'm sitting there and I'm reading a lot of these compassionate um rationes for why we should keep these individuals on our payroll. And I have to go with, you know, we're responsible to the community. We're responsible to the students. And we have to look at their best interest with regards to that. And I believe that um my heart of arts is u that I have a lot of empathy as well as logical approach to this and I'm I'm going

196to have to side with Christie on this one. I have a couple clarification things. So, please forgive me for missing the point if you've already explained this, but why are these two resolutions being voted on at the same time as opposed to vote on one and then vote on the other one? Or are we voting it separately on them? They're in one motion. Yeah, but they're in one motion because it seems like the first one, and please, I'm a little overwhelmed on this one. Sorry, because I didn't really get to read all the details this far into the agenda and I apologize, but it seems like it says in the first one in the matter of the layoff of classified employees due to lack of work and other funds for this school year. Is that

197one for one employee or for multiple employees? The first one. So, the first one is for the singular employee who uh challenged her layoff at hearing. Okay. And and what was that position for? uh the the lab class assistant in independent study. Okay. And she challenged it because why? Well, I mean she wants her job, but I mean why why did the judge side with the district or help me with this? Sorry. Yeah. So, so the judge in order to side with the employee in this situation, the employee must demonstrate that we did not follow the seniority list, that we did not adhere to the procedures outlined by EDC code and or that we did not follow the timelines. The the employee made a very passionate plea much like you heard tonight about the value

198of her job. That is not the decision that the administrative law judge makes. Got it. Administrative law judge determines whether we follow the process. Correct. Okay. So then is she or this person listed on the list for the second resolution? Is no. So she is the singular employee contemplated in the first resolution. Okay. So then in the second one, well I'd think Can I break them apart? Can I break Can we break them apart into two different votes? Well, I I think I give me one second. So I think I know what you're asking. One of the lab class assistants is contemplated in the first resolution. Is there Is there a number on that? When I look at the attachment, there's like eight numbers. It's the It's the resolution 25. Okay. So, so that is

199one of the lab class assistants. She's the one that challenged her her layoff. Okay. On the second resolution rests another lab class assistant that did not challenge her layoff. Okay. So, it would not be Sorry to jump ahead to your next question. I think it would not be as simple as one resolution over the other. They're presented this way because these are the same recommendations that we made back in March. Okay. But the administrative judge only determined the legal side of it, not whether or not to keep them or not. That's our decision to Okay, that's correct. So then of the eight positions here, well, okay. So if we decide that we want to keep some and not keep some, then I guess we have to vote this down. So, what I'll say then is

200that um let me just get back here to where we're at on this on item six. So, the motion to adopt the resolutions. Um do we have a motion and a second on this? I lost track listening to conversation. We haven't yet. Okay. So, um approve. Okay. So, we have a motion to second. And we have a second. So then um I am I allowed to call for a roll call vote so that we know or as opposed to just a voice vote. Uh it's just a regular voice vote. You ask those who are in favor and those who go those to the motion. All right. But I'm not sure there's clarity at this point um among the people who sound like they're not in favor. Resolution. Can you say clarity? Well, these resolutions encompass

201various positions um not just the laboratory classrooms, right? We're not we're not it's not intended for us to know every single public knowledge standard. We know the the role the positions absolutely the the employees are listed by number. All right. Well, this process started in March when the board approved the resolution to eliminate these positions. The intervening two the intervening two months were designed to allow the the employees to test this in the event that the district had not followed the proper proced the district to find ways to see what actually yes so I guess as president board president I'm going to do it as a roll call vote as opposed to just a open vote and so is that Okay. I mean, am I breaking a law by doing it then? Yeah, there is,

202Ryan. There is a purpose. Am I going to be breaking any laws by doing it by roll call? I suppose not. Um, normally you'd ask those in favor and those opposed people will speak up. So, all right. Well, then I'll go this way. Those opposed to this say no. No. No. No. Those in favor? I. I. So that's three to two no carries. So this motion does not carry. Hey, um this applies to more than the classroom laboratory assistant. You just rolled back every deduction. No, I expressed concerns around laboratory, classroom assistants, and library clerk. Sorry, I couldn't. That's why I felt that the people who were opposed to the motion were not clear in what they there is no clarification on that list. They're just numbers and if you if it's positions and not

203people, I want we should have seen position. I just there there's no way to determine who's who and what these pos those positions were. Christy, you're fine. I I we're not breaking the district here. I think it was I think that the the board is very interested in details lately and we didn't get enough details. So, you're fine, Christy. Your position was supported and it didn't pass. Okay. So, we're going to move on to item number seven. And so here again, this is to adopt a resolution uh R2024-25/27 in the matter of notifying certain certificated employees of the decision to not remploy or to reduce their hours for the 202526 school year. Dr. Good. So, uh this is a resolution to finalize uh one remaining certificated employee who did not contest their layoff hearing. Uh

204one waved her right to a hearing and will be laid off. No further action is necessary from the board. Uh there is action necessary from the board to lay off this particular employee who did not request a hearing. Are we allowed to know what position this employee holds? Uh this employee was a Spanish teacher this current school year. And I want to acknowledge that it looks like we worked really hard to make sure that we reduced that original list which was like 14 people perhaps. I remember correctly it was in the teens. nineish sorry 10.6 four okay teachers for teachers teachers and we reduced it down to one there was a lot of effort too okay the one that and I know there was effort there and like the board really and we also had

205a res we also had a retirement we weren't expecting so there are other So, I'm going to call for a motion and second and then a discussion before we vote. So, can I get a motion to adopt this resolution? I move to approve it. Second. Asking for a second. Yes, asking for a second. Sorry. I'll second. Okay. Uh discussion before we vote. There's a re there's a reason why all of this is coming to us right there. What was the the number? We've got about a thousand people or students less over the last four years. Seven years we've dropped thousand students, right? And how many you know teacher options? We have increased in the total number. Yeah. So we we we have to we we've just voted down nine opportunities that so we have to

206do something. We just voted nine people back in who were originally let go. I don't know how we can legally. But regardless of that, yeah, I agree. You know, we had the thousand students we've lost. We've increased staff like crazy during COVID using one-time dollars and CO dollars. Now we have to reduce. We're down students up teachers and staffs. Where are we going to find money? bringing these people back. I'm in agreement with Trusty Knight. every so I want to say that and this is pretty important in Dr. Kasus and the whole board here and we have our new assistant superintendent of HR. If AB84 passes, we could see easily three or 400 new independent study kids here next year. Boom. Overnight. And I think that we probably need to have some serious preparations for

207that cuz classical will in fact they're they're done on the ILP side. And so I think that we need to take this super seriously which I know you do. I'm just emphasizing the point. So um I would argue on the flip side, you know, if it does pass then we have all summer long to make those decisions, right? We'll find that information out. What did he say in two weeks? Right. So, we've got all summer to figure. Very good. We do have a motion and a second. Any more comments before I call for the vote? And here again, we'll do opposed first and in favor second. So, lastly, oh, well, I'd also say, right, so AB84, right, is referring to mostly the independent study students, right? Yeah. Right. So, this is a different conversation. Navy.

208So, Trusty Knight, the fact that it's a Spanish teacher versus independent study, does that have any um th this one I'm I'm I was planning to support this item because I'm I'm pleased with the way that we worked very hard to make sure that the rest of the teachers were retained. Okay. Very good. All right. So, I'll call for the vote. All in favor say I. I. I. I. Opposed. There are no nos. And this one passes. Thank you guys for having difficult conversations. Um, one thing that I can tell which is going on based on the input from the audience tonight and the intensity of the board is that we are making this district better and I appreciate the input from all parties on this. So then that takes us to eight. the sbatical

209lead request for a certificated employee and I'll give this to Dr. Good, please. Thank you, President Weller. Uh, this professional evaluation committee is made up of teachers, counselors, uh, review the requested sbatical leave. They have made a recommendation to the board that that sbatical request be approved. uh the governing board makes the final determination whether to approve or disapprove disapprove that leave and answer any questions uh you or the board may have. Um we'll ask for a motion and second before we discuss. Can I get a motion to approve? Motion to approve, please. So moved. A second, please. Second. All right. Any discussion on this? Um because I've been on the board a little bit longer, I've seen this um come before the board in the past where um very exceptional staff member requested a

210sbatical leave and while it was an great opportunity and really valuable for the person's career, we didn't approve it. And um I haven't seen the board. I mean these are very special requests and in most um industries. I don't know what other industries have zipaticals but some do. Unfortunately it's not not the kind of um benefit at this time that I see as a good investment from the district especially when you're asking us to lay off all these employees. So I'm just I as much as I am excited for Matthew on this trip for this experience I think it's incredible opportunity and if to pursue this I think it's great and I'm think it would be great to bring back the knowledge that's learned during this opportunity but again I don't think that the I

211can't support paying for it as a district when we did not do this for another uh teacher several years ago. That's where I sit with. Thank you, Trusty Knight. Any other comments? All right, we call for the vote. All in favor of this motion to approve say I. I. Hello. All in favor to approve this. Oh, I Oh, sorry. Two. Okay. And those opposed? I I I So, the motion does not carry. And it it's so the I say nay because so you ask but you say you do not want to vote for this. You don't say I. You say nay. Okay. So what should I call for then? All call for a vote on this. Okay. All the eyes. All the eyes in favor of the Okay. Are we anyone in favor of the

212motion? Please indicate by saying I. Motion to approve sbatical leave for certificated employee. All right. So all in favor say I. All in favor say nay. All vote. Nay. Opposed. Yeah. Opposed say nay. Nay. Okay. So that motion What was What was the vote there? It does not pass. It was five to zero. Five nos. Five nos. Five nos. Just to clarify for the minutes. Five nos. Thank you, Bill, for your help on that. You're welcome. All right. So now we're going to jump down to business services division all the way down to 10 because all the rest were approved on consent. So I'll hand this off to Amanda. Yes, number 10. So let me just get there. Approve annual authorizations and adopt resolution R 2024 through 25 and for the school year 202526. And

213so, Amanda, yes. So, these are two of our annual authorizations that we normally bring. We usually have a few more. Um, but we were waiting for someone to be approved to add a name to the list. So, uh, we didn't want to bring them back again. So, we're waiting. We'll bring you a few more next month. But tonight you have um the approval for us uh Superintendent Peterson and myself to sign some documents mileage for the board and then you have um also the authorization uh for Superintendent Peterson and myself to approve contracts. I did want to draw your attention uh to the fact that we are increasing the threshold up to 25,000 for contracts. It's normally 10,000. Um, but we've done some surveying and actually most districts have it up to 50,000. Um, but

214we thought that would be a pretty big jump for one year. So, we're going to take a baby step at 25,000 for next year. Um, and then we'll see how that goes for one year and we'll see if maybe next year we we bump it up one last time and join the rest of the county at 50. Um, but those are the two. And then the second resolution is just the designated staff that gets to pick up mail and checks at the county. Exciting list. I get a motion to approve. So moved. I'll second. Thank you. Any discussion? How do you uh authorizing res um people who can pick up mail, but they're authorizing the a design of Valley Center Palma USD? Yes. Does that work? So, uh Josh, our director of finance, lives near

215the county office, and he's just nice and he picks up checks for Valley Center, our neighbor. Um so that they don't have to drive down and pick up the checks. Sometimes they pick them up for us, right? I think it's mostly the other. Mostly us. Okay. Here we are in our small rural district. We're just nice neighbors. Yeah. My my only question is is there an issue with that not being a name? Uh no, it's fine. Any other discussion? All right. So, uh, we have a motion to approve in a second. So, call the vote. All in favor say I. I. And that passes. Then we're going to move down to 11. And my computer's catching up. Okay. Adopt a resolution R 2024 through 2529 for intra budget transfers at close of 2526 school year.

216captured most of the excitement with that. Um, so we do this every year and it's just because ED code 42601 requires us to adopt a resolution so that we can make budget transfers after June 30th so that we can accurately close out our books. All right. So here again, I'll ask for a motion and a second. So moved. All approved or second. And uh any discussion? All in favor say I. I. Opposed. No opposed. That passes. Item 12, adopt resolution again, 242530 requesting temporary transfer of property tax funds. Um, quick question. What is the slash30? 30th fiscal year. Oh, learned something finally on that. So, I'm proud of myself. All right. So, back to you, Amanda. Yes. So, this is another one of our annuals. Um, it would allow us to do a short-term basically

217loan from the county if we ran into some cash flow issues. We just do this just in case. We've done it since 2009. Um, it would allow us to borrow up to 85% of the uh crude property tax uh that we had booked for the entire year if we need. This is a case we don't anticipate actually having to uh I'll call for a motion in a second before we discuss. I'll move to approve. Second. So I have a question because we do have a pretty big reserve and we haven't used this since 2009. If we did not approve it, is there like is there like a 40% chance or a 1% chance that it would put us in a hole for because I I'm just thinking, you know, to show our financial um accuracy

218and ability to manage funds. Maybe we don't need to pass this. I would not be offended if voted no. All right. Well, be like the first thing that you ever voted no for me. I also imagine that If we were to come into a cash flow crunch, uh, we could have the board pass the resolution later on, either at a special board meeting or at a regular board meeting. It's just nice to have it now so we wouldn't have to bother you at a later date should well, we're paid big bucks here, so feel free to bother us. I'm going before I call for the vote, I'm going to vote against this, but I do now call the vote. So all in favor to pass this say I. I opposed. No. So that carries 4

219to one. Oh, was I supposed to say nay? Yes. Nay. Or no. All right. District operations item number one. Adopt recommended revisions in board policy and administrative regulation 3280. Back to business services. or is it superintendent? Okay, so Mrs. Phillips, this is the second read. Uh, this was all CSBA adopted language about the sale or lease of district owned property, which we have none to sale. So, sorry, you're good. It's late. Sorry. But yes, so this there were no changes since the last meeting. Okay. Motion to adopt recommended revisions. Move to approve. Second. Any discussion? All in favor say I. I. I passes. Item number two, adopt recommended revisions in board bylaws 9130, 9260, 9310, 9321, and 9400. Superintendent Peterson. Yes. In addition to adopting those revised bylaws, we also propose deleting board bylaw 9312,

220delete 9313 and delete 9321.3. Those are locally created bylaws that uh are superfluous now because what they contained are in the updated board bylaws that we presented last month. These are all basically based on CSBA recommendations to bring our bylaws up to date. Thank you very much. Motion to adopt. Recommend. Okay. Thank you. Second. All right. Any discussion? Got a question about 9260. Was that that really only one paragraph before to legal protections, right? It went from uh I believe it was basically went from half a paragraph. That's right. Yes. Okay. And that's one of the bylaws that uh was around from 1994 that hasn't been touched since 1994. And there have been uh legal counsel has advised us to update it to and be a little more comprehensive. All right. Well, we um so

221um we have a motion and a second. So all in favor say I. I. I. I. Oppos say no. All right. That passes. However, I do want you to all drive safely and have a license though, please. Okay, that added that language in there. Oh, yeah. Okay. So, then moving down the list here, that was three. Now, we are we're we're now on three. Okay, great. So adopt recommended revisions and additions in board policy and administrative regulation 4161 4261 4361 human resources that is to Dr. Good. Uh present recommended adoption of these board policies. Uh changes are directly from CSBA comply with law changes to existing law. There's no changes from the first read last month. All right. Uh here again um ask for a motion to approve. Move to approve. Second. Any discussion. All

222in favor say I. I. I. Motion carries. I just got to get my computer synced up again here. Thank you. So here we are on item number I4. First reading of recommended revisions in board policy 3312 business services. Mrs. Phillips. Yes. So, this is about contracts and so we're just accepting some new CSBA language. Um, mostly just adding some new ed code and government code. Um, and then we're mentioning the newly revised board bylaw 9270 which was devised in September of school year. So, really exciting. All right. Uh, motion to approve. So moved. Second. Oh, wait. It's a first reading. Thank you. Okay. Thank you. My bad. All right. So, that's a first read and then we come down to board member reports and comments and we will start with Trusty Knight. I'm tired this

223evening. I apologize. Um, and I just want to acknowledge I know I was not at any of the nacho bars and I apologize. There's been a lot going on. I work at the hospitals. Been a lot going on there. Um, and happens that um, nurses week is the same week as teachers week. So, I was in my day job celebrating the nurses, so forgive me. And I'll be flipping pancakes tomorrow morning at 5:30 for the hospital staff. Wish I could say I would be doing that here, but unfortunately I don't get paid really with this job. Um, except out of um, the reward that comes from the service. And so, um, while we don't always get praised for the service that we have that we do on this board, I do appreciate those people that

224were here tonight, um, appreciating us. So, that is nice. Um, because it isn't easy. It's not easy to sit up here, um, while my family's at the Padre game and, you know, things and spend our time and then have to make really difficult decisions. Um, so again, I'm sorry to staff. Um, perhaps I need to make sure I eat dinner before we start these meetings. Um, and maybe we don't put so much all into one agenda. We need to start having uh consideration of two meetings a month so that we don't burn ourselves out. That would be my consideration for this evening and looking forward to graduation coming up. So am I. So, since you put brought that up, um, superintendent, if you could put that on the list to take a look at, possibly

225limiting the time of the meetings to go and then also go to two meetings a month if necessary. And the fact that you were not at the serving the teachers, it's not your problem. Sorry, I had to. I just had to. Okay. Trusty Trusty Vincent. Okay. Hey, uh I want to talk about something that I think I'm very um proud that I can present this um regarding the robotics program pathway. The Escandido Union High School District Career Technical Education Robotics Program equips students with hands-on future uh ready skills that strengthens math comprehension while introducing key concepts in mechanical engineering, electronics and computer program. This initiative fosters critical thinking, teamwork, and real world problem solving through engagement applications and automation and robotics. To further empower our students and align with regional workforce needs and postsecary opportunities,

226I suggest placing a discussion and presentation on the next agenda. I would kindly request that Maya Funk what it would take to develop a comprehensive uh robots uh pathway within the CTE framework. This pathway would include structural course sequence industrial recognition certification dual enrollment opportunities and partnerships with local employers and colleges. This is a timely opportunity to invest in the 21st century skills that will prepare our students for in demand careers in robotics, automation and advanced manufacturing because we need to maintain our competitive edge in this country and this is a way we can do it and increase our math comprehension also. So I I don't how do we put this on an agenda for the next meeting? So, I'll say this. I second your desire to pursue a CTE robotic pathway. The question is

227is with the fact that we have a math um workshop coming up and we're going into summer is the next meeting. Is there a way we could like start the dialogue as opposed to put together a full-blown presentation? because our teen actually has a family too and they want to see him at least on Sundays. Yeah, sure. We've started the process already. So, I think we've shared that. Um, so I think in the June board meeting, we could put something together of what the steps we've taken. Uh, that would we could do that like in a five seven minute thing. Uh, just so not not to take an a crazy amount of time doing it, but we can share with the board where we are in the process. We could do that. Great. That work

228for you, David? Absolutely. Thank you so much. Would um Mrs. Funk be here for that? Okay. Anything else, David, before I move to Bill, I guess we will bring our um Robert's rules of order expert. You can now speak. Uh yeah, I just want to follow up on kind of what I had mentioned last month. We have our labor partners who come to give a report and I really do not consider what we received today a report from labor partners and I'm going to ask if we're going to have reports from them let's keep it more towards a report and not a 15 plus minute uh dialogue on something else that was on a different agenda. Uh I'm also going to say uh we have lost over a thousand students. We have to start cutting

229people. I mean, things are going down. This this tonight we did the opposite direction. So, I don't know how we're going to what's going So, there's something we need to be aware of. We don't have the students. We don't have the money coming in. I don't know how we're going to do this. So, yeah. So, I mean it's it it is late here, right? So, um I'll make this short, but I I would like to see kind of to piggyback on on Bill's comments in terms of the um the length of the various items. I think whether it's whether it's a uh a specific report from the various unions or with other presentations I think we need to start setting some type of um so that finish this at a reasonable hour because at at

230this point here after 9:00 we just the the conversation starts going we did have uh discussions with the presentations tonight for project next classical academy, the inspirational student to be sure that there was a limit. So those uh I I feel that we did within a reasonable time on those. With the special ed presentation, we stress that the board needs to have their questions answered um weren't answered first two. So, so just to again just to finish up, I think I would like to see if it is possible to put just time limits on on all things. I know it we don't want to be hearing that we're trying to single people out because I don't think it's just the unions in this. I think it's all present to be getting long. You are heard

231and loved, Ryan. Oh, thank you. All right. So, one of the things that did get missed on this board um agenda was regarding the math workshop. And so, I think um to Yes, correct. And so, what we did was uh Superintendent Peterson has some information on math in his report. Um there may be some discussion on this. Um and so, um let's I'm just going to pass it on to uh Superintendent Peterson. Thank you. Um, I'd like to once again thank our student board members for their service. Um, I wish the best for Cadence who will be going to UCSD and Alandre who will be going to San Diego State. I know they're going to do amazing things and we look forward to hearing about their accomplishments down the road. We have much to celebrate

232from staff recognitions to student events. Thank you to our board members for joining cabinet and me last week as we visited our school sites and served nachos, thanking the staff for all their hard work and dedication. look forward to celebrating the class of 2025 at our comprehensive sites in Del Lago on June 4th and at Valley High School on June 3rd and adult school on May 22nd. We have only 15 days of school left. In the meantime, don't forget to thank our classified staff as we celebrate classified school employees week from May 18th through May 24th. Like to thank everyone who joined us for the project next grand opening at Eskito High School. space that represents possibility, purpose, and the promise of a brighter future for our students. Future Center was made possible with the

233work and support of our labor partners, ESTA and CSEA, as well as our M staff, Escanido High School staff, Project Next, and the Escanido City Council, of course, and our board members. Finally, I want to remind the board that we've scheduled a board workshop dedicated to mathematics on May 27th. I'd like to share with you what the ED services team has planned and seek your input to ensure that the workshop meets your needs. At the workshop, we plan to present the following six topics. The history of math in the Escadoo Union High School District, the history of state and federal math assessments such as the old CSTA, CSTs, the old exit exam, and now the CASP. A longitudal longitudinal analysis of math scores pre- Common Core to the present. A comparison between the district and

234other local area high schools in terms of math curriculum, instruction, course offerings and schedules and interventions. Fifth would be the anatomy of an Eskanito Union High School District math classroom. and six, math improvement action plan, a detailed explanation of the district's eight-step plan to improve math achievement in the short run and in the long run. Just want to be sure that the workshop aligns with the board's intent. Does what I just laid out correspond to what you expect from the workshop or do you have suggestions for additions or deletions to what I just mentioned? So, this totally ties into the district and layoffs. It's sort of I'm a sales guy and in sales it's like more money, more sales solves everything. And I want whatever math improvement plans that we can start recruiting students to

235come back to this district again because we can continue to cut cut or I to appease what Bill would think right now, not cut employees. I don't want to cut any more employees. I want to bring in more students and I don't want it just to be based on AB84. I want our district to be so good at robotics and math that we are back at 7,000 people, 8,000 that we start rebuilding this district and that will solve a ton of problems. So, I'm very happy with everything, but I really want what the path to math improvement to almost be like the entire thing. It's like I I'm not necessarily concerned about the past, but I want to know what is going forward. Any please other people? No, I'm fine with the math. I just

236wanted to wish uh Dr. Good all the best and thank him for his service here in the community and uh you'll be sorely missed. and uh we're glad to have a new partner with us here to as a part of the cabinet. So I just felt it was something to say that I really enjoyed our uh working relation. I feel the same. Thank you. There are no other comments. Dates to remember. Superintendent dates to remember. The internet's slow. No worries. I'll start for you. So, save time. There we go. I've got it. Cool. We do have uh adult school graduation coming up on May 22nd at 7 p.m. at the Center for the Arts. May 26th is our Memorial Day holiday. All the district and all schools are closed. We have our math workshop on

237May 27th. On June 3rd, we have Valley High School graduation at 6 PM. And the next night on June 4th, we have our graduation ceremonies at our comp sites, Elago, Escandido, Orange Glenn, Campus Fall. We will have a special school board meeting on June 10th for the LCAP and budget hearings. And our next regularly scheduled meeting will be on June 17th. Thank you, sir. Um, and then any remaining public comments on nonaggendaized items? There were not. There are none. So then how do we want to handle being excused to close session? We have not finished closed session. So we are going to return to close session now. We do anticipate taking action on some items. So this meeting is not adjourned right now. Uh we're going into close session. After we finish close session, we

238will come back out and reopen open session and report out on the decisions that were made in close session. There will be a final adjournment at that time and breakfast will not be served. Midnight pancakes it'll be today. No problem. All right, we are reconvening the May 13th board meeting to report out from close session and trustee Williams has the report out. Okay, thank you. In close session number item number one on motion of board member Weller, second by board member Williams. The board of education voted to approve physical education waiverss case numbers 820 through 848 with a 2024 2025 school year by a five I uh zero nay zero absent zero abstain vote. Item number two on board on motion of board member Durnney second by board member Williams. The board of education voted

239to approve graduation waiverss case numbers 49 through 58 for the 2024 2025 school year by a five I zero nay zero absent zero abstain vote also by item B5 a report an action taken in close session in close session on motion of board member Durnney seconded by board member Williams the board of education voted to approve settlement agreement with special ed case number 2025030810 2024 2025 school year vote was uh five yes zero no obviously no absent or abstain with nothing else said I can now adjourn the meeting at 10:27 E7.