How can I catch up?" And I think that makes it the it our teachers job so much easier, but it's also showing that our students are taking accountability for not being there. And I think attendance matters and we understand that um life happens and you're not going to be there every single day. But you taking that accountability and you taking that next step into how can I come back from that day that I missed I think is super cool that we're seeing that. >> Thanks. >> Appreciate it. >> Thank you so much. >> Thank you. >> All right. [clears throat] Nothing better than when your student member board members repeat the strategic plan to your board. >> Yes. [laughter] Thank you both. >> All right. Uh, speaking of strategic plan, I'm going to turn this over to uh, Scott and Gina to leave the lead the next part.
I don't want a classroom announcement. I want the school. I want the same energy we give every other spirit week. Last year, Murphy Junior High delivered exactly that. They hosted a spirit week, distributed neurode divergent acceptant acceptance pins, facilitated real conversations about differences, and the mural club painted an autism acceptance mural in the main hallway. This was a school without an autism program. Yet, they showed up fully. They did they didn't just participate, they led and they proved it can be done well. This is not about blame. This is about leadership. This is about a culture. This is about whether we are willing to stand together as a community and say that every child deserves to be seen, valued, and understood. As president of EPAC, I have had the privilege of witnessing what happens when educators choose to lead. Through our collaborative EPAC elementary gym nights, Amy Walters, an adaptive PE teacher, brought together staff, volunteers, and community organizations to create inclusive spaces where students can simply belong.
Yes, students love gaga ball. I dread gaga ball. It is like uh 1990 gladiators, right? For those of you know, you know. Um, but that's what it reminds me of. And so you'll see on that lesson list, um, sportsmanship may be a reason why we are showing inappropriate physical contact. We didn't get the gaga, so somebody else got the ball, right? So we want to make sure that we're customizing what we're doing so that the lessons are relevant to students. We're not tonedeaf as to what's going on. So this allows us to be same same but different um based on the different students and the different needs that come forward related to the category. So, when we're talking about behaviormies, I know I shared before last year that we were we were having them. We're continuing to really try to build those in, align those practices, continue to elevate that service up.
Any questions or concerns about this discussion? I'll just indicate that this is at no cost to us and the grant went through W Bash Valley, but they are going to send uh people out to help our counselors who will then in turn help our students on that whole career path. >> It's good service for them to offer. >> Okay. All in favor of considering approval of the memorandum of understanding between career plus pathways by Skyac Incorporated and BCSC signify by saying I. I. >> All opposed. E4. Consider approval of the 2627 preschool handbook. >> I'll make a motion to consider approval of the 2026 2027 preschool handbook. I'll second >> motion in a second.
[snorts] Um and so this allows us to track through um his web based platform um and so that we can also monitor who's in the building and where they are. Um and so when you go on that this is something that would improve safety for all of our think about this back in the meeting. Uh it actually makes perfect sense um because if someone doesn't have a badge on, we know that they didn't check in. Uh that's a very good way to know who should and shouldn't be in the building. >> Any other questions or comments on this? Is >> this pretty easy to use? >> I have used it um in school buildings. Very easy to use. It's like a scan. two seconds approve approved and then the dash runs right out of [clears throat] >> every time. >> So board members going to be eligible for a badge.
So, I don't want to go into much detail other than to tell you um we had with the snow forecast, we had to cut out Animal Kingdom and we came back a day early, but it was 100% the right right. >> You didn't want to get stuck down there. >> I did not want to get I and here's what I'm going to tell you. I didn't want to get stuck down there with other people's kids. Like, uh as much as I love ours, keep in mind they weren't the only four that were there. Uh but that was 100% the right the right decision. had a lot of fun with the Sheriff Van Oven and Jim Tucker and Jason Colum. It was it was a blast and the kids really had a great experience. Um, I do want to give a shout out to our custodial staff.
uh happy to answer any questions that you might have uh about this process. >> Questions or comments at this time? >> Thanks, sir. We now move into continued business. Uh Dr. Hoop, >> I'll start. I feel like some of this is a repeat of good news, but I'll begin by thanking um Matt Crompy and Ella who stayed for the whole board meeting. Uh and I saw some other central teachers out there. So, thank you so much for uh being here to represent ASM. It is one of our eight innovative models. Um and students are increasingly participating in innovative models as a pathway to graduation. So, I'm glad that we have those in our district. A weather update. When we met last Monday, we hadn't yet returned to school and happy to say we had no incidents. Um I think that's um due to our transportation and facilities team and all of their efforts uh ensuring that we had a safe return.
Any opposed? Same sign. With none, we are approved at 50 for those 13 policies. Um, next up, we have some good reading this month. We had 12 more policies. That's 25 policies. Are you following along? Um, I'll read those. Those are up for second reading. Also, non-discrimination and equal opportunity. Excuse me. Non-discrimination and equal employment opportunities. Non-discrimination based on genetic information of the employee. Anti-harassment. Non-discrimination and access to equal education opportunity. Section 504 ADA prohibition against discrimination based on disability. Non-discrimination on the basis of sex and education programs or activities. Non-discrimination and equal opportunity. Excuse me. Non-discrimination and equal employment opportunity. Non-discrimination based on genetic information of the employee. Anti-harassment. Non-discrimination and equal employment opportunity. Non-discrimination based on genetic information of the employee. Some of these were rescended. And anti-harassment. That seems confusing. Um those 12 are up for approval. Is there a motion to approve?
You're always going to learn. Um and probably going to win, but [laughter] just wanted to share that. >> Just fantastic. It really is the presentation and then uh the best part, no disrespect, the students doing what they showing what they're doing type of deal. It's what makes for me this enjoyable. Thank you very much. >> Yeah, I'll have to agree with uh Mr. Nunes. You know, as much as I love uh budget and policy, uh that's Magguire and Mr. Kylie. Uh I would much highlight for me on school committee is to see all the kiddos coming out and presenting at nights like this. So, uh a job well done. Great presentation as well. I love the um the family and community uh engagement and the outreach you're doing with that and uh bringing in families for the the math hour during the day. What a great idea.
>> I mean, can you measure that in the beginning of the year? Oh, well, you know, 55% of people are bringing their kids to school anyway, or now you got 50% drivers. I don't know. I was just thinking, is there a way to >> do that? >> It's a great question. Um, you know, it the the writer participation fluctuates um not only year to year, but it also fluctuates within the year. So, for example, right now, um, we're having a jam up in a couple of our schools with the number of parents dropping off that's causing an issue because they don't want to students don't want to stand out. They don't want the students to stand out outside in the cold. Uh, you know, waiting for the buses. The the bus has been a little bit slower lately because of the the snow and the the narrowness of things.
Four on Nolan's, two on the other. >> Correct. >> So, yeah, I just need a second to go through and Is it appropriate to have the um to put 45 million on construction elementary facilities? >> No, it's not because it will not do 45 million unless you take the project down quite a bit. So, for example, take the fifth grade out, take the bell cap, take four sections to three. See, we we that that's the only way we're getting back to 45 million number from what they told us. You're you're talking about a percent a quarter. So, about a 4% increase a year. >> Yeah, I would I would almost recommend removing the dollar amounts on there or summarizing it somewhere else. So, it's on question five, just knowing that That's not the number, >> right? >> And that implies that it's the same thing someone saw six months ago, whatever it was.
This is just an adopt if preferred. It's a stylistic change to focus on the credits that students need for graduation. But yes, we're going to have to approve this in our board um after this year's over in our handbooks because we are going to have some new graduation requirements with financial literacy and some of those things coming back um you know into our court this next school year, moving into the next school year. So I would recommend us not moving forward with that at this time knowing that we're going to have to re rechange it and adopt a different policy here in the next few months. So uh the next one I is the use of artificial intelligence. Um and I do want to go over this one just a little bit so you guys kind of have some background on what this one is.
Um, and I'll make myself available for any questions that you may have as well. >> Thank you, Ruben. Um, I really I like that we have a visual on paper of the steps that we're taking because when um it's presented to different um supporters like um say legislative council or when you when you go do those reports um it actually This actually shows that there's additional steps that are trying to you know we're trying to do to make sure that the students are in school and that you know I don't know what what else can be done but this is it kind of takes away from the learning portion of what the school is for and what the staff is here for to for us or for you to have to take this step, a necessary step to get the kids in school or students, especially those who are um chronically absent.
Um 10 classrooms at CBHS that had originally been constructed as sheds like actual sheds to store our fish hatchery stuff when we had fish hatchery and transportation barn and equipment and all that stuff. They were turned into classrooms through the 90s when we had a lot of growth. They were never intended to be classrooms. They can't be outfitted with air conditioning or things like that. So SFB decided that the buildings had reached their end of their useful life. Um we were one of the number one sites in Arizona for that approval. And because of that, there's a little under 10,000 square feet that they'll be constructing to replace those classrooms. So, high school admin team, um, facilities director, special education, we've all been meeting with the architect to go over how we want to use the new building because it's kind of a once in a-lifetime thing for most of us to get to to do this.
Here's another concept map. Totally different, equally beautiful. Um and this one is this one is specifically about um intermolelecular forces, but kids were creating a bunch of really creative stuff. This is like a one-pager review sheet that a student made um where um I believe that they watched a video and then just conglomerated their own notes as well. And here's another example. So a bunch of really cool student work. Um, and as things tend to do, it kind of evolved throughout the implementation process. I found, um, personally in my classroom, my students need a little bit more support on both their planning and reflection in this cycle. Um, so really giving them an explicit layout of the unit, giving them really small chunks of time to make their plan, um, to try a different strategy, and really trying to narrow down on a few days to try something and then reflect on it.
Who am I turning this over to? Gina, you have the clicker. >> I have the clicker. Okay. So, nice introduction. Thank you. Um and Scott and I are going to talk tonight about grades, specifically about um first semester grades as well as interventions and related to our strategic plan of course. Um and as we talk about that, it's under growth of student ownership. So certainly relates um not specifically to attendance necessarily, but certainly relates to students um taking accountability for their grades, for their learning, um talking about some of the instructional practices that are occurring in classrooms across the district. Um so we'll be sharing information um about students getting grades of A's through C's as well as DF grades this first semester and then of course talk about interventions that have occurred relative to that and then even beyond. So as we do that obviously our strategic indicator is all students will achieve C's or better in every class each semester or will be supported through individual support.
More recently, EPAC hosted a junior high and high school gym night, and I attended with my children. When we left, my son had to smile from ear to ear. That doesn't happen by accident. That happens because another educator, Robin Smith, who is an adaptive PE teacher at OS, rallied incredible support from the school community. I was inspired by that gym night. So, when I thanked Robin, I told her I was rewriting my public comment for tonight to include the gym nights. She replied, "Glad PE has changed the culture at OS so much over the years. It's one of the things I'm most proud of in my career." That is leadership. That is commitment. That is what happens when adults decide our kids are worth the effort. Today, I am asking the board to take the next step. create a district level committee to plan and implement a week of acceptance during the first week of April in honor of our neurode divergent population.
We want to continue to build that proactive family communication, monitor those student outcomes. Everything is data driven. We use our educ system to make sure that we're identifying students um based on the data that's given. We want to make sure the teachers are leveraging that data and we're leveraging that data to help move those outcomes and that we continue to be aligned with district goals and practices. The combination of behaviormies with the Avon instruction model has me so excited to really move those outcomes and make sure that we're doing um good things for our students.
Any questions or discussion about the handbook? >> Not much changes. kind of just reflected our changes that we've had with the two-hour delay days added in. Looks like And you said that this is the timing she likes to do this to prepare for the following year. >> Yeah. Because they're getting ready to do enrollment or >> Yes. >> open up their windows. I'm >> grandfathered in more Tracy. Are you sure? All in favor of approval of the 2627 preschool handbook signify by saying >> I opposed. Same sign. Thank you. So move. >> We added E5 boys wrestling overnight stay for semi-state to East Chicago. They are spending one night before the uh the actual semi-state event. I get a motion for that please. I'll make a motion to approve the overnight for the boys wrestling the prior to the state finals on Saturday, February 14th.
>> Everybody gets one. It's basically a >> sticker. It prints out a stick. >> It's not a bad It's just a name tag. You know, my name is Zach. >> Most of like they print your ID picture or something like an meeting conference. You'll come to the main office. >> That's correct. And it also with the purpose of why you're there. If you're visiting the fourth grade hallway, but you're in the first grade hallway, that should be a concern to someone unless that's just passing through to get back out the front. Um, but it it should be designating the area you're in and why. >> Yep. I asked about water aerobics with uh our people coming in and now would you want to do that with them? And if you were, could it be a more permanent visitor patch? We have anywhere from 20 to 40 people that come in on Monday, Wednesday, Friday.