Editor’s note: In the coming weeks, The Coronado News is planning to ask each of this year’s school board candidates questions about the most pressing topics concerning public schools in Coronado. The candidates’ responses will be presented in a different order each week to ensure fairness. The candidates are limited to 200 words for each response. There are three positions up for grabs on the CUSD board of trustees in the November elections. Mal Sandie, Kaye Schneider, Peggy Duncan and Alexia Palacios-Peters are vying for the open seats.
This week’s topic is basic aid and finances.
Question 1: This year, CUSD trustees voted to cut back on interdistrict transfer students, in part to achieve lower class sizes. Do you agree or disagree with that decision? Why?
Question 2: What are your financial priorities for public schools in Coronado? If elected, what changes would you make in the district’s budget to achieve those goals? What would you cut, and what would you add?
Mal Sandie
- Answer: With our transition to Basic Aid funding next year, we will decrease class sizes which is wonderful for our students and teachers. Currently, our funding is based on average daily attendance (a.k.a. “butts in seats”), so interdistrict transfers (IDTs) have traditionally brought us additional funding. This will no longer be the case beginning next school year. Our TK-8 grades will begin to see smaller class sizes as IDTs are phased out, but we will continue to encourage IDTs for our high school to support our 14 Core Career Pathways (eight of which our embedded in our Coronado School of the Arts [CoSA]), NJROTC, and athletic programs. Additionally, our teachers and staff will be able to bring their children to our schools as IDTs to help attract and retain premier educators.
- Answer: My financial priorities are to better compensate our teachers and staff to retain and attract premier educators, and to maintain and improve our facilities to include solar and HVAC. With the high cost of housing in San Diego County and the rapidly increasing costs of practically everything else (food, gasoline, utilities, etc.), we need to better compensate our employees as they do the critical work of educating our children. Regarding facilities, we need to pursue HVAC to provide a comfortable learning environment for our teachers and students. We have had nine “heat days” already this year where the students are released early because the classrooms are too hot. I believe that this year was not an anomaly, and the situation will continue to get worse. Additionally, I want to prioritize solar to power our schools so that the additional power needed for HVAC is produced by renewable energy and does not exacerbate climate change. Regarding what to cut, we need to take a hard look at the high school swimming pools because they cost over $1 million/year to operate and I believe there may be other local venues for our swimming programs.
Kaye Schneider
- Answer: I support the decision to reduce interdistrict transfers for now as CUSD completes its transition to Basic Aid. Good governance requires us to be thoughtful about how we use public resources and plan for a different funding model.
Historically, state funding followed IDT students through the Local Control Funding Formula. As CUSD becomes locally funded through Basic Aid, that funding changes, and the district will generally assume the cost of educating additional transfer students. Reducing transfers now gives us time to adjust responsibly to this new financial reality while also creating opportunities to lower class sizes, particularly in the lower grades. More individualized teacher-to-student time can be a meaningful benefit for students.
This decision does not eliminate all interdistrict transfers. There are important exceptions, including children of employees, continuing high school Pathway students, and consideration of how to sustain specialty programs such CoSA and Career and Technical Education (CTE).
Most importantly, this is a board decision that will be revisited as we gain experience with Basic Aid revenues, expenses, enrollment, and classroom capacity. We should remain fiscally responsible while preserving the programs and opportunities that make CUSD strong. - Answer: It is essential to rebuild reserves. Secondly, we protect staffing as we move toward smaller class sizes. If needed, I will prioritize counseling and support on our campuses, catching any of our students who fall behind. Continued intervention is key to success.
Before reducing student-facing programs, I would want a transparent review of every unrestricted expenditure that is not required by law, contract, collective bargaining agreement, or essential school operations. Are there outside service contracts, consulting expenses, or administrative costs that could be reduced or suspended while protecting teacher professional development? As we audit screen time, we might evaluate CUSD’s annual per-student cost of supporting our 1:1 technology program, including devices, replacement cycles, repairs, software, licensing, and other associated costs.
We should also evaluate programs such as CTE and enrichment based on participation, cost, available funding, and educational outcomes. Where appropriate, consolidating sections may be an option.
Ultimately, these decisions belong to the entire board, not one individual. I look forward to working collaboratively with the team that has guided us to this point and brings valuable expertise. Importantly, as we gain experience with Basic Aid, we may find that our financial position improves significantly and that fewer program changes are necessary.
Peggy Duncan
- Answer: I support the goal behind that decision. Resident students should come first, and smaller class sizes — particularly at the elementary and middle school levels — can have real benefits. They allow teachers to provide more individual attention, ease teacher workload, and make it easier to recognize when a student is struggling academically, socially, or emotionally. That is especially important in middle school, where student mental health and well-being are priorities for me.
At the same time, I would not eliminate interdistrict transfers. IDTs can help sustain the broad range of high school courses, electives, athletics, and specialized programs that benefit resident students. They can also provide important continuity and flexibility for our military families.
As we transition to Basic Aid, however, we will need to watch high school IDTs carefully because they will no longer generate the same additional enrollment-based revenue for the district. We need to continually balance the educational value they add against the cost of serving additional students.
My goal is not simply more or fewer IDTs. It is finding the right enrollment balance — protecting smaller class sizes while maintaining the outstanding opportunities our students value. - Answer: My financial priority is to use CUSD’s transition to Basic Aid to improve education for students today while protecting the district’s long-term financial health. CUSD has intentionally drawn down reserves as part of its bridge to Basic Aid, and I agree that rebuilding reserves to approximately 17% is a prudent goal.
Current projections suggest we could reach that target within roughly three years. I am open to a somewhat slower path if it allows us to make important investments in the education and well-being of students who are in our schools today. I would prioritize competitive teacher compensation, air conditioning, student mental-health supports, academic excellence, and adequately funding transitional kindergarten, while avoiding ongoing commitments that may not be sustainable.
I would not identify programs to cut without first evaluating their effectiveness and impact on students. I would look for administrative and operational efficiencies, duplication, underused programs, and spending that has the least direct impact on learning.
My experience as a trustee has taught me that budgeting requires balancing competing priorities. We can rebuild our financial foundation while making meaningful investments in students today. Good governance requires us to do both.
Alexia Palacios-Peters
- Answer: I agree, and I voted for it. For years, interdistrict transfer students brought state funding with them, helping us fill classrooms and offer more courses. Under Basic Aid, however, our funding comes from local property taxes, not enrollment. Each transfer student now costs the district money without bringing any in. Continuing the old approach would mean asking Coronado taxpayers to subsidize students from other districts while we are working to rebuild our reserves.
The change also lets us lower class sizes, one of the most direct ways to improve learning. Teachers can give students more individual attention, and our facilities aren’t stretched to capacity.
Just as important, we’re prioritizing IDT spots to children of teachers, military families, current transfer students, and students to fill our career technical education programs. Going forward, I’ll continue advocating for the children of service members stationed at our Coronado bases, many of whom live off the island. Our focus should be serving Coronado families and supporting our military community. - Answer: My financial priorities are simple: stability first, then people, then facilities.
Stability: Basic Aid is a major boost, but it won’t solve everything. We must rebuild reserves toward the 17% best-practice level, well above the 3% state minimum, and prepare for receiving funding twice a year instead of monthly. That protects our schools if property values ever dip.
People: Education is people, and salaries and benefits make up most of our budget. Once reserves are rebuilt, new revenue should go first to competitive pay for teachers and classified staff. I’m proud to be endorsed by the Association of Coronado Teachers, and I’ll insist that every raise be funded by ongoing revenue, not one-time money.
Facilities: Next comes infrastructure: HVAC for a growing number of hot days, electrical upgrades, possibly solar, and various other projects that have been sidelined due to budget constraints.
What would I add? Beyond pay and facilities, stronger mental health support for students. What would I cut? I’d take a hard look at consultant contracts, technology subscriptions added since COVID that aren’t being used or aren’t effective, and non-instructional overhead. Every dollar should show it serves students.
