None. Motion passes. Yay. And with that, I'm gonna say I'm a happy board member. Thank you. Thank you. Thank you. All right. Um I know that we have in the next agenda item that's 12A update from governing board advisory committee to review policies. Um I know that Miss Gibson Mcclean's not here. So Mr. Man, would you be taking over? Yeah, I will. Actually, we are have the principal. Oh, okay. Perfect. Yay. Okay. Awesome. Thank you. Wait, which principal are we ready? Are we ready for the committee? For the committee principal. Oh, the newest principal. Yes. Oh, I'm so sorry. I I missed the best of one of the best agenda items. 9A. I I'm sorry. It's cuz my computer's freezing. It's just continuing our spoilers theme for the evening. I'm just going to keep you waiting a little bit longer. That brings us to 9A personnel items.
I am so happy to talk about this um item. It's just beautiful to see the pipeline that we have in the school district. It makes my heart happy that we see brilliance and beautifulness in the workforce that we have already. And yeah, with that being said, I'll turn it over either to Dr. Lauren or Mr. Man with this awesome hopefully approval. I I will defer to Dr. Lauren. Right. Uh, Madame President, members of the board, a comprehensive search was conducted for the principal of Lom Melinda School. The human resources department advertised our vacancy on a recruitment system as well as through Arizona Department of Education, uh, Arizona School Personnel's Academy Association, and it's not listed here, but we also include LinkedIn and some other social media avenues. There were 13 viable applicants in the pool for the position. The paper screening resulted in the top nine candidates being selected to participate in the rigorous inbasket activity.
And from the inbasket activity, five candidates participated in the interview process. We had two internal and three external candidates. An interview panel of 13 participants made up of administrators, support staff, teachers, parents, and students recommended the top two candidates for the finalist interview. The executive team conducted the final interview, and the candidate being recommended is Mr. Joshua Breezy. Mr. Breezy has over 15 years of experience in the Kraton school district. He began his career in Kraton as a fourth grade teacher at Excellencia School in 2006. In 2013, he became a student achievement teacher, which was a coach at Excellencia. Mr. Breezy became the assistant principal at Lominda School in 2018 and has served as a lead assistant principal for the district. Mr. Breezy has also participated in various district committees and has received awards for innovation and academic leadership. He holds a master's of education in elementary education and a bachelor of science and psychology from the University of Oregon as well as a master of education in leadership and supervision from the University of Phoenix.
Wow, I love that. Thank you so much for that. And I I just have no words other than that I'm so excited to make this motion. I move the governing board approve Oh no. Sorry, my computer. Yeah. I move the governing board approve Mr. Joshua Breezy for the position to principal effective July 1st, 2025. Second. We'll let you take it, Miss Marquez. All those in favor? I I Any naysay?
Hearing none. Congratulations. I can't wait to work with a whole standing ovation. Congratulations. I would like to invite you if you have a few words and then um we can take like a quick three minute recesses if you want to take any pictures or if you have any family members here. Thank you. I do have one. Okay. And staff of course. Yes, of course. Yes. and staff. Uh, Madame President, uh, members of the board, Mr. Man, executive team, thank you for your trust and support. I'm truly honored. Linda has a very strong foundation right now thanks to, uh, the leadership and vision of Dr. Burgess and, uh, looking forward to continuing to build on that foundation and super excited to continue working with our awesome students, amazing families, and our uh, wonderful staff. Uh, and also I want to thank everyone who came out tonight to support.
Thank you everyone. Thank you. We're going to take Miss Go ahead. So, um at at the volunteer lunchon on Friday, a parent came up to me who's uh about a I think seven he mentioned. Oh, there he is. Hi. Yeah. And I, you know, I I I don't think we've ever met and um but I've you know, you have a reputation that precedes your name and it's good. and you know the the feedback I heard from this parent and also from another uh teacher is has all been great. So I'm excited to see where you take Linda these next Thank you very much. Appreciate it. That's Mr. Ramirez. Yes. Hi Mr. Ramirez. Thank you so much. And we're going to take a quick five minute recess so we can get all the pictures and you can get all the love for your new job. Yay.
Thank you. line. If you want Oh, yeah. I'll just sign. Yeah, I know. The lines are so small. I embarrass you. [Music] Is there a hand sign for go Ducks? Go Ducks. Who likes Oregon? Quack quack. She go to the restroom. We wouldn't miss anything through you. Should we do teachers first? You ready? One, two, three. One more. All right, we're going to go ahead and get started if we can wrap up, please. Thank you so much to everybody and we're going to move on to our next agenda item was 12A and if I can please have Miss Apodaka and she will lead us. Thank you. Okay. Good evening, Madame President, um board members and executive cabinet. So, I am holding down the fort for our committee. Um uh we have just wanted to give you updates on the progress that we've made in refining and reviewing our student governing board policies.
Um so these are my very um missed teammates. Um James Diaz and Evan Johnson, our assistant principles. Uh we also have Tim Noir as our community member and then Jez Putnham who if you were at community council you met was one of our parents. And then we had Katie and um Mr. man working as our ex officio members. If I could just add really quick, one of the struggles we've had, we've had some teachers and we've lost them, but one of the amazing things about having um Tim as one of our committee members is he was a longtime teacher in the district and he's currently um serving as a substitute teacher throughout our schools. So, one of the perspectives he's been able to provide is the differing of experiences that this has sometimes had at different schools as we're working to unify some of those practices.
I love that. Yeah. Um so, you're aware of last year, but the committee did start um in August of 2023. uh we continued to work through that entire school year and then um March of this school year in 2024 our first round of edits to the governing board policy were approved by the board. Um and so we have been since then meeting again twice a month to continue to work on the policies. uh we presented um in last week, April 25th to the community council and then we're here today kind of just giving you or I'm here today giving you some updates on um the changes we've made uh this year. Um so we kind of broke these up a little bit for you just to know exactly where we're at in terms of progress for them. So the ones that are listed here are ones that we've completely finished all our edits and refinement and they're ready for the trust review.
So this year we went through um drug and alcohol use, student interrogation, searches and arrest, the concerns, complaints and grievances, also restraint and inclusion. And then that last one, you're probably aware um was not originally in our governing board policy, but this was what was brought to I believe you brought it right. Yes. Yeah. Um it was brought to the governing board and then um our team was asked to look over it um and make some recommendations as well. We firmly believe that we will be able to completely finish these ones as well, but we are wrapping up um tobacco use by students, student suspension, and um expulsion of students. Um so tonight, all I'm doing is really just giving you a summary of changes before your first read. Uh so again, the biggest change uh would be the policy edition of what has been titled JBA, National Origins and Protections.
So, it's working as kind of an addendum to general student rights. Uh, and then we we know that like in our policy and like our commitment is to make sure that we um are anti-discriminatory. And so, we're making sure that we're meeting all the rights of all of our students. So, national origin of protections will help those students who um come from a variety of different uh areas in the world. The next ones um just for sake of ease of the presentation, they're um specifically highlighted based on if it pertains to that governing board policy. So um and I have to do the cheat sheet. I'm sorry. Like JIC is drugs and alcohol. JIH is the student interrogations. So you'll see in the parentheses if it pertains to the changes for that policy. Uh one of the things that our team really noticed is that um we didn't have like clarity for the definition of a violation.
So if we were saying what is tobacco use versus um tobacco distribution. So there was one refining of all of those violations uh so that we just had a little bit more clarity. Another one that's really big is what is a complaint for a student versus a grievance for a student and how do we need to um navigate those differently based on the like ultimate goal of those situations and like the needs of the situation. Another big part of our policy refinement was um when are we going to involve outside entities? So for instance with um search and seizures, what happens when do we need to notify the police? and then what are our students rights that we can make sure that we're continuing to protect if and when the police do need to be involved because there are situations where we have needed that support and then the same goes for DCS like what is the clarity we have for the documentation that we provide to ensure that we're um always keeping our students at the heart of um all of our efforts.
And then again, um, we don't have it very specifically in here, but the National Origins of Protections also gave us some guidance on how we might respond to entities that work outside of our school district within that policy. And then lastly, we noticed that there were quite a few times where um we as a district took liberties in the past, like uh years and years ago about what we would um follow in the A statutes. And we were always following the statutes, but sometimes we took it a step further. So, this is not a correct example, but let's say they said you need to tell them that you need to report to the police that it's a 2inch blade. Our policy might have said something like a a half an inch blade. So, then it was like, oh, we're we're kind of going above and beyond, but maybe not in the direction that our current um board and school district has in mind for their mission and vision.
So, those were updated. So we're more closely aligned to exactly what statutes say. So as you know there's the governing board policy which is kind of like the ideas and the expectations of the district and then we also have a portion that's our regulations. And so we did do some regulation refinement. Um in summary of that it's just we often refined um communication plan for increased student awareness. So it might have said like, oh, you'll have a meeting, but we were more clear about it'll be posted for students. It'll be an opportunity for students to know how and when they can provide a a grievance or a concern. Um, for example, we also know that everyone is very deeply committed to creating um a district-wide system and forms that feels the same no matter the school that you're at. Uh so this team did make recommendations um and we kind of had side work on district common forms to make sure that what you see at Monav Vista and is handed to you by the AP is also handed to you by the LMA Linda um call you out Josh the Linda AP and principal.
Um and then finally there was um some work on the timelines in which administrators needed to provide next steps primarily in the complaints and grievances and then also in um restraints and seclusion for students. Um okay so that's all the governing board policy changes and refinements for both the policies and the regulations. Um, so this last slide is just going to share kind of a overview of the forms that we have worked on that we will we well I I'll speak for myself. I believe we're confident that they'll be ready to go for the next school year. Um, with the exception of office referral form. So I need to take a breath. Um, you're doing amazing. Thank you. Thank you. Um the two forms that are very similar are the student statement and concern form and then the parent concern form. Uh we've combined the needed forms.
If you looked at our policy like whenever it was made, there was a form for every part of the policy. So then families and students were navigating three to four forms based on what their concern was. And so now we've streamlined the student statement form to address all of the form needs that are within the regulations for the policy that we've gone over. Uh we also then made sure that the parent concern form had all of the components that current parent concern forms have, but that then will be housed in one form for everyone. Oh, I apologize. I need to give um thanks uh to the APS especially all of our APS spent time looking at these things with me providing us feedback on what we should do and so um and also a special shout out to um Miss Suave at BPA, Mr. Breezy at LMA and then also um Miss Grant uh at uh Papago.
They they met with me double time to help me support getting these things together. So without their help, um it would have been hard to get us all on the same page, but I feel confident that um the schools will it won't feel like it's a big stretch um because we took everyone's really solid practices they already have in place and kind of encompass them into one. So thank you to all of them. Um the next forms were the DCS reporting form and then the DCS request to interview form. Um, both of these forms again is just to make sure we're all doing the same thing, but there's a refinement in what information is being shared with DCS and then how do we ensure accountability when DCS comes to our school, whether we asked them to or if it was a need of their own uh to be there for the right reasons and to make sure that we're supporting what the needs might be.
Um, the asterric for the office referral form is that's in the works. That is a form that will take um a lot more eyes and work on it. So, we won't be prepared to do that, but it was um the intention of the group and actually the APs this past year to have that be um finalized, but we won't be there just yet. The updated suspension form, that's uh primarily the biggest thing was to include the restorative practices. uh par teacher no I'm sorry neither of them assistant principles and principles are putting in there what the restorative practice is that they're doing but this update will make it a part of the form so that we know for sure it's there and then um updated notification of student restraints. So we currently had a very outdated form about when a student needed um a restraint or needed to be secluded.
So that's been updated to align to our um CPI training practices, which is the training that all of the crisis teams get in order to um appropriately determine when holds are needed and then also execute them. So that has been identified. Um, and then lastly, it's called a CPI team documentation form, but really it's like form two of um, student restraints to make sure that when schools are all analyzing the um, outcomes of a hold and thinking about what the next steps are for support, we all have the same process. So, it's going to provide clarity for that. So, we're we're excited about that. So, I should have edited this. So, our next step was wowing you with this presentation. Um, and then we do have one more meeting as a team just to finalize what we can and then it'll be sent off to the trust and the lawyers to review before you guys have eyes on it.
And that's it. Amazing. Thank you so much. You did an amazing job. Board members, do we have any questions or comments? Uh, the office referral form, I just want to make sure I know what that is. Is that when like a student gets sent to the office? It could. Yeah, it basically is. So, if a student is engaged in um either a tier 2 behavior like a fight, drugs on campus, the teachers will send it. Um and then also at all of the schools too, if there is an ongoing um persistent issue with tier one teacher behaviors, like things that they normally handle, they can also give us an office referral for that. Okay. Um Yeah. Thank you. Thank you. Thank you so much, Miss S. Oh, sorry. Go ahead, Mr. Ren. Miss, anything? Yeah. I just want to thank Katie um for committing to this.