Both Fullerton school district board meetings presented their Second Interim Budget Reports on March 11. The Second Interim Report reflects revenue changes influenced by the Governor’s proposed budget and both reviews revenues and expenditures from July 1 to January 31 of the current school year and projects revenues and expenses for the rest of the fiscal year.

Fullerton Joint Union High School District (FJUHSD) saw revenues increase slightly to $232,852,845 including $10.16 million in federal funding. The 24/25 budget reflects higher capital facilities spending due to the jumpstarting of the new school bond projects. The district projects ending the fiscal year with around $10 million in unassigned reserve funds.

The elementary school district’s revenue increased to $147.89 million, up by $170,000 from local funds. The Fullerton School District’s spending decreased to $146.86 million, putting them in a good position to negotiate new contracts with a projected $6.71 million in unassigned reserve funds.

Mr. Ruben Hernandez, the FJUHSD Assistant Superintendent of Business Services, noted that these projections do not account for changes from staff contract negotiations or early retirement option costs. Dr. Rob Coghlan, the Fullerton School District (FSD) Assistant Superintendent of Business Services, is keeping an eye on potential challenges such as a recession, state emergencies, rising health costs, global conflicts, and possible federal funding cuts that could affect district budgets.

Supplemental Learning Programs

Successful educators recognize that students have diverse learning styles, and this recognition is crucial for fostering lifelong learning. Both FSD and FJUHSD, serving over 11,000 and 12,000 students respectively, have programs to support varied learners, as discussed in the March board meetings.

The FSD Gate Program provides alternative educational opportunities, including Dual Language, Multi-age Learning, Visual and Performing Arts, and Gifted and Talented Education (GATE). These programs help students thrive in a supportive environment. Parent information sessions in January clarified access and eligibility for GATE, which is voluntary and not state-mandated.

FSD employs certified GATE teachers to offer enriched experiences at designated satellite schools or within clusters at home school sites. Gifted students often face unique educational, social, and emotional challenges, and a supportive environment can alleviate their struggles.

All second graders are tested for GATE unless opted out by parents, and this designation lasts until 8th grade. GATE students have options to transfer to satellite schools, join waitlists, or participate in GATE clusters at their home school. Parents can request retests for students who do not initially qualify until they reach 5th grade. It’s essential for families to be aware of intradistrict transfer deadlines in mid-February to facilitate appropriate staffing and scheduling for the upcoming school year.

To review student criteria and transfer information see www.fullertonsd.org/gate.

Since this program is district-specific, Trustees have power to shape policy and criteria. Parents participating in the Gate Advisory Committee have a voice and share the unique experiences and needs of GATE students, like easing transitioning class issues between 6th grade and junior high school schedules.
If you wish to participate, contact your school principal, or GATE coordinator, Patricia Chiles at patricia-chiles@myfsd.org.

The FSD Trustees heard from GATE parents and students about issues at Acacia Elementary during a recent board meeting. Parents must approve the district’s transfer procedures before choosing a placement for their child in the GATE program. Currently, changes in the home school student population and late testing can affect the original GATE class at a school. The Trustees plan to review the policy, but any changes will only affect the 2026/27 school year, not the 2025/26 year.

FJUHSD Student with Disabilities Program

Director of Special Education, Mr. Paul Valerio, provided an overview of the students with disabilities (SWD) program options at the high school level. The department’s overall goal is “to create a safe and engaged collaborative culture to prepare students for graduation and beyond in the least restrictive educational setting.”

FJUHSD currently educates 1,381 students with an Individual Education Program (IEP), with special needs ranging from physical conditions (deafness, vision, and access issues) to cognitive support needs and emotional and social challenges. Services start with regular classroom setting accommodations all the way to special day classes and an Adult Transition Program (ATP) serving high-needs students from ages 18-22 to learn vocational and independent living skills along with health and nutrition and greater social and emotional coping methods. In the last year, FJUHSD expanding new collaborative teaching classes to include over 579 students and expanded pathways to graduation for students with greater cognitive challenges. On a case-by-case basis, parents of students with higher cognitive challenges are given the choice between a diploma and a certificated pathway. A certificate indicates a student attended high school but is not equivalent to a high school diploma and restricts a student’s ability to attain higher education, apply to the military, and retain employment in many cases. California offers an Alternative Assessment Certificate that allows a student to attain a diploma with fewer required units and is acceptable for military enrollment, job application, and some higher education programs.

High school offers students with disabilities additional extracurricular experiences by hosting clubs like Best Buddies which creates student connections, Cheer, and JROTC participation. Career Technical Education pathways like Agriculture and Natural Sciences, Art and Media Entertainment, Early Child Education, and Energy and Ecology Environment programs welcome all students. Finally, the ATP program has job internships and their own thriving ATP Café business open to district-wide events and at their home school hub at La Sierra High School.

Though students with disabilities (SWD) experience a wide variety of challenges, the CA Department of Education considers them as a singular student population in monitoring their chronic absenteeism, suspension rates, and lower test scores. FJUHSD SWD suspension rates are high compared to other student populations and statewide SWD suspension rates. The rate is going down (from 10.8% in 2019 to 8.5% in 2024), but this is still much higher than the statewide 2024 SWD 5.4% suspension rate (CA Dashboard www.cadashboard.org). Trustees did not ask about the high rates or the policies that have reduced suspensions. Mr. Valerio did not explain the types of diplomas, the effectiveness of collaborative teaching classrooms, or the decline of nearly 200 students in CTE pathway participation compared to last year.
Parents can join the North Orange County SELPA Community Advisory Committee to share their stories and address student needs. This group monitors support for families in the FJUHSD and FSD areas, plans information sessions, stays updated on political and funding issues, and shares information for families with students with disabilities. Currently, there are no parent representatives from FJUHSD on the committee. If interested in serving, contact Dr. Robin Gilligan at rgilligan@ocde.us or call the NOC SELPA office at 714) 641-5400.

FSD and FJUHSD offer many programs to serve diverse student needs, but many programs are not protected under state law. If federal funding decreases, there’s little incentive to comply with federal education laws. Parents of students in GATE programs or with IEPs should actively engage in local advisory committees to emphasize the importance of differentiated instruction for their children’s educational success. Trustees need to recognize which aspects of these programs effectively promote equitable learning for all students.
In light of potential education budget cuts, both elementary and high school boards must carefully consider the unique needs of students and make targeted cuts rather than eliminating crucial support programs.

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