Any discussion? Secretary Duniv, will you call the vote? Chair Johnson Mousan, yes. Vice Chair Ston, yes. Army, yes. Member Goodwin, yes. Member Childs, yes. Mayor Disorger, yes. Member Martini, yes. All right. It's unanimous. Okay. And now, um, we'll move to adjournment. I'd like to hear a motion to adjourn the meeting. So moved. Second. Motion from member Ston, a second from member Goodwin.
If they're responsive, in some cases, like I say, uh just like with lots of things, if people aren't responsive, then there's not much you can do. Any other questions, Anna? Okay. Um discussion and information of the 2024 25 annual expenditure budget. Good evening, Madame President, members of the board, members of the audience. Um, this is really quick. It's a reminder that according to ARS 15905 statute, the district must bring its final revision of the budget to you by May 15th. So, we will bring it to the May 14th meeting and then we will transmit that to AD no later than May 18th. the agenda or I'm sorry, the budget will be revised based on the 100th day ADM and any of the AD reports um that have been issued by that time so that we can have the most accurate end ofear totals. It will carry us through June 30th and the incumbrance period which runs until about August 30th.
And so that part during win time has kind of been a nice strategy that I've seen used and that kind of you actually brought me to the last point. So, Santui, thank you for that. That was a nice segue. Some of the things I'm excited about is yes there are there is lots we need to bring back and kind of flush out into that logic model but some things we already have going is we have already started revamping our MTSS process to make it clearer more nimble for our teachers to be able to access those tier one tier I mean sorry tier two tier three services. We made the hard choice because we had some amazing people in that intervention role, but we knew the report kind of um validated some of the decisions that we knew we needed to make around hiring certified interventionists.
To be determined. But anyhow, they've invited people um from community to read to the kids. So I know I'm assigned to four different classrooms that wait. That's all I got. Second. All in favor? I thanks everyone. Thank you. Good night everybody.
Is there any discussion? Secretary Den, will you call the vote? Chair John Musad, yes. Vice Chair Ston, yes. Yes. Member Goodwin, yes. Member Childs, yes. Mayor Disorger, yes. Member Martini, yes. Unanimous, we're adjourned at 8:37 p.m. So, take a five minute break and we'll see you in executive session. Mayor, mayor and Kate online. Yeah, you want to turn on your mic? Um,
Are there any questions about the budget that we'll be bringing to you next month? Thank you. All right. Thank you. All right, that brings us to 10.1 requests for future agenda items. Does anybody have anything they would like? So, if I understand correctly, you're going to come next month with some from the bond committee, some information from We have a special meeting on the 23rd. So, there will be a presentation from the bond committee on the 23rd. Um, that's just a discussion. And so it's one possibly two topic and then based on that I'm sure there'll be discussion and then that will that will determine what happens on May 14th. Okay. Is there any is it good to review what bonds have done in the past for the district or is that a bad idea? I we can bring it. I think it's uh some of you may have better experience than I.
And then again, that real that understanding of using wind time to provide differentiated instruction, you know, it the curriculum at work has made it more has made it I was gonna say more easier. I'm getting tired. easier for our teachers to be able to collaborate and offer some of those things across um grade levels. And so I'm excited um with that. Before I say thank you and questions, I know that was a lot, but this was a big investment that the board entrusted me for bringing forward as a recommendation and something that we wanted to do. And again, I didn't want our teachers or the community to feel like we didn't like we shortch changed something or we were not as clear as possible and shared all the information that we got publicly out there. We know our weak spots, but we also know our strong spots that we can build upon.
I know obviously we passed in 16 otherwise we wouldn't be in this room but I think there was a couple failures. 15 was a failure. Uh I think there was a patches that allowed for potentially the unified uh district and and I don't know if there was bond associated with that in seven or eight. Those are just MOS. Those are just so I'll look I'll look for it and I can share it with you. But uh um I don't know that there's been a ton of bond stuff other than this latest one because most of these schools were built with SB money. Uh and I don't think they support it. But I'll check and if we have it I I'll bring it. It doesn't hurt. I think that'd be a great time to see if there was anything that you know, I mean, I don't know if the aquatic center was on any of those, but it might be a good follow up with that to see if it was or not.
So, I thank you. Like I said, I know that was a great deal of time, but I did not there was when I kept looking at it, there wasn't a piece I could leave out to really that I wanted to make sure that we gave the full picture. So, with that, thank you.
It was not. Okay. I I can speak to that when we get to that point. Thanks. Okay. Anything else? All right. Then I will make a motion to adjourn at 7:21. Second. All in favor? I I motion carries.
And u we're um here to you know take any questions that may remain. I have one um speaking of like a big investment. It was um this is a lot of information and a lot of things to be implemented and worked on. Um and obviously things don't happen overnight. So maybe it's like a silly question, but like who's going to hold this accountable? Like where's our results? When are we getting them? Like in five years the schoolwork's coming back to make sure you did your job. Like So that's what I love logic models because a part of a logic model we when we present we'll have short-term goals which could be our year one goals. We'll have year two goals. So we should be able to see what we're doing. Is it working? Are we making it right directions in year one? There are things here especially the pieces around building teacher capacity or building building leader capacity.
We can set the expectation but we have to give people time and space to be able to raise to those expectations. So when we come back and share the logic model one will tell you what are the things we can say we can get done fairly soon are the short-term goals what are the intermediate goals that may take us longer long-term goals and then we'll identify how are we going to measure our success. Now if the board decides later on to bring school works back to see if you know some of those measures that could be a conversation that we have. My hope is that we will be able to identify the are these are the changes, these are the things we're saying we're going to do and that we believe will have an impact on our student achievement and then we'll be able to show that as results.
Also, you know, I don't believe this is the last time we'll have focus groups with our stakeholder groups to ask, have we seen different changes in perceptions? Have they seen improvements? So those are all data points that we'll be able to collect and we'll build those in the logic model and that logic model will share to the board. I have a couple questions. Um I really like that we've taken a hard look at our programs, you know, so it's not always easy to look in the mirror and stuff and we have this um we have some steps to go forward. I agree with Mrs. thought that we need to, you know, put um a time frame to them and how we're going to be held accountable. And uh and so the board has um bought the branching mines, this data acquisitions, and you're going to be collecting a lot more data.
Do we I mean do we have the people presently to you know manipulate the data, read the data, interpret it and use it or are we going to have um you know staff additions coming forward? No. So, one of the things when we adopted branching minds, um, if you remember this past year, we really focused on building the capacity of district and building leaders. And now we'll start to begin to have conversations about how teachers can use this to even guide their instruction. Um, but that was one of the big reasons why we needed to switch from Tableau, which the district previously had, but wasn't really being used because you really needed a staff in itself to build all of the reports. Branchy Minds really allows us to input data from all of the sources we have and it does that some of that report work because Mr.
Fitz Simmons standing over there does a lot of that background work but branching minds makes it more feasible for a much smaller group of people to do it than if we had or we were asking him to build Tableau reports from the ground up. Okay. Um and so that's why we made that shift. Okay. And can I add to that as well? the everybody in the district has access to see that data. So it's not that we need another person then to go through and analyze the data. It becomes part of um our teaming and it becomes part of our educational conversations at the schools in our buildings. When we do our school improvement plans, principles are pulling data from there. When teams are meeting, they're pulling data from branching minds. It becomes something that we live and we breathe. All of us together. It's not one single person that'll be looking at the data.
all teachers have access to see their classroom data for all of their students as well. And I would like to see us have open communication with Kerry Grove High School. I mean, as you know, if we can get the more of our students in eighth grade that we can get to, you know, we take geometry here, then go into the it's basically a junior level math course and and the same with honors English and stuff. um that preps them to be able to take those AP tests and that that preps them to get out of college a semester early, which is a lot of money to their parents. So, thank you for, you know, looking at yourselves and coming up with the next steps. So, my um I don't really have a question. It's more of a this has been a lot of change in a year for our staff, like a lot.
So, I just want to make sure that they're getting the the supports that they need to understand because I think there's got to be confusion of what old MTSS thinking was, what new is, and that there's a clear definitive uh guidelines for them to go by so that they're not confused, they have somebody to talk to on the spot. Um, I can tell you that I've heard it firsthand. there's there's a lot of stress. So, I want to make sure that we're um you know, you guys are having a two, three, four, five year plan. I just want to make sure that our staff understands. Nobody expects them to learn this overnight. Like, I think that needs to be stressed. Um they have a lot on their plate. So, I think it when there is, we need to make sure that we're following up, that we're giving them the supports that they need, that we're letting them know we don't expect you to get this right away.
Um, to take some of that stress off of them. Yeah. And Miss Darling, thank you for saying that publicly. I will say it again. Um, because as educators, we stress ourselves out because we want to do the very best for our kids. And so, but what I want to reiterate is I have my goal for this year has been trying to eliminate any external stressor that our teachers may have. Our principles are not breathing down teachers bags to say you have to have all of this done today. Um, I think I have some teachers who are really pushing themselves and I'm really trying to balance to figure out how to handle their internal stressors because this is going to take time. Um, one of the main reasons why we're revamping MTSS is because I got feedback that it was confusing. They didn't know how to maneuver it.
They didn't know how to manage it. So, what I hope is that's not something new. But that is us trying to clarify, retool, and say, "Here it is." My hope is that we'll start having those conversations in April with no one expected to do anything with it until August of 25 26 because you're absolutely right. That is part of the issue of I don't know how to manage this. Right now, our conversation around is okay, we've developed these tools. Now, how do we teach people how to access the tools and when they need them? That's the conversation we're having right now behind the scenes because I will say again, I do not expect any teacher to have what we're asking them to do even this year around the literacy block, our instructional delivery model. What I am asking is to try and be open to trying new things and learning.
get good at one aspect of it and then share your expertise now that you're good at it with somebody next door and then now what can we do next? But this is this is a multi-year implementation project. This is not overnight that we expect teachers to do. So please share that with the teachers that you talk to. I continue to share it. I'm gonna get t-shirts made to say take it slow, be easy, we got this or something because I I I want to reiterate that over and over again. And I think you're right. I think a lot of it is that we have some excellent teachers in our district and I think that they put a lot of pressure on themselves to to grasp things very quickly and to get on to, you know, to the next thing because they don't want to disappoint anyone.