[00:00:04] >> GOOD AFTERNOON. THE TIME IS NOW FOUR O'CLOCK, [1. CALL TO ORDER] AND THIS MEETING IS CALLED TO ORDER. BEFORE WE BEGIN TODAY, I WANTED TO RECOGNIZE THAT TODAY IS SEPTEMBER 11TH, AND ON THIS DAY, WE LOST NUMEROUS AMERICAN LIVES. I'D JUST LIKE TO TAKE A QUICK MOMENT OF SILENCE IN HONOR OF 9/11. THANK YOU. PLEASE STAND FOR THE PLEDGE. READY BEGIN. >> >> THANK YOU. ITEM 2.2 APPROVAL OF THE AGENDA. [2.2 Approval of the Agenda: Any changes to the agenda must be made at this time] ARE THERE ANY CHANGES TO THE AGENDA AT THIS TIME? NO. OKAY. IS THERE A MOTION TO APPROVE ITEM 2.2? >> SO MOVE. >> SECOND. CALL FOR THE VOTE. MOTION PASSES. ITEM 2.3, THE AUDIENCE IS NOTIFIED OF PUBLIC COMMENT PROTOCOLS. ANYONE WISHING TO SPEAK ON AN AGENDA ITEM MAY COME FORWARD WHEN CALLED BY THE BOARD PRESIDENT AT THE TIME THE BOARD CONSIDERS THAT ITEM. ITEM 3, CONSOLIDATED MOTION FOR CONSENT CALENDAR. [3. CONSOLIDATED MOTION FOR CONSENT CALENDAR (5 min.)] IS THERE ANY PUBLIC COMMENT ON ITEM 3, THE CONSOLIDATED MOTION FOR CONSENT CALENDAR AT THIS TIME? SEEING NONE TRUSTEES, ANY QUESTIONS OR COMMENTS ON ITEM 3? >> CAN I? THERE WE GO. CAN WE PULL ITEM 3.5 TO JUST HAVE A FEW QUESTIONS? >> PULL ITEM 3.5. WE'LL TRAIL THAT TO ITEM 7. WOULD YOU LIKE TO MAKE A MOTION ON THAT? >> SURE. I MAKE A MOTION THAT WE MOVE ITEM 3.5 TO ITEM 7 OR 7.1. >> SECOND. >> I THINK YOU CAN ACTUALLY DO IT AS MOVE TO APPROVE AND TRAIL IN THE SAME MOTION. DOES THAT MAKE SENSE? >> SURE. [OVERLAPPING] >> I MOVE TO APPROVE ITEM 3 AND TRAIL ITEM 3.5 TO THE END OF THE AGENDA. IS THERE A SECOND? >> SECOND. >> CALL FOR THE VOTE, PLEASE. MOTION PASSES. I PROBABLY SHOULD HAVE NOTED THAT WE ARE MISSING A TRUSTEE TONIGHT, TRUSTEE YOUNG BOOG IS NOT HERE AND WILL NOT BE HERE TONIGHT UNFORTUNATELY. I DON'T THINK HE DOES. MOVING ON TO ITEM 4.1, [4.1 Adopt 2024-25 Unaudited Actuals SACS Financial Report] ADOPT THE 2024/25 UNAUDITED ACTUALS SACS FINANCIAL REPORT, SUPERINTENDENT MUELLER. >> THANK YOU, PRESIDENT PALACIOS-PETERS. I'D LIKE TO INTRODUCE DEPUTY SUPERINTENDENT SALAMANCA FOR AGENDA ITEM 4.1. HE WILL ALSO PRESENT THE NEXT THREE ACTION ITEMS. MR. SALAMANCA. >> GOOD AFTERNOON, TRUSTEES. FOR THE PUBLIC AND COLLEAGUES HERE IN THE AUDIENCE WITH US TODAY, THANK YOU FOR THE OPPORTUNITY TO SHARE THE 24/25 UNAUDITED ACTUALS WITH YOU. FIRST AND FOREMOST, I'D LIKE TO TAKE AN OPPORTUNITY TO THANK OUR SMALL BUT MIGHTY TEAM TOGETHER WITH OUR WONDERFUL DIRECTOR OF FISCAL SERVICES, ANGELICA PAREDES AND KATHY MULVEY, SHARON JIMENEZ, ABRAHAM CONTRERAS, AND SUSAN MITROVICH. WE ARE RESPONSIBLE FOR MANAGING THE DISTRICT'S FINANCES, WHICH INCLUDE PAYROLL FOR OVER 400 EMPLOYEES, 100/100 UNIQUE BUDGET LEDGERS, STATE AND FEDERAL COMPLIANCE REPORTS AS WELL AS THOUSANDS OF VENDOR PAYMENTS, ALL IN ALL TOTALING 60.4 MILLION IN TOTAL EXPENDITURES ACROSS ALL OF OUR FUNDS. [00:05:04] HAVE YOU SEEN THIS SLIDE BEFORE? AS YOU KNOW, MUCH OF WHAT WE DO HERE LOCALLY IS INFLUENCED BY THINGS THAT HAPPEN AT THE STATE AND FEDERAL LEVELS. USUALLY WHEN SOMETHING HAPPENS, AT THE STATE, WE HAVE AN OPPORTUNITY TO ADJUST OUR FINANCES AND UPDATE YOU-ALL ACCORDINGLY. RIGHT NOW, WE ARE COMING OFF OF THE HEELS OF THE STATE'S BUDGET ADOPTION, BUT THIS IS THE FIRST TIME WE'RE NOT ACTUALLY TALKING ABOUT BUDGET BUT ACTUALLY UNAUDITED ACTUALS. AS YOU'LL RECALL, THE UNAUDITED ACTUALS REPORT REPRESENTS CORONADO UNIFIED FINANCIAL POSITION AND OUR ACTIVITY FOR THE FISCAL YEAR 24/25. THAT FISCAL YEAR GOES FROM JULY 1ST OF '24 THROUGH JUNE 30TH OF 2025. I LIKE TO SAY THAT IT REPRESENTS A SNAPSHOT IN TIME. OFTENTIMES WE TALK ABOUT ALL OF THE MOVING PARTS THAT GO INTO BUDGET DEVELOPMENT, HOW MANY STUDENTS DO WE HAVE? I'M ACTUALLY GETTING AHEAD OF MYSELF A LITTLE BIT. OFTENTIMES WE TALK ABOUT ALL THE DIFFERENT COLORS OF MONEY, ALL THE DIFFERENT PROGRAMS, ALL OF THE INDIVIDUALS AND PROGRAMS THAT WE'RE RESPONSIBLE FOR MANAGING. THIS IS THE ONE TIME WHERE WE GET, EVEN JUST FOR A MINUTE, FREEZE TIME ON JUNE 30 AND SAY, WHAT HAPPENED THIS PAST YEAR, AND WHERE ARE WE AS OF THAT DAY OF JUNE 30TH? ALL OF OUR FINANCIAL ACTIVITY IS PREPARED IN COMPLIANCE WITH ALL OF THESE OVERSIGHT AGENCIES AND REGULATIONS, GENERALLY ACCEPTED ACCOUNTING PRINCIPLES, THE GOVERNMENTAL ACCOUNTING STANDARDS BOARD, GASB, THEY ARE PREPARED IN ACCORDANCE WITH THE CALIFORNIA SCHOOL ACCOUNTING MANUAL. ALL OF OUR STATE AND FEDERAL GRANTS ARE REPORTED AND IN COMPLIANCE WITH THE RELATIVE STATE AND FEDERAL REGULATIONS THAT ARE TIED TO THOSE GRANTS IN THOSE FUNDING SOURCES. AT THE BOARD'S ACTION TONIGHT, THERE ARE ALSO LEVELS OF OVERSIGHT. WE ARE ALSO AUDITED BY THE DISTRICT'S EXTERNAL AUDITORS, WHICH IS THE STATE LEGAL COMPLIANCE REQUIREMENT. OUR EXTERNAL AUDITORS THIS YEAR ARE ID BAILEY. IN ADDITION TO THAT EXTERNAL OVERSIGHT, WE HAVE OUR PARTNERS AT THE COUNTY OFFICE OF EDUCATION WHO HAVE A RESPONSIBILITY THROUGH AB 1,200 TO MONITOR THE FINANCES AND PROGRAMMING OF THE DISTRICT. WHAT'S INTERESTING ABOUT THE COUNTY OFFICE OF EDUCATION IS THEY ACTUALLY HAVE ACCESS TO OUR FINANCIAL SYSTEMS. THEY HOUSE THE FINANCIAL SYSTEM THAT MOST OF THE DISTRICTS IN SAN DIEGO COUNTY USE. THEY CAN ACTUALLY GO INTO THE SUB LEDGERS, THEY CAN LOOK ANYWHERE THEY WANT AND ESSENTIALLY VERIFY AND HAVE A RESPONSIBILITY TO AUDIT ALL OF THE TRANSACTIONS THAT WE POST HERE LOCALLY. LOTS OF LAYERS OF OVERSIGHT AND LOTS OF RULES AND REGULATIONS. >> SORRY TO INTERRUPT. CAN THEY DO THAT AT ANY TIME? >> THEY CAN DO THAT AT ANY TIME. [OVERLAPPING] >> THANK YOU. >> LOTS OF MOVING PARTS. SPEAKING OF ALL OF THE MOVING PARTS, WE OPERATE A NUMBER OF FUNDS. I'D LIKE TO GROUP THEM IN THEIR CATEGORY AREAS. THESE FUNDS ARE WHAT WE WOULD CALL ENTERPRISE FUNDS. THINK OF IT LIKE RUNNING A BUSINESS. EACH FUND HAS A SPECIFIC PURPOSE. THEY HAVE SPECIFIC REVENUE SOURCES AND THEY HAVE SPECIFIC PROGRAMMING IN ACCORDANCE WITH ALL OF THE ACTIVITY IN THAT FUND. THINK OF THIS AS THREE SEPARATE AND DISTINCT BUSINESSES SEPARATE AND APART FROM THE DISTRICT GENERAL OPERATING FUND. THE FUND 13 IS ALSO THE CAFETERIA SPECIAL REVENUE FUND. FUND 19 IS WHERE WE HOUSE ALL OF THE BBMAC POOL ACTIVITIES, ALL OF OUR RENTAL ACTIVITIES, AS WELL AS ALL OF THE EXPENDITURES THAT GO ALONG WITH RUNNING OUR POOL HERE AT THE BBMAC. LASTLY, YOU'LL SEE THAT WE HAVE PRESCHOOL PROGRAMS, BOTH FEE BASED AND STATE SUBSIDIZED PRESCHOOL PROGRAMS, HOUSED IN FUND 12 AND FUND 63. JUST A LITTLE BIT OF HOW TO READ THIS, I'LL START WITH THE CAFETERIA FUND. FOR THE ALMOST 200 PAGE DOCUMENT THAT YOU HAVE, WE'VE SUMMARIZED AT A VERY HIGH LEVEL, WHAT THE ACTIVITY IS FOR EACH OF THOSE FUNDS HERE. FOR THE CAFETERIA FUND 13, THE BEGINNING BALANCE WAS 1.6 MILLION. THEY GENERATED REVENUES OF JUST UNDER TWO MILLION. I'M LOOKING AT THE COLUMN TO THE FAR LEFT. THE EXPENDITURES ARE JUST OVER TWO MILLION. THEY OPERATED AT A SMALL DEFICIT OF ABOUT $18,000 WITH THE ENDING FUND BALANCE OF 1.6. INTERESTINGLY ENOUGH, WE'RE NOT UNIFIED AS A WHOLE. WHEN COMPARED TO MANY DISTRICTS ACROSS THE STATE DOES PRETTY WELL IN OUR NUTRITION PROGRAM. WITH THE ADDITION OF UNIVERSAL BREAKFAST AND LUNCH PROGRAMS, WE'VE SEEN AN INCREASE IN ACTIVITY, WHICH LED TO EFFICIENCIES WHICH ALLOWS US TO OPERATE, FOR THE MOST PART, EITHER BREAK EVEN OR SMALL SURPLUS, SO MUCH SO THAT WE ARE WORKING ON A SPENDING PLAN, WHICH IS REQUIRED BY THE STATE TO REINVEST INTO THE PROGRAM, [00:10:02] THINGS LIKE EQUIPMENT, FARM FRESH MEALS, ORGANIC PRODUCE, THAT SORT OF THING. WHAT'S UNIQUE ABOUT ALL OF THESE DIFFERENT FUNDS IS ANY EXPENDITURES THAT WE HAVE OR ANY REVENUES THAT WE GENERATE HAVE TO GO BACK INTO THOSE SPECIFIC PROGRAMS, CAN'T BE USED FOR ANY OTHER PROGRAMS. THE REST OF THE FUNDS READ SIMILARLY, WE'RE PROUD OF OUR ENTERPRISE PROGRAMS THAT ARE OPERATING AT RELATIVELY SMALL SURPLUSES. WE ALSO HAVE NON MAJOR FUNDS. THESE ARE A LITTLE BIT MORE CONNECTED, I GUESS, I'LL SAY, BUT A LOT SMALLER IN SCALE. WE HAVE A SMALL GRANT THAT WE HAVE FROM THE STATE UNDER FUND 11 FOR ADULT EDUCATION THAT OPERATES GENERALLY AS A BREAK EVEN, OUR DEFERRED MAINTENANCE FUND, HOUSES ANY CAPITAL EXPENDITURES AND OTHER ITEMS THAT WE NEED TO PLAN FOR IN THE FUTURE, OUR CAPITAL FACILITIES FUND, THE REVENUES GENERATED FROM THAT COME FROM DEVELOPER FEES. THE NATURE OF THOSE FUNDS. AS INDIVIDUALS THAT LIVE PROPERTY OWNERS WITHIN THE COMMUNITY ADD LIVABLE SQUARE FOOTAGE TO THEIR HOMES OR TO THEIR PROPERTIES, THE THOUGHT IS THAT THERE MIGHT BE STUDENTS THAT ARE LIVING IN THERE. THE STATE HAS PROVIDED A MECHANISM FOR DISTRICTS TO RECOUP SOME REVENUES IN ANTICIPATION FOR A POTENTIAL INCREASE IN ENROLLMENT. THOSE REVENUES ARE USED TO PAY NON VOTER APPROVED DEBT THAT WAS TAKEN OUT IN THE EARLY 2000S. THE DEBT SERVICE PAYMENT IS ABOUT 560,000. THE ANNUAL APPROXIMATE REVENUES FLUCTUATE YEAR TO YEAR, BUT ANY SHORTAGE IS PAID FOR BY THE DISTRICT GENERAL FUND. CAPITAL PROJECT FUND FOR BLENDED COMPONENT UNITS, FUND 49. LOCALLY, WE'VE REFERRED TO THIS AS OUR FACILITIES FOR FACILITIES FUND. AS YOU'LL SEE, THE REVENUES THAT ARE GENERATED ARE LEASE REVENUES THAT COME FROM OUR GLORIA BAY PROPERTIES AS WELL AS THE LEASE REVENUES FROM ECDC HERE ACROSS THE COURTYARD FROM US. ADDITIONALLY, THERE ARE SOME OTHER ONE TIME MONIES. YOU'VE PROBABLY HEARD ME MENTION CAL SHAPED FUNDS. IT WAS A SHORT-TERM STATE PROGRAM. ALL FUNDS IN THIS PROGRAM ARE EITHER DEBT SERVICE FOR THE LOAN OR CAPITAL PROJECTS OR CAPITAL OUTLAY. CAL SHAPE, BEING RESPECTIVE TO OUR HVAC EQUIPMENT, OUR AIR FILTRATION SYSTEMS, ALL OF THE REVENUES WERE PUT INTO THIS AND ALSO THE EXPENDITURES COME OUT OF THIS FUND AS WELL. LAST BUT NOT LEAST ON THIS SLIDE, WE HAVE A FOUNDATION PERMANENT FUND, FUND 57. THESE ARE RESTRICTED DOLLARS, AND ALL OF THE ACTIVITY IN THIS HAS TO DO WITH ARTS RELATED ACTIVITIES. IF YOU'RE FAMILIAR WITH THE CSF HAS THE JILL HARDMAN FUND, WHICH FUNDS PUBLIC ART, AND IF YOU'VE SEEN THE MOSAIC ON THE SIDE OF THE THEATER, THAT WAS FUNDED BY JILL HARDMAN FUND. THIS HOUSES THAT ACTIVITY IN ADDITION TO OTHER PREVIOUS DONORS THAT FUNDED ARTS PROGRAMS HERE IN OUR SCHOOLS. NOW TO THE MAIN EVENT, THE DISTRICT GENERAL FUND 01 IS OUR MAIN OPERATING FUND. THIS IS WHERE ALL OF OUR TEACHER SALARIES, OUR CLASSIFIED SALARIES, OUR MANAGEMENT. ALL OF THE MAIN ACTIVITIES THAT GO INTO OUR MAIN CORE INSTRUCTIONAL PROGRAM ARE HOUSED IN FUND 1. FOR THE 24/25 SCHOOL YEAR, WE GENERATED 47.2 MILLION IN GENERAL FUND REVENUES. ALMOST 79% OF THE DISTRICT'S REVENUE COMES FROM STATE SOURCES, SO A COMBINATION OF LOCAL CONTROL FUNDING FORMULA AS WELL AS STATE GRANTS. MANY OF OUR STATE AND FEDERAL GRANTS ARE DRIVEN BY ENROLLMENT AND DEMOGRAPHICS, AND SO AS ENROLLMENT CHANGES AND DEMOGRAPHICS CHANGE, SO TOO DOES OUR FUNDING THAT COMES DOWN TO US. ONE OF THE OTHER KEY DEMOGRAPHICS IS OUR UNDUPLICATED PUPIL COUNT. WE'RE CURRENTLY HOVERING AT ABOUT 18%. OUR EXPENDITURES ARE APPROXIMATELY 53.3 MILLION. SALARIES AND BENEFITS ARE THE DISTRICT'S LARGEST BUDGET, COVERING AT AROUND 81% OF TOTAL OPERATING EXPENDITURES. SIMILAR TO THE SLIDES THAT YOU SAW EARLIER, WE'VE GROUPED LIKE FUNDS TOGETHER. WHEN WE TALK ABOUT THE DISTRICT'S GENERAL OPERATING, AS WELL AS OUR RESERVE FUNDS, WE TALKED ABOUT FUND ONE, FUND 17, AND FUND 40, AND WE THERE'S NOT MUCH ACTIVITY IN THE OTHER FUNDS, 17 AND 40, SO I'LL FOCUS FIRST ON THE GENERAL FUND 01. [00:15:02] WE STARTED WITH A BEGINNING FUND BALANCE OF $5.3 MILLION, GENERATED REVENUES, AS I MENTIONED, 47.2, EXPENDITURES OF 53.3, THE DEFICIENCY. WE SPENT MORE THAN WE BROUGHT IT IN THE GENERAL FUND OF $6.1 MILLION. YOU'LL SEE IN THE NEXT LINE A CONTRIBUTION OF $6.1 MILLION, THAT COMES FROM FUND 40, AS YOU SEE DIRECTLY TO THE RIGHT. THE DISCREPANCY BETWEEN 6.1 AND 6.4, THE REMAINING AMOUNT THAT COMES OUT OF FUND 40 IS TRANSFERRED TO FUND 25, AS I MENTIONED, IF THERE'S A SHORTFALL IN MAKING THAT DEBT SERVICE PAYMENT IN FUND 21, EITHER THE GENERAL FUND OR OUR RESERVE ACCOUNTS ARE RESPONSIBLE FOR MAKING THAT PAYMENT WHOLE. ALL IN ALL, YOU'LL SEE THE ENDING FUND BALANCES FOR FUND 1, FUND 17, AND FUND 40. COLLECTIVELY, WE REFER TO THOSE AS OUR RESERVES. THESE ARE BOTH FOR RESTRICTED AND UNRESTRICTED THING. BUT AS YOU KNOW, WE'VE GOT SOME FLEXIBILITY IN HOW WE USE THOSE. AT THE END OF THE YEAR, WE DECREASE COMPARED TO THE PREVIOUS YEAR OUR AVAILABLE RESERVES BY $2.5 MILLION DOWN TO 14.4 MILLION AS OF JUNE 30 OF 24/25. >> WHAT DOES THIS ALL MEAN? AS MANY OF YOU KNOW, WE'VE HAD LOTS OF CONVERSATIONS ABOUT THE BRIDGE TO BASIC AID. I WAS REFLECTING WHEN I STARTED HERE IN THE DISTRICT IN FEBRUARY OF 2017. MY FIRST WEEK ON THE JOB WAS TO SIT ON A HEARING IN COURT WITH CORONADO VERSUS DEPARTMENT OF FINANCE, THROUGH A NUMBER OF ITERATIONS, THE DISTRICT AND THE CITY REDEVELOPMENT AGENCY, WERE TRYING TO ACCELERATE THE WINDING DOWN OF THE REDEVELOPMENT AGENCY. VERY QUICKLY, I GOT CAUGHT UP TO SPEED. NEVER DID I THINK THAT WE WOULD ACTUALLY GET THERE. THIS BRIDGE TO BASIC AID IS REALLY SPECIAL, ESPECIALLY SINCE STARTED MY TIME HERE, LEARNING AND IMMERSING MYSELF IN IT. ANYWAY, I'LL BRING YOU BACK TO WHAT WE SHARED IN OUR PROPOSED BUDGET IN JUNE 2025, JUST THREE SHORT MONTHS AGO. AS I MENTIONED, LOTS OF CHANGE, THINGS HAPPEN, AND WE FOUND OURSELVES PROJECTING A SHORTFALL IN APPROACHING THE BRIDGE TO BASIC AID. WE ANTICIPATED THAT WE WOULD END THIS YEAR WITH 11.2. WE ENDED WITH 14.4. I HAVE A SLIDE IN THE FUTURE THAT OUTLINES WHAT SOME OF THOSE CHANGES ARE. GIVEN THAT SNAPSHOT IN TIME, WE HAD TO GET TO WORK REALLY FAST. YOU'LL RECALL THAT THE COUNTY OFFICE OF EDUCATION ISSUED THEIR REVIEW LETTER OF OUR BUDGET. THEY ALSO GAVE THE BOARD AND THE DISTRICT A MANDATE TO IDENTIFY BUDGET SOLUTIONS BY FIRST INTERIM IN ORDER TO MAINTAIN SOLVENCY THROUGH BASIC AID. WHAT DID WE DO? WE IN JUNE INTRODUCED THE IDEA OF POTENTIALLY GOING OUT FOR A LOAN AND IN AUGUST, THE BOARD APPROVED A LOAN TO THE TUNE OF ABOUT $3.1 MILLION. INCIDENTALLY, WE RECEIVED THE FINES IN OUR ACCOUNTS TODAY. LOTS OF EFFORT WENT INTO THAT. ALL WITH THE GOAL AND INTENTION OF MAKING SURE THAT WE'RE ADHERING TO THE DISTRICT'S LONG RANGE PLAN, THE BOARD'S DIRECTIVE TO MAINTAIN PROGRAMS AND SERVICES FOR STUDENTS IN ANTICIPATION OF REACHING BASIC AID. WE WANTED TO CONTINUE TO BUILD THE DISTRICT THAT WE WANTED TO BE ONCE WE REACHED BASIC AID WITHOUT HAVING TO REDUCE PROGRAMS AND ENSURE THE BEST POSSIBLE OPPORTUNITIES FOR OUR STUDENTS TODAY. I REALLY WANT TO APPLAUD THE BOARD AND COMMUNITIES EFFORT IN SUPPORTING THAT LEASE PURCHASE FINANCING. AS A BRIEF REVIEW, THE USES FOR THOSE ARE FAIRLY RESTRICTED. THE TAXABLE PORTION ALLOWS US TO REFINANCE THAT COP DEBT THAT I MENTIONED THAT IMPACTS FUND 25 AND SUBSEQUENTLY FUND 40. THAT PROVIDES DIRECT GENERAL FUND RELIEF WITH THE GOAL OF ENSURING THAT WE HAVE ADEQUATE RESERVE LEADING UP AND GOING WELL INTO BASIC AID. THE TAX EXEMPT PORTION IS A LITTLE BIT MORE RESTRICTIVE. ONE IS A LITTLE BIT OF A GET OUT OF JAIL FREE CARD. THE TAX EXEMPT PORTION IS RESTRICTED FOR FACILITIES. THIS IS FOR THE UNFORESEEN. IF THERE'S A PIPE BURST, IF THERE'S A ROOF LEAK, IF THERE'S A SINK HOLE BECAUSE OF THE CONCRETE SHIFTING AT VILLAGE ELEMENTARY. WE HAVE THE ABILITY TO KEEP OUR SCHOOL SAFE, KEEP OUR PROGRAMS GOING WITH REGARD TO TECHNOLOGY OR OTHER PROGRAMS THAT WE WANT TO BUILD. THESE MONIES CAN ONLY BE USED FOR CAPITAL OUTLAY AND FACILITIES TYPE EXPENDITURES, [00:20:02] NOT ONGOING GENERAL FUND OPERATING. PROVIDING RELIEF TO THE GENERAL FUND AND ALSO PROVIDING SOME CUSHION FOR SOME OF THOSE UNFORESEEN AND UNKNOWNS. ADDITIONALLY, WE HAD THE OPPORTUNITY TO CLOSE THE BOOKS. IF WE WERE DOING THE MATH, WE SAID WE WERE GOING TO END AT 11.2. WE ENDED WITH 14.4. AS I MENTIONED, THE UNAUDITED ACTUALS ARE SNAPSHOT IN TIME. WE'RE FREEZING CLOCK ON JUNE 30 OF 2025. SOME THINGS HAPPENED AT THE END OF THE YEAR THAT WERE UNFORESEEN WHEN WE ADOPTED OUR BUDGET, AND THEN LATER CAME TO LIGHT AS WE CLOSE THE BOOKS. I'LL ENUMERATE THEM FOR YOU ON THE SLIDE. THE TOP THREE CHUNKS, SO AMOUNTING TO ABOUT 1.5 MILLION. I'LL TAKE IT ONE BY ONE. THESE ITEMS HAVE NO IMPACT ON OUR BRIDGE TO BASIC AID. IGNORE THE SNAPSHOT IN TIME. YOU CAN LOOK AT WHAT HAPPENED IN JUNE AND THEN LOOK WHAT HAPPENED AFTER. IF YOU HAVE MORE MONEY ON THIS SIDE AND YOU HAVE MORE EXPENSES ON THIS SIDE. THE UNAUDITED ACTUALS ALMOST TRAIN YOU TO IGNORE WHAT'S HAPPENING ON THIS SIDE, BUT YOU CAN'T. YOU KNOW YOU HAVE MONEY COMING IN AND YOU HAVE EXPENDITURES GOING OUT RELATIVE TO THOSE GRANTS AND PROGRAMS. THE FIRST ONE IS SCHOOL VIOLENCE PREVENTION PROGRAM. AS YOU KNOW, WE APPLIED FOR AND RECEIVED ALMOST $500,000 GRANT FROM THE FEDERAL GOVERNMENT TO FUND SAFETY INITIATIVES, MOST NOTABLY TWO WAY RADIOS ACROSS ALL OF OUR SITES. WE AT THE TIME OF BUDGET ADOPTION HAD A PO IN PLACE. WE HAD COMMITMENT FROM THE VENDOR. THEY SAID, WE'RE GOING TO DELIVER THIS BY JUNE 30TH. SUPPLYING CHAIN ISSUES HAPPENED AND THEY WEREN'T ABLE TO DELIVER BEFORE JUNE 30TH. ACCOUNTING RULES SAY, I CAN'T RECOGNIZE THE EXPENSE UNTIL WE ACTUALLY RECEIVE THE ITEMS. ALMOST $500,000 OF THE EXTRA THAT WE SEE AT JUNE 30TH IS REALLY A TIMING ISSUE BECAUSE THERE WAS A DELAY IN RECEIVING THOSE ITEMS. THE GOLDEN STATE PATHWAYS PROGRAM, IF YOU'RE FOLLOWING OR IF YOU'RE IN TUNE WITH THE STATE PROGRAM, THE BOARD APPROVED AN AWARD RECEIPT EARLY IN THE '24-'25 SCHOOL YEAR. THEY SAID IT WAS GOING TO BE CLOSE TO $900,000. WE SAID, OKAY, WE'RE GOING TO START PLANNING FOR THIS MONEY. FEW MONTHS LATER, THEY RECOGNIZED THAT THERE WAS AN ERROR IN THE CALCULATIONS. THEY SAID, "HOLD ON. HOLD ON. WE HAVE TO RECALCULATE. DON'T SPEND THE MONEY YET." ONE THEY HADN'T GIVEN IT TO US YET. FAST FORWARD, I BELIEVE IN MARCH OR APRIL, THEY SAID, "THIS IS GOING TO BE THE NUMBER, BUT WE'RE GOING TO PAY YOU IN JULY." GET TO CLOSING THE BOOKS, THEY PAID US IN JUNE. AGAIN, ANOTHER ALMOST $700,000 THAT WE GOT IN A TIME WHERE WE WEREN'T EXPECTING IT. IT STILL DOESN'T CHANGE THE FACT THAT THERE'S NEW EXPENDITURES THAT ARE GOING TO BE TIED TO THOSE PROGRAMS. THIS IS WHERE THAT SNAPSHOT IN TIME CAN SOMETIMES BE A LITTLE BIT MISLEADING. YOU HAVE TO LOOK AT ALL OF OUR FINANCES AND ALL OF OUR PROGRAMMING IN TOTALITY. THE LAST ONE IS AN ACCELERATED SPEND DOWN OF DODEA. AS YOU KNOW WE HAVE FOUR ACTIVE DODEA GRANTS. IN GENERAL, I'M GOING TO TALK IN ROUGH NUMBERS, $1.2 MILLION EACH. ABOUT $250,000 IS OUR AWARD FOR EACH YEAR. WE HAVE THE BUILT PROGRAMS OVER THE FIVE YEAR PROGRAM OR FIVE YEAR TERM OF THOSE PROGRAMS, AND AS AN EXAMPLE, THAT WOULD FUND TWO TEACHERS IN ANY GIVEN YEAR OVER THE FIVE YEARS. BECAUSE OF WHAT'S HAPPENING IN THE FEDERAL GOVERNMENT, I'LL SAY, AND THE UNCERTAINTY OF REIMBURSEMENTS AND FUNDING, OUR APPROACH HAS BEEN TO ACCELERATE TO THE EXTENT POSSIBLE DRAWDOWNS FROM OUR APPORTION GRANTS FROM THE FEDERAL GOVERNMENT TO FIND THE PROGRAMS. THE IMPACT OF THAT IS SHIFTING GENERAL FUND EXPENDITURES TO FEDERAL OR TO RESTRICTED GRANTS IN THE CURRENT YEAR, WHICH IN FUTURE YEARS, IT ALMOST PUTS A LITTLE BIT OUT OF SYNC. WE'RE GOING TO HAVE TO DO THE OPPOSITE IN THE FUTURE YEARS, WHERE PREVIOUSLY WE THOUGHT WE WERE GOING TO HAVE RESTRICTED FUNDS STEADILY OVER THE FIVE YEARS. WE'RE SPENDING IT UPFRONT, AND THE UNRESTRICTED GENERAL FUND IS GOING TO HAVE TO PICK IT UP TO KEEP THOSE PROGRAMS AS A WHOLE. LONG STORY SHORT, THESE ARE TIMING ISSUES. BUT IT DOES HAVE AN IMPACT WHEN YOU'RE SAYING, WE ENDED WITH THREE MILLION, AND 1.5 OF THOSE IS REALLY ENCUMBERED IN SPOKEN FOR ALREADY. THE NEXT TWO PROGRAMS DO HAVE A POSITIVE IMPACT ON THE DISTRICT'S BRIDGE TO BASIC AID. THE FIRST IS A CAPITAL OUTLAY-OFFSET TO FUND 49. WHEN WE BUILT THE BUDGET, THE BOARD HAD NOT YET COMMITTED TO TAKING LOAN. WE KNOW THAT WE HAD SOME NEEDS HERE LOCALLY. WE HEARD FROM OUR UNIONS. WE HEARD FROM OUR STAFF CARPET, HEAT, FANS IN OUR CLASSROOMS. WE HEARD THEM, WE TOOK ACTION. [00:25:01] WE HAD THE FORESIGHT TO APPROVE A REIMBURSEMENT RESOLUTION TO RESERVE THE ABILITY TO REIMBURSE THE GENERAL FUND IF AND WHEN WE ULTIMATELY TOOK OUT THAT LOAN. THE TOTAL EXPENDITURES RELATED TO SOME OF THOSE UPGRADES AND OTHERS AMOUNTED TO $261,000 THAT WE WERE ABLE TO SAVE THE DISTRICT GENERAL FUND BY OFFSETTING THEM TO FUND 49 VIA THE LEASE PURCHASE THAT YOU ALL JUST APPROVED AND WE RECEIVED THE FUNDS TODAY. THE LAST ONE, FLOOD REIMBURSEMENT. IT FEELS LIKE MUCH LONGER THAN JUST A YEAR AND A HALF AGO, THE FLOOD OF 2022. WE'RE STILL DEALING WITH THE AFTERMATH OF THAT. FOR ANY OF YOU THAT HAVE DEALT WITH ANY INSURANCE CLAIM, YOUR HOPE IS THAT YOU'RE GOING TO GET ALL OF THE EXPENSES OR ALL OF THE FUNDS BACK FOR MAKING YOURSELF WHOLE. THANKS TO ALL OF THOSE INVOLVED TO REMEDIATE THE FLOOD AND ALSO REPAIR ALL OF THEIR CLASSROOMS BACK TO THE ORIGINAL STATE. WE'RE NOW CROSSING OVER THREE DIFFERENT FISCAL YEARS AND HAVE THIS TALE OF DEALING WITH INSURANCE. LONG STORY SHORT, WE WERE ADVISED BY THE COUNTY OFFICE OF EDUCATION AND OUR EXTERNAL AUDITORS NOT TO COUNT ANY MONIES AS IT RELATES TO A INSURANCE CLAIM UNTIL YOU HAVE THE CHECK IN HAND BECAUSE THERE'S A LOT OF BACK AND FORTH THAT GOES WITH IT. WELL, WE WERE CONSERVATIVE ENOUGH IN THAT WE BUDGETED FOR A PRORATION. ABOUT 80% OF TOTAL FLOOD EXPENSES, WHICH IS THE INDUSTRY NORM. WE ENDED UP GETTING MORE THAN WE ANTICIPATED, AGAIN, A LATE TIME CHECK AT THE END OF THE SCHOOL YEAR, WHICH IMPACTED IN HIGHER THAN EXPECTED ONE TIME RESERVES FOR THE DISTRICT. TO SUMMARIZE, THE DISTRICT RECEIVED A MANDATE FROM THE COUNTY OFFICE OF EDUCATION IN JULY, AND IN JUST TWO SHORT MONTHS, WE HAVE BEEN ABLE TO RIDE THE SHIP. WE'RE NOT OUT OF THE WOODS. BUT WE'RE CONFIDENT THAT GIVEN THE INFORMATION WE HAVE TODAY, WE WILL BE ABLE TO DEMONSTRATE SUFFICIENT BUDGET SOLUTIONS BY THE FIRST INTERIM BUDGET, ADHERING TO OUR REQUIREMENTS FROM THE STATE AND COUNTY OFFICE TO HAVE A 3% RESERVE IN ALL THREE YEARS IN OUR BUDGET WINDOW, AND IT'S DUE IN LARGE PART TO THE LEASE PURCHASE FINANCING THAT WE TOOK OUT LAST MONTH, THE YEAR END SAVINGS, AND AGAIN, OUR CONTINUED COMMITMENT COLLECTIVELY TO CONTINUE TO REALIZE EFFICIENCIES WHENEVER WE CAN TO MAINTAIN PROGRAMS FOR OUR STUDENTS. A BRIEF HISTORY LESSON, IF YOU'RE NEW TO THE GROUP. WHAT'S THE DIFFERENCE, LCFF, BASIC AID? WHAT DOES THAT MEAN? FOR THE FIRST TIME THAT I'VE BEEN IN THIS DISTRICT, WE HAVE TWO YEARS AS WHAT WE'RE PROJECTING TO BE AN LCFF FUNDED DISTRICT AND ONE YEAR AS A BASIC AID FUNDED DISTRICT. THE WAY THAT WE LIKE TO JUST DESCRIBE THE DIFFERENCE, ALL DISTRICTS IN THE STATE TO DETERMINE THE MINIMUM SIZE OF THEIR BUCKET. THAT'S WHAT IT'S GOING TO TAKE TO EDUCATE THE STUDENTS BASED OFF OF YOUR ENROLLMENT, BASED OFF OF YOUR STUDENT DEMOGRAPHICS, THAT'S THE AMOUNT OF MONEY THAT IT'S GOING TO TAKE TO MEET THEIR NEEDS. WE KNOW IT'S NEVER ENOUGH. BUT NEVERTHELESS, THEY SET A NUMBER AND THEY SAY THAT'S WHAT IT IS. THE STATE AID, LCFF FUNDED DISTRICTS FILL UP THEIR BUCKET WITH AS MUCH PROPERTY TAXES AS THEY GET HERE LOCALLY. IF THEY'RE NOT ABLE TO FILL UP THE BUCKET, THE STATE MAKES THEM WHOLE AS REPRESENTED BY THE GREEN PORTION. LOCALLY FUNDED OR BASIC AID SCHOOL DISTRICTS IN CONTRAST HAVE THE SAME SIZE BUCKET BECAUSE THEY DO IT BASED OFF OF THE SAME SET OF FACTORS, BUT THEY HAVE THE ABILITY TO FILL UP THE BUCKET AS MUCH AS THEY CAN WITH LOCAL PROPERTY TAXES, AND IF THERE'S ANY EXCESS, THEY ACTUALLY GET TO KEEP IT. SOME PRELIMINARY ESTIMATES THAT WE'VE PROVIDED TO YOU IN THE PAST ARE ANYWHERE $8-10 MILLION IN INCREASED ONGOING REVENUES AS A LOCAL CONTROL FUNDED SCHOOL DISTRICT. IF YOU LOOK AT OUR LAST SEVERAL YEARS, OUR DEFICIT SPEND HAS BEEN ANYWHERE $5-8 MILLION. THERE'S A LITTLE BIT OF FLUCTUATION GIVEN CHANGES IN ENROLLMENT, WHAT'S HAPPENING AT THE STATE, NEW FUNDING SOURCES THAT ARE AVAILABLE. BUT IN GENERAL, THE COST STRUCTURES THAT WE HAVE IN PLACE WILL BE SUPPORTED BY THE NEW ONGOING REVENUE. BUT IF YOU'RE DOING THE MATH AND LOOKING AT IT SIDE BY SIDE, POSSIBLY NOT BY MUCH. IT'S SOMETHING THAT WE CONTINUE TO WATCH CLOSELY. WE EXPECT TO HAVE A LITTLE BIT MORE BREATHING ROOM UNDER BASIC AID, BUT WE'RE ALSO COGNIZANT THAT THERE'S A LOT OF INFORMATION AND A LOT OF THINGS CAN CHANGE BETWEEN NOW AND THEN. MY FAVORITE SLIDE. THIS IS HOW WE'VE BEEN TRACKING THE DISSOLUTION OF THE REDEVELOPMENT AGENCY'S DEBT. THIS IS NOT CORONADO UNIFIED DEBT. [00:30:02] THIS IS NOT THE CITY'S DEBT. THIS IS A PSEUDO ORGANIZATION THAT WAS STRUCTURED. IT'S A BUNCH OF LEGALES. BUT BASICALLY, DEBT WAS ISSUED TO BUILD FACILITIES HERE IN CORONADO TO ADDRESS BLIGHTS, BELIEVE IT OR NOT. THERE WAS A BLIGHT HERE IN CORONADO. THE IMPACT WAS IT DIVERTED CORONADO UNIFIED ITS PROPERTY TAX REVENUES TO PAYING DOWN THE DEBT OF THIS PSEUDO ORGANIZATION, WHICH EVERYONE BENEFITED FROM. THE SCHOOLS WERE BUILT IN PART BY REDEVELOPMENT AGENCY FUNDS. SOME OF THE CITY BUILDINGS WERE BUILT USING REDEVELOPMENT AGENCY FUNDS. ALL IN ALL, WE WERE ABLE TO WORK WITH THE CITY TO REFINANCE THE DEBT, AND WE'VE BEEN WATCHING THIS VERY CLOSELY. I'M JUST GOING TO GET TO THE PUNCH LINE. BASED OFF OF WHERE WE ARE TODAY AND BASED OFF OF THE PROJECTIONS THAT WE RECEIVED FROM THE CITY AND THE STATE, WE'RE AS CERTAIN AS WE CAN BE, THAT THE FINAL REDEVELOPMENT AGENCY PAYMENT FOR THE DEBT WILL OCCUR ABOUT A YEAR FROM TODAY. THAT MEANS THAT A YEAR FROM TODAY WE'LL KNOW WHETHER OR NOT THE RDA HAS OFFICIALLY PAID OFF ITS DEBT AND IF WE WILL ACTUALLY HAVE THE ABILITY TO TRANSITION INTO BASIC AID SCHOOL DISTRICT BEGINNING IN '27, '28, AS WE HAVE BEEN PLANNING FOR AND ANTICIPATE. REALLY EXCITING TIMES. AS RENEE CAVANAUGH MENTIONED, IT'S ABOUT SIX MONTHS AHEAD OF SCHEDULE, BUT WE'RE REALLY EXCITED TO SHARE THE GREAT NEWS WITH EVERYONE. THE ROAD AHEAD. NOTWITHSTANDING THE POSITIVE NEWS THAT WE'VE OUTLINED HERE TODAY. AS I MENTIONED, A LOT OF THINGS CAN CHANGE, A LOT OF THINGS CAN HAPPEN. WE WILL CONTINUE TO MONITOR THE BUDGET. WE'RE GOING TO CONTINUE TO BE DILIGENT IN MAKING SURE THAT WE'RE MAXIMIZING OUR RESOURCES FOR THE BENEFIT OF THE STUDENTS AND STAFF IN CORONADO. WE ALSO HAVE TO INCORPORATE SOME OF THE NEW INFORMATION THAT WE RECEIVED WITH OPENING SCHOOLS. WE KNOW THAT WE ADDED FOUR CERTIFICATED FTE THAT WEREN'T INCLUDED IN THE DISTRICT'S BUDGET ADOPTION. WE KNOW THAT WE'RE ACTIVELY NEGOTIATING WITH OUR LABOR PARTNERS AND EMPLOYEES HERE IN THE DISTRICT. WE ALSO KNOW THAT WE OPENED THE SCHOOL YEAR WITH 100 LESS STUDENTS THAN WE DID LAST YEAR, AND 100 LESS STUDENTS THAN WE HAD BUDGETED FOR IN OUR MULTI YEAR PROJECTIONS. THE IMPACT BECAUSE OF THE VARIOUS OPTIONS AVAILABLE TO US, NAMELY THREE YEAR ROLLING AVERAGE FOR EDA, WE EXPECT THE IMPACTS OF THAT TO BE ABOUT A $300,000 DECREASE IN THE '26-'27 FISCAL YEAR. OF COURSE, OTHER POSSIBLE THREATS TO OUR FUNDING. IF YOU'RE WATCHING THE NEWS, YOU'VE HEARD DELAYS IN FUNDING SOME FEDERAL PROGRAMS, DELAYS OR EVEN THREATS TO REMOVE FEDERAL PROGRAMS. THIS HAS THE MAXIMUM EXPOSURE TO US OF ABOUT 5.7 MILLION. THAT'S HOW MUCH WE GET IN FEDERAL FUNDS IN A GIVEN YEAR. >> COMMERCIAL BREAK. IF YOU'RE INTERESTED IN LEARNING MORE OR HAVING A LITTLE BIT MORE BACK-AND-FORTH DIALOGUE, I HAVE QUESTIONS ABOUT THIS. WE INVITE YOU TO JOIN OUR BUDGET STUDY COMMITTEE MEETING WHICH IS SCHEDULED FOR OCTOBER 8, AT 4:00 P.M. WE'VE BEEN ASKED TO PUSH THE START TIME A LITTLE LATER TO ALLOW FOR OUR COLLEAGUES AT THE SCHOOL SITES TO BE ABLE TO MAKE IT IN TIME. THERE IS GOING TO BE ABOUT A 15 MINUTES BY. YOU GOT A BURDEN QUESTION, ASK US, ASK OR TELL US ANYTHING BEFORE THE MAIN EVENT STARTS AT 4:00 P.M. WE PREFER IN PERSON ATTENDANCE. I THINK THE COLLABORATION AND CONVERSATION IS A LITTLE BIT MORE ROBUST. BUT IF YOU PREFER TO JOIN VIA ZOOM, WE'RE HAPPY TO ACCOMMODATE AND HAVE YOU THERE AS WELL. LASTLY, IF MEETINGS AREN'T YOUR THING, WE HAVE A LINK AND A QR CODE. WE ASK THAT YOU ASK OR TELL US ANYTHING. YOU CAN INCLUDE YOUR CONTACT INFORMATION IF YOU WANT TO FOLLOW UP, OR YOU CAN LEAVE QUESTIONS OR COMMENTS ANONYMOUSLY IF YOU'D LIKE TO DO THAT. NEXT STEPS. AS I MENTIONED, OUR FINANCES ARE SUBJECT TO EXTERNAL AUDIT AND REVIEW FROM THOSE OTHER INDIVIDUALS. THE AUDIT WILL BE FINALIZED IN DECEMBER OF 2025. THE BOARD CAN EXPECT TO RECEIVE THE AUDIT REPORT IN JANUARY OF 26, AND OUR TEAM WILL TURN OUR SIGHTS ON THE FIRST INTERIM BUDGET DEVELOPMENT. OUR ASK OF YOU TONIGHT IS TO APPROVE THE 24/25 UNAUDITED ACTUAL SO THAT WE CAN SUBMIT IT TO THE COUNTY OFFICE. QUESTION COMMENTS. >> IS THERE ANY PUBLIC COMMENT ON ITEM 4.1 AT THIS TIME? >> GOOD EVENING, JENNIFER LANDRY CORONADO. I HAVE THREE ITEMS THAT I WOULD LIKE TO ASK QUESTIONS ON. IT IS MY UNDERSTANDING THAT SINCE THIS ISN'T AGENDAIZED ITEMS, [00:35:02] THAT THOSE QUESTIONS CAN BE ADDRESSED. IF NOT NOW, THEN WE COULD DO THAT AT A LATER DATE, PERHAPS VIA EMAIL. IN MR. SALAMANCA'S REPORT, HE NOTED ON ONE OF THE LAST SLIDES THAT THERE ARE FOUR CERTIFICATED FTES THAT WERE NOT IN THE BUDGET. ACCORDING TO MY RECORDS, BECAUSE I DEAL A LOT WITH THE CERTIFICATED FTES, I HAD 186 OF THEM. DUE TO PEOPLE QUITTING, LAYOFFS, POSITIONS BEING ELIMINATED, I CURRENTLY HAVE 178. IF I HAVE LESS FTES, AND WE HAVE FOUR FTES THAT WERE NOT IN THE ORIGINAL BUDGET, IS THAT TAKING INTO ACCOUNT THE DROP FROM 186, EXCUSE ME, YEAH, 186 TO 178? THOSE ARE ACT MEMBERS, NON-MEMBERS THAT I COUNT AS CERTIFICATED. PERHAPS THERE IS ANOTHER CLASSIFICATION OF FOLKS THAT ARE COUNTED AS CERTIFICATED THAT I'M JUST NOT AWARE OF. THAT'S MY FIRST ITEM. MY SECOND ITEM IS CURRENTLY ON THE BUSINESS SERVICES WEBSITE. THERE IS A 25/26 UNAUDITED ACTUALS REPORT LINE OF TEXT. IT IS NOT CURRENTLY A HYPERLINK. I'M ASSUMING THAT THIS REPORT MIGHT BE THE ONE THAT WILL TURN IT INTO A HYPERLINK. IF WE COULD FIND OUT WHEN THAT'S GOING TO OCCUR. SINCE THIS REPORT IS NOT LINKED TO TONIGHT'S AGENDA, WHEN CAN THE PUBLIC ACCESS IT, AND IF IT'S NOT GOING TO BE AT THAT LINE OF TEXT, WHERE CAN THE PUBLIC ACCESS TONIGHT'S SLIDE DECK? >> YOU SAID 25/26? >> YES. I'M SORRY, 24/25, THEN MAYBE I'M LOOKING AT THE WRONG YEAR THEN. >> I JUST CLICKED ON IT RIGHT NOW. 24 25 IS ONLINE. >> YEAH. THANK YOU FOR THE CORRECTION. >> YOU'RE WELCOME. >> THEN I HAVE A QUESTION ABOUT THE DEVELOPMENT OR DEVELOPER FEES, PARDON ME. THERE WAS A LOT OF TALK AMONGST SOME PEOPLE IN TOWN ABOUT THE DEVELOPER FEES AS PART OF A RECENT DISCUSSION. IN OTHER WORDS, IN THE PRESS, IT WAS NOTED THAT THEY WERE NOT RAISED AS MUCH AS THEY COULD HAVE BEEN. THEY WERE NOT RAISED AS MUCH AS SOME PEOPLE WOULD HAVE LIKED THEM TO BE. I TOOK NOTE OF THAT BECAUSE THOSE DEVELOPER FEES, IT'S MY UNDERSTANDING THAT THOSE ARE THE ONES THAT WERE SPOKEN OF IN THIS REPORT. LET ME KNOW IF NOT. I'M WONDERING IF WE, AS CUSD, HAD A ROLE AT ALL IN THOSE DISCUSSIONS, IN WHY THEY WEREN'T HIGHER. THANK YOU FOR YOUR TIME. >> THANK YOU. SEEING NO FURTHER PUBLIC COMMENT, TRUSTEES? ANY QUESTIONS OR COMMENTS? TRUSTEE KANA? >> LET'S SEE, ON SLIDE OR PAGE 17 OF YOUR SLIDES, WHEN WE MAKE OUR FINAL EXPECTED PAYMENT ON SEPTEMBER 1, 2026, WE WON'T RECEIVE ANY FUNDING FROM THE STATE UNTIL DECEMBER, ONCE WE HIT THAT BASIC AID, IS THAT CORRECT? >> THAT'S CORRECT. >> HOW MUCH WILL WE NEED TO HAVE FOR OPERATING BUDGETS TO RUN ALL OF SEPTEMBER, OCTOBER, AND NOVEMBER? WE GET THE MONEY IN DECEMBER IS AT THE FIRST OF THE MONTH, THE END OF THE MONTH. [OVERLAPPING]. CAN THEY GIVE US ANY INDICATION? >> I'M GOING TO GIVE A LONGER QUESTION OR ANSWER TO YOUR QUESTION TO GIVE CONTEXT. UNDER BASIC AID FUNDED SCHOOL DISTRICTS, THE REQUIREMENT IS TO HAVE OR THE BEST PRACTICE IS TO HAVE HIGHER RESERVES IN ORDER TO MEET CASH FLOW NEEDS. UNLIKE THE LOCAL CONTROL FUNDING FORMULA, WHO RECEIVE APPORTIONMENTS MONTHLY FROM THE STATE, BASIC AID SCHOOL DISTRICTS GETS TWO LARGE PAYMENTS CONSISTENT WITH PROPERTY TAX PAYMENTS THAT HOMEOWNERS PAY. AROUND DECEMBER AND APRIL ARE WHEN WE CAN EXPECT TO SEE THOSE DEPOSITS. DURING OUR FIRST YEAR OF BASIC AID, WE'RE LIKELY GOING TO HAVE A GOOD PART OF BASICALLY THE ENTIRE YEAR OPERATING AT THE STATE LEVEL AS AN LCFF DISTRICT. WE'RE GOING TO CONTINUE TO GET OUR MONTHLY PAYMENTS, AND THEN WE'RE ALSO GOING TO GET A LARGE INFLUX OF PROPERTY TAX REVENUES IN OUR FIRST YEAR. AT THE END OF THE YEAR, MUCH LIKE EVERY YEAR, THERE'S A TRUE-UP. WE RECALCULATE THE SIZE OF THE BUCKET. WE DO A COMPARISON OF HOW BIG IS OUR BUCKET, HOW MUCH IN PROPERTY TAXES? DOES THE STATE OWE US OR DO WE OWE THE STATE? THE FIRST YEAR OF BASIC AID, WE WILL HAVE A LITTLE BIT OF AN INFLATED CASH BALANCE, [00:40:04] BUT NOT ACCESSIBLE PER SE. WE'RE GOING TO LIKELY HAVE TO PAY A LARGE, PROBABLY GOING TO HAVE TO PAY PLUS TO 30 MILLION BACK TO THE STATE UNDER CURRENT GUIDELINES. >> AS A CURRENT STATE-FUNDED DISTRICT, WE'RE REQUIRED TO HAVE A CERTAIN PERCENTAGE IN RESERVES. AS A BASIC AGE DISTRICT, IS THERE A REQUIREMENT TO HAVE A CERTAIN AMOUNT IN RESERVES, OR IS IT JUST A SUGGESTION FROM THE STATE? >> REQUIREMENT IS 3% IN ANY GIVEN YEAR IN EACH OF THE THREE BUDGET WINDOWS. >> EVEN IF WE'RE A BASIC A DISTRICT? >> EVEN AS A BASIC A DISTRICT THAN SOME DISTRICTS THE RESERVE REQUIREMENT IS BASED OFF OF STUDENT ENROLLMENT. >> THAT'S A MINIMUM. >> THERE'S A HIGHER THRESHOLD ACCORDANCE TO BEST PRACTICE, BUT NOT NECESSARILY LEGALLY REQUIRED OF A HIGHER PERCENTAGE FOR BASIC AID TO MEET THOSE CASH FLOW NEEDS. >> THEN MY LAST QUESTION, CAN YOU DESCRIBE THE LEVEL OF OVERSIGHT THE COUNTY WILL HAVE ON OUR DISTRICT? ONCE WE REACH BASIC AID, WILL IT BE THE SAME LEVEL OF INVOLVEMENT OR THE SAME? >> IT WILL LIKELY BE THE SAME. THERE'S FEDERAL GRANTS, STATE GRANTS, LOTS OF STATE COMPLIANCE REQUIREMENTS. REALLY, THE ONLY THING THAT CHANGES IS HOW WE'RE FUNDED, WHO'S WRITING THE CHECK TO US AND THE AMOUNT THAT WE GET, SAME COMPLIANCE REQUIREMENTS. >> JUST A REAL QUICK ONE. THE FEDERAL FUNDING AND GRANTS. IS THAT ALL FROM DEPARTMENT OF DEFENSE EDUCATION ACTIVITY FUNDS, OR ARE THERE OTHER FEDERAL MONIES THAT COME TO US? >> THERE ARE OTHER FEDERAL FUNDS THAT COME THROUGH COME THROUGH TO US, IDEA. I DON'T KNOW IF IT'S NO CHILD. NO, EVERY STUDENT SUCCEEDS ACT IS THE OTHER ONES, TITLE PROGRAMS. WE ALSO GET FEDERAL IMPACT AID WHICH COMES THROUGH FROM DEPARTMENT OF DEFENSE, AND THEN THE DDA FUNDS THAT COME THROUGH AS THE EDUCATION ACT. >> WHICH ALL ADDS UP TO 5.7? >> YES. >> MR. SALAMANCA, WOULD YOU MIND PROVIDING A LITTLE BIT OF CLARIFICATION ABOUT INCREASING FOR FTE ABOVE AND BEYOND WHAT WE ANTICIPATED, AND THE RELATIONSHIP OF THOSE FTE WITH ATTRITION AND ATTEMPTS TO CALIBRATE FTE WITH OUR CURRENT ENROLLMENT. ABSOLUTELY. AGAIN, THESE ARE GREAT QUESTIONS. I WELCOME THE QUESTIONS. WE MISSED YOU AT THE LAST FEW BUDGET STUDY COMMITTEE MEETINGS, BUT THIS IS A GREAT OPPORTUNITY TO ASK THOSE QUESTIONS AT THAT FORUM. THERE WERE THREE THINGS THAT WERE BROUGHT UP. WE'VE ALREADY CLARIFIED THE MISUNDERSTANDING REGARDING THE POSTING OF THE UNAUDITED ACTUALS. THIS IS 24/25. THE OTHER PORTION WAS THE QUESTION ABOUT STAFFING, 188 VERSUS 176, I THINK WAS THE NUMBER. AGAIN, WE'RE PREDICTING THE FUTURE WHEN WE BUILD OUR BUDGET. WE HOPE THAT OUR ENROLLMENT IS GOING TO BE THIS. BASED OFF OF THIS ENROLLMENT, WE'RE GOING TO STAFF BASED OFF OF THIS. AND SO WHEN WE BUILT OUR BUDGET, WE BUILT IT WITH FOUR LESS FTE THAN WE NEEDED TO START THE YEAR WITH. I'VE SAID IT BEFORE, STUDENTS DON'T COME IN PERFECTLY PACKAGED CLASSES, AND WE DO HAVE THE COLLECTIVE BARGAINING AGREEMENTS AND STATE REGULATIONS IN ORDER TO STAFF OUR CLASSES APPROPRIATELY. IN JUNE, WE LOOK AND SEE, THIS IS WHAT OUR ENROLLMENT IS GOING TO BE. WE KNEW THAT WE ENDED LAST YEAR WITH MORE STAFF THAN WE NEEDED. WE HAD SOME OF THE LOWEST CLASS SIZES THAN WE'VE EXPERIENCED IN RECENT YEARS, AND THIS YEAR IS NO DIFFERENT. WE MADE SOME DECISIONS AND THE BEST INTERESTS OF STUDENTS WHEN WE OPENED THE SCHOOL YEAR. I'M NOT GOING TO SAY WHICH SCHOOLS, BUT WE HAD ANTICIPATED THAT WE WERE GOING TO HAVE MORE COMBO CLASSES THAN WE HAVE TODAY, LS. WITH CONVERSATIONS WITH STAFF, WITH CONVERSATIONS, AND THINKING OF THE STUDENTS BEST INTERESTS IN LINE. HIRED ADDITIONAL STAFFING, THEN WE EVEN NEEDED TO IN ACCORDANCE WITH OUR COLLECTIVE BARGAINING AGREEMENTS AND STATE GUIDELINES. WE DID SO IN THE BEST INTERESTS OF STUDENTS. WHEN WE BUILD OUR BUDGET, WE BUILD IT BASED OFF OF A RATIO, AND THEN THERE'S QUALITATIVE FACTORS THAT GO INTO IT. TO PUT IT MORE SIMPLY, I'M JUST GOING TO USE ROUND NUMBERS. WE SAID WE WERE GOING TO OPEN THE SCHOOL YEAR WITH 172 STAFF MEMBERS. WE ENDED UP HIRING FOUR, 176 MORE THAN WE INCLUDED IN THE BUDGET, BUT THAT'S WHY WE HAVE OPPORTUNITIES THROUGHOUT THE YEAR TO UPDATE OUR BUDGET PROJECTIONS IN ACCORDANCE WITH WHAT'S ACTUALLY HAPPENING AT THE TIME. THE SECOND QUESTION HAS TO DO WITH DEVELOPER FEES FOR A LITTLE CONTEXT. [00:45:03] THE STATE ALLOCATION BOARD SETS THE AMOUNT OF MONIES, THE RATE AT WHICH DISTRICTS CAN LEVY FUNDS. IN ORDER TO MAXIMIZE THE COLLECTIONS OF THOSE, DISTRICTS HAVE TO HAVE WHAT'S CALLED THE JUSTIFICATION STUDY AND A JUSTIFICATION REPORT. THE NEXUS BETWEEN STUDENT ENROLLMENT, OVERCROWDING, THE NEED FOR ADDITIONAL SPACES, AND YOU HAVE TO JUSTIFY THE NEED TO LEVY THE CURRENT FEES OR EVEN HIGHER FEES. IT HAS TO BE DONE ILLEGALLY, AT LEAST EVERY FIVE YEARS. WE ACTUALLY DID IT THIS LAST YEAR AND WE RAISE RATES THE MAXIMUM AMOUNT. THERE'S A COST ASSOCIATED WITH THE JUSTIFICATION STUDY, AND SOMETIMES THE COST DOESN'T JUSTIFY DOING THAT STUDY EVERY YEAR BECAUSE THE RATE INCREASES AREN'T NECESSARILY HIGH ENOUGH. BUT REST ASSURED, WE ARE CHARGING THE MAXIMUM THAT WE'RE LEGALLY ALLOWED TO DO BASED OFF OF THE JUSTIFICATION STUDY THAT WAS JUST COMPLETED LAST YEAR. >> CUSD WAS A PART OF THAT PROCESS. >> EVERY DISTRICT DOES IT INDEPENDENTLY. WE DID IT ON BEHALF OF THE DISTRICT TO ENSURE WE'RE GETTING MAXIMUM FEES COLLECTION. >> I THINK THE QUESTION MAY HAVE ADDRESSED THE PENALTIES THAT THE CITY APPLIES TOWARD DEVELOPERS WHO DO NOT ALLOCATE THEIR RENTAL OR THEIR PROPERTIES AS LOW-INCOME HOUSING. I DON'T KNOW IF THERE'S MAYBE A DISCREPANCY IN UNDERSTANDING THAT THAT'S NOT NECESSARILY A DEVELOPER FEE. THAT'S SOMETHING THAT IS THAT GOES TO THE CITY. >> ANY OTHER QUESTIONS OR COMMENTS ON THIS? >> THANK YOU, MR. SALAMANCA. THIS IS AN ACTION ITEM. IS THERE A MOTION ON ITEM 4.1? >> I MOVE THAT WE APPROVE THE REPORT. >> SECOND. >> CALL FOR THE VOTE, PLEASE. MOTION PASSES. ITEM 4.2, APPROVE AND ADOPT BUSINESS SERVICES RESOLUTION NUMBER [4.2 Approve and Adopt Business Services Resolution #25-09-01 Regarding the Education Protection Account (EPA)] 25-0 9-01 REGARDING THE EDUCATION PROTECTION ACCOUNT, DEPUTY SUPERINTENDENT SALAMANCA. >> YES. THANK YOU. THIS IS AN ANNUAL RESOLUTION THAT IS PASSED IN CONJUNCTION WITH THE ADOPTION OF THE UNAUDITED ACTUALS. THIS IS THE LEGAL REQUIREMENT THAT WAS PUT INTO PLACE WHEN TEMPORARY TAXES WERE IMPOSED ON STATE OF CALIFORNIA. THE ORIGINAL END DATE FOR THOSE TEMPORARY TAXES WAS SUPPOSED TO BE THE 24/25 SCHOOL YEAR, AND THERE WAS A SUBSEQUENT VOTER ACTION THAT EXTENDED THEM THROUGH 2030. ESSENTIALLY, THE REQUIREMENT IS TO SEGREGATE THOSE ADDITIONAL TAX RECEIPTS, WHICH ACTUALLY DON'T AUGMENT IN ANY WAY THE LCFF. IT JUST KEEPS IT WHOLE. INTO A SEPARATE POT AND REPORT OUT ANNUALLY ON THEIR USES. THERE'S A LONG LIST OF ALLOWABLE USES, THIS RESOLUTION AND THE ACCOMPANYING DOCUMENT INDICATE HOW WE SPENT THOSE EPA FUNDS, AND THE BOARD IS ASKED TO APPROVE THIS ANNUAL RESOLUTION. >> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 4.2? TRUSTEES, ANY QUESTIONS OR COMMENTS ON ITEM 4.2? IS THERE A MOTION TO APPROVE ITEM 4.2? >> SO MOVE. >> IS THERE A SECOND? CALL FOR THE VOTE, PLEASE. MOTION PASSES. ITEM 4.3, [4.3 Adopt GANN Limit Business Services Resolution 25-09-02] ADOPT GA N N LIMIT BUSINESS SERVICES RESOLUTION 25-09-02. DEPUTY SUPERINTENDENT SALAMANCA. >> THANK YOU. SIMILAR TO THE LAST ITEM, THIS IS ANOTHER ANNUAL RESOLUTION THAT'S APPROVED IN CONJUNCTION WITH THE UNAUDITED ACTUAL STATE REQUIREMENTS DRIVEN ENTIRELY BY THE STANDARDIZED ACCOUNT CODE STRUCTURES, THE ALMOST 200-PAGE DOCUMENT THAT YOU ALL RECEIVED AND APPROVED TONIGHT. ESSENTIALLY, THIS LAW LIMITS THE AMOUNT OF REVENUES THAT A LOCAL GOVERNMENT AGENCY CAN LEVY, AND IF IT DOES A CALCULATION AND ENSURES THAT IF THERE ARE ANY EXCESS REVENUES THAT ARE LEVIED THAT THEY'RE RETURNED TO THE STATE. WE ARE CERTIFYING THAT THEY DID NOT EXCEED THE LIMIT AND NO TRANSFER IS NECESSARY. >> THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 4.3? TRUSTEES, ANY QUESTIONS OR COMMENTS? [00:50:05] IS THERE A MOTION ON 4.3? ALL SECOND. CALL FOR THE VOTE, PLEASE. >> TECHNOLOGY. >> MOTION PASSES. ITEM 4.4, [4.4 Approve the 2025-26 Consolidated Application (ConApp), Spring Release] APPROVED THE 2025/26 CONSOLIDATED APPLICATION, SPRING RELEASE. DEPUTY SUPERINTENDENT SALAMANCA, IS THAT NOT YOU? SORRY, DR. BATTLE. THESE ARE THE NEXT THREE. [LAUGHTER]. >> MY APOLOGIES, DR. BATTLE, IT WAS THAT MR. SALAMANCA SHOW, I JUST THOUGHT HE WOULD CONTINUE. >> NO, I'M FINE, IT'LL BE PROBABLY BE VERY SHORT. >> PERFECT. >> GOOD EVENING, GOVERNING BOARD. THIS IS OUR ANNUAL ACTION ITEM REGARDING OUR ACCEPTANCE OF OUR TITLE MONIES WE RECEIVE. WE ARE WERE HAPPY TO SEE THAT DESPITE ALL OF THE RUMORS OUT THERE THAT WE DID RECEIVE TITLE FUNDING AGAIN THIS YEAR FROM OUR DEPARTMENT OF ED AT THE FEDERAL LEVEL, AND YOU CAN SEE WHAT THE ALLOCATIONS ARE. THEY ARE ALLOCATIONS SIMILAR TO THE AMOUNTS THAT WE'RE USED TO RECEIVING, AND WE'LL SUSTAIN THE PROGRAMS AND PROFESSIONAL LEARNING OPPORTUNITIES THAT WE USE THESE MONIES FOR. I'M AVAILABLE FOR YOUR QUESTIONS. >> GREAT. THANK YOU. IS THERE ANY PUBLIC COMMENT ON ITEM 4.4? TRUSTEES, ANY QUESTIONS OR COMMENTS ON ITEM 4.4? IS THERE A MOTION ON ITEM 4.4? >> I THINK HE HAD. >> CLICKED IT. >> WHO DID THAT? >> YOU DID. DID YOU NOT CLICK IT? >> [INAUDIBLE] >> DID ANYONE CLICK IT? DO WE HAVE A SECOND? >> I SECOND. >> CALL FOR THE VOTE, PLEASE. MOTION PASSES. AT THIS POINT, WE WILL TAKE A 10 MINUTE BREAK. THANK YOU. [NOISE] WE ARE BACK FROM BREAK. MOVING ON TO REPORTS, [5.1 ACT Report: President Jennifer Landry (5 min.)] ITEM 5.1, ACT REPORT, PRESIDENT JENNIFER LANDRY. >> GOOD AFTERNOON, EVERYONE. BLESS YOU. MY NAME IS JENNIFER LANDRY, AND TODAY, I'M HERE IN MY ROLE AS THE PRESIDENT OF ACT, THE ASSOCIATION OF CORONADO TEACHERS. AS PROFESSIONAL EDUCATORS, THE MEMBERS OF ACT ARE DEEPLY COMMITTED TO THE SUCCESS OF EVERY STUDENT. STUDENTS ARE THE CENTER OF EVERYTHING WE DO, AND WE WANT TO ENSURE THAT EVERY STUDENT HAS A CARING QUALIFIED COMMITTED EDUCATOR. ALTHOUGH THE WORD TEACHER IS IN OUR NAME, WE ARE ALSO SPEECH LANGUAGE PATHOLOGISTS, SCHOOL PSYCHOLOGISTS, COUNSELORS, AND NURSES. THE PURPOSE OF THESE PRESENTATIONS EACH MONTH IS TO HELP EVERYONE TO GET TO KNOW OUR MEMBERS A BIT BETTER. PERHAPS SOMETHING THAT YOU LEARN WILL HELP TO BE A CONVERSATION STARTER AS YOU VISIT OUR WORKPLACES. AS I TRAVEL AROUND TOWN, THROUGHOUT THE DAY, I SEE MANY OF MY COLLEAGUES OUT AND ABOUT. SOME ARE WALKING, SOME ARE ON A BIKE, A SKATEBOARD, AND EVEN A SCOOTER, SOME ARE IN A GOLF CART, AND I EVEN LEARNED ABOUT THE REALLY NEAT VAN THAT A MEMBER GETS AROUND IN, AND ALSO SOME OF OUR MEMBERS ARE ON THE FERRY. SOME USE THEIR MODE OF TRANSPORTATION TO COMMUTE, OTHERS USE IT TO TRAVEL FROM SITE TO SITE WITHIN THE DISTRICT. OUR WALKERS THAT COMMUTE USING THEIR FEET INCLUDE TEREN SERNA, CARA RAMIREZ, AND KIM PITNER FROM VILLAGE. I REALLY WANT TO KNOW WHAT'S IN KIM PITNER'S VERY, VERY LARGE BAG. [LAUGHTER] I GUESS. YES. RYAN GLOWNKOSKI FROM STRAND, JEREMY HANDYSIDES FROM CMS, AND ALEX STUCKEY FROM CHS. THEY ALL AGREE IT'S A RELAXING WAY TO COMMUTE. THEY CAN TRULY STOP AND SMELL THE ROSES ON THEIR WAY TO AND FROM WORK. OUR BIKE RIDERS, THESE ARE ALL E-BIKES INCLUDE TEACHER ALEX NUNN FROM CMS ON HIS E-BIKE. SOME DAYS HE CAN BE SEEN HEADING TO THE GOLF COURSE WITH HIS CLUBS ON THE BACK OF IT AFTER WORK. JOANNA SIMEON ZIPS ALONG TO CMS, FREQUENTLY MEETING HER STUDENTS ALONG THE WAY. ALICE WILSON, I THINK, HAS SOME OF THE CUTEST E-BIKE PASSENGERS AROUND, AS THEY ALL COMMUTE TO CHAMPIONS AT CROWN AND KINDERGARTEN AT WORK AT VILLAGE. KELLY SAILORS FROM CHS USES HER OWN PEDAL POWER TO [00:55:03] COMMUTE TO WORK AND CAN BE SEEN ALSO BIKING AROUND TOWN, JOINED BY HER TWO SONS WHO ARE IN GRADES 4 AND 6. JOSH BARBERA TRAVELS AROUND TOWN TO VILLAGE, AND KATHLEEN SPAIN LOADS UP HER BIKE BASKETS AND HEADS OFF ALSO TO VILLAGE EACH DAY. NOW, THEN WE GO ON TO THE NEXT ONE, AND THIS WAS FUN. FOUR, WE'VE GOT SOME FOLKS GETTING AROUND IN A GOLF CART, EVEN THOUGH MOST DON'T EVEN PLAY GOLF. ASHLEY THORNTON PUTS AROUND. SEE WHAT I DID THERE, PUTS AROUND IN BLACK BEAUTY ON A WAY TO AND FROM VILLAGE. THAT'S ME AND SAGRIA. WE'VE ALSO GOT TINA HASKO FROM CHS AND THE BLACK PEARL. IT SEEMS TO BE AN UNWRITTEN RULE THAT YOU NEED TO NAME YOUR GOLF CART. NICOLE BELONG THERE IS IN HER BLUE AND TAN CART AND IS OPEN TO NAME SUGGESTIONS. TYLER SPILLMAN, THIS WAS NEAT TO SEE. HE'S FROM CHS, AND HE STARTS HIS DAY ON EIGHT WHEELS. HE RIDES A SKATEBOARD WHILE PUSHING HIS KIDDO IN A STROLLER, A TRUE MULTITASKER. AFTER DROPPING THEM OFF, HE CONTINUES HIS COMMUTE ON JUST FOUR WHEELS. WE ALSO HAVE SOME FERRY RIDERS. BRIAN SCHUMEER AND LISA RYAN, BOTH FROM CMS, HAVE MET UP ON THE FERRY SOME MORNINGS, BRINGING ALONG THEIR BIKES TO BOOK END THEIR COMMUTE. LISA'S DAUGHTER PICTURE THERE JOINS HER ON THE COMMUTE, EVEN THOUGH AS YOU CAN TELL BY THE PICTURE IT MAKES FOR A VERY EARLY MORNING. ON A RECENT FERRY RIDE, LISA HAD MET UP WITH THE PAVEMENT THE WEEKEND PRIOR, AND BRIAN HAD MET UP WITH A PACK OF OFF LEASH DOGS IN THE WOODS. THEY COMMENTED THAT THEY BOTH LOOKED LIKE THEY WERE COMING FROM BATTLE INSTEAD OF GOING TO WORK. WHEN I ASKED MEMBERS ABOUT THEIR ALTERNATE FORMS OF TRANSPORTATION, I WAS THINKING ABOUT MODES WITHOUT ENGINES. BUT KALI PATRIA TOLD ME ABOUT BIG BLUE, HER 1975 VW BUS THAT GETS HER TO VILLAGE AND HER MIDDLE SCHOOLER TO CMS. I HAD TO INCLUDE IT SINCE IT IS, I THINK, THE MOST UNIQUE CAR THAT OUR MEMBERS DRIVE TO WORK IN. THE CONCERN WE'D LIKE TO BRING UP THIS MONTH IS SHADE OR THE LACK THEREOF. OUR VILLAGE PE FOLKS HAVE EXPRESSED CONCERN ABOUT THE LACK OF SHADE DURING PE AND ARE HOPING THAT PERHAPS SOME TEMPORARY POP UP SHADES CAN BE PROVIDED. AT STRAND, THERE ARE 16 UMBRELLA COVERED TABLES THROUGHOUT CAMPUS. THERE ARE BENCHES IN THE SHADE NEXT TO THE RECESS AREA MADE FROM AN EAGLE SCOUT PROJECT, AND LOOKING AT THE PLAY AREA, THE SHADES BUILT ONTO THE PLAYGROUND OVER THOSE PLAY STRUCTURES ARE MUCH SMALLER IN SIZE FROM SIDE TO SIDE, THEN THE ONES THAT YOU CAN SEE WHEN YOU'RE AT VILLAGE. SHADE STRUCTURES, UMBRELLAS AT STRAND ARE FINE IF THE SUN IS DIRECTLY OVERHEAD, BUT OTHERWISE, THEY PROVIDE LITTLE SHADE. AS PART OF THE NTSS COMMITTEE, SOMEONE I WAS TOLD, ONLY AS GOOD AS WHAT I'M TOLD, CAME TO THE SCHOOL REGARDING SHADE, BUT MEMBERS ARE NOT CLEAR ABOUT THE RESULTS OR OUTCOME OF THAT SHADE VISIT. THERE WAS SOME REPORT, WE DON'T KNOW ABOUT THE REPORT. PERHAPS IT'S ON THE WEBSITE SOMEWHERE THAT ONCE AGAIN, I JUST CAN'T FIND, WE'D LOVE TO FIND THE OUTCOME OF THAT. AS WE ARE LOOKING AHEAD TO NEXT YEAR, AND WE WON'T BE IN SCHOOL DURING JUNE GLOOM AND INSTEAD WE'LL BE OUT IN THE FULL SUN OF AUGUST. WE'RE ASKING IF IT CAN BE CLEARLY COMMUNICATED TO STRAND FOLKS, WHAT WAS THE OUTCOME OF THE SHADE SURVEY, AND FOR BOTH SITES, IF MORE PERMANENT STRUCTURES CAN'T BE ADDED, IF SOME TEMPORARY ONES, SUCH AS SHADE SALES, POP UPS CAN BE ADDED TO PROVIDE SOME RELIEF FROM THE DIRECT HOT SUN. I JUST WANT TO THANK PRESIDENT PALACIOS-PETERS AND TRUSTEE SANDY FOR YOUR TIME THAT YOU RECENTLY SPENT MEETING WITH ME. TRUSTEE CAVANAUGH, LOOK FORWARD TO SEEING YOU ON THE 25TH. THANK YOU FOR HAVING OFFICE HOURS OUTSIDE OF OUR CONTRACT DAY SO THAT WE CAN MEET WITH YOU. I LOOK FORWARD TO TRYING TO CATCH UP WITH THE OTHER TRUSTEES. AS IT WAS NOTED, YES, THERE'S BEEN AN ABSENCE AT RECENT BUDGET MEETINGS. SCHEDULE AT THE SECOND JOB HAS PRECLUDED ME FROM BEING ABLE TO ATTEND. WE'LL SEE HOW THAT OCTOBER 8TH ONE GOES SINCE IT'S THE SAME DAY AS THE OSO WONDERFUL COMMUNITY EVENT. TASTE OF CORONADO IS ALSO ON THE AFTERNOON OF OCTOBER 8TH. WE'LL SEE HOW THAT GOES, BUT I DO APPRECIATE THE SLIDES FROM THE BUDGET COMMITTEE MEETINGS BEING AVAILABLE ON THE WEBSITE. YES, I DO KNOW WHERE TO FIND THOSE AND HAVE LOOKED AT ALL OF THEM. THANK YOU FOR YOUR TIME. YOU'VE HAD THIS REPORT SINCE LAST FRIDAY, SO YOU COULD EMAIL ME ANY QUESTIONS YOU'VE HAD. [01:00:01] I APPRECIATE EVERYTHING YOU DO AND HAVE A GOOD REST OF THE AFTERNOON. >> THANK YOU SO MUCH. ITEM 5.2, [5.2 Student Board Member Report: Haissam Kouli (5 min.)] STUDENT BOARD MEMBER REPORT, MR. COOLEY. >> THANK YOU, PRESIDENT PALACIOS-PETERS, AND GOOD EVENING, EVERYBODY, MEMBERS OF THE BOARD, SUPERINTENDENT MUELLER, MEMBERS OF OUR COMMUNITY. I'M HERE TONIGHT RECOGNIZING MY DUTY TO UPHOLD THE INTEGRITY OF THIS BOARD AND SERVE AS YOUR STUDENT REPRESENTATIVE. I'M JUST GOING TO START OFF WITH SOME STUFF GOING ON AT VILLAGE. SOME RECENT PTO EVENTS HAVE BEEN GOING ON BOTH AT VILLAGE AND AT STRAND. SILVER STRAND JUST SET UP A NEW WEBSITE AND THEY SET UP A HOT DOG BAR AT THEIR BACK TO SCHOOL NIGHT. I'VE HEARD A LOT ABOUT THAT STRANGELY ENOUGH. [LAUGHTER] THAT SEEMED TO BE A SUCCESS. VILLAGES PTO JUST HAD A MOVIE NIGHT RECENTLY AND THEY WATCHED KUNG FU PANDA 4. THE LAST TWO STUDENTS OF THE WEEK AT VILLAGE ELEMENTARY WERE JUAN PABLO AND PAXTON BLAKE, WHO WERE BOTH PROACTIVE AND MAINTAINING FOCUS IN THEIR CLASSROOMS. SAFE HARBOR ALOHA CLUB HAS BEEN MAKING WELCOME BAGS FOR NEW MILITARY FAMILIES, AND STUDENTS HAVE BEEN LEARNING AND HAVING FUN WITH PROJECTS LIKE BUILDING BOATS OUT OF TIN FOIL AND DOING STUFF IN ILAD AND VAPA DOWN IN VILLAGE. ANOTHER IMPORTANT THING GOING ON AT VILLAGE IS THAT THEY'RE LOOKING FOR SOME NEW VOLUNTEERS TO HELP OUT, MAKE SURE THAT THERE'S ENOUGH SUPERVISION FOR KIDS OVER AT THE SCHOOL. IF ANYBODY WANTS TO SEE ANY MORE INFORMATION ON THAT, PLEASE CHECK THE WEBSITE. IT'S ALWAYS NICE TO SEE MORE ACTIVITY GOING ON TO HELP OUR KIDS OUT. WHAT ELSE? CSD PORTRAIT OF GRADUATE GOAL HAS BEEN MET BY PLANNING ROBOTICS CURRICULUMS, BOTH IN VILLAGE AND IN STRAND. ON EVERY SCHOOL NEWSLETTER, YOU'LL SEE A LONG ARTICLE. IF YOU'D LIKE TO REFER TO THAT, IT'LL TEACH YOU A LOT ABOUT HOW PORTRAIT OF A GRADUATE GOALS ARE BEING MET WITH ROBOTICS. LET'S MOVE ON TO CMS. THERE WAS A POPCORN FUND RAISER THAT CMS-ASD JUST HOSTED. A LOT OF THIS INFORMATION I'M GETTING FROM MY BROTHER. [LAUGHTER] >> I HAVEN'T HEARD ABOUT THAT YET. [INAUDIBLE]. >> APPARENTLY, CLASSES IN THE MIDDLE SCHOOL HAVE BEEN BEGINNING TO FUND RAISE BY HAVING STUDENTS GO OUT AND KNOCK ON DOORS TO SELL POPCORN. I REMEMBER DOING THIS WHEN I WAS IN SIXTH GRADE, AND THEY'RE CONTINUING TO DO IT THIS YEAR AGAIN TO HELP FUND AND MAKE SURE THAT THEIR SCHOOL DANCES ARE GOING GREAT. MY BROTHER WAS JUST ELECTED TO BECOME THE CMS TRAINING MASCOT, [LAUGHTER] SO GOOD FOR HIM. SUPER PROUD OF HIM FOR THAT. THE HOMEWORK CLUB WAS RECENTLY ESTABLISHED. I WOULD SHOW YOU GUYS PICTURES OF HIM. I WOULD HAVE PUT IT ON THAT SLIDE SHOW THAT WE'RE GOING TO PRESENT SOON. I COULD SHOW YOU GUYS LATER. IYT JUST STARTED REHEARSALS FOR THEIR NEW SHOW, ALADDIN. THEY STARTED REHEARSALS FOR THAT ON SEPTEMBER 9TH, AND I BELIEVE THAT'S OPENING NOVEMBER 9TH. I DON'T KNOW OFF THE TOP OF MY HEAD, I SHOULD HAVE WRITTEN THAT DOWN. ALL SCHOOLS ARE BEGINNING TO SELL YEARBOOKS, AND LET'S MOVE ON TO CHS. ASB HAS BEEN SETTING UP HOMECOMING. WE'LL DO THAT IN A LITTLE BIT, ONE SECOND. SORRY. EVERYTHING IS GOING REALLY WELL WITH ALL THAT. WE JUST SET UP THE BULLETIN BOARD IN THE MIDDLE OF THE QUAD. THAT'S ADVERTISING HOMECOMING AND OUR THEME THIS YEAR IS NIGHT IN VEGAS. THAT'LL BE PRETTY COOL. WE'RE HAVING THE SAME VENUE THAT WE HAD IT LAST YEAR AT NOVA SAN DIEGO. CLASSES ARE PREPARING FLOATS FOR THE HOMECOMING PARADE AS WELL AS CLASS SHIRTS. WE JUST FINALIZED DESIGNS FOR ALL OF THOSE, SO PRESALE SHOULD BE BEGINNING PRETTY SOON. CLUB RUSH JUST OCCURRED, WHICH WILL EXPAND ON IN A LITTLE BIT. OUR FIRST HOME FOOTBALL GAME IS GOING TO BE TOMORROW. I KNOW MS. CAVANAUGH IS GOING TO BE COMING TO THAT. I CAN'T REMEMBER IF TOMORROW IS A GREEN OUT OR IF THE HOMECOMING GAME IS A GREEN OUT. I THINK TOMORROW IS A GREEN OUT SO WEAR GREEN? >> TOMORROW'S GREEN. >> TOMORROW IS A GREEN OUT, BECAUSE THE HOMECOMING FOOTBALL GAME IS THE DRESS LIKE AN ISLANDER THEME, SO YEAH, MAKE SURE TO DRESS UP IN GREEN. [01:05:01] THE NEPTUNE OLYMPICS JUST OCCURRED. THAT'S AN EVENT WITH THE NGO-OTC, WHERE THEY HOST A BUNCH OF AQUATIC SPORTS AND CHALLENGES. FROM WHAT I HEARD, IT WAS SUPER-DUPER FUN. THERE HAVE BEEN A LOT OF COLLEGE VISITS RECENTLY. FRESHMAN CLASS OFFICERS JUST HAD THEIR ELECTIONS, AND NHS JUST HAD THEIR FIRST GENERAL MEMBERSHIP MEETING, AND COSA COUNCIL HAS HAD A LOT GOING ON. WE'RE GOING TO EXPAND ON THAT IN A LITTLE BIT, AND CHS IS BACK TO SCHOOL NIGHT WENT GREAT. WE'RE GOING TO MOVE ON TO THIS SLIDE SHOW THAT ON BEHALF OF MS. MOLINA AND MYSELF, WE ARE PLEASED TO SHARE THE FIRST TWO WEEKS OF SCHOOL AND A REPORT ON THAT AND HOW MUCH OF A SUCCESS IT WAS. THE ENERGY ON CAMPUS HAS BEEN EXCELLENT. WE HAVE HAD A STRONG AND POSITIVE START. WE ALSO WANTED TO SHARE THAT FRESHMAN LUNCH ACTIVITIES WERE A DEFINITE HIGHLIGHT. ALL THESE WERE THE EVENTS THAT ASB HAD PLANNED TO SET UP, AND WE EXECUTED. ASB HOSTED A VARIETY OF GAMES AND INTERACTIVE EVENTS DESIGNED TO HELP STUDENTS CONNECT AND BUILD FRIENDSHIPS, AND THAT SUCCEEDED REALLY WELL. MANY NEW STUDENTS FOUND PEERS WITH SHARED INTERESTS, CREATING A WELCOMING AND INCLUSIVE ATMOSPHERE. COSA ALSO JOINED IN WHEN COSA COUNCIL DECIDED TO CREATE A COSA Q&A PANEL, WHERE KIDS WERE ABLE TO ASK QUESTIONS ABOUT HOW DIFFERENT CONSERVATORIES WORKED, HOW THEY COULD AUDITION FOR THINGS, WHETHER OR NOT KIDS FROM OUTSIDE OF COSA COULD AUDITION FOR SHOWS. THAT WAS ONE OF THE QUESTIONS WE GOT. COSA COUNCIL HELPED SET THAT UP. CLUB RUSH WAS PROBABLY OUR BIGGEST EVENT. STUDENTS FROM ALL GRADE LEVELS EXPLORED OPPORTUNITIES TO GET INVOLVED IN ACTIVITIES THEY'RE PASSIONATE ABOUT. THANK YOU. THESE ARE SOME OF THE CLUBS THAT HAVE BEEN SET UP. THEY WERE SET UP DURING CLUB RUSH, THE FRENCH CLUB, JUNIOR SURGEONS, HIKE CLUB. I REALLY LIKE HIKE CLUB. YOU CAN SEE BEST BUDDIES ON THERE. BEST BUDDIES IS REALLY AWESOME, I REALLY LIKE THEIR MESSAGE. >> WHAT DO JUNIOR SURGEONS DO? >> I'M PRETTY SURE THAT'S A NEW CLUB. [LAUGHTER] I DON'T THINK IT HAS ANYTHING TO DO WITH COSA, IF ANYBODY IS FAMILIAR WITH THAT. I DON'T THINK IT'S AS PROFESSIONAL OR LIKE COMPETITIVE. BUT I'M PRETTY SURE THEY JUST DO LIKE SURGERIES ON LIKE LITTLE FOODS. >> OPTIONAL SERVING? [LAUGHTER]. >> [LAUGHTER] ON FOOD ITEMS, I'M PRETTY SURE. >> OPERATION BEING- >> [LAUGHTER] I'M PRETTY SURE THAT'S WHAT THEY DO UNLESS I HEARD WRONG. >> I'M NOT SUPER FAMILIAR WITH THAT CLUB, BUT I CAN TOTALLY GET MORE ON THAT. THESE ARE SOME PICTURES OF I'M PRETTY SURE THIS WAS ALL IN THE FIRST WEEK. YOU CAN SEE SOME OF THE SPIKE BALL THAT WAS SET UP, OUR FOUR SQUARE GAME THAT WE HAD. BUNCH OF FRESHMEN, IT WAS REALLY FUN. MISS LEWIS, MR. USO AND MISS MOLINA, WERE THRILLED TO WITNESS SUCH A JOYFUL AND ENGAGED STUDENT BODY. THE DESIGNATED TIME FOR FRESHMEN TO REMAIN ON CAMPUS FOR LUNCH WAS JUST RIGHT, I ALLOWED THEM TO GET FAMILIAR WITH THE CAMPUS AND BEGIN BUILDING UNITY AS THE CLASS OF 29. IT WENT REALLY GREAT. I HAVEN'T HEARD MANY QUESTIONS ABOUT WHERE CLASSES SHOULD BE, WHICH IS UNUSUAL. USUALLY, KIDS ARE REALLY CONFUSED ABOUT THAT, BUT PEOPLE ARE REALLY FINDING THEIR WAY PRETTY WELL. CURRENTLY, WE CONTINUE TO SEE 100 TO 150 STUDENTS ENJOYING LUNCH IN THE QUAD DAILY. THIS DOESN'T INCLUDE THOSE WHO CHOOSE TO SPEND TIME IN THE LIBRARY, ATTEND NHS TUTORING, PARTICIPATE IN CLUB MEETINGS, OR MEET WITH TEACHERS. IT'S CLEAR THAT OUR STUDENTS ARE FINDING MEANINGFUL WAYS TO ENGAGE DURING LUNCH. HERE ARE SOME MORE CLUBS. LOOKING AHEAD, WE'RE EXCITED TO CELEBRATE MEXICAN INDEPENDENCE DAY ON MONDAY DURING LUNCH. THIS MARKS OUR THIRD YEAR OF THIS TRADITION AND WE'RE INCREDIBLY GRATEFUL TO INEZ GONZABZ, AND THE MANY FAMILIES WHO HELPED BRING IT TO LIFE. THE QUAD WILL BE DECORATED, STAFF WILL ENJOY A LUNCHEON, AND STUDENTS WILL ENJOY FESTIVE TREATS AND A LIVE MARIACHI BAND DURING LUNCH. IT'S A JOYFUL CELEBRATION THAT BRINGS OUR ISLANDER COMMUNITY TOGETHER WHILE HONORING CULTURE AND TRADITION. I'D LIKE TO THANK MISS MELINA FOR HELPING SO MUCH WITH THIS PRESENTATION. WE COLLABORATED ON THIS LAST PART OF THE REPORT. THANK YOU GUYS SO MUCH. THAT'S EVERYTHING GOING ON. >> GREAT. THANK YOU SO MUCH. >> ITEM 5.3, SPECIAL EDUCATION DEPARTMENT ANNUAL REPORT, [5.3 Special Education Department Annual Report: Director of Student Services, Niamh Foley] DIRECTOR OF STUDENT SERVICES. NE FOLEY. [01:10:11] >> SORRY, A LITTLE BIT TALLER. PERFECT. THANK YOU. GOOD AFTERNOON, EVERYONE. GREAT REPORT THERE, MR. COOLEY. GOOD AFTERNOON. PRESIDENT PALACIOS-PETERS AND GOVERNING BOARD MEMBERS. SUPERINTENDENT, MISS MALAGOT, MR. COOLEY, AND DEPUTY. MY NAME FOR THOSE OF YOU THAT DON'T KNOW ME IS NE FOLEY. I'M THE DIRECTOR OF STUDENT SERVICES. I KNOW MOST OF YOU KNOW ME, BUT FOR OUR VIEWING AUDIENCE WHO MAY NOT, I WILL INTRODUCE MYSELF. PART OF MY OVERSIGHT IN STUDENT SERVICES IS OF OUR SPECIAL EDUCATION PROGRAMMING AND DEPARTMENT. THIS IS OUR ANNUAL REVIEW OF THAT PARTICULAR DEPARTMENT. THIS REPORT TONIGHT, YOU'VE HAD AN OPPORTUNITY TO REVIEW THE SLIDES FROM THE REPORT. IT'S A HIGH LEVEL REVIEW OF OUR PROGRAMMING, OUR STUDENT DEMOGRAPHICS, OUR STAFFING INFORMATION, AND THE BUDGETARY IMPLIMACATIONS. OF SPECIAL EDUCATION. BEFORE I GO TOO FAR, I'D LIKE TO INTRODUCE. I SWEAR I'M A SPEECH PATHOLOGIST BY PROFESSION, BUT I CAN'T SPEAK TONIGHT. BEFORE I GO ON, I'D LIKE TO INTRODUCE A FEW KEY PEOPLE IN OUR DEPARTMENT. MR. RYAN KELLER IS BACK HERE BEHIND ME THIS EVENING AND I'LL INVITE HIM UP IN JUST A MINUTE. HE'S GOING TO PARTICIPATE IN THE PRESENTATION THIS EVENING. BUT RYAN WAS HIRED AS AN ED SPECIALIST IN OUR DISTRICT 12 YEARS AGO. HE WAS AT CMS AND IN THAT TIME, HE DEMONSTRATED TREMENDOUS ADVOCACY FOR SPECIAL EDUCATION. PARTICIPATING IN LOTS OF COMMITTEES, OPPORTUNITIES FOR ADVANCED LEADERSHIP, WORKED ON HIS ADMINISTRATIVE CREDENTIAL DURING THAT TIME, LEFT US BRIEFLY [LAUGHTER]. FOR ANOTHER DISTRICT UP NORTH AS AN ASSISTANT PRINCIPAL AND THEN RETURNED TO US FOUR YEARS AGO IN THE CURRENT ROLE AS SPECIAL EDUCATION COORDINATOR. SOME OF RYAN'S GREATEST STRENGTHS IN THAT AREA ARE HIS PROFESSIONAL DEVELOPMENT. HE REALLY WORKS WITH OUR TEAMS IN MENTORING AND COACHING, NEW EMPLOYEES, AS WELL AS EXISTING STAFF. HE HAS SPEARHEADED OUR SPECIAL ED BOOT CAMP THIS PAST YEAR. HE SINGLE HANDEDLY CREATED A DIGITAL SPECIAL ED HANDBOOK, WHICH OUR STAFF REFER TO REGULARLY. WE'RE REALLY APPRECIATIVE OF HAVING RYAN WITH US ON OUR TEAM. ADDITIONALLY, ALISON KEEHAN IS A PROGRAM SPECIALIST, ALLISON WAS ALSO HIRED 12 YEARS AGO AT CMS, IF THAT GIVES YOU ANY HINT OF WHAT WAS HAPPENING AT CMS 12 YEARS AGO. I BELIEVE MISS MALINA WAS THERE AND MAY HAVE HIRED BOTH OF THEM. ALLISON HAS SUPPORTED OUR DISTRICT AT VIRTUALLY EVERY SCHOOL SITE THAT WE HAVE IN NUMEROUS DIFFERENT ROLES. SHE HAS A VERY STRONG BACKGROUND IN BEHAVIOR SUPPORT. SHE IS ONE OF OUR CPI TRAINERS. SHE SUPPORTS THE SPECIAL ED TEAM AT VILLAGE, WHICH HAPPENS TO BE CURRENTLY OUR LARGEST POPULATION OF STUDENTS WITH IEPS AND OUR LARGEST STAFF. ALLISON WORKS AT THE SCHOOL SITE THERE AT VILLAGE, SUPPORTING THAT STAFF. SHE IS A VALUABLE MEMBER OF THE TEAM DISTRICT WIDE, BUT ALSO SPECIFICALLY AT VILLAGE THIS YEAR. THEN ALSO IN OUR DISTRICT OFFICE IS OUR ADMINISTRATIVE ASSISTANT LEANNE ANDERSON. SOME OF YOU MAY KNOW LEANNE FROM HER TIME WORKING AT CSF. SHE HAS BEEN IN OUR DEPARTMENT FOR THE LAST COUPLE YEARS. SHE WORKS DILIGENTLY BEHIND THE SCENES. SHE IS A ADMINISTRATIVE ASSISTANT, STRONG CUSTOMER SERVICE, BUT SHE'S ALSO REALLY OUR SYSTEMS PERSON. AS YOU KNOW, SPECIAL EDUCATION IS STRONGLY ROOTED IN COMPLIANCE, AND SO THERE'S A LOT OF REPORTS TO THE STATE AND THE FEDERAL GOVERNMENT, RECORDS REQUESTS, THOSE KINDS OF LEGAL COMPLIANCE THINGS, AND LEANNE HANDLES ALL OF THOSE FOR US. I'D LIKE TO PUBLICLY ACKNOWLEDGE ALL OF THEIR WORK AND SUPPORT AND THANK THEM FOR THE WORK THAT THEY DO. THIS NEXT SLIDE IS, I THINK OF THE WORDS ON THE BACK WALL THERE TO CONNECT AND CHALLENGE AND CHAMPION. WHEN I THINK ABOUT THE WORK THAT WE DO IN SPECIAL EDUCATION, I THINK OF OUR STAFF AND OUR BOTH CERTIFICATED AND CLASSIFIED STAFF, WORK CLOSELY WITH OUR STUDENTS THAT THEY REALLY CONNECT ON A VERY PERSONAL LEVEL WITH STUDENTS. [01:15:05] THEY CHAMPION THEM. THEY ARE THE BIGGEST ADVOCATES, THEY ALSO CHALLENGE THEM. THEY CHALLENGE OUR STUDENTS EACH AND EVERY DAY WITH UNIQUE LESSONS THAT ARE DESIGNED SPECIFICALLY FOR OUR STUDENTS. A HUGE SHOUT OUT TO OUR STAFF IN GENERAL IN SPECIAL EDUCATION FOR BEING THOSE CHAMPIONS AND CONNECTING WITH OUR STUDENTS AT THAT LEVEL. LET'S GO TO THE HIGH LEVEL VIEW. THIS IS THE 30,000 FOOT VIEW, THE HELICOPTER VIEW, IF YOU WILL. AT ITS SIMPLEST DEFINITION, SPECIAL EDUCATION IS SPECIALIZED INSTRUCTION AND SUPPORT DESIGNED FOR SCHOOL AGE CHILDREN WITH DISABILITIES. THAT IS EXTRACTED DIRECTLY FROM THE FEDERAL MANDATES, WHICH IS THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT. THERE'S THREE REAL STRONG COMPONENTS OF THAT. IT'S VOLUMES LONG. BUT THE REAL STRONG COMPONENTS OF IDEA REST IN FAP, WHICH IS FREE APPROPRIATE PUBLIC EDUCATION. THAT IS AT NO COST TO PARENTS OR FAMILIES OR GUARDIANS. THE RIGHT TO AN INDIVIDUALIZED EDUCATION PROGRAM TAILORED TO THE STUDENT'S NEEDS. THIS IS WHERE WE THINK OF WHAT DOES AN IEP TEAM DO? THEY COME TOGETHER AND THEY TALK VERY SPECIFICALLY ABOUT A STUDENT. THEY PROVIDE ASSESSMENT, WHICH IS SO THEY CAN MAKE DATA DRIVEN DECISIONS, THEY DEVELOP A PROGRAM UNIQUE TO THAT CHILD. THEN THE LAST OF THOSE THREE KEY AREAS OF IDEA IS THE RESPONSIBILITY OF THE DISTRICT. IT IS INCUMBENT UPON US TO EDUCATE STUDENTS IN THE LEAST RESTRICTIVE ENVIRONMENT. ALONGSIDE THEIR GENERAL EDUCATION PEERS TO THE GREATEST EXTENT POSSIBLE, IS THE ACTUAL LANGUAGE OUT OF IDEA OF WHAT THAT MEANS. THIS NEXT SLIDE MAY HELP TO ILLUMINATE THAT BECAUSE THE LEAST RESTRICTIVE ENVIRONMENT REALLY IS ABOUT OUR CONTINUUM OF SERVICES. WHEN I STARTED IN THIS ROLE ONE YEARS AGO, ALMOST TEN YEARS AGO NOW, WE HAD STUDENTS PLACED IN NON PUBLIC SCHOOLS. WE HAD ABOUT 22 STUDENTS PLACED IN NON PUBLIC SCHOOLS. THE RESULT OF THAT WAS BECAUSE WE DID NOT HAVE A ROBUST ENOUGH CONTINUUM OF SERVICES. WE REALLY FOCUSED ON BUILDING THOSE SUPPORTS RIGHT IN OUR SCHOOLS. IF YOU LOOK AT THE VERY BOTTOM, THE BLUE, THE BLUE BAND ON THAT IS REALLY ALL OF WHAT HAPPENS IN GENERAL EDUCATION. THAT IS NO SUPPORTS, A STUDENT DOESN'T NEED ANYTHING OTHER THAN THE DIFFERENTIATION THAT'S HAPPENING NATURALLY BY THEIR GENERAL EDUCATION TEACHER IN THEIR CLASSROOM. THAT'S ALSO WHERE WE FOCUS STRONGLY ON OUR MTSS. WHAT ARE WE DOING IN THOSE MULTIPLE TIERS OF SUPPORT THAT WE ARE PROVIDING DESIGNATED SUPPORTS RIGHT THERE IN THE CLASSROOM, AND IF THAT'S NOT ENOUGH, THEN WE'RE MOVING ON TO AN SST OR AN EVALUATION. BECAUSE AT THIS POINT, SOMEONE HAS SUSPECTED THAT THIS CHILD MAY HAVE A DISABILITY. THEN WE MOVE INTO THE GREEN ON OUR CONTINUUM OF SERVICES. THAT GREEN IS REALLY WHERE WE SEE GENERAL EDUCATION CLASSROOMS SUPPORTED BY SPECIAL EDUCATION. I THINK OF IN OUR DISTRICT, WE'VE DEVELOPED OUR CO TEACHING. CO TEACHING HAPPENS WITH A GENERAL EDUCATION TEACHER AND A SPECIAL EDUCATION TEACHER PROVIDING INSTRUCTION TO ALL STUDENTS IN THE SAME ROOM. IT'S HAPPENING RIGHT THERE IN THE ROOM THAT THAT STUDENT WITH DISABILITIES IS RECEIVING THOSE SUPPORTS THAT THEY NEED. IT COULD ALSO BE A RELATED SERVICE PROVIDER THAT'S PUSHING INTO THAT CLASSROOM. IT COULD LOOK DIFFERENT. IT MAY NOT BE AN ENTIRE CO TOP CLASS, BUT IT COULD BE A SPECIAL EDUCATOR THAT PUSHES IN DURING A CERTAIN AMOUNT OF TIME OF THAT CLASS. THEN WE MOVE UP THE CONTINUUM. IF YOU LOOK ON THAT LEFT ARROW POINTING DIRECTLY UP, MOVE THIS WAY AS FAR AS NECESSARY AND THEN RETURN THIS WAY AS RAPIDLY AND FEASIBLE AS POSSIBLE. WE'RE MOVING UP AND THAT YELLOW BAND IS REALLY OUR PULL OUT SERVICES. FOR ANY OF YOU WHO HAVE SAT IN AN IEP MEETING, THE VERY LAST PAGE OF THAT IEP TALKS ABOUT THE PERCENTAGE OF TIME THAT A STUDENT IS RECEIVING THEIR SERVICES IN THE GENERAL EDUCATION SETTING AND OUTSIDE OF THE GENERAL EDUCATION SETTING. THE STATE HAS US REPORT ON THIS. THIS IS WHERE WE REALLY LOOK AT THAT LEAST RESTRICTIVE ENVIRONMENT. HOW MUCH TIME ARE WE SERVING STUDENTS IN THEIR GENERAL EDUCATION CLASS, [01:20:04] OR DO THEY NEED EXTRA SUPPORTS OUTSIDE OF THAT? I THINK OF AT OUR HIGH SCHOOL AND MIDDLE SCHOOL LEVEL, WE HAVE A CLASS CALLED STUDY SKILLS OR ACADEMIC SUPPORT. THAT IS IN THAT YELLOW BAND. THAT IS A SEPARATE CLASS FOR STUDENTS WITH IEPS THAT THOSE STUDENTS ARE GETTING DESIGNATED INSTRUCTION AND SERVICES IN THAT CLASSROOM. THAT COULD ALSO BE FOR STUDENTS WITH MORE SIGNIFICANT DISABILITIES, WHERE THEY'RE HAVING AN INDEPENDENT LIVING SKILLS CLASS OR A SEPARATE CLASS OUTSIDE OF THEIR GENERAL EDUCATION CLASS. THEN WE MOVE ON UP TO THAT ORANGE LEVEL, WHICH IS THAT MORE SPECIALIZED CLASS, AND THEN THAT RED LEVEL IS OUR SPECIAL DAY SCHOOLS, OUR NON PUBLIC SCHOOLS, OUR RESIDENTIAL TREATMENT FACILITIES. THOSE ARROWS ON THE LEFT AND RIGHT HELP US. WE GO UP AS SLOWLY AS WE NEED TO, AND WE COME DOWN AS QUICKLY AS WE CAN WHEN WE'VE MET THAT STUDENTS UNIQUE NEEDS. WHICH STUDENTS DO WE SERVE? SOME PEOPLE WOULD THINK THAT WE SERVE STUDENTS TK THROUGH 12TH GRADE. WE ALSO SERVE PRESCHOOL AGE STUDENTS, AND WE SERVE STUDENTS THROUGH THEIR 22ND BIRTHDAYS OR THE SEMESTER THAT THEY TURN 22. WE HAVE AN ADULT TRANSITION PROGRAM WHICH OPERATES HERE OUT OF THE DISTRICT OFFICE, MAKING THIS THEIR CAMPUS. THEY ARE ADULTS. THEY'RE OVER THE AGE OF OVER THE AGE OF 18. THEY'RE STILL RECEIVING THEIR SPECIAL EDUCATION SERVICES, AND THEY HAVE TWO CLASSROOMS HERE IN THE DISTRICT OFFICE. WE ALSO SERVE STUDENTS THAT ARE WITHIN THE BOUNDARIES OF COSD ON AN APPROVED IDT. FULL TIME RESIDENTS OF A HOSPITAL FACILITY. THIS IS UNIQUE TO OUR BOUNDARIES. WE DO HAVE A HOSPITAL HERE THAT OCCASIONALLY HAS INDIVIDUALS WHO NEED SPECIAL ED SERVICES WHO ARE LIVING AT THE HOSPITAL FOR LONG TERM STAYS. IT IS A UNIQUE. IT'S MAYBE ONE STUDENT EVERY OTHER YEAR, BUT IT IS CERTAINLY A POSSIBILITY THAT WE WOULD SERVE A STUDENT IN OUR HOSPITAL. STUDENTS THAT ARE PARENTALLY PLACED IN PRIVATE SCHOOLS. THINK OF THE PRIVATE SCHOOLS THAT WE HAVE WITHIN CORONADO. THOSE STUDENTS ALSO CAN RECEIVE SPECIAL ED ASSESSMENTS THROUGH OUR DISTRICT, AND THEN A TEAM WILL COME TOGETHER TO DETERMINE WHETHER OR NOT THAT STUDENT IS ELIGIBLE FOR SERVICES, AND THEN AS A DISTRICT, WE WOULD MAKE THAT OFFER IF THEY LIVE WITHIN OUR BOUNDARIES OR THE DISTRICT OF WHERE THEY LIVE. LET'S SAY THEY LIVE IN CHULA VISTA, THEY COME TO CORONADO TO ATTEND CHRIST CHURCH DAY SCHOOL. WE WOULD DO THE ASSESSMENT IF THEY WERE FOUND ELIGIBLE, CHULA VISTA WOULD THEN MAKE THE OFFER OF FREE APPROPRIATE PUBLIC EDUCATION. THEN LASTLY, STUDENTS WHO ARE PLACED BY THE DISTRICT AT A NON PUBLIC SCHOOL OR A RESIDENTIAL TREATMENT FACILITY. >> THIS IS DIFFICULT TO SEE. HOWEVER, AS DEPUTY SALAMANCA WAS SPEAKING EARLIER ABOUT A SNAPSHOT IN TIME. THIS SNAPSHOT IN TIME IS TAKEN ON WHAT WE CALL OUR LPADS REPORTING PERIOD, WHICH IS IN JUNE. AS OF JUNE OF 2025, WE HAD 436 STUDENTS IDENTIFIED AS STUDENTS WITH DISABILITIES WITHIN OUR DISTRICT. IT'S THE VERY BOTTOM RIGHT CORNER. THERE IS A LITTLE 436 DOWN THERE. THE 13 CATEGORIES ACROSS THE TOP ARE THE CATEGORIES OF DISABLING CONDITIONS IDENTIFIED BY THE IDEA. A STUDENT CAN QUALIFY IN ANY ONE OF THOSE 13 CONDITIONS. YOU CAN SEE IF YOU DO THE MATH DOWN ON THE VERY BOTTOM NUMBER. SPECIFIC LEARNING DISABILITY IS THE NUMBER ONE AS FAR AS STUDENTS WITH IEPS IN OUR DISTRICT. THAT IS THE NUMBER ONE DISABLING CATEGORY, OTHER HEALTH IMPAIRMENT. JUST AS A REFRESHER, OTHER HEALTH IMPAIRMENT CAN BE ADHD, ASTHMA, EPILEPSY, DIABETES, A HEART CONDITION. THOSE ARE AREAS THAT MIGHT BE CONSIDERED OF OTHER HEALTH IMPAIRMENT. THEN LIKE I SAID, THE SPECIFIC LEARNING DISABILITY, AND THEN THIRD BEING AUTISM, STUDENTS DIAGNOSED WITH AUTISM, AND FOURTH BEING SPEECH LANGUAGE IMPAIRMENT. YES. ON AN IEP THERE IS A PRIMARY AND A SECONDARY. [01:25:03] A STUDENT MAY, THEIR PRIMARY MAY, THE TEAM GETS TO DECIDE THAT. THE TEAM MAY SAY, AUTISM IS THEIR PRIMARY, BUT SPEECH LANGUAGE IMPAIRMENT IS THEIR SECONDARY, AND IT DEPENDS ON HOW THE TEAM DETERMINES THAT, BUT THEY WOULD HAVE TO MEET ELIGIBILITY REQUIREMENTS UNDER CALIFORNIA EDUCATION CODE IN BOTH OF THOSE AREAS. >> I HAVE A QUESTION. UNDER THE OTHER HEALTH IMPAIRMENTS. SOMEONE, I THINK YOU GAVE THE EXAMPLE OF ASTHMA. IF THAT'S THE ONLY ISSUE, WHAT'S THE EFFECT? THEY BECOME A STATISTIC HERE. BUT WE'RE ON THAT PYRAMID. ARE THEY PRETTY MUCH DOWN IN THE GREEN OR HOW? I'M JUST CURIOUS. >> NO, THAT'S A GREAT QUESTION. IN ORDER TO BE ELIGIBLE FOR SPECIAL EDUCATION, THEY MAY HAVE ASTHMA, BUT IS IT IMPACTING THEIR EDUCATION? IF IT IS, LET'S SAY THAT PARTICULAR STUDENT HAS FREQUENT ASTHMA ATTACKS AND HAS TO LEAVE SCHOOL, AND THEREFORE ATTENDANCE IS IMPACTED. THEN MAYBE THEY NEED THE SERVICES OF SPECIAL EDUCATION. BUT THERE MAY BE STUDENTS WHO DO NOT NEED THE SERVICES OF SPECIAL EDUCATION, IN WHICH CASE, THEY WOULDN'T SHOW UP AS A STATISTIC ON THIS. >> THAT'S GOOD CLARIFICATION. WHO MAKES THAT ASSESSMENT? THE SCHOOL DOES. >> THE SCHOOL PSYCHOLOGIST WOULD DO A FULL ASSESSMENT, DETERMINE WHETHER [OVERLAPPING]. >> ASTHMA IN THIS EXAMPLE IS A CONTRIBUTING FACTOR THAT WOULD REQUIRE [INAUDIBLE]. >> THEN IT'S CALLED THE TWO-PRONG APPROACH. ARE THEY ELIGIBLE? MEANING, DID WE FIND A DISABLING CATEGORY? SECOND, DO THEY NEED SERVICES IN ORDER TO ADDRESS IT? HOW IT IMPACTS THEIR EDUCATION. >> IN THOSE CASES, THIS IS MAYBE AN OUTLIER, BUT IT'S BECAUSE IT'S A SIMPLE CASE, THEORETICALLY NOT SIMPLE FOR THE PERSON WHO HAS IT, BUT THEY ARE NOW IN THIS CATEGORY. HOW IS THAT CATEGORY FUNDED IN THAT PARTICULAR CASE? WHEN WE START TALKING ABOUT SOME OF THE LARGER AND MORE CHALLENGING TALKING IN THE RED TOP OF THE PYRAMID, I THINK WE UNDERSTAND THAT, AND IT WILL BE INTERESTING TO HEAR THOSE NUMBERS. BUT SOMETHING SIMPLE LIKE THIS IS. WHAT'S THE COST IMPACT AS WELL? >> WE WOULD LOOK AT THE COST IMPACT BEING IF THE TEAM DETERMINED THAT THAT STUDENT NEEDED VERY FEW SERVICES. LET'S SAY ONE PULL-OUT SESSION PER WEEK TO CHECK WHETHER OR NOT THEIR ABSENCES WERE IMPACTING THEIR TURNING IN THEIR SCHOOL CLERK. THERE WOULD BE A CASE CARRIER ASSIGNED TO THAT. IT WOULD REQUIRE, LET'S SAY 15 MINUTES OF SERVICES. THAT STUDENT ON THAT TRIANGLE WOULD LIKELY BE AT THE VERY BOTTOM OF THE YELLOW, NOT QUITE GREEN, BECAUSE IT IS REQUIRING SOME SMALL AMOUNT OF PULL-OUT SERVICES. MAYBE 1%. >> BUT THEORETICALLY FOR STAFF AND THINGS ARE WORKING OUT FOR US, REALLY IT'S ALREADY ABSORBED IN OUR NORMAL BUDGET. THANK YOU FOR THAT. >> THAT'S LIKELY THE CASE. I'M GOING TO INVITE MR. KELLER UP. MR. KELLER IS GOING TO SHARE A LITTLE BIT ABOUT OUR STAFFING AND JOB DESCRIPTION. >> THANK YOU, MS. FOLEY. GOOD AFTERNOON. BOARD MEMBERS, COLLEAGUES, COMMUNITY MEMBERS. THANKS FOR THE OPPORTUNITY TO SHARE ABOUT SOMETHING I AM PASSIONATE ABOUT, AND THAT IS SUPPORTING OUR STUDENTS WITH DISABILITIES HERE IN CORONADO. BEFORE I TALK ABOUT THE PARTICULAR SPECIAL EDUCATION FOCUS STAFFING, I JUST WANT TO ACKNOWLEDGE SOMETHING THAT I SHARE WITH ANY COLLEAGUE I CAN WHENEVER I CAN, AND THAT IS THAT ALL OF OUR CUSD COLLEAGUES ARE REALLY INTEGRAL TO OUR SPECIAL EDUCATION SUPPORTS AND PROGRAMMING, WHETHER IT'S A STUDENT WITH AN IEP AND A LUNCH LINE AT ONE OF OUR ELEMENTARY SCHOOLS. OR STUDENTS WITH IEPS WHO ARE SERVING AS OFFICE AIDES AT CMS, OR STUDENTS WITH IEPS WHO ARE PARTICIPATING IN AP CLASSES AT CORNET HIGH SCHOOL. ALL OF OUR GENERAL EDUCATION TEACHERS, OUR SPECIAL EDUCATION TEACHERS, OUR CLASSIFIED COLLEAGUES, OUR ADMINISTRATORS ARE ALL REALLY VALUABLE AND INTEGRAL IN SUPPORTING OUR SPECIAL EDUCATION STUDENTS. BUT I DO APPRECIATE THE OPPORTUNITY TO HIGHLIGHT SOME OF MY FAVORITE PEOPLE AND SOME OF THE FOLKS THAT I LOVE TO WORK WITH HERE IN THE DISTRICT. I WON'T GO THROUGH EVERY SINGLE ROLE AND EVERY SINGLE FTE, BUT YOU SAW A MOMENT AGO MS. FOLEY SHARED THE LISTING OF THE NUMBER OF STUDENTS IN DIFFERENT CATEGORIES AND WITH DIFFERENT ELIGIBILITY CATEGORIES, AND THAT DRIVES OUR STAFFING. WE HAVE OUR EDUCATION SPECIALISTS, WHICH YOU MAY KNOW IS SPECIAL EDUCATION TEACHERS. I'LL BRIEFLY HIGHLIGHT JUST A SHIFT IN THE LANGUAGE THAT'S HAPPENED OVER THE LAST FEW YEARS. FOR A LONG TIME, WE CATEGORIZED MOST OF OUR EDUCATION SPECIALISTS AS EITHER MILD TO MODERATE OR MODERATE TO SEVERE. REFERENCING THE LEVEL OF DISABILITY THAT A STUDENT MIGHT EXPERIENCE. BASED ON CHANGES IN OUR CREDENTIALING PROCESS HERE IN CALIFORNIA AND THOSE SHIFTS, WE ARE SHIFTING OUR TERMINOLOGY TO STILL REFERRING TO MILD TO MODERATE SUPPORT NEEDS FOR OUR STUDENTS WITH MILD TO MODERATE DISABILITIES. THOSE MIGHT BE STUDENTS THAT YOU MIGHT FIND IN A CO-TALK CLASS. [01:30:02] THOSE MIGHT BE STUDENTS YOU MIGHT FIND SPENDING MORE OF THEIR TIME IN THE GENERAL EDUCATION SETTING, PERHAPS IN ELEMENTARY SCHOOL, BUT THEY MIGHT BE PULLED OUT FOR A WILSON READING GROUP INTERVENTION THAT'S TAUGHT BY AN EDUCATION SPECIALIST. THERE ARE A VARIETY OF DIFFERENT WAYS WE CLASSIFY THOSE, BUT THERE'S THE MILD TO MODERATE SUPPORT NEEDS CATEGORY. THEN WE HAVE OUR STUDENTS PREVIOUSLY REFERRED TO IN THE MODERATE TO SEVERE AND NOW WE USE THE TERMINOLOGY OF EXTENSIVE SUPPORT NEEDS. THOSE ARE OUR STUDENTS THAT REQUIRE ADDITIONAL ATTENTION. THOSE ARE OUR STUDENTS THAT MAY STILL SPEND SIGNIFICANT TIME IN THE GENERAL EDUCATION SETTING, BUT OFTEN DO SO WITH MORE ROBUST SUPPORTS. SOME OF THOSE STUDENTS ALSO SPEND MORE TIME IN THE SEPARATE SETTING. THE FIRST WORD IN IEP IS INDIVIDUALIZED. REGARDLESS OF WHAT CATEGORIZATION YOU FIND YOURSELF IN, AS MS. FOLEY SHARED EARLIER, EACH IEP TEAM MAKES THE DECISION FOR WHAT A DIFFERENT STUDENT MIGHT NEED. EVEN A STUDENT WITH EXTENSIVE SUPPORT NEEDS MIGHT SPEND A HALF AN HOUR A DAY IN THE SPECIAL EDUCATION SETTING, OR THEY MIGHT SPEND MUCH MORE TIME THREE OR FOUR HOURS A DAY, AND WE'RE LOOKING TOWARD WAYS TO REDUCE THAT TIME AND GO BACK DOWN ON THAT CONTINUUM THAT MS. FOLEY SHARED EARLIER. I ALSO WANT TO HIGHLIGHT OUR RELATED SERVICE PROVIDERS, OUR SPEECH LANGUAGE PATHOLOGISTS, OUR PSYCHOLOGISTS, OUR OCCUPATIONAL THERAPISTS, OUR ADAPTIVE PHYSICAL EDUCATION TEACHER, AND THE MANY OTHER PROFESSIONALS THAT WE SEE, AND THEY GO FROM THEIR OFFICE TO GENERAL EDUCATION CLASSROOMS, TO SPECIAL EDUCATION CLASSROOMS, PROVIDING SERVICES. AGAIN, WHEREVER THE IEP TEAM DECIDES IS THE MOST APPROPRIATE PLACE FOR THOSE SERVICES TO BE PROVIDED. SOMETIMES THAT REQUIRES A LOT OF CREATIVITY ON THEIR PARTS OF HOW WE GROUP STUDENTS AND HOW WE MEET THEIR INDIVIDUAL NEEDS AND HOW WE TRY TO DO SO IN A WAY THAT DOESN'T AFFECT THEIR ACADEMIC LEARNING AND THE SCHEDULING PIECE IS A HUGE PART OF THEIR JOBS, AND THEY DO IT SO MASTERFULLY. WE'RE VERY GRATEFUL FOR THEM. I DO WANT TO HIGHLIGHT A COUPLE FOLKS AND A COUPLE OF ROLES THAT ARE ON THIS LIST THAT ARE NOT SPECIAL EDUCATION SPECIFIC, BUT DO PROVIDE SPECIAL EDUCATION SERVICES, AND THAT'S OUR CLINICAL COUNSELORS AND OUR DISTRICT NURSES. OUR CLINICAL COUNSELORS AT ALL OF OUR SITES AND OUR DISTRICT NURSES HAVE DUAL ROLES WHERE THEY DO PROVIDE SPECIAL EDUCATION SERVICES. THEY DO PARTICIPATE IN IEP MEETINGS WHEN APPROPRIATE AND WHEN THAT SERVICE IS IN PLACE, AND THEY DO OFTEN HAVE CERTAIN NUMBER OF MINUTES THAT THEY ARE REQUIRED TO MEET WITH THE STUDENT, WHETHER IT'S COUNSELING FOR 30 MINUTES A WEEK OR CHECK INS MONTHLY FOR AN HOUR, AGAIN, WHATEVER THE IEP TEAM DECIDES THE STUDENT NEEDS. THEY HAVE THAT ROLE, BUT THEN THEY ALSO SERVE ALL OF OUR STUDENTS BASED ON HEALTH NEEDS, 504 PLANS, UNIQUE COUNSELING SITUATIONS THAT COME UP. THEY'RE UNIQUE CASES WHERE THEY SERVE IEP NEEDS, BUT THEY ALSO SUPPORT ALL OF OUR STUDENTS ACROSS OUR CAMPUSES. THEN I WOULD BE REMISS IF I DIDN'T HIGHLIGHT OUR CLASSIFIED COLLEAGUES, OUR INSTRUCTIONAL ASSISTANTS, OUR IA BHCS, WHICH REFERS TO A PARTICULAR TYPE OF INSTRUCTIONAL ASSISTANT THAT FOCUSES ON BEHAVIOR AND OR HEALTH CARE NEEDS, AND OUR REGISTERED BEHAVIOR TECHNICIANS, AND THOSE TEAM MEMBERS SERVE UNDER THE GUIDANCE OF OUR SITE PRINCIPALS, UNDER THE GUIDANCE OF BOARD-CERTIFIED BEHAVIOR ANALYSTS. THOSE ARE REALLY SOME OF OUR KEY BOOTS ON THE GROUND THAT WORK, SOMETIMES ONE ONE-ON-ONE, SOMETIMES IN SMALL GROUPS, SOMETIMES SUPPORTING AN ENTIRE CLASS. AGAIN, I KEEP SAYING THIS OVER AND OVER, BUT BASED ON THE IEP TEAM AND BASED ON THE GROUP OF PEOPLE THAT GET TOGETHER AND LOOK AT DATA AND LOOK AT ASSESSMENTS AND DECIDE WHAT DOES THIS PARTICULAR STUDENT NEED RIGHT NOW AND HOW CAN WE SERVE THEM IN THE LEAST RESTRICTIVE ENVIRONMENT POSSIBLE? WE REALLY ARE GRATEFUL FOR THEIR CONTRIBUTIONS AS WELL AS THE EFFORTS THAT THEY MAKE DAY IN AND DAY OUT IN SPECIAL EDUCATION CLASSROOMS, GENERAL EDUCATION CLASSROOMS, ALL ACROSS OUR CAMPUSES. WE'RE INCREDIBLY GRATEFUL FOR ALL OF OUR COLLEAGUES THAT WORK WITH OUR SPECIAL EDUCATION STUDENTS. I ALSO WANT TO HIGHLIGHT OUR PARTNERS IN THE SOUTH COUNTY SELPA. IF YOU DON'T KNOW, A REFRESHER MAY BE HELPFUL. SELPA STANDS FOR SPECIAL EDUCATION LOCAL PLAN AREA, AND EVERY SCHOOL DISTRICT IN THE STATE HAS A SELPA. SOME SCHOOL DISTRICTS HAVE THEIR OWN SELPA HERE IN SAN DIEGO COUNTY, THAT WOULD REFER TO POA UNIFIED AND SAN DIEGO UNIFIED, ARE LARGE ENOUGH THAT THEY HAVE THEIR OWN SELPA AND I'LL GET TO WHAT SELPAS DO IN A MOMENT, BUT THEY HAVE THEIR OWN. SOME SMALLER COUNTIES LIKE VENTURA COUNTY, WHERE I COME FROM, HAS A COUNTY WIDE SELPA. IN SAN DIEGO, WE HAVE A VARIETY OF SELPAS AND WE ARE PART OF THE SOUTH COUNTY SELPA, WHICH IS A CONSORTIUM OF SCHOOL DISTRICTS THAT POOL RESOURCES FOR OUR REGION. SOME OF THE RESOURCES THAT WE POOL INCLUDE OCCUPATIONAL THERAPY SERVICES WHICH ARE PROVIDED BY OUR SELPA, A TEACHER OF THE VISUALLY IMPAIRED. YOU MAY HAVE SEEN MISS INGERSOLL ON CAMPUSES, SHE SUPPORTS OUR DISTRICT AS WELL AS [01:35:01] OTHER DISTRICTS AS A TEACHER OF VISUALLY IMPAIRED STUDENTS. ORIENTATION AND MOBILITY SPECIALISTS ALSO WORK WITH OUR VISUALLY IMPAIRED STUDENTS, TEACHING THEM HOW TO NAVIGATE BOTH THE COMMUNITY AND THEIR SCHOOL CAMPUS. AUDIOLOGY IS ANOTHER SERVICE THAT SELPA PROVIDES. BUT ANOTHER THING THAT SELPA DOES REALLY IS PROVIDES OVERSIGHT AND MONITORING FOR OUR DATA COLLECTION, AND REALLY PROVIDES THE RESOURCES THAT WE ASK THEM TO HELP US WITH. AS THINGS COME UP, I CALL OUR SELPA PARTNERS REGULARLY, AND I SAY, WHAT DO I DO? HERE'S A UNIQUE SITUATION THAT OUR DISTRICT HASN'T FACED IN A LONG TIME OR HASN'T FACED EVER, BECAUSE GOING BACK TO IT, INDIVIDUALIZED EDUCATION PLAN, THE I IS FOR INDIVIDUALIZED, AND EVERY STUDENT IS UNIQUE. I FIND MYSELF OFTEN CALLING OUR SELPA PARTNERS AND ASKING, CAN YOU COME LEAD A TRAINING FOR THIS AREA THAT WE NEED TO FOCUS ON. CAN YOU COME CONSULT WITH THIS UNIQUE SITUATION? CAN YOU HELP A PARENT WHO IS MAYBE FEELING UNHEARD OR HELP A PARENT WHO IS NEEDING HELP NAVIGATING THE IEP PROCESS, THAT HELP MAYBE NEEDS TO COME FROM SOMEONE THAT'S NOT A DISTRICT EMPLOYEE IN ORDER TO HELP THAT COLLABORATION HAPPEN. SELPA HAS PARENT LIAISONS. THEY HAVE ALTERNATIVE DISPUTE RESOLUTION SERVICES WHERE THEY SEND TEAM MEMBERS TO IEP MEETINGS, AND THOSE TEAM MEMBERS ARE NOT CORONADO EMPLOYEES? THEY'RE ABLE TO FUNCTION MORE AS A NEUTRAL PARTY TO HELP THAT PARENT UNDERSTAND THEIR RIGHTS, TO HELP THAT PARENT UNDERSTAND WHAT'S IMPORTANT TO THEM, AND TO HELP COMMUNICATE THAT WITH THE TEAM SO THAT WE CAN COME TO A RESOLUTION ON SOME OF THOSE MORE COMPLICATED IEPS THAT WE EXPERIENCE, AND WE REALLY VALUE THEIR PARTNERSHIP AS WELL. THOSE LIAISONS CAN MAKE A WORLD OF DIFFERENCE, ESPECIALLY IF THERE ARE MISUNDERSTANDINGS OR ESPECIALLY IF THERE ARE FEELINGS THAT MAYBE WE'RE NOT ON THE RIGHT TRACK. WE CAN INVITE THEM IN TO PARTNER WITH US AND TO PARTNER WITH THOSE FAMILIES TO HELP US GET ON A BETTER TRACK AND FIND A RESOLUTION. I LEARNED A GREAT DEAL FROM OUR SELPA PARTNERS. WE HAD A MEETING THIS MORNING WITH OUR SELPA, AND IT'S SOMETIMES LIKE DRINKING FROM A FIRE HOSE, BUT THEY'RE HAPPY TO EXPLAIN, THEY'RE HAPPY TO PARTNER WITH US AND HELP US NAVIGATE SOME OF THOSE TRICKY SITUATIONS. I ALSO WANT TO ACKNOWLEDGE OUR COMMUNITY ADVISORY COMMITTEE. COMMUNITY ADVISORY COMMITTEE IS PART OF THE SELPA. IT'S MADE UP OF PARENTS AND STAFF MEMBERS FROM DIFFERENT SELPA DISTRICTS. WE'RE PLEASED TO HAVE ONE OF OUR PARENTS, ERICA LOWRY, REPRESENT US ON OUR COMMUNITY ADVISORY COMMITTEE. THEY ARE A LITTLE BIT LIKE A PTO FOR THE SELPA, WHERE THEY COME TOGETHER AND TALK ABOUT DIFFERENT ISSUES THAT AFFECT THE ENTIRE SELPA. THEY TALK ABOUT INCLUSION, THEY TALK ABOUT NEW POLICIES. THEY TALK ABOUT ALL KINDS OF DIFFERENT THINGS, AND AGAIN, THEY ARE A GREAT RESOURCE FOR PARENTS. THEY'RE A GREAT RESOURCE TO HELP US UNDERSTAND WHAT PARENTS ARE FEELING AND HELP US UNDERSTAND THE NEEDS FROM PARENTAL PERSPECTIVES, AND ALSO A GREAT RESOURCE TO SHARE THOSE OPPORTUNITIES AND THOSE RESOURCES THAT THE SELPA CAN PROVIDE. >> NEXT, I'M GOING TO MOVE INTO OUR BUDGET OVERVIEW, AND DEPUTY SALAMANCA, FEEL FREE TO JUMP IN AT ANY POINT BEING THE NUMBERS EXPERT. BUT THIS PROVIDES YOU A SNAPSHOT. THE TOTAL SPECIAL ED EXPENDITURES IS ROUGHLY $10,000,000. EIGHTY PERCENT OF THAT IS CERTIFICATED CLASSIFIED BENEFITS. THE OTHER 20% THERE, THE LIGHTER BLUE ON THE LEFT SIDE IS SERVICES AND OPERATING COSTS. SOME OF THE THINGS THAT MIGHT FALL INTO THAT, RESIDENTIAL TREATMENT FACILITIES, NO PUBLIC SCHOOLS, NO PUBLIC AGENCY FEES, TRANSPORTATION COSTS. IT IS A REQUIREMENT THAT A DISTRICT PROVIDE TRANSPORTATION FOR SPECIAL EDUCATION STUDENTS. TRANSPORTATION COSTS, LEGAL FEES ASSOCIATED WITH SPECIAL ED-RELATED MATTERS. THOSE ARE SOME OF THE THINGS THAT WOULD MAKE UP THAT OTHER ROUGHLY 20%, AND THEN INSTRUCTIONAL MATERIALS AND SUPPLIES ARE ALSO REPRESENTED ON THAT. >> WHAT'S NEXT? WE ARE LOOKING AT A GREAT YEAR AHEAD. WE REALLY WANT TO CELEBRATE SOME AREAS AND ALSO SOME AREAS OF FOCUS, SOME THINGS THAT ARE NEW COMING DOWN THE PIKE FOR US, HOW WE ARE ADDRESSING THEM AS A SCHOOL. THE FIRST ONE THERE CONTINUE GROWING OUR RBT PROGRAM. AS YOU MAY REMEMBER A FEW YEARS AGO, ANYTIME THAT WE HAD A REGISTERED BEHAVIOR TECHNICIAN ON CAMPUS, WE CONTRACTED WITH THEM. THOSE WERE NON-PUBLIC AGENCY COSTS TO US. WE HAD VERY LITTLE OVERSIGHT OVER THAT INDIVIDUAL AND WE MADE A DECISION AT THAT TIME TO HIRE A BOARD CERTIFIED BEHAVIOR ANALYST, [01:40:03] WHICH IS THE PERSON THAT DOES THE ASSESSMENTS, WRITES A BEHAVIOR PLAN, AND THEN SUPERVISES INDIVIDUALS WHO ARE THE RBTS WORKING WITH A STUDENT, AND IT CAN BE AN INDIVIDUAL, ONE ON ONE SITUATION, OR A SMALL GROUP SITUATION. THE WAY WE DID THAT WAS WE PARTNERED WITH OUR ADULT EDUCATION, AND WE ACTUALLY TAUGHT A COURSE AND HAD OUR BCBA TEACH THE COURSE THROUGH OUR ADULT ED PROGRAM. IT WAS A WONDERFUL PATHWAY FOR MANY OF OUR CLASSIFIED EMPLOYEES WHO WERE, AS RYAN DESCRIBED, INSTRUCTIONAL ASSISTANCE OR INSTRUCTIONAL ASSISTANTS WITH A BEHAVIOR HEALTHCARE FOCUS. THIS GAVE THEM ONE MORE STEP IN THAT CAREER PATHWAY. WE'VE HAD SEVERAL PEOPLE GO THROUGH THAT PROGRAM. THEN LAST YEAR, WE WERE UNABLE TO OFFER THE PROGRAM, BUT THIS YEAR WE'RE EXCITED THAT WE'RE BRINGING THEM BACK. WE LOOK FORWARD TO DOING THAT UNDER THE GUIDANCE OF DR. HEIDI BEREGNER, WHO IS REALLY HELPING TO GET THE CURRICULUM AGAIN AND REBUILD THAT CLASS, ADVERTISE IT, SO WE HAVE PEOPLE WHO ARE INTERESTED IN TAKING THAT. THAT'S ONE OF THE AREAS OF CELEBRATION AND SUCCESS THAT WE'RE LOOKING FORWARD TO THIS YEAR. >> WE'RE ALSO EXCITED ABOUT EXPANDING OUR ALTERNATIVE PATHWAY TO DIPLOMA PROGRAMMING. YOU MAY OR MAY NOT BE AWARE OF RECENT CHANGES IN CALIFORNIA LAW THAT HAVE SHIFTED NOT COMPLETELY AWAY, BUT ARE MOVING AWAY FROM SOMETHING CALLED A CERTIFICATE OF COMPLETION. IF I TAKE A STEP BACK, I CAN REMIND YOU THAT WE HAVE A COUPLE OF DIFFERENT CATEGORIES OF STUDENTS WITH IEPS. WE HAVE OUR STUDENTS WITH MILD TO MODERATE SUPPORT NEEDS, AND THEN OUR STUDENTS WITH EXTENSIVE SUPPORT NEEDS. IN THE PAST, OUR STUDENTS WITH EXTENSIVE SUPPORT NEEDS HAVE NOT TYPICALLY EARNED A TRADITIONAL DIPLOMA IN THE WAY THAT MANY OF OUR OTHER HIGH SCHOOL STUDENTS HAVE. THEY'VE EARNED A CERTIFICATE OF COMPLETION, AND THEY PARTICIPATED IN ALL OF THE WONDERFUL CEREMONIES AND SENIOR ACTIVITIES, AND THINGS LIKE THAT BEFORE MOVING ON TO OUR ADULT TRANSITION PROGRAM, WHICH CURRENTLY HERE IS AT THE DISTRICT OFFICE. BUT THEY DIDN'T RECEIVE A CALIFORNIA DIPLOMA IN THE SAME WAY THAT MANY OF THEIR CLASSMATES DID. CALIFORNIA ED CODE HAS SHIFTED IN RECENT YEARS TO ALLOW AND ENCOURAGE WHAT'S CALLED AN ALTERNATE PATHWAY TO DIPLOMA, WHERE SOME OF OUR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES ARE PROVIDED AN ALTERNATE MEANS TO DEMONSTRATE THEIR UNDERSTANDING IN CLASSES LIKE BIOLOGY AND ECONOMICS, AND INTEGRATED MATH I. THE EXPECTATION IS THAT MORE AND MORE OF OUR STUDENTS WITH EXTENSIVE SUPPORT NEEDS WILL BE PARTICIPATING IN THOSE COURSES IN THE WAY THAT'S APPROPRIATE TO THEM, WHETHER IT IS IN THE GENERAL EDUCATION SETTING, WHETHER IT IS IN A SPECIAL EDUCATION SETTING, OR WHETHER IT'S LATER IN THE ADULT TRANSITION PROGRAM HERE. BUT THE CHARGE THAT WE HAVE AND THE ENCOURAGEMENT WE HAVE FROM OUR SHIFTING CALIFORNIA EDUCATION CODE IS THAT WE WANT TO SEE MORE AND MORE STUDENTS ATTAINING THAT DIPLOMA, AND SO THE EDUCATION CODE ALLOWS US TO MAKE MODIFICATIONS AND TO MEET STUDENTS WHERE THEY'RE AT FOR THOSE COURSES TO MAKE SURE THAT THEY'RE MEETING THE STATE MINIMUM REQUIREMENTS. AS I SAID, A WAY THAT MEETS THEIR NEEDS IN A WAY THAT THEY CAN UNDERSTAND, IN A WAY THAT THEY CAN DEMONSTRATE THEIR ABILITY TO MASTER THOSE CONTENT AREAS. AS THEY DO THAT, IN THE PAST, EARNING A DIPLOMA WOULD HAVE PRECLUDED YOU FROM CONTINUING ON TO OUR ADULT TRANSITION PROGRAM. BUT THAT NEW LAW ALLOWS STUDENTS WHO EARN OR ARE ON THE PATHWAY TO EARNING THAT DIPLOMA IF THEY MEET THE REQUIREMENTS TO CONTINUE ON WITH OUR ADULT TRANSITION PROGRAM. WE HAVE OUR HIGH SCHOOL TEAM RIGHT NOW LEARNING MORE ABOUT THAT. WE HAVE OUR ADULT TRANSITION TEACHER RIGHT NOW DOING A FANTASTIC JOB OF LOOKING AT TRANSCRIPTS AND REVIEWING STUDENTS' NEEDS, AND WORKING WITH FAMILIES, AND WORKING WITH THE STUDENTS THEMSELVES TO SAY, HEY, HERE'S WHERE WE ARE. HERE'S WHAT WE NEED TO DO TO GET A DIPLOMA. LET'S SEE HOW WE CAN GET THERE, LET'S SEE WHAT WE CAN DO WITH THE CURRICULUM RESOURCES AND COMMUNITY COLLEGE CLASSES, OR WHATEVER UNIQUE PLAN IT MIGHT BE FOR EACH INDIVIDUAL STUDENT TO GET THEM THERE. WE'RE EXCITED TO CONTINUE EXPANDING THAT OPPORTUNITY FOR OUR STUDENTS SO THAT IN THE FUTURE WHEN THEY'RE APPLYING FOR THOSE JOBS, WHETHER THEY'RE SUPPORTED JOBS, OR JOBS THEY CAN DO INDEPENDENTLY, BUT HAVING THAT DIPLOMA OR NOT HAVING THAT DIPLOMA DOESN'T PRECLUDE THEM FROM A JOB FOR WHICH THEY WOULD OTHERWISE BE WELL PREPARED. >> NEXT THING IS OUR PROFESSIONAL LEARNING WITH OUR MTSS TEAMS. FOR SEVERAL YEARS NOW, YOU'VE HEARD DR. BATTLE AND MYSELF TALK ABOUT OUR MTSS AND OUR COMMITTEES OUT AT EACH SITE. WE HAD BEEN MEETING HERE IN THE DISTRICT OFFICE REGULARLY THROUGHOUT THE YEAR AND DOING TRAINING. THAT WAS FOR ALL OF OUR SITES TOGETHER. THIS YEAR, IN PARTICULAR, WE'RE MOVING NOW OUT TO THE SITES WHERE INDIVIDUAL MTSS TEAMS WILL BE MEETING AND DISCUSSING THE NEEDS AT THEIR SITE SPECIFIC TO WHAT THEY IDENTIFY AS THEIR NEEDS. [01:45:01] WE'RE EXCITED TO CONTINUE PARTNERING AT A MORE REFINED LEVEL FOR WHAT PROFESSIONAL LEARNING DO DIFFERENT TEAMS NEED AND THEN BEING ABLE TO BRING THAT SOME OF THE RESOURCES USING OUR SELPA FOR SOME OF THOSE RESOURCES, SPECIFIC TRAINING PROGRAMS, OR PROFESSIONAL DEVELOPMENT OPPORTUNITIES THAT SELPA CAN PROVIDE OR THAT WE CAN PROVIDE HERE BRINGING THAT TO THE TEAMS AT EACH OF THE SCHOOL SITES. >> SOMETHING THAT WE'RE HIGHLIGHTING AND FOCUSING ON THIS YEAR IS SOMETHING CALLED INDEPENDENCE PLANS OR FAD PLANS. IF I CAN TAKE YOU BACK TO OUR STAFFING ALLOCATION, YOU SAW THAT WE HAVE A VARIETY OF CLASSIFIED PROFESSIONALS, RBTS, INSTRUCTIONAL AIDS, IABHCS THAT SUPPORT OUR STUDENTS, AND WE WANT OUR STUDENTS TO HAVE THE SUPPORT THEY NEED AS LONG AS THEY NEED. BUT WE ALSO RECOGNIZE THAT FOR SOME OF OUR STUDENTS, HAVING THAT SUPPORT CAN BE REALLY HELPFUL FOR THE TIME THEY NEED IT, BUT HAVING THAT SUPPORT TOO LONG OR HAVING THAT SUPPORT AS THEY AGE AND GROW INTO TEENAGERS AND YOUNG ADULTS MAY NOT ALWAYS BE APPROPRIATE TO HAVE THE SAME LEVEL OF SUPPORT. WE ACKNOWLEDGE THAT SOME OF OUR STUDENTS ARE GOING TO NEED ADULT SUPPORT FOR THE ENTIRETY OF THEIR TIME HERE IN CORONADO UNIFIED, AND WE'RE HAPPY TO SUPPORT THAT. BUT FOR OUR STUDENTS THAT ARE READY FOR GREATER INDEPENDENCE, THAT WE DO WANT TO SEE TAKING STEPS TOWARD GREATER INDEPENDENCE, IT GETS A LITTLE TRICKY WITH THE IEP PROCESS BECAUSE IT'S TOUGH TO COME BACK AND HAVE A NEW IEP MEETING, EVERY TIME A STUDENT REACHES A MILESTONE AND EVERY TIME A STUDENT MEETS THE CRITERIA TO SAY, HEY, LET'S PULL BACK THAT SUPPORT, LET'S GIVE THEM A TRY IN ART CLASS, OR LET'S GIVE IT A TRY IN RECESS TIME TO SEE HOW THEY DO AND MAYBE THAT INSTRUCTIONAL AID CAN STEP BACK FIVE FEET OR 10 FEET, OR 30 FEET, OR COMPLETELY, DEPENDING AGAIN ON THE STUDENT'S INDIVIDUAL NEEDS. WE'VE BEEN EXPERIMENTING LAST YEAR WITH SOME OF OUR BCBA COLLEAGUES AND SOME OF OUR STUDENTS TO SEE WHAT WOULD IT LOOK LIKE TO HAVE A STEP BY STEP PLAN THAT'S A PART OF A STUDENT'S IEP DOCUMENT, WHERE WE HAVE CRITERIA, AND THEN WE HAVE THE NEXT STEP FOR THAT STUDENT. WHEN THEY MEET A CERTAIN CRITERIA, MAYBE IT'S BEING ABLE TO WALK ON THEIR OWN FROM THEIR GENERAL EDUCATION CLASS TO THEIR SPECIAL EDUCATION CLASS, AND THEY ARE ABLE TO DO THAT INDEPENDENTLY. THEN THE NEXT STEP IS FOR THE INSTRUCTIONAL AID TO STEP BACK 10 FEET. IF THEY CAN CONTINUE FOR TWO WEEKS WALKING ON THEIR OWN FROM THE GENERAL CLASS TO THE SPECIAL EDUCATION CLASS, THE INSTRUCTIONAL AID WILL MEET THEM AT THE GENERAL EDUCATION CLASS OR WHATEVER IT MIGHT BE. WE WANT THESE TO BE INDIVIDUALIZED FOR EACH STUDENT, BUT WE ALSO WANT TO USE THESE STEP BY STEP PLANS THAT IEP TEAMS ARE DEVELOPING TOGETHER TO REALLY MAKE SURE THAT OUR STUDENTS ARE GETTING EXACTLY THE SUPPORT THEY NEED, BUT THAT THEY CAN ALSO FIND TIMES WHERE THEY CAN BE MORE AND MORE INDEPENDENT AS THEY GET OLDER, AS THEY GROW CLOSER TO ADULTHOOD. WHEREVER THEY GO, WHETHER THEY EARN A DIPLOMA IN 12TH GRADE OR WHETHER THEY EARN A DIPLOMA AT THE AGE OF 22 AFTER THEIR ADULT TRANSITION PROGRAM. MANY OF THE NEXT STEPS FOR OUR STUDENTS WITH MILD TO MODERATE OR EXTENSIVE SUPPORT NEEDS DON'T NECESSARILY INVOLVE ONE TO ONE SUPPORT IN THEIR COMMUNITY COLLEGES OR THEIR WORKPLACES, OR THEIR DAY PROGRAMS, OR WHATEVER THEY MIGHT BE GOING TO AFTER US. WE REALLY WANT TO BE MINDFUL OF HELPING THEM BE AS INDEPENDENT AS POSSIBLE WHILE STILL PROVIDING THE SUPPORT THAT THEY NEED. >> LASTLY, SEVERAL YEARS AGO, WE DEVELOPED IN PARTNERSHIP WITH THE ASSOCIATION OF CORONADO TEACHERS, A DISTRICT WIDE SPECIAL EDUCATION COMMITTEE. I LIKE TO THINK OF IT AS A THINK TANK. IT'S FIVE MEMBERS OF ACT AND FIVE ADMINISTRATORS. WE COME TOGETHER ABOUT FOUR TIMES A YEAR AND WE COLLABORATE ON AN AGENDA. WE RECOGNIZE THAT THERE ARE UNIQUE CIRCUMSTANCES, UNIQUE ISSUES TO SPECIAL EDUCATION THAT MAY NOT IMPACT THE LARGER POPULATION. WE COME TOGETHER AND TALK ABOUT THEM IN A VERY OPEN COLLABORATIVE WAY AND TRY TO PROBLEM SOLVE AND REALLY TALK THINGS THROUGH AT THAT VERY FUNDAMENTAL LEVEL WHERE IT'S A SAFE SPACE FOR EVERYONE TO SHARE IDEAS. WE TAKE TIME DEVELOPING AN AGENDA FAR IN ADVANCE, SO EVERYONE HAS OPPORTUNITIES TO CONTRIBUTE TO THE AGENDA, AND THEN WE REALLY JUST GO THROUGH A LIST OF ITEMS. THE SPECIAL ED COMMITTEE HAS BEEN VERY SUCCESSFUL IN ALLOWING US TO TALK ABOUT THINGS AS THEY COME UP BEFORE THEY BECOME LARGER ISSUES. THAT IS SOMETHING THAT I'M EXCITED TO CONTINUE THIS YEAR. I'VE BEEN IN TOUCH WITH KATIE QUINLY, WHO IS THE EDUCATION SPECIALIST, [01:50:01] WHO WAS THE LEAD OF THAT ACT GROUP LAST YEAR. SHE IS CONTINUING IN THAT ROLE, SO WE'RE GETTING THOSE MEETINGS SCHEDULED AGAIN. THAT'S AN EXCITING PARTNERSHIP THERE WITH OUR ACT MEMBERS. ANY QUESTIONS YOU MAY HAVE? WE'RE BOTH HAPPY TO RESPOND TO QUESTIONS FOR YOU TONIGHT. >> IS THERE ANY PUBLIC COMMENT ON ITEM 5.3 AT THIS TIME? TRUSTEES, ANY QUESTIONS OR COMMENTS? >> I JUST WANT TO SAY THANK YOU FOR WHAT YOU DO. AGAIN, IT'S A TOUGH JOB. WE WALKED THROUGH THIS JOURNEY TOGETHER A FEW YEARS AGO. ONE THING THAT STRUCK ME. I WASN'T SURE IF I WAS AWARE OF THIS OR WAS THIS A CHANGE. IF A PARTICULAR INDIVIDUAL GETS TO THE TOP OF THE PYRAMID IN THE RED WHERE THEY REQUIRE OUTSIDE RESOURCING AND THEIR EDUCATION. AFTER THEY FINISH THAT LOCATION, ARE THEY THEN ELIGIBLE TO COME BACK? >> ABSOLUTELY. >> IS THAT NEW OR HAS THAT BEEN AROUND? >> THAT HAS ALWAYS BEEN THERE. IT JUST LOOKS DIFFERENT IN THAT DIAGRAM. BUT THE IDEA IS, LET'S SAY, FOR EXAMPLE, A STUDENT IS AT A RESIDENTIAL TREATMENT FACILITY AND THEY NO LONGER NEED THAT LEVEL OF SUPPORT, THEY CERTAINLY WOULD STEP DOWN TO A NON PUBLIC SCHOOL OR RETURN TO OUR COMPREHENSIVE CAMPUSES IF THEY COULD. MAYBE IT'S COMPREHENSIVE CAMPUS WITH WRAP AROUND SERVICES. >> THEY GRADUATE, FOR INSTANCE, FROM ANOTHER INSTITUTION, LET'S CALL IT WINSTON. THEY FINISH, THEY'VE GONE, THEY'VE COMPLETED THAT, BUT THEY'RE 18-YEARS-OLD. CAN THEY THEN COME JOIN THE PROGRAM THROUGH A CERTAIN. >> SORRY, I MISUNDERSTOOD YOUR QUESTION. THE QUESTION, AS I NOW UNDERSTAND IT IS UPON RECEIVING A DIPLOMA, THAT'S TYPICALLY THE END OF SPECIAL EDUCATION SERVICES. HOWEVER, THE ALTERNATIVE PATHWAY, AS RYAN WAS REFERRING TO MAY, FOR SOME STUDENTS, ALLOW THEM TO EITHER CONTINUE WORKING TOWARDS THAT DIPLOMA IF THEY HAVE NOT YET RECEIVED IT OR THEY MAY HAVE RECEIVED THAT DIPLOMA, BUT STILL BE ELIGIBLE FOR SERVICES. THE CAVEAT TO THAT IS THE COGNITIVE IMPAIRMENT OF THE STUDENT. HAD THEY PREVIOUSLY BEEN TAKING THE ALTERNATIVE ASSESSMENTS, WHAT WE CALL THE CORE. >> THERE'S QUALIFICATIONS. >> CORRECT. >> IT DOESN'T APPLY TO EVERYONE, BUT THERE MAY BE AN OPTION FOR FURTHER EDUCATIONAL SUPPORT UP TO THE AGE OF 22. THANK YOU VERY MUCH. >> I'M GOING TO GO BACK TO THE FUNDING BUDGET OVERVIEW JUST TO HIGHLIGHT. DID IT HAVE THAT? MIGHT HAVE BEEN THE OVERALL NUMBER $10 MILLION IN SPECIAL EDUCATION AUTHORITIES. >> IT'S DOWN AT THE VERY SMALL. >> SORRY, IT WASN'T ON THE OTHER ONE. IT'S NOT ON THE VERSION I HAVE. ABOUT 10.5 MILLION IN ALL THESE SERVICES. I JUST WANTED TO HIGHLIGHT FOR EVERYONE THAT WE HAVE FEDERAL MANDATES THAT REQUIRE US TO PROVIDE THESE SERVICES. THE FEDERAL GOVERNMENT WHEN THEY IMPLEMENTED THIS BACK IN 1976 STATED THAT THEY WOULD PROVIDE 40% OF THE FUNDING TO STATES AND DISTRICTS TO DO THIS AND SINCE 1976, THEY'VE NEVER ACTUALLY DONE THAT. I'VE GONE TO A COUPLE OF THE COAST TO COAST CONFERENCES. TRUSTEE LEE AND I WENT LAST YEAR AND THIS WAS SOMETHING THAT WE DISCUSSED WITH OUR REPRESENTATIVE AND THAT ALL THE OTHER CALIFORNIA TRUSTEES DISCUSSED. I JUST WANTED TO HIGHLIGHT THAT THIS COMES OUT OF OUR GENERAL BUDGET. >> CORRECT. >> TO PROVIDE THESE SERVICES THAT WERE MANDATED TO DO WITH PROBABLY, WAS IT 10% MAYBE FROM THE FEDERAL GOVERNMENT? SOME FROM THE STATE AND THEN THE REST IS FROM WHAT WE HAVE HERE. I JUST WANTED TO HIGHLIGHT THAT FOR PEOPLE. WE'RE HAPPY TO DO IT. WE'RE HAPPY TO HAVE THESE KIDS HERE AND WE WANT THEM TO LEARN IN THE BEST ENVIRONMENT POSSIBLE. I WANTED TO SWITCH A LITTLE BIT TO STAFFING. >> I KNOW WE HAVE A LOT OF IAS, AND I KNOW THAT WE TRY TO REACH THE LEAST RESTRICTIVE ENVIRONMENT, WHICH IS PROBABLY THAT GREEN AREA. I KNOW I'VE BEEN IN SOME CLASSROOMS WHERE THERE HAVE BEEN SEVERAL STUDENTS WITH THEIR OWN IAS, AND THAT CAN GET FAIRLY CROWDED. I JUST WONDER WHAT OUR THOUGHTS ARE ON TRYING TO MANAGE THAT. [01:55:03] WHEN YOU'VE GOT 20-SOMETHING KIDS, YOU'VE GOT A TEACHER, AND THEN YOU'VE GOT FOUR IAS IN A CLASSROOM, PLUS MAYBE A STUDENT TEACHER. I JUST WONDER IF YOU HAD ANY THOUGHTS ON THAT. >> HAVING BEEN ONE OF THOSE TEACHERS, IT CAN BE TRICKY TO MANAGE. WE RECOGNIZE AS WE SAID EARLIER, AS I SHARED EARLIER THAT WE WANT EVERY STUDENT TO HAVE EXACTLY WHAT THEY NEED AND THE ADULT SUPPORT THEY NEED TO BE SUCCESSFUL IN THEIR CLASSES. THAT'S ONE OF THE REASONS, THOUGH, WHEN WE RECOGNIZE THAT SOME OF OUR CLASSES HAVE MULTIPLE INSTRUCTIONAL ASSISTANTS, WE WANT TO TAKE A CLOSE LOOK AT EACH OF THOSE STUDENTS' SUPPORT NEEDS AND SEE IF THERE ARE WAYS THAT SOME OF OUR INSTRUCTIONAL ASSISTANTS MIGHT BE PARTNERED IN A DIFFERENT WAY OR MIGHT BE ABLE TO SUPPORT MULTIPLE STUDENTS IN A DIFFERENT WAY. IT REALLY ALL COMES BACK TO THE IEP, THE INDIVIDUALIZED EDUCATION PLAN FOR THAT STUDENT. IF YOU SEE MULTIPLE INSTRUCTIONAL AIDS IN A ROOM, IT IS VERY LIKELY BECAUSE EACH INDIVIDUAL IEP TEAM HAS DECIDED THAT THAT IS NECESSARY. BUT THAT'S ONE OF THE REASONS THAT WE HAVE THAT INDEPENDENCE PLAN AVAILABLE TO OUR IEP TEAMS. I NEGLECTED TO SAY EARLIER, MAKING AN INDEPENDENCE PLAN IS NOT REQUIRED OF AN IEP TEAM, IT'S NOT A STATE REQUIREMENT, BUT IT IS SOMETHING WE'RE ENCOURAGING IEP TEAMS TO CONSIDER SO THAT WE CAN UTILIZE THAT SUPPORT IN THE MOST APPROPRIATE WAY POSSIBLE FOR THOSE STUDENTS. AS MR. SALAMANCA SAID EARLIER, WE DON'T ALWAYS GET OUR STUDENTS IN THE PACKAGES THAT WE MIGHT PREFER. THERE MIGHT BE SOME GRADE BANDS WHERE, IN ONE GRADE LEVEL, WE HAVE FOUR STUDENTS THAT NEED ONE-ON-ONE SUPPORT. IF THERE ARE ONLY TWO CLASSROOMS IN THAT GRADE LEVEL, IT GETS REALLY TRICKY. THEN THE SECOND GRADE AND THE FOURTH GRADE HAVE FAR FEWER. THAT'S WHEN WE TRY TO BE AS CREATIVE AS POSSIBLE, AND WE REALLY ENCOURAGE IP TEAMS TO LOOK CAREFULLY AT WHAT STUDENTS REALLY NEED AND WHEN THEY REALLY NEED IT, AND WHEN CAN WE HELP PROMOTE THAT INDEPENDENCE OR WHEN CAN WE OFFER THAT SUPPORT IN DIFFERENT WAYS. ANOTHER THING THAT WE'RE EXCITED TO PROVIDE ADDITIONAL TRAINING ON THIS YEAR THAT WE DIDN'T MENTION THOUGH, IS LOOKING AT WHAT IT LOOKS LIKE TO HAVE PEER SUPPORT, AND WE HAVE OUR BEST BUDDIES PROGRAM. WE HAVE CLASSMATES IN ALL OF OUR GRADE BANDS THAT ARE SO AWESOME AT CONNECTING WITH THEIR NON TYPICALLY DEVELOPING PEERS AND SUPPORTING AND LEARNING IN DIFFERENT WAYS. I KNOW, AS A CO-TEACHER MYSELF IN MIDDLE SCHOOL, I GOT TO SEE STUDENTS THAT DIDN'T HAVE IEPS LEARN SO MUCH IN MATH, NOT ONLY BY REINFORCING THEIR MATH SKILLS, BECAUSE WHEN YOU TEACH SOMEONE OR WHEN YOU HELP A FRIEND, WHETHER OR NOT THEY HAVE AN IEP, IT REINFORCES THE CONCEPTS THAT YOU'RE LEARNING. BUT ALSO HAVING THAT SUPPORT FROM A PEER CAN OFTEN MUCH MORE VALUABLE THAN HAVING THAT SUPPORT FROM A GROWN-UP. MUCH LIKE IN THE WORKPLACE, IF YOU WORK AT A HARDWARE STORE OR YOU WORK AT A SCHOOL DISTRICT, YOU'RE GOING TO ASK YOUR PEERS FOR HELP, AND YOU'RE GOING TO HAVE THEM SHOW YOU, WHERE DO I GO GET COFFEE OR HOW DO I FILE THIS OR WHERE DO I PUT THE PAINT? FINDING WAYS, AND OUR SLPA PARTNERS, AGAIN, TO BRING IT BACK TO THEM, ARE GOING TO BE INVOLVED IN TRAINING AND PROVIDING SOME OF THOSE OPPORTUNITIES FOR OUR INSTRUCTIONAL AIDES AND OUR CERTIFICATED STAFF TO LEARN ABOUT THE DIFFERENT WAYS THAT WE CAN SUPPORT STUDENTS. HAVING ONE-ON-ONE ADS OR CLASSROOM ADS IS ONE OF THE REALLY IMPORTANT WAYS THAT WE CAN SUPPORT OUR STUDENTS, BUT IT'S NOT THE ONLY WAY, AND WE WANT TO CONTINUE EXPLORING THAT. >> HAVE WE BEEN TAKING ADVANTAGE OF THE SLPA PD AND TRAINING FOR A WHILE? IS THERE GOING TO BE MORE? I KNOW WE'VE HEARD THAT STAFFING WITH IAS. IT'S DIFFICULT TO STAFF. THERE'S SOME TURNOVER. I JUST DON'T KNOW IF YOU COULD ADDRESS WHAT WE'RE DOING TO TRY TO MAYBE GIVE THEM THEIR OWN PEER-TO-PEER MENTORSHIP AND SUPPORT. > YES, SIR. AT THE BEGINNING OF THE SCHOOL YEAR, WE ALWAYS MAKE SURE THAT WE MAXIMIZE THE TIME THAT WE CAN WITH OUR CLASSIFIED STAFF TO PROVIDE TRAINING THAT'S SOMETIMES NECESSARY FOR A PARTICULAR STUDENT LIKE A SEIZURE ACTION PLAN TRAINING OR HEALTH RELATED TRAININGS. WE ALSO SPEND A LOT OF TIME DOING OUR CRISIS INTERVENTION TRAINING, OUR BEHAVIORAL TRAINING. THEN THROUGHOUT THE SCHOOL YEAR, PROVIDING INDIVIDUALIZED TRAINING FOR STUDENTS FROM THEIR CLASSROOM TEACHERS. THERE'S POSSIBILITIES OF SMALL LITTLE MINI TRAININGS THAT ARE HAPPENING LIKE ON A WEDNESDAY AFTERNOON DURING EARLY RELEASE. THOSE TRAININGS ARE GOING ON THROUGHOUT THE YEAR. OUR SLPA TRAININGS THEY HAVE BEEN GOING ON, BUT MORE FOR OUR CERTIFICATED STAFF AND LESS FOCUSED ON OUR CLASSIFIED STAFF. THAT IS A REQUEST FOR THIS YEAR THAT WE HAVE MORE OPPORTUNITIES FOR OUR CLASSIFIED STAFF. >> GREAT. A MORE QUESTION. ANYBODY? >> REALLY QUICKLY. THANK YOU SO MUCH FOR SUCH AN IN-DEPTH PRESENTATION. ON THE MS. FOLEY, [02:00:02] YOU TALKED ABOUT ON THE COLORFUL PYRAMID HERE. YOU WERE TALKING ABOUT THE IS IT A LEARNING RESOURCE CLASS AT CMS? THAT FALLS INTO THAT CATEGORY. CAN YOU TELL ME A LITTLE MORE ABOUT THAT CLASS? >> A ACADEMIC SUPPORT A SPECIALIZED STUDENTS WITH IEPS ARE IN THAT CLASS, AND IT IS TAUGHT BY AN EDUCATION SPECIALIST. AT THE HIGH SCHOOL, WE CALL THAT STUDY SKILLS, FOLLOWS THE SAME MODEL, BUT STUDENT GOALS ARE WHAT DRIVES WHAT'S HAPPENING IN THE CLASS. IEP DEVELOPED GOALS. >> THAT'S GREAT. IT WORKS WELL AT THE MIDDLE SCHOOL, WORKS AT THE HIGH SCHOOL? IS THERE THOUGHTS OF CONTINUING THAT DOWN TO THE ELEMENTARY LEVEL? >> BECAUSE OF SCHEDULING AT AN ELEMENTARY LEVEL, SOME SCHOOLS DO WHAT'S SIMILAR TO A RESOURCE ROOM OR THAT MODEL, AND THAT IS SOMETHING THAT WE CERTAINLY WOULD BE WILLING TO EXPLORE, WHERE WE HAVE TO BE CAREFUL IS ALWAYS MANAGING THAT LEAST RESTRICTIVE ENVIRONMENT, AND IF A STUDENT IS OUT OF THEIR GENERAL EDUCATION CLASS, AND THAT IS NOT CO TAP WITH A GENERAL EDUCATION TEACHER, THEN THAT WOULD BE CONSIDERED A SEPARATE SETTING. OFTENTIMES WE FIND THAT AT THE ELEMENTARY LEVEL, THEIR CLASSROOM ENVIRONMENT GENERALLY WITH ONE PARTICULAR TEACHER OR FEWER TEACHERS, THEY'RE ABLE TO HAVE TIME FOR ADDITIONAL STUDY SKILLS IN THEIR GENERAL EDUCATION CLASSROOM. >> AT THE ELEMENTARY LEVEL, IF IT'S A CO-TAP CLASS, DOES THAT MEAN OR MAYBE IT DOESN'T MEAN BUT DOES THAT MEAN THAT ALL OF THE STUDENTS THAT HAVE THAT SPECIALIZED LEARNING AND THEIR IEP ARE IN ONE CLASSROOM. THEN WITH THE GENERAL HEAD TEACHER AND THEN THE SPECIAL ED TEACHER IN THERE. THERE'S FOUR FOURTH-GRADE CLASSROOMS; THE STUDENTS AREN'T IN FOUR DIFFERENT FOURTH-GRADE CLASSROOMS, THEY'RE IN ONE OF THOSE FOURTH-GRADE CLASSROOMS. >> CORRECT? IS THAT RIGHT? >> IN SOME CASES, WE'VE HAD STUDENTS THE WALK TO READ MODEL WHERE THEY HAVE GONE TO ANOTHER FOURTH-GRADE CLASSROOM FOR THEIR WILSON INSTRUCTION, OR THAT MAY OCCUR AT A DIFFERENT TIME ON THE SCHEDULE. >> THE LET ME SEE. I'M GOING TO JUMP BACK TO ON THE JOB DESCRIPTIONS. THANK YOU FOR TALKING ABOUT THE CLINICAL COUNSELORS, THE DISTRICT NURSES, THOSE SERVICE ALL OF THE STUDENTS. I'M LOOKING AT THE LARGE NUMBER OF STUDENTS THAT WE HAVE THAT HAVE NEEDS. I'M WONDERING PROBABLY FROM A LEGAL POINT OF VIEW, IF A STUDENT HAS ACCESS TO A COUNSELOR. IT'S A CLINICAL COUNSELOR. STUDENTS WITH IEPS NEED TO HAVE ACCESS TO THAT CLINICAL COUNSELOR BEFORE STUDENTS IN THE GENERAL EDUCATION. CLASSROOM MIGHT NEED THE COUNSELOR. HOW DOES THAT WORK? CAN OUR IN-FLIGHT COUNSELORS ADDRESS ANY OF THE ISSUES OR MEET ANY OF THOSE REQUIREMENTS FOR THEIR IEP? >> GREAT QUESTION. IT'S NUANCED. BUT IF A STUDENT, IF AN IEP TEAM HAS COME TOGETHER AND DETERMINED THAT THAT PARTICULAR CHILD NEEDS THE SERVICE OF COUNSELING AND THE TEAM DETERMINES THAT THAT IS 30 MINUTES A WEEK. THEN THAT WOULD BE A SERVICE THAT'S PROVIDED BY THE CLINICAL COUNSELOR AT THAT SCHOOL SITE. ALL STUDENTS HAVE ACCESS TO COUNSEL-LING. IF A STUDENT HAS AN IEP, AND LET'S SAY HAS 30 30-MINUTE SESSION A WEEK, AND THEY'RE ADDRESSING A GOAL BUT THEY HAVE A REALLY BAD DAY AND THEY HAVE HAD A FIGHT WITH A PEER. THEY ARE A GENERAL EDUCATION STUDENT FIRST. THEY THEN WOULD HAVE ACCESS TO COUNSELING, LIKE ALL OF OUR STUDENTS WOULD HAVE ACCESS TO COUNSELING. THAT WOULDN'T BE AN ADDITIONAL SERVICE PER THE IEP UNLESS THE IEP TEAM CAME TOGETHER AND DETERMINED THAT THEY NEEDED TO INCREASE THOSE SERVICES. >> I'M JUST WONDERING IT SEEMS LIKE A TRICKY BALANCE TO BE ABLE TO MEET ALL THE COUNSELING MINUTES AND THEN HAVE THE COUNSELOR AVAILABLE TO OTHER STUDENTS WHEN THEY MAY NEED HELP TOO. >> THOSE ARE MINUTES THAT WE CAN [02:05:02] DETERMINE IN OUR SPECIAL EDUCATION INFORMATION SYSTEM SO WE CAN COUNT UP HOW MANY MINUTES ARE REQUIRED PER IEPS AT A PARTICULAR SCHOOL SITE, AND THEN THAT'S HOW WE DETERMINE FTE. >> CAN IN-FLIGHT COUNSELORS PROVIDE ANY OF THE COUNSELING SUPPORT FOR STUDENTS WITH IEPS? >> MFLCS HAVE VERY SPECIFIC GUIDELINES AS TO WHAT THEY CAN AND CAN'T PROVIDE. OUR EXPERIENCE HAS BEEN THAT THEY CAN'T PROVIDE SERVICES PER AN IEP, BUT THAT STUDENT CAN RECEIVE COUNSELING FROM AN MFLC FOR THE MFLC-RELATED AREAS. AGAIN, THAT STUDENT IS VIEWED AS A GENERAL EDUCATION STUDENT TO RECEIVE MFLC SERVICES. >> LET ME SEE HERE. ANOTHER QUESTION. AS ANYBODY ELSE WANT TO JUMP IN WITH ANY QUESTIONS? GO AHEAD AFTER YOU. NO. GOO AHEAD. I NEED TO FIGURE OUT WHERE I WROTE MY OTHER QUESTION. >> JUST JUMPING OFF WHAT MS. CAVANAUGH SAID. JUST BECAUSE SHE HAPPENED TO MENTION IT. I DON'T THINK THERE'S A LOT OF INSTANCES IN WHICH SPECIAL EDUCATION LIKE PEOPLE WITH IEPS, TEND TO TAKE UP COUNSELING TIME OF OTHER STUDENTS AT LEAST AT THE HIGH SCHOOL. I HAVEN'T HEARD OF THAT HAPPENING. USUALLY, THE COUNSELORS ARE READILY AVAILABLE FOR MOST OF THE STUDENTS THAT THEY NEED TO REACH. I DON'T THINK I JUST FROM MY OWN INSIGHT. BUT I WAS JUST GOING TO TELL YOU GUYS THANK YOU GUYS SO MUCH FOR TELLING ME ALL ABOUT THIS. I DON'T THINK I'VE EVER UNDERSTOOD ALL OF THE EXTENT AND THE ENCOMPASSMENT OF SPECIAL EDUCATION. I NEVER KNEW THAT IT HAD SO MANY STAFF LIKE PARTICIPATING IN IT, AND IT'S REALLY ENCOMPASSING. IT'S REALLY AWESOME THAT YOU'RE MAKING SUCH CUSTOM PLANS FOR EACH INDIVIDUAL. AWESOME. >> THANK YOU. REMEMBER MY OTHER QUESTION [LAUGHTER]. WHERE DOES THE 504 PROGRAM FIT INTO ALL OF THIS? IS IT PART OF IT? IS IT SEPARATE? >> YOU WANT TO GO? FIVE O FOUR PLANS ARE PART OF THE AMERICANS WITH DISABILITIES ACT, SO IT'S COMPLETELY SEPARATE. IEPS FALL UNDER THE IDEA AND SECTION 504 PLANS UNDER THE AMERICANS WITH DISABILITIES ACT. A STUDENT, AS TRUSTEE LEE WAS SPEAKING EARLIER ABOUT THE HYPOTHETICAL STUDENT WITH ASTHMA, IF THAT STUDENT DIDN'T NEED SERVICES PER SE, BUT MAYBE NEEDED ACCOMMODATIONS BECAUSE OF THE ASTHMA THEN THAT STUDENT LIKELY WOULD HAVE A SECTION 504 PLAN TO SUPPORT THEM HAVING THE ACCOMMODATIONS THAT THEY MAY NEED, BUT THEY DON'T NEED SERVICES PROVIDED BY SPECIAL EDUCATION. >> WE HAVE 436 STUDENTS RECEIVING SERVICES UNDER SPECIAL EDUCATION, DO YOU KNOW HOW MANY STUDENTS WE HAVE THAT HAVE 504 PLANS? >> ABOUT ANOTHER 200. >> TWO HUNDRED. THE 504 PLAN IS IT'S A LEGALLY BINDING DOCUMENT JUST LIKE THE IEP IS. >> THAT IS CORRECT? >> THANK YOU. >> THANK YOU SO MUCH FOR YOUR PRESENTATION. THANK YOU. >> I DO HAVE A COMMENT. I JUST WANT TO THANK YOU BOTH. I THINK THIS PRESENTATION THIS EVENING REALLY ILLUSTRATED THE COMPLEXITIES OF SPECIAL EDUCATION SERVICES AND THE CHALLENGES THAT SCHOOL DISTRICTS FACE. WE HEAR OFTEN ABOUT PROGRAM NEEDS, ABOUT CONTINUITY OF STAFFING. IT'S NO SECRET IN OUR DISTRICT AND ACROSS THE STATE, THAT SPECIAL EDUCATION STAFFING THERE'S HIGH TURNOVER. THIS IS A VERY CHALLENGING JOB. I THINK THESE TWO PROFESSIONALS REALLY ILLUSTRATED THAT THIS EVENING, AND I APPRECIATED HOW BOTH OF YOU REALLY GAVE RECOGNITION TO YOUR TEAM. THE CHALLENGES ARE NOT SPECIFIC TO ONE CONTENT AREA. THEY'RE NOT SPECIFIC TO A CHALLENGE WITH A COLLEAGUE OR WITH PEERS OR WITH PARENTS OR WITH COMMUNITY MEMBERS. THERE'S ALSO THE CHALLENGE OF JUST UNDERSTANDING HOW DIFFICULT IT CAN BE WHEN I THINK NEV JUST TOTALED UP, ABOUT 600 OF OUR STUDENTS RECEIVE SPECIALIZED SERVICES, AND ALL OF THOSE ARE UNIQUE. IT'S AN INDIVIDUALIZED EDUCATION PLAN. [02:10:01] THERE'S A LOT OF MOVING PARTS. AS SOON AS THE SYSTEM IS DEVELOPED AT A SCHOOL SITE FOR A YEAR, NEW STUDENTS ENTER INTO OUR PROGRAM. THEY PROMOTE UP TO DIFFERENT GRADE LEVELS OR TO DIFFERENT SITES. THAT SYSTEM FROM THE YEAR PRIOR MAY NOT MATCH THE UNIQUE NEEDS OF THE STUDENTS THE FOLLOWING YEAR. THEY HAVE TO REDESIGN THE SYSTEM AND REDESIGN THE CALENDAR AND REDESIGN RESOURCE ALLOCATION. IT'S REALLY NOT A SURPRISE THAT THERE'S SO MUCH TURNOVER. THERE'S A LOT OF SCRUTINY ON SPECIAL EDUCATION AND SERVICES. HAVING SAT IN MANY IEP MEETINGS IN MY CAREER. THERE ARE TIMES WHERE EMOTIONS TAKE OVER THE MEETING, AND OF COURSE, THEY DO. PARENTS ARE ADVOCATING FOR THEIR CHILD. TEACHERS ARE ADVOCATING FOR THEIR STUDENT. OFTENTIMES, AN ADVOCATE COMES IN TO TRY TO HELP NAVIGATE OR MEDIATE OR PUSH FOR ADDITIONAL SERVICES, AND OFTENTIMES, THE TEAM DOESN'T ALWAYS AGREE ON WHAT THOSE CAN LOOK LIKE. HATS OFF TO THE WORK THAT YOU DO. I KNOW THAT ONE ANNUAL REPORT CAN'T QUITE CAPTURE THE COMPLEXITIES OF THIS JOB, BUT YOU GUYS DO IT VERY WELL, AND YOU'RE ALWAYS ON THE MOVE AND ALWAYS ON THE FLY AND PIVOTING FOR THE UNIQUE NEEDS OF OUR STUDENTS AND OUR STAFF AT ANY GIVEN TIME. THANK YOU SO MUCH FOR BEING HERE THIS EVENING AND FOR PRESENTING THIS TO THE BOARD IN THE COMMUNITY. APPRECIATE IT. >> I DON'T KNOW IF THE BOARD CAN HAVE A DISCUSSION OR IF I CAN SHARE SOME INFORMATION AS READING THROUGH THIS REPORT AND PREPARING FOR THIS. I SAW THINGS SO DIFFERENTLY THAN WHEN I WAS A TEACHER, AND I'M SURE ALL TEACHERS ARE DIFFERENT. BUT WHEN YOU HAVE A STUDENT IN YOUR CLASSROOM THAT YOU KNOW IS STRUGGLING AND YOU WANT TO GET THEM HELP, AND YOU'RE WILLING TO TRY ANYTHING. LIKE, LET'S THROW EVERYTHING AT IT AND SEE WHAT STICKS, THE KITCHEN SINK, AND EVERYTHING BECAUSE YOU WANT TO HELP THAT STUDENT SUCCEED. TAKING BACK AND LOOKING AT EVERY SINGLE THING THAT GOES IN THAT IP THAT'S WRITTEN DOWN, WE'RE LEGALLY OBLIGATED TO DO. I UNDERSTAND WHERE LET'S THROW THIS AND LET'S TRY THIS, WHICH IS GREAT TO DO AND TRY AND UNTIL IT COMES OFF THAT IEP LATER ON, YOU'RE OBLIGATED TO DO THAT. IT'S VERY COMPLICATED. I'M THINKING ABOUT THE STAFFING AS WELL. I THINK SOMETIMES INSTRUCTIONAL ASSISTANTS ARE LOOKED AT AS BABYSITTERS IN THE CLASSROOM. THESE ARE PROFESSIONALS. THEY ARE TASKED WITH HELPING THAT STUDENT ACCESS THEIR LEARNING. IT'S AN EXTREMELY IMPORTANT JOB. ONE THAT I HOPE THAT WE GIVE THEM TRAINING FOR AND SUPPORT FOR AND OPPORTUNITIES FOR THEM TO COLLABORATE. I KNOW MISS LANDRY HAD TALKED BEFORE ABOUT LEADERSHIP OPPORTUNITIES AND I'VE TALKED TO OTHER TEACHERS ABOUT OPPORTUNITIES FOR LEADERSHIPS, NOT JUST FOR TEACHERS, BUT FOR OTHER STAFF IN OUR DISTRICT AS WELL TO GROW IN THEIR PROFESSION AND TO BE BEST THAT THEY CAN BE. THANK YOU. >> AS THEY'RE HAVING THEIR PHOTO UP. I REALLY APPRECIATE YOUR FINAL COMMENTS THERE, RENEE CAVANAUGH, BECAUSE AS YOU JUST DESCRIBED, THE PARTNERSHIP BETWEEN THE GENERAL EDUCATION TEACHER, THE SPECIAL EDUCATION TEACHER AND THE INSTRUCTIONAL ASSISTANTS, WHEN THEY'RE TRYING EVERYTHING. NOT SURE ABOUT THE KITCHEN SINK. BUT TRYING ALL THOSE DIFFERENT STRATEGIES, WHEN THAT OCCURS, IT'S NOT JUST THAT'S WHY THE INFORMED DISCUSSION WITHIN AN IEP MEETING IS CRITICAL AND THE TRAINING THERE BECAUSE GENERAL EDUCATION TEACHERS CAN CONTRIBUTE AND DO CONTRIBUTE TO THOSE DISCUSSIONS ABOUT THIS HAS SHOWN THAT WE'RE MOVING THE NEEDLE WITH THIS CHILD, THIS INSTRUCTIONAL STRATEGY, THIS ACCOMMODATION THAT I'VE PROVIDED ON MY OWN BEFORE IT'S MEMORIALIZED IN AN IEP DOCUMENT, THAT REQUIRES FREQUENT COMMUNICATION, [02:15:01] TRIAL AND ERROR, TRACKING OF DATA. I REALLY APPRECIATE THAT YOU POINTED THAT OUT. IT'S AS IMPORTANT TO IDENTIFY WHAT WE ARE PLACING ON THAT DOCUMENT. THAT IT HAS BEEN SOMETHING THAT HAS BEEN PILOTED AND TRIED AND HAS DEMONSTRATED ADDITIONAL ACCESS TO THE CURRICULUM OR GROWTH IN TARGET AREAS, AND THEN DO THESE ACCOMMODATIONS PROVIDE OPPORTUNITIES FOR MOVEMENT BACK DOWN ON THAT PYRAMID? AGAIN, HATS OFF TO THE ENTIRE DEPARTMENT AND ALL THE PROFESSIONAL STAFF MEMBERS IN OUR CARE WHO DAY IN AND DAY OUT, FIGHT THE GOOD FIGHT FOR OUR STUDENTS. >> MOVING TO ITEM 5.4, SUPERINTENDENT UPDATE, SUPERINTENDENT MUELLER. [5.4 Superintendent Updates (5 min. + Board Discussion)] >> THANK YOU, PRESIDENT PALACIOS-PETERS. I UNDERSTAND THAT THE COMMUNITY AND THE GOVERNING BOARD HAS HAD AN OPPORTUNITY TO REVIEW MY REPORT. I REALLY JUST WANTED TO CELEBRATE. THIS UPDATE IS REALLY GROUNDED IN BOTH CALIFORNIA EDUCATIONAL CODE AND EXISTING BOARD POLICY. WE AS A TEAM THIS YEAR, THE GOVERNING BOARD APPROVED A CONTRACT, EITHER IN JUNE OR IN AUGUST TO PARTNER WITH DOCTOR MARGARET SIDOR ONE OF THE SERVICES WITHIN THAT CONTRACT WAS ADDITIONAL SUICIDE PREVENTION TRAINING FOR OUR STAFF. I KNOW THAT OUR SCHOOL SITES WILL ALL RECEIVE OR HAVE RECEIVED ONE HOUR SPECIALIZED TRAINING IN ADDITION TO THE JPA MANDATED TRAINING ON SUICIDE PREVENTION. I AM AVAILABLE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE. I REALLY JUST WANTED TO BRING TO THE COMMUNITY AND TO THE GOVERNING BOARD'S ATTENTION. THAT THE CONTRACT THAT WE SIGNED IT INCLUDES SUICIDE PREVENTION TRAINING FOR OUR STAFF IS ALSO INCLUSIVE OF OTHER INITIATIVES THAT WE DESIGNED AROUND THE WELLNESS OF OUR STUDENTS. AS THE BOARD IS WELL AWARE, WE HAVE A COMMITMENT TO BOTH THE PHYSICAL AND THE EMOTIONAL AND MENTAL SAFETY OF OUR STUDENTS AND OF OUR STAFF. THIS PARTNERSHIP WITH DR. SIDOR WE'LL CONTINUE TO YIELD REALLY POSITIVE INITIATIVES WITHIN OUR DISTRICT, AND REALLY LOOKING FORWARD TO COMING BACK LATER IN THE FALL TO TALK ABOUT THE FIRST COHORT OF STUDENTS IN THE FIE COURSE THAT HAVE GONE THROUGH THE TEEN MENTAL HEALTH FIRST AID TRAINING. AGAIN, PART OF THAT INITIAL CONTRACT. WANTED TO PULL THIS OUT AND REALLY CELEBRATE WHAT WE ARE DOING TOGETHER AS A SCHOOL COMMUNITY TO ENSURE THAT OUR STAFF HAVE THE TOOLS AND RESOURCES READILY AVAILABLE TO SUPPORT OUR STUDENTS IN A VARIETY OF SETTINGS IN THE CLASSROOM, ON THE PLAYGROUND OR QUAD WITHIN THE COUNSELING OFFICES AND OTHER SPECIALIZED AREAS FOR DROP IN AND DESIGNATED SPACES FOR STUDENTS TO GO AND RECEIVE SUPPORTS. THAT CONCLUDES MY REPORT. I'M AVAILABLE TO ANSWER ANY QUESTIONS AFTER PUBLIC COMMENT. >> IS THERE ANY PUBLIC COMMENT ON ITEM 5.4 AT THIS TIME? >> HELLO. IT IS SADIE OR MERCEDES SMITH AGAIN. SURE. PLENTY OF YOU ARE FAMILIAR WITH ME. I HAVE THE PRIVILEGE OF BEING THE CORN AUTO SCHOOL PTO PRESIDENT FOR THE SECOND YEAR, I ADORE MY KIDS. I AD THE COMMUNITY. IN A PROFESSIONAL CAPACITY, I WORK FOR THE SUICIDE PREVENTION COUNCIL OF SAN DIEGO. IF YOU IMAGINE A TREE AT THE TRUNK HEALTH AND HUMAN SERVICES AGENCY, YOU'VE GOT TWO BRANCHES OFF, THAT'S WHERE I LAND. THIS IS MY BREAD AND BUTTER, SO I HAVE A VESTED INTEREST IN SUICIDE PREVENTION FOR THE DISTRICT, FOR MY OWN CHILDREN, FOR ALL THE CHILDREN. IT'S WHAT I DO FOR WORK. PRETTY ELOQUENT IN SUICIDE PREVENTION TALK. I WOULD LIKE TO HELP MAKE SURE THAT THE DISTRICT HAS THE HIGHEST QUALITY AND MOST HELPFUL RESOURCES AVAILABLE TO YOU GUYS. I DID SPEAK WITH YOU AND NEV BRIEFLY, BUT I WOULD LIKE TO JUST ENSURE THAT IT'S ON RECORD THAT I LOOK FORWARD TO GETTING CONNECTED WITH DR. SIDOR, AND MAKING SURE THAT I GET THE DOCTOR INTO THE SPC NETWORK SO THAT WE CAN MAKE SURE THAT AS WE GET OUR ANNUAL QUARTERLY, ETC UPDATES ON THE MOST RELEVANT DATA, NOT ONLY TO. WE HAVE DEMOGRAPHIC SPECIFIC DATA, WE HAVE REGIONALLY SPECIFIC DATA THAT WE ARE CONSTANTLY COMPILING AND CONSTANTLY WORKING ON AND ACTUALLY AT K-12 SUBCOMMITTEE. I HAVE TWO REQUESTS FOR THE BOARD. I HAVE BEEN REACHING OUT SINCE APRIL OF THIS YEAR, WHICH I'M SURE YOU'RE FAMILIAR WITH THE LOSS THAT CMS SUFFERED IN APRIL, JUST APRIL OF THIS YEAR. [02:20:02] I'VE BEEN REACHING OUT. I REALLY IMPLORE A REPRESENTATIVE. I KNOW YOU GUYS ARE ALREADY SUPERVISED. SOMEBODY TO REPRESENT THE DISTRICT AT THE K-12 SUBCOMMITTEE THAT MEETS ONCE A MONTH FOR THE SAN DIEGO SUICIDE PREVENTION COUNCIL. YOU WILL BE IN NETWORK WITH OTHER ADMINISTRATORS, OTHER BOARD MEMBERS OF ALL THE SCHOOL DISTRICTS IN SAN DIEGO WITH THE SOLE PURPOSE OF PREVENTING SUICIDES. WE HOST THOSE. LIKE I SAID, THE HEALTH AND HUMAN SERVICES OF SAN DIEGO, AND WE OPERATE WITH A $8 BILLION BUDGET. ALL OF OUR RESOURCES ARE FREE TO CORONADO UNIFIED SCHOOL DISTRICT. I ALSO EMPLOY YOU GUYS TO GET THESE HIGH QUALITY RESOURCES FOR THE STUDENTS, FOR THE PARENTS, FOR YOUR STAFF, AND IT'S AT NO COST TO YOU. IT'S A NO BRAINER IN MY OPINION. I GUESS THAT ABOUT CONCLUDES. I WILL PROBABLY BE WRITING SOME FOLLOW UP E MAILS TO BETTER ELABORATE, NOT TOO GOOD PUBLIC SPEAKING, BUT THANK YOU FOR YOUR TIME. >> THANK YOU. ALL STAFF GETTING TRAINED BECAUSE IN THE NEXT LAST PARAGRAPH, THE MANDATE SAYS 7-12, BUT ALL OF OUR STAFF IS GETTING TRAINED. >> CORRECT. DR. SIDOR I BELIEVE ALREADY GONE TO BOTH ELEMENTARY SCHOOLS, CONCLUDED CHS YESTERDAY IN ADDITION TO THE MANDATED JPA TRAINING THAT MISS TRIPPY AND HER DEPARTMENT HELPED FACILITATE. >> I JUST READ THAT WRONG. THANK YOU. >> AT THIS POINT, WE'LL TAKE A TEN MINUTE BREAK. WE ARE BACK FROM BREAK, MOVING TO ITEM 6.1, [6.1 Revisions to Board Policies, Board Bylaws, Administrative Regulations, and/or Exhibits] REVISIONS TO BOARD POLICIES, BOARD BY LAWS, ARS, AND OR EXHIBITS. THIS IS A FIRST READ. IS THERE ANY PUBLIC COMMENT ON ITEM 6.1? TRUSTEES, ANY QUESTIONS OR COMMENTS ON ITEM 6.1? >> I THINK THIS IS THE PART WHERE I GET TO OR IS THIS NOT NET. THAT'S LATER. THAT'S SECTION 9. I GET IT. IT'S DIFFERENT. >> MOVING ON TO ITEM 7, [7. ITEMS PULLED CONSOLIDATED MOTION FOR CONSENT CALENDAR] WE PULLED ITEM 3.5 FROM THE CONSOLIDATED MOTION FOR CONSENT CALENDAR. THAT WAS YOU TRUSTEE CAVANAUGH. WOULD YOU LIKE TO DISCUSS? [LAUGHTER] ITEM 3.5 IS A CUSD ANNUAL REPORT ON DEBT. >> YES. THE ANNUAL REPORT. LET'S SEE. LOOKING THROUGH PAGE, LET'S SEE 1, 02, ON THE THIRD PAGE. IT LOOKS LIKE ON THAT LAST COLUMN, THERE SHOULDN'T BE ANYTHING, BUT IT'S 2026 ON THERE? IT IS 2025. >> ON THE ACTUAL. >> YES. THIS IS >> THAT MAN'S GOT THE ANSWER. >> HERE TAXATION REMAINING. THERE'S NOTHING FOR 2025 OR DO WE NOT KNOW? >> MAY I CLARIFY? >> CAN YOU EXPLAIN WHAT WAS MY QUESTION? CAN YOU CLARIFY THAT? [LAUGHTER] >> YES. YOU ARE CORRECT, AND I APPRECIATE THE CALL OUT THAT THERE IS NO ASSESSED VALUE NOTED FOR THE 25 CALENDAR YEAR. TAXES ARE LEVIED AND DEBT ISSUED THROUGH VOTER APPROVED. MEASURE KK WAS ISSUED WAY BACK WHEN. ANNUALLY, THE DEBT IS PAID BY TAXPAYERS. THE ASSESSED VALUATION RATE IS INDEXED OR MARKED BY A CERTAIN DOLLAR AMOUNT IN RELATION TO EVERY $100,000 OF ASSESSED VALUE OF A HOME. LET'S LOOK AT 2024 AS AN EXAMPLE. IF A HOME COSTS $1 MILLION EVERY 100,000, THERE'S 10 GROUPINGS OF THAT. THAT HOMEOWNER IS PAYING $50 TOWARDS THE DEBT OF THE DISTRICT. THE REASON WHY THERE IS A BLANK ON 2025, JUST AS A MATTER OF CLARIFICATION, THE MEASURE KK DEBT WILL BE PAID OFF IN FISCAL YEAR 2027. THE REASON WHY THERE IS A BLANK IS BECAUSE OF THE TIMING OF WHEN THE REPORT WAS ISSUED JUST THIS TUESDAY. [02:25:02] THE TAX ASSESSOR'S OFFICE MADE AN ASSESSMENT THAT THIS IS HOW MUCH THE HOMES ARE VALUED AT, AND THEN ONLY THEN WERE THEY ABLE TO ATTACH A ASSESSED VALUATION PER $100,000. I REACHED OUT TO OUR FINANCIAL ADVISORS. THE ASSESSED VALUATION THAT THEY'RE CALLING OUT THE MARKER FOR THAT COLUMN SHOULD BE $7.95. AS YOU KNOW, DEBT PAYMENTS ARE FORECASTED OUT, AND BASED OFF OF THE ASSESS VALUATIONS AT THE TIME, THEY ASSESS AS MUCH AS NECESSARY TO MEET THAT YEAR'S DEBT OBLIGATION. IT JUST SO HAPPENS THAT THE ASSESS VALUATION THAT'S PROJECTED FOR THE 25 FISCAL YEAR IS NOT AS HIGH AS WAS PROJECTED IN THE 2024 YEAR. THAT'S WHY THERE'S A SLIGHT INCREASE AND IT'S ABOUT $7.95. >> THANK YOU. >> GOOD? THIS IS AN ACTION ITEM. IS THERE A MOTION TO APPROVE ITEM 3.5? IS THERE A SECOND? >> SECOND. >> CALL FOR THE VOTE, PLEASE. MOTION PASSES. MOVING TO ITEM 8.1, PUBLIC COMMENTS ON NON AGENDIZED ITEMS. ANYONE WISHING TO SPEAK TO A NON-AGENDA ITEM OR A CLOSED SESSION ITEM ARE INVITED TO QUEUE BEHIND THE PODIUM AND STATE THEIR NAME AND CITY PRIOR TO SPEAKING. EACH SPEAKER WILL HAVE THREE MINUTES. IS THERE ANY PUBLIC COMMENT ON A NON-AGENDIZED OR CLOSED SESSION ITEM AT THIS TIME? SEEING NONE, WE WILL MOVE TO ITEM 8.2, BOARD MEMBER COMMENTS. [8.2 Board Member Comments] I DON'T KNOW WHO START FIRST LESS. WHO WOULD LIKE TO START, ANYONE? TRUSTEE CAVANAUGH. >> I'LL BE REALLY BRIEF REALLY QUICKLY. I WAS ABLE TO GO TO, I THINK IT WAS 80% OF THE BACK TO SCHOOL NIGHTS. I MISS SILVER STRAND. I'M SO SORRY I WAS NOT ABLE TO BE THERE FOR THAT. IT WAS WONDERFUL TO SEE SO MANY PARENTS EXCITED. THE CAMPUSES LOOKED AMAZING. IT'S A GREAT WAY TO KICK OFF THE YEAR. I THINK SO FAR FOR ME, THE HIGHLIGHT HAS BEEN THE WORK THAT WE'VE BEEN DOING WITH THE CULTURE CLUB, SPECIFICALLY WORKING ON THINGS LIKE TRUST AND COMMUNICATION AND GETTING STRATEGIES FROM THE C R JTP, WHATEVER THAT IS. [LAUGHTER] THANK YOU. THEY'VE BEEN GREAT TO WORK WITH. I USE SOME THIS AFTERNOON. I THINK THAT WILL BE HELPFUL. MY ONLY COMMENT THAT I THINK AND I THINK I CAN MAKE IT HERE, MAYBE OR MAYBE IF I HAVE TO MAKE IT OVER FOR LATER. I'VE BEEN THINKING A LOT ABOUT THE PORTRAIT OF A GRADUATE AND THE EMPHASIS ON FINANCIAL LITERACY AND AWARENESS. I KNOW WE HAVE THE COURSE AT THE HIGH SCHOOL THAT WE'RE OFFERING. I KNOW FIFTH GRADE STILL DOES BIZ TOWN, I BELIEVE, IF NOT. I WOULD LOVE TO BE ABLE TO SEE THAT VERTICALLY ALIGNED SUPPORTED WITH SOMETHING AT THE MIDDLE SCHOOL AND I DON'T KNOW WHAT THAT WOULD LOOK LIKE IF IT WOULD BE LOOKING AT THE WHEEL OPTIONS THAT THEY HAVE TO HAVE A FINANCIAL LITERACY COMPONENT OR IF IT'S SOME CLUB THAT COULD BE OFFERED OR I JUST THINK STRENGTHENING THAT VERTICAL ALIGNMENT WOULD BE GOOD. >> TRUSTY SANDY, PLEASE? >> LET'S SEE. I WENT TO THE HIGH SCHOOL BACK TO SCHOOL NIGHT. IT WAS FANTASTIC. I GOT TO MEET THE TEACHERS, CO-TEACHERS, COUNSELORS, AND I REALLY FEEL LIKE WE'RE SETTING OUR KIDS UP FOR SUCCESS. WONDERFUL JOB THERE. I WAS REALLY EXCITED ABOUT IT. WENT TO A COUPLE OF FOOTBALL GAMES, A HILLTOP HIGH SCHOOL, AND THEN WE HAD A BUY AND THEN CLASSICAL. WE PLAYED CLASSICAL ACADEMY. THEY PLAYED AT ORANGE GROVE HIGH SCHOOL. I LET AI DRIVE ME TO WHERE THE GAME WAS SUPPOSED TO BE. AI TOOK ME TO THREE INCORRECT PLACES AND THEN I WENT TO THE CORONADO ISLANDER SPORTS FOUNDATION AND SHOWED ME WHERE TO GO. CLASSICAL ACADEMY IS INTERESTING IN THAT THEIR CROWD ISSUES. THE TEAM IS NOT GOOD, BUT THEIR BAND AND THEIR CHEERLEADERS, AND THEIR PALM SQUAD ARE PRETTY AMAZING FOR THE FOOTBALL TEAM. WE HAD A BUY. THIS WILL ACTUALLY BE THE FOURTH WEEK TOMORROW, [02:30:03] AND IT'LL BE OUR FIRST HOME GAME. I PLAN TO BE THERE. LASTLY, I VISITED PRINCIPAL FALAR AT THE MIDDLE SCHOOL. ALWAYS A GREAT VISIT WITH HER. SHE'S A FORMER POLOMA POINTER. SHE'S GOT HER CHEERLEADER PHOTO UP. YOU'VE BEEN IN HER OFFICE OR CHEERLEADER PHOTO FROM HIGH SCHOOL? SHE USED TO BE A BRUNETTE. SHE HAS SEVEN NEW TEACHERS AT THE MIDDLE SCHOOL. SHOULD HAVE SAID THAT, AND THE FACILITIES LOOK GREAT. THAT'S IT FOR ME. >> I WANT TO DEFER TO YOU GO LAST SO, MADAM PRESIDENT AND BOARD MEMBERS AND MEMBERS OF OUR COMMUNITY. I'M GLAD THAT WE GOT HERE TOGETHER THIS EVENING TO CARRY OUT OUR RESPONSIBILITIES AS ELECTED OFFICIALS AND SERVICE TO THIS COMMUNITY. IT'S EQUALLY PROPER THAT WE PAUSE TO RECOGNIZE THE SOLEMNITY OF THIS DAY, SEPTEMBER 11, AS I LOOK AT THAT SIGN UP THERE, ESPECIALLY IN LIGHT OF TRAGIC RECENT EVENTS THAT ONCE AGAIN REMIND US HOW FRAGILE AND PRECIOUS OUR FREEDOMS ARE. MANY AMONG US IN CORONADO WERE DIRECTLY AFFECTED BY THOSE PROFOUNDLY CATASTROPHIC EVENTS 24 YEARS AGO. WE KNOW PEOPLE WHO LOST LOVED ONES AND PEOPLE WHO EXPERIENCED THE EVENTS FIRSTHAND. ONE OF OUR CORONADO RESIDENTS WAS SEVERELY BURNED OVER MOST OF HIS BODY IN THE PENTAGON ATTACK AND HAD TO BE RESUSCITATED MULTIPLE TIMES. HE WOULD SURVIVE AND GO ON TO PLAY A PIVOTAL ROLE IN THE WAR ON TERRORISM. AT THE PENTAGON THAT DAY, 184 SOULS WERE LOST, 59 ABOARD AMERICAN FLIGHT 77, AND 125 SERVING INSIDE THE BUILDING ITSELF. OTHER OF OUR FELLOW CITIZENS ANSWERED AMERICA'S CALL IN THE WAR ON TERROR, MAKING MULTIPLE COMBAT DEPLOYMENTS, SACRIFICING THEIR SAFETY AND DEFENSE OF OUR FREEDOMS. BY GOD'S GRACE, MANY CAME HOME. SOME DID NOT. SOME CAME HOME BUT CARRY INVISIBLE WOUNDS. PHYSICAL, MENTAL, EMOTIONAL. WE MUST NEVER FORGET THEM, THE FALLEN, THE LIVING, THE WOUNDED. WE REMEMBER TWO, UNITED AIRLINES FLIGHT 93, ORDINARY CITIZENS WHO STORMED THE COCKPIT IN DEFIANCE OF THOSE WHO SOUGHT TO EXTINGUISH OUR WAY OF LIFE. THEIR SACRIFICE REMINDS US THAT OUR ENEMIES ATTACKED NOT JUST STRUCTURES BUT VALUES. FREEDOM, HUMAN DIGNITY, A BELIEF IN SELF-GOVERNANCE, RESPECT FOR LIFE. THAT DAY WAS MORE THAN AN ACT OF TERROR. IT WAS A CULTURE WAR IN ITS DARKEST FORM. YESTERDAY, ANOTHER DARK MOMENT UNFOLDED IN OUR NATION'S JOURNEY, THE ASSASSINATION OF CHARLIE KIRK AT UTAH VALLEY UNIVERSITY. MR. KIRK WAS A CONSERVATIVE ACTIVIST, SPEAKING PUBLICLY AND ENGAGING STUDENTS IN DEBATE. WHAT ALWAYS STOOD OUT ABOUT CHARLIE WAS THAT HE WELCOMED ALL POINTS OF VIEW, ESPECIALLY THOSE WHO DISAGREED WITH HIM. IN THAT RESPECT, HE WAS A MAN AFTER MY OWN HEART. HE UNDERSTOOD THAT TRUE DIALOGUE REQUIRES HEARING, NOT SILENCING, THOSE WHO SEE THE WORLD DIFFERENTLY. THERE'S GRIEF, OUTRAGE, CONFUSION, AND WHILE WE DO NOT AND SHOULD NOT RUSH TO VERDICTS OF MOTIVES BEFORE ALL FACTS ARE KNOWN, THE KILLING OF ANY PERSON FOR THEIR POLITICAL BELIEFS OR IDENTITY IS AN ASSAULT ON DEMOCRACY. POLITICAL VIOLENCE SHOULD TERRIFY US ALL, NOT ONLY BECAUSE OF THE LIVES LOST, BUT BECAUSE IT CORRODES WHAT WE MUST HAVE TO LIVE TOGETHER, CIVILITY, TRUST, THE IDEA THAT WE CAN DISAGREE AND YET REMAIN FELLOW CITIZENS, NEIGHBORS, AND STUDENTS. IF WE GIVE IN TO POLITICAL VIOLENCE AND TO IGNORANCE, WE WILL HAVE UNWITTINGLY ACCOMPLISHED THE VERY OBJECTIVES OF THOSE WHO ATTACKED US ON THIS DAY 24 YEARS AGO. THEIR AIM WAS NOT ONLY TO TAKE INNOCENT LIES, BUT TO SHAKE OUR CONFIDENCE, DIVIDE US AGAINST ONE ANOTHER, AND WEAKEN THE VERY FABRIC OF OUR DEMOCRACY. PRESIDENT ABRAHAM LINCOLN WARNED OF THIS DANGER LONG BEFORE 9/11 WHEN HE SAID, IF DESTRUCTION BE OUR LOT, WE MUST OURSELVES BE ITS AUTHOR AND FINISHER. AS A NATION OF FREEMAN, WE MUST LIVE THROUGH ALL TIME OR DIE BY SUICIDE. I THINK IT'S ALSO TRUE AND IMPORTANT TO POINT OUT THAT THERE ARE TRAGIC INSTANCES WHERE THOSE HOLDING MORE LIBERAL VIEWS HAVE BEEN VICTIMS OF POLITICALLY MOTIVATED VIOLENCE COMMITTED BY SOMEONE FROM A CONSERVATIVE OR EXTREMIST PERSPECTIVE. ONE EXAMPLE IS THE KNOXVILLE UNITARIAN UNIVERSALIST CHURCH SHOOTING IN 2008, IN WHICH A MAN MOTIVATED BY HATRED OF LIBERALS, LGBTQ PEOPLE, AND DEMOCRATS OPENED FIRE DURING A YOUTH PERFORMANCE. TOUGH YEARS AGO, THAT CRIME STILL STANDS AS A WARNING THAT NO IDEOLOGICAL BELIEF IS IMMUNE AND THAT THE VIOLENCE CAN COME FROM ANY DIRECTION. WE LIVE IN TIMES WHEN IDEOLOGICAL DIFFERENCES EASILY SLIDES INTO DEHUMANIZATION, WHEN SPEECH BECOMES INCITEMENT. WHEN CHILDREN LEARN THAT DEBATE EQUALS CONFLICT, [02:35:02] WHEN POLARIZATION FOLLOWS THEM INTO CLASSROOMS, THIS IS WHY WHAT AND HOW WE TEACH OUR YOUNG PEOPLE MATTERS SO PROFOUNDLY. AS PART OF THAT RESPONSIBILITY IS TEACHING OUR CHILDREN TO THINK CRITICALLY. WE ACCOMPLISH THIS WHEN TEACHERS CHALLENGE THEMSELVES TO PRESENT MATERIALS IN WAYS THAT REQUIRE STUDENTS TO WRESTLE WITH CONTROVERSIAL ISSUES FROM MULTIPLE PERSPECTIVES. WHEN DONE WELL, THIS NOT ONLY SHARPENS THEIR REASONING, IT EQUIPS THEM TO ENGAGE RESPECTFULLY TO WEIGH EVIDENCE CAREFULLY AND TO RECOGNIZE THE HUMANITY OF THOSE WHO SEE THE WORLD DIFFERENTLY. AS YOUR ELECTED SCHOOL BOARD, WE CANNOT PRESUME THAT SCHOOLS ARE ISOLATED FROM THESE LARGER FORCES. AMONG OUR ROLES, WE MUST MODEL CIVILITY AND HOW WE DELIBERATE AND DEBATE, OUR LANGUAGE, CONDUCT, AND EXPECTATIONS, SEND MESSAGES TO STUDENTS, AND TO THE BROADER COMMUNITY. WE MUST SEE OURSELVES AS GUARDIANS NOT OF IDEOLOGY, BUT OF PROCESS, OF TRUTH, RESPECT, AND REASONED ARGUMENT IN SCHOOL CURRICULA AND CULTURE. WE SHOULD ENSURE OUR STUDENTS ARE EQUIPPED NOT JUST WITH ACADEMIC SKILLS, BUT WITH TOOLS FOR CRITICAL THINKING, EMPATHY, AND THE ABILITY TO ENGAGE RESPECTFULLY WITH THOSE WHO DIFFER FROM THEM. WE SHOULD SAFEGUARD SPACES OF FREE INQUIRY AND EXPRESSION IN SCHOOLS, WHILE ALSO PROTECTING STUDENTS FROM HATE, HARASSMENT, POLITICAL VIOLENCE, AND INCITEMENT. WHILE IT'S PERFECTLY ACCEPTABLE AND ESSENTIAL THAT WE HAVE IDEOLOGICAL DIFFERENCES AND VIGOROUSLY DEBATE THEM, WHAT WE CANNOT ACCEPT AS A SOCIETY WHERE DIFFERENCES BECOME EXCUSES FOR VIOLENCE. TO MY COLLEAGUES SEATED HERE WITH ME TONIGHT, MOST OF THEM ON THE LEFT, UNFORTUNATELY. SITTING TO THE LEFT OF ME AT THIS POINT. I BELIEVE WE SHARE A COMMON A MISSION TO PROTECT OUR CHILDREN TO CULTIVATE THEIR CHARACTER, TO PREPARE THEM NOT SIMPLY TO LIVE IN THIS WORLD, BUT TO IMPROVE IT. I THINK FREEDOM IS A GIFT, AND WITH FREEDOM COMES RESPONSIBILITY. LET US USE OUR INFLUENCE, ESPECIALLY IN EDUCATION TO LIFT OUR COMMUNITY, NOT DIVIDE IT, TO SET AN EXAMPLE, NOT TO SO FEAR, TO TEACH OUR CHILDREN TO DEFEND THEIR VALUES, AND EVEN THEIR DISAGREEMENTS, BUT ALWAYS WITH HUMANITY. I AM HONORED TO SERVE WITH THESE COLLEAGUES BECAUSE IN ALL SERIOUSNESS, YOU ALL EXEMPLIFYING EVERYTHING THAT I HAVE TALKED ABOUT. I'M PRO TO SERVE ALONG WITH YOU. THANK YOU. >> THANK YOU, TRUSTEE LEE FOR THOSE WORDS. TRUSTEE LEE AND I HAVE SPENT A FAIR AMOUNT OF TIME TOGETHER. WE'VE GONE TO A CONFERENCE AND WE CHAT ON THE PHONE AND EVERYTHING THAT'S HAPPENING, OUR DISTRICT HAS BEEN A MICROCOSM PREVIOUSLY OF EVERYTHING THAT'S HAPPENED NATIONWIDE. WE'VE HAD OUR OWN POLITICAL ATTACKS AND BORDERING GOING TOWARDS VIOLENCE IN OUR OWN TOWN. I THINK THIS BOARD HAS DEFINITELY SHOWN HOW PEOPLE AT DIFFERENT VIEWPOINTS CAN WORK TOGETHER AND CAN HAVE THOSE DISCUSSIONS. WE AGREE TO DISAGREE OFTEN. WE KNOW WHERE EACH OTHER STANDS, BUT WE HAVE THE DEBATES AND WE TALK ABOUT THE ISSUES. I LOOK FORWARD TO CONTINUING TO HAVING THOSE DISCUSSIONS WITH YOU ABOUT WHAT WE DO WITH THIS DISTRICT, BECAUSE AT THE END OF THE DAY, ALL OF US WANT WHAT'S BEST FOR OUR STUDENTS AND FAMILIES, AND OUR STAFF HERE. I LOOK FORWARD TO CONTINUING TO DO THAT WORK WITH YOU BECAUSE IT IS WORK, IT IS WORK TO FIND WHERE THE COMPROMISE IS AND FIND WHERE WE AS SUPERINTENDENT MUELLER SAYS, WE FOLLOW THE LAW, NO MORE, NO LESS. THAT'S WHAT I LOOK FORWARD TO CONTINUING TO DO. THIS PAST FEW WEEKS, I DID ATTEND AS DID TRUSTEE CAVANAUGH, THREE OF THE BACK TO SCHOOL NIGHTS, TWO FOR MY OWN KIDS, AND THEN I SWUNG BY VILLAGE TO SEE IT. SORRY SILVER STRAND, REALLY WANTED TO GO DOWN THERE AND JUST DIDN'T GET IT TOGETHER THAT DAY. I ALSO HELPED WITH THE ALOHA BAGS. I THINK THERE WERE ABOUT 60-ISH THAT THEY HAD THIS YEAR, 60 NEW FAMILIES, MILITARY, AND WORKED ON THOSE FOR DELIVERY. I ATTENDED THE CSBA ETHICS TRAINING. RECENTLY, CALIFORNIA HAS MANDATED THAT ALL LOCAL SERVING COUNCIL MEMBERS, TRUSTEES, COMPLETE ETHICS TRAINING EVERY TWO YEARS. THANK YOU, MISS MCGILLIGAT, FOR SCHEDULING ME. I GOT THAT DONE VIA ZOOM AND DEFINITELY FEEL MORE EDUCATED ON WHAT WE CAN AND CANNOT DO. I'VE DONE SOME THINGS RELATED TO MILITARY FAMILIES. AS YOU KNOW, A MILITARY SPOUSE, AND I'M REALLY FOCUSED ON THE 40% OF MILITARY FAMILIES. RECENTLY, WE HAD SOMEONE FROM DODEA COME AND VISIT. WE DO HAVE, I BELIEVE, FOUR ACTIVE GRANTS, STILL WITH DODEA. [02:40:04] I WAS FORTUNATE TO BE INVITED TO BE HERE FOR HER MEETING AND HEAR WHAT'S GOING ON WITH THE FEDERAL GRANTS, AS HAS BEEN DISCUSSED EARLIER, POSSIBILITIES OF WHETHER OR NOT WE WILL MAINTAIN OR NOT THOSE GRANTS GIVEN WHAT'S GOING ON AT THE FEDERAL LEVEL WITH THEIR FUNDING. WITH THAT, I'M GOING TO BE TRAVELING TO DC TOMORROW FOR A CONFERENCE THAT STARTS ON SUNDAY. IT IS THE NATIONAL ASSOCIATION OF FEDERALLY IMPACTED SCHOOLS. JUST HEAR WHAT IS GOING ON AT THE FEDERAL LEVEL, WHAT WE CAN EXPECT GOING FORWARD. I LOOK FORWARD TO GETTING THAT INFORMATION AND BRINGING IT BACK FOR OUR DISTRICT AND OUR FAMILIES. THEN I ALSO ATTENDED THE LOCAL PARTNERSHIP COUNCIL, WHICH IS RUN BY MINDY HAYES, OUR SCHOOLS LIAISON AND HAS REPRESENTATIVES FROM OUR DISTRICT, PARENT, VOLUNTEER FROM EACH OF THE SCHOOLS, THE CEO FROM THE BASE, AND THAT WAS AN EXTREMELY PRODUCTIVE MEETING WITH SOME INSIGHTS THAT IT'S JUST GOOD COORDINATION TO KNOW WHAT EVERYBODY'S DOING. THAT HAS KIND OF BEEN MY FOCUS AND I LOOK FORWARD TO COMING BACK AT THE NEXT MEETING AND REPORTING BACK. WITH THAT, SUPERINTENDENT MUELLER. [8.3 Superintendent's Comments] >> THANK YOU, PRESIDENT PALACIOS-PETERS. I FORTUNATELY HAVE BEEN ABLE TO EXPERIENCE MANY OF THE ITEMS THAT WERE SHARED THIS EVENING. I HAVE THE UNIQUE OPPORTUNITY TO VISIT OUR CAMPUSES ALMOST EVERY DAY TO GET INTO CLASSROOMS, TO INTERACT WITH STUDENTS, AND WITH STAFF. I DO WANT TO JUST MENTION THE WORK OF THE PORTRAIT OF THE GRADUATE TEAM. WE HAVE OUR FIRST STRATEGIC PLANNING SESSION NEXT WEEK. I BELIEVE A LOT OF THE ITEMS THAT WE DISCUSSED THIS EVENING AND SOME INITIATIVES THAT WERE DISCUSSED AS POTENTIAL GROWTH OPPORTUNITIES ARE OUTLINED IN THOSE PORTRAITS. I THINK THE COMMENTS BY CAPTAIN LEE, THE REPORTS THAT WE RECEIVED THIS EVENING REALLY JUST SOLIDIFY OUR PURPOSE HERE, AND THAT'S TO SUPPORT OUR STUDENTS. I APPRECIATE IT, MS. FOLEY REFERENCED THE WORDS ON THE WALL. OUR RESPONSIBILITY, OUR STUDENTS ARE ENTITLED TO A CONNECTION, SOMETHING GREATER THAN SELF, THAT CAN BE AN ADULT, A CLUB, A PROGRAM, AN ACTIVITY TO CHALLENGE THEM, TO THINK CRITICALLY, TO CHALLENGE THEM, TO PUSH THEMSELVES TO CONSIDER OPPOSING PERSPECTIVES. THEN I THINK A THEME THROUGHOUT THE EVENING WERE THE CHAMPIONS. EVERYONE WITHIN THIS COMMUNITY, STAFF MEMBERS, OUR STUDENTS, OUR FRIENDS AND NEIGHBORS, AND FAMILIES, TO ALWAYS STRIVE TO DO BETTER. I THINK A LOT OF THE EVENTS THAT HAVE UNFOLDED, ALMOST ON A DAILY BASIS, UNFORTUNATELY, REMIND US TO CHALLENGE OURSELVES TO ALWAYS DO BETTER. THANK YOU. >> THANK YOU. ITEM 9.1, ORGANIZATIONAL BUSINESS, PROPOSED LIST OF AGENDA ITEMS FOR FUTURE BOARD MEETINGS. IS THERE ANY PUBLIC COMMENT ON ITEM 9.1 AT THIS TIME? TRUSTEES, ANY PROPOSED AGENDA ITEMS FOR 9.1? TRUSTEE LEE? [9.1 Proposed List of Agenda Items for Future Board Meetings] >> YES. I WOULD LIKE TO PROPOSE. BEFORE I SAY THIS, IT WAS REALLY BROUGHT UPON BY TWO OF OUR CHS STUDENTS, JOURNALIST STUDENTS WHO APPROACHED A COUPLE OF US ABOUT COMMENTING ON BOARD POLICY 6144, WHICH HAS TO DO WITH CONTROVERSIAL ISSUES. I THINK IT WAS MISS ISABELLA SKAGORNI AND STEPHANIE IRWIG, I HOPE I PRONOUNCED THAT CORRECTLY, AND BOTH, I THINK THEY WERE HERE EARLIER AND THEN THEY HAD TO GET OUT, BUT I APPRECIATE THAT. IN DOING THAT AND WORKING WITH THEM ON THIS. I, SAID, THAT HASN'T BEEN UPDATED SINCE 2013. FEW THINGS HAVE CHANGED SINCE THEN. MAYBE WE COULD TAKE A LOOK AT BOARD POLICY 6144. >> I THINK THAT WOULD PROBABLY BE GOOD FOR OUR SPECIAL BOARD MEETING COMING UP IN TWO WEEKS. >> IS IT POSSIBLE TO REMINISCE ON WHAT 6144 IS? >> WHAT IS THAT? I'M SORRY. WELL, I DIDN'T TO MAKE THAT CLEAR. SO 6144 IS ACTUALLY ENTITLED CONTROVERSIAL ISSUES. HOW DO WE DEAL WITH CONTROVERSIAL ISSUES FROM AN EDUCATIONAL STANDPOINT? WHAT ARE THE BOUNDARY LINES AND HOW DO WE NAVIGATE THAT? >> IT WAS ORIGINALLY ADOPTED IN 2010. >> THAT WAS THE AR [OVERLAPPING] [02:45:04] >> THEN, 2013 WAS THE LAST UPDATE. WE'VE HAD IT FOR A WHILE. ANYTHING ELSE? ITEM 9.2 SHOWS OUR UPCOMING MEETINGS. [9.2 Upcoming Meetings] OUR NEXT REGULAR BOARD MEETING WILL BE THURSDAY, OCTOBER 16TH, BUT I WILL NOTE THAT WE HAVE A SPECIAL BOARD MEETING SET FOR FRIDAY, SEPTEMBER 26, AND THAT WILL BE AT 8:30 IN THE MORNING UNTIL ABOUT 11:30, AND THAT WILL BE POSTED IN ALL THE USUAL PLACES. WE'VE REACHED THE END OF OUR AGENDA AND WE WILL ADJOURN TO SESSION. THANK YOU. * This transcript was compiled from uncorrected Closed Captioning.