Election Q&A with Encinitas Union school board candidates

As the November election draws closer, candidates for the Encinitas Union School District board answered questions about their position on the district’s most pressing issues.

Incumbent Board President Marlon Taylor is seeking reelection, running against parent and businesswoman Jillian Cocayne and Monica Lee, a teacher and parent.

Meanwhile, incumbent Trustee Thomas Morton, who was provisionally appointed last spring, will run for a shortened two-year term through 2026. Aimee Sproul, a PTA officer and parent, has also filed to run for that two-year seat.

All candidates agreed to participate in the questionnaire and submitted responses via email.

As a school board member, what strategies or ways would you explore/implement to address declining enrollment in your district?

Taylor: Despite challenges such as declining birth rates and housing affordability, we have exceeded expectations and are approaching our pre-COVID student capture rates. To further increase enrollment and position our district as one of the best public school options in the region, we are implementing several initiatives: Leveraging diverse communication methods — including print, social media, email, and an informative website — along with community events to highlight district activities and strengthen relationships with parents and the community.

Prioritizing safety and well-being to reassure parents about their children’s security and foster a nurturing learning environment. Investing in the modernization of our campuses. Providing comprehensive student support services, including counseling and enrichment opportunities, to address a variety of needs. Hosting open houses and tours to give prospective families a firsthand experience of EUSD.

Cocayne: I know from attending the public sessions of the school board meetings that Encinitas Union School District conducts an annual demographic survey. These surveys not only help to plan for future enrollment but also give a window into enrollment trends over time. This year, district enrollment returned to pre-pandemic percentages, meaning that the district is enrolling the same percentage of eligible children as before the pandemic.

The downward trend in the real number is due to a national decline in the birth rate and the increasing cost of housing in our area, which prevents young families from moving into the district. If elected, I would work with local officials who are tackling the cost of the housing crisis and ensure our schools continue to support families coming into the area.

Lee: EUSD student enrollment has dropped by 898 students in just 5 years. Declining birth rates and the rise in home costs are only part of the picture. Families have left public school to pursue private, charter and homeschooling. Young families are also looking at these education options for their incoming Kindergarteners. Our district must refocus its attention on academics.

The most effective way to do this is by prioritizing expenditure on teachers and reducing non-academic expenditures so that we can show families that public schools focus on academic achievement. Our teachers are highly qualified and are always pursuing learning pathways to improve their craft. Smaller class sizes will allow them to spend more time with each student teaching, provide differentiated learning plans, and better meet the needs of students with learning gaps.

Morton: There is a lot of misinformation about declining enrollment in EUSD. As a district, we commission a demographer’s report each year to assist us in our long-range planning. The study shows the main cause of declining enrollment is the declining birth rate, a national problem. There is a direct correlation to the number of births in one year and the Kindergarten enrollment four years later.

In addition, the high cost and low turnover of housing within Encinitas prevent young families from moving into the area. When judging our schools, we look at the capture rate. Historically in the 70’s% range, it declined to 65% during COVID. This year, it has jumped to 71%, indicating a strong return to public schools post-COVID. Finally, our revenue is independent of average daily attendance (see later answer for explanation); therefore, declining enrollment results in more money per student.

Sproul: EUSD enrollment has dropped by almost 900 students since 2019 and is projected to drop by more than 400 students over the next 7 years. This estimation is based on declining birth rates, aging population, and housing costs. It is also a direct result of families choosing to enroll their children in private or homeschool options. It is imperative that EUSD recruit these families by focusing on rigorous academic programs and hiring more classroom teachers.

This will support lower class sizes, allowing for more differentiated learning, better class management, more tailored support of vulnerable students, and better communication with parents/caregivers. Neighboring districts like Del Mar USD prioritize a low student-to-teacher ratio of K-3: 22:1 and 4-6: 25:1. EUSD has a budget of 79M and can follow their example by prioritizing spending money on educators and programs that directly support the academic success of all students.

What is your stance on AB 1955?

Taylor: I’m not aware of any instances in our district where parents are not actively involved in their child’s gender support plan. However, I do not believe schools should automatically notify parents if a child’s gender identity or presentation changes. The comfort and safety of the child must be the top priority. Many students may not be ready to discuss their identity with their parents due to fear of negative reactions or cultural pressures, making open communication challenging.

Creating a supportive school environment allows students to express themselves freely without the added stress of parental notification. Schools must foster a safe space that empowers students to share their identities when they feel ready. By maintaining open lines of communication between the school and the student, we can help ensure their emotional well-being while respecting their personal journey. This approach ultimately prioritizes the individual needs of each student.

Cocayne: AB 1955 does not change anything for Encinitas students, parents or teachers. Our teachers welcome all students into their classrooms and make them feel safe and supported. Should students share that they are grappling with their gender identity, the first question the teacher would ask is if they have shared this with their parents and then begin a dialogue. In certain situations, this will trigger a gender support meeting that includes the student, their parents, and school officials to work any additional support the child needs.

I think it is worth taking a moment to clarify that AB 1955 is often misunderstood as forbidding teachers from speaking to parents about their child’s gender identity. It does no such thing. While the law prohibits rules requiring that teachers disclose gender identity to parents, nothing in the law prevents a teacher from discussing the issue with parents. I believe there are far more useful things for school boards to spend time on.

Lee: AB 1955 prohibits school districts from enacting any policy that requires a teacher to disclose a student’s gender identity to their parents/guardians. We are an elementary school district, grades K-6. EUSD’s district policy regarding gender-diverse students compels teachers to withhold vital information from parents. The effect is that a young child could be left without the most vital support of their family. It also undermines the relationship of trust between educators and parents, overriding a teacher’s ability to enable parents to support their child.

Unfortunately, these policies are incredibly divisive and distract from an otherwise highly functioning school system. As a teacher, I know that the fundamental role of an educator is to partner with parents, especially when a student is experiencing emotional stress. EUSD should support the parent/child relationship at all times.

Morton: This is really a nonissue at the elementary school level. Parents are intimately involved in every aspect of their child’s life, with opportunities to volunteer in classrooms and school work sent home to them every day. We have gay and trans students in every grade level within our district. To date, every conversation about a student’s identity and how to support them has been initiated by their parents, not the school. If a teacher was approached by a student wanting to discuss their gender identity, the conversation would always be, “How can I help you share this with your parents”? EUSD remains a safe place for all students, and I am immensely proud of the work we do to meet all our students’ needs.

Sproul: Encinitas Union School District is a kindergarten through sixth-grade elementary school district with children ages 4 to 12 years old. A child’s primary and most fundamental relationship is with their parents. Teaching a child to keep a secret from an adult (who is not their parent) undermines the Golden Rule of safeguarding. Our elementary school teachers are dedicated to both the educational growth and emotional well-being of their students.

While the legal wording of AB 1955 implies that it protects children, in practice, it compels educators to withhold vital information from parents. This is a fundamental betrayal of trust that parents place in schools. It also places educators in an unfair position, likely violating their personal values, constitutional rights, and those of the family. Vulnerable children require greater protection, and this can only be achieved when parents direct their child’s care.

What are ways you can save taxpayer dollars and/or raise revenue for the district as a school board official?

Taylor: My primary focus is ensuring that every dollar entering the district directly benefits our students. To achieve this, it’s essential to regularly review our budgets to identify inefficiencies and reallocate resources effectively. Additionally, actively lobbying our state and local representatives for increased funding is crucial to support our district initiatives.

We can also explore several cost-saving measures, including collaborating with neighboring districts to share services and reduce operational costs, implementing energy-saving initiatives to lower utility expenses, and actively seeking grants from both governmental and private organizations to fund our programs. By employing these strategies, adopting best practices from other districts, and thinking creatively, we can ensure fiscal responsibility while acting in the best financial interest of our community.

Cocayne: If elected, I will support sensible school spending to ensure that taxpayer dollars are spent wisely. Our school’s revenue is currently entirely from property taxes, which are not set by the school board. If there are opportunities to seek state funding for state mandates, such as Transitional Kindergarten discussed below, I will use my decades of experience to work with other stakeholders to lobby for those funds.

Lee: EUSD has seen a steady increase in budgets for over 5 years. As a basic aid district, more of the district’s revenue comes from the property taxes than the Local Control Funding Formula. This means that with declining enrollment, there is more money per student. Nevertheless, our schools now have class sizes of over 30 students in grades 4-6, several of which are combo classes with mixed grades.

As a trustee, I will prioritize hiring more classroom teachers instead of district administrators, non-academic consultants, and mandatory training sessions. Our board needs to take a hard look at district spending and put more time and attention into our classrooms so that we can prove to families and parents that EUSD is the best place for all kids to learn.

Morton: EUSD is recognized at the state and national level for its academic excellence and innovation. My family moved to Encinitas because of the excellent schools. Just recently, EUSD hosted delegates from schools across the country to learn how we are implementing our strategic framework for the future, highlighting the science curriculum taught at our nationally recognized and much-copied Farmlab and visiting El Camino Creek to see what innovation and excellence look like in our classrooms.

Encinitas has much to be proud of, and EUSD continues to be a huge asset to the community, having a direct impact on its economy and house prices. As trustees, the number one question we ask ourselves is: given the resources, how do we maximize student outcomes? Fiscally conservative policies ensure we are in a strong financial position.

Sproul: EUSD has experienced finance staff whom we can work closely with to study the LCAP to optimize the budget process and align the school budgets with strategies to minimize financial cuts to classrooms. EUSD is a basic aid district, meaning more revenue is generated from property taxes than the Local Control Funding Formula (LCFF). This is a rare and advantageous financial position, and with it comes a unique responsibility to our community members to spend these monies responsibly.

We must prioritize hiring and retaining exceptional classroom teachers, support lower student-to-teacher ratios, avoid combo classes, and finance programs that directly benefit students. Measure Z is on the ballot and, if approved, will provide funds to improve our school infrastructures; however, it will only cover necessary repairs and updates. It’s imperative that EUSD also set aside funds to support the long-term upkeep of our school facilities.

How do you plan to support marginalized voices in the district? Particularly non-English speakers?

Taylor: Supporting marginalized voices, particularly non-English speakers in the EUSD, necessitates a deliberate, comprehensive, and inclusive approach that meets students where they are. It is essential to assess students’ social, emotional, and academic backgrounds upon entering the district.

This understanding allows us to develop a holistic plan that addresses every aspect of the student’s experience, ultimately setting them up for success and providing them with the opportunities they need to reach their full academic potential. Parental involvement is crucial for every student’s success, but it becomes even more complex for non-English-speaking families due to language barriers and various household challenges.

It is vital to collaborate with our site PTAs and district liaisons to offer translation and interpretation services and create programs that promote parental engagement. These initiatives not only support students’ academic journeys but also foster a sense of belonging within our school community.

Cocayne: I know what it is like to be a non-native-speaking parent sending a child to a public school. My daughter started attending a Belgian public school at age three, and at the time, I had only studied French for a few months. It is much harder to feel part of the community when you lack language and cultural knowledge. Because of this experience, I am really supportive of the Site Community Liaisons program that builds connections to the non-English-speaking community.

I also want to support the great work done by the Special Education Parents Council (SPED) which provides invaluable support to parents with children in special education. Parenting a child with a disability can be a lonely and isolating experience, and the community created with SPED is so empowering. The council also educates students about common disabilities so they are better able to interact with their classmates.

Lee: It is important that we foster a sense of inclusion for all students at EUSD, including our newcomer families. EUSD serves approximately 8.7% English Language Learners, so it is our responsibility to cultivate relationships with these families and be culturally responsive. That is why I am committed to supporting our bilingual Community Liaisons, who are tasked with being a bridge between schools and home and providing community resources to families.

These even include partnering with Rady Children’s Hospital to provide students with the care of therapists, psychologists and case workers. Furthermore, we are a unique district in that Capri and Paul Ecke offer a Dual Language Immersion Program, and Ocean Knoll is an International Baccalaureate school. These programs promote bilingualism, biliteracy and multicultural appreciation. EUSD continues to find innovative ways to support these families, and I am committed to supporting these efforts.

Morton: Data showed absenteeism was high among our non-English speaking population. The board approved hiring community liaisons at the start of the 2023/ 24 school year. Their job is to support all families, but particularly our low income/ non english speaking families. The impact has been dramatic. Participation in our English Learner Advisory Committees has dramatically increased and now they are collaborating with our PTA’s to grow and build those partnerships. Families are taking advantage of services such as the library and attending school functions.

I saw firsthand their impact during Operation School Bell, our partnership with the Assistance League that provides low-income families with money to buy clothes for school. Thanks to our community liaisons, participation increased dramatically. Finally, as a result of feedback from families, we have partnered with Mira Costa Community College to provide English language lessons to adults at no cost to EUSD!

Sproul: I wholeheartedly support programs that support our Spanish-speaking and newcomer families. My role as the ELAC Liaison to the PTA Board has given me an inside look into the amazing work our community liaisons do in providing language assistance and family resources to these families. Ocean Knoll partners with Rady’s Children’s Hospital to provide newcomer students with support under the care of a therapist, psychologist, and case worker.

In addition to the language academy for ESL students, Mr. Ricky (ELD TOSA at OK) runs a “Soccer Academy” that targets students who are on the cusp of passing the ELPAC to provide them with extra academic support, test preparation, and confidence to pass their English proficiency exam. This has a significant academic payoff for students in middle and high school, as advanced math courses and electives require English learners to pass the ELPAC in order to enroll in these classes.

Do you support rolling out TK to all four-year-olds as required by the state?

Taylor: I wholeheartedly support the implementation of a Transitional Kindergarten (TK) program, recognizing the significant financial benefits it could provide to many families. However, I must also acknowledge that the cost of establishing such a program poses substantial challenges for our district. As a basic aid district, EUSD does not receive additional funding from the state specifically for TK.

This lack of financial support means that implementing a TK program would necessitate reallocating funds from existing programs, which could adversely affect our current offerings. Nevertheless, I remain committed to advocating for state subsidies that would support basic aid districts in launching a TK program. I believe that every child deserves access to quality early education, and as a district, we will continue to pursue avenues to make this vision a reality.

Cocayne: Transitional kindergarten is a wonderful concept that can have a really positive impact on children’s success rates. It is also a great help to working families and single parents. However, as a basic aid district (meaning the funding for our schools comes solely from local property taxes), we do not have access to the state funding set aside to implement the program.

There is significant cost in the form of facilities and the need for additional staff to meet the 10:1 student-to-teacher ratio. We currently have resource pressures on the existing K-6 programs that I believe should be addressed before adding TK. If elected, I would use my decades of experience in government policy to persuade the state to extend access to additional funding to districts like ours to make implementing TK feasible.

Lee: Starting in the 2025 school year, TK will be required for all incoming students who are eligible for Kindergarten in 2026. Unfortunately, EUSD is a basic aid district, so it does not receive funding for this program and is therefore not required to offer TK. There are several costs to consider, including hiring a fully certified TK teacher, aids to support the 12:1 adult-to-student ratios and classrooms that promote play-based learning.

If EUSD feels that they should support an additional year of schooling, trustees will be tasked with lobbying the State for funds to support specialized teachers, aids and classroom space. Right now, I believe EUSD should focus on hiring K-6 teachers to support lower class sizes and avoid combo classes.

Morton: Everyone is supportive of Transitional Kindergarten (TK). However, we are a basic aid/community-funded district. This means we receive more from local property taxes than we would get from the Local Control Funding Formula based on average daily attendance. The benefit of this is that our revenue is not impacted by declining enrollment.

However, the State’s TK mandate failed to provide funding for districts like ours. This unfunded mandate would cost us $5,000,000 to implement, money we don’t have. Part of a trustee’s job is to lobby legislators in Sacramento and DC on behalf of our students and families. We will continue to advocate for funding from the state to pay for this program.

Sproul: This issue was brought before the board in 2021, during which Dr. Grey explained that the “Statute only requires TK if a school district receives an apportionment of funds for pupils in a transitional kindergarten program,” and as a basic aid district, EUSD does not receive state funds to support a TK program.

EUSD would, therefore, be responsible for fully funding an additional year of schooling and meeting TK-specific requirements: The credentialed teacher must also have 24 units of early childhood education or development, the 12:1 student-to-adult ratio requires a classroom aide, and 4-year-olds need appropriate learning spaces.

If our community feels this is a need EUSD should meet, the trustees should lobby the state for funding to support a TK program in our school district. With our declining enrollment, this could be an effective method to attract new families to our school district.