>> Great. Thank you. Uh anything else? >> No, that's all. Thank you. >> Okay. Rachel, would you like to >> Yeah, just my understanding is that we're that we are allowed to be answering um clarifying questions. Shannon and I don't have the whole list that you were starting to read out there, but it sounds like from what you were describing from um what I know those those are um those are supplies for storing things like iPads and Chromebooks. um in terms of that tax supply list. That was what I wanted to clarify. >> Thank you. Do we have any other hands? >> Not currently, but I will keep an eye in case someone is about to raise their hand. Uh yes, now we do. Ramos, um I'm gonna allow you to talk now. Hey everyone, can you hear me? >> Yes. Okay. Um I was wondering if um part of the sort of shared expenses with central office includes any like I guess like mutual separation agreements or like you know payouts to personnel for any legal reasons that are outside of the column sort of like scope of the environment.
>> All right. So we're starting with 10 2 and 1/2 in. I think Matt gave a different diameter but or caliper but we'll say two and a half 10 two and a half caliber trees um that they will be planted um and then the maintenance of those trees would be taken over by by the town. Is that acceptable to >> you said that's a starting point so want to be mindful because I think the 10 is out of that 21 um out of that rating two I think it's 21 trees right so um it would be good to keep it open in such a way that if we can do better than 10 we should have that option available. >> Yes, I think I see where the confusion come from is coming from with the the diameter. Um, so I came up with the 10 number by um counting the number of trees that had that hazard rating of two.
um what really determines graduation rates is if they are on track for ninth grade. So when we look at that number in four years if we're able to maintain that you know our graduation rates are going to continue to increase. So but if we look at our four-year graduation for all students which would have been the 2024 cohort. So this is a little bit tricky because this is as a result of the 2425 school year. They actually use the year before's graduation rates. So I did share later in the slides what our graduation rates are projected to be for the 2425 school year, but they're kind of always a year behind with this because graduation rates don't get published for a while. So um when we look at this we earned 80.8% a slight decrease at 2.1 and similar with our six-year graduation rate. So that was actually a 2022 cohort.
At the same time, the agency has continued expanding administrative positions and salaries at the upper levels. From a taxpayer perspective, this contrast is difficult to ignore. If program serving students appear to struggle while administrative structures continue to grow, the public is justified in asking whether priorities have become misaligned because camping conditions and administrative support directly influences staff retention, program stability, and the educational environment for students. These observations are relevant as the board considers agenda items 6.1 and 6.14 regarding teacher contracts and staff support. These operational conditions are important context as the board evaluates campus program performance, staffing needs, and the long-term stability of services for the deaf, blind, and visually impaired students across Arizona. Leadership accountability should not be treated as a routine administrative matter. I share these observations so they may be reflected in the public record. Thank you for time and consideration. Stacy Smith.
Um, I don't have much in the way of of um my thing, so we'll move real quickly to it anyway. You can move it up if you want. I only have one one update. Um, I've got a couple things I need to ask. Um, so you can move it up. Can I have a motion to move what? Move this. I'll make a motion to move 3.1. Is that what you're talking about? 3.1 up to 2.7. I'll second the motion. Okay. Okay. With that with that change, can I have a motion to adopt the agenda? I make a motion we adopt the agenda with the changes. I'll second the motion. All those in favor? I Melinda Saskki. I Fred Rushton. Hi, Charlene Diaz. I Barb Ziki. I Sheila Bernett. Okay, so here we go. Eagle Enrichment from Desert Valley. Okay. Mrs. Wilsy, she's outside getting the kids organized, I guess, huh?
>> Any questions or discussion? >> Yeah, I have one. What the the need for the halftime associate principal based on enrollment? Correct. >> Yes. They're projected for 72 students next year and they're already at 612. >> Any other questions or comments? Okay. All those in favor? >> I >> motion carries. Uh J8, Miss Lencila, discussion approval of Arizona teacher residency memorandum of understanding. >> Thank you. Last year, Dr. Strereer and I were made made aware of this amazing opportunity through the Northern Arizona University. It is called the Arizona Teacher Residency Program. It is a 2-year program. It's a graduate program accredited that allows students with a bachelor's degree but not an elementary certif certificate to get a master's degree at no cost in two years time in year one of the program. They act as a student teacher where they're paid a cost of living stipen through Americanore and provided medical insurance.
Any discussion? All those in favor? 7-0. Which brings us down to finance. We have some donations. Yes, asking the board asking the board for permission to accept the following donations. For the high school, Greg Hicks State Farm $100 for the junior class prom. Jump Family Insurance $200 for the junior class prom. Outboard Technologies $500 to the e-sports program. At the middle school, Alicia Roberts Insurance Columbus $500 for the eighth grade celebration. And for the corporation-wide kindergarten roundup donations, Beely Family Dentistry 300 toothbrushes and Expert Eye Care 300 coloring books. And lastly, at NBE Hayden Methodist Church, estimated value of $150 of shoes, socks, and food to help students in need. We'll entertain a motion to to those donations as read. So, moved. Motion by Pat, do I have a second? Second.
Um just thinking about some of the things that have have been happening that have been happening recently and whether um we are being asked to contribute to pay those. If there is a settlement for an employee of some sort, if they are a central office employee whose salary is split between the three districts, it would be charged to a portion of that in proportion to how much of their salary is on Pelum. Um, so if 4% of their salary is on Pelum, then 4% of what that is would also be on Pelum. >> Okay. And uh do we know if that happened? >> Um I I I want to be careful with that question. I I don't know who you might be referring to and I don't know if that we should say that in I guess Margaret would you like to >> Oh, sorry.
Um, and I counted each tree with a rating of two that its own diameter was 18 in or large or more. So basically counting all the big trees basically >> significant trees rather. So, so what why did the other two don't matter? Like why only the second category? Like why are you using the second category, not the other two? >> Uh I didn't want to use I so I didn't want to use the three. Um because that is the tree those are these are the trees that are at the highest risk. Um so these there's not really much to replace. Um these trees these are the trees that are dead. These are the trees that have the really big gaping holes in them. These are the trees that are infected by really nasty invasive species. Um, >> there's not really much to replace. >> In other words, you're saying category 2 is more like your your Eversource is doing something for the town.
So you go back six years right and so how many students graduated there. Um and post-secary entrance actually is how many students enrolled in a two or four degree program within one year of graduating high school and that was according to the class of 2024. So we had a slight decrease in that. This is always kind of one of those indicators that um that folks are unsure if it's fair or not. Um because whether or not students actually attend a university or a program um is is is somewhat outside some of our jurisdiction, but they still are attributing whether or not they attend to to our district numbers. The final area around um the accountability index is actually physical fitness and art access. So physical fitness is a part of a Connecticut physical fitness assessment. And on that in order for students for us to gain points in those areas, they have to score as kind of proficient or meeting standard in all four areas that they're assessed in.
>> Thank you. >> Next public comment is Casey Hopper on item 6.2. Good evening. My name is Casey Hopper and I will be Yes, sir. >> Get the microphone closer. They can't hear you on the screen. >> Good evening. My name is Casey Hopper. I will be addressing 6.2 teacher salaries.
She's hurting her cats. Hi. Hi. Hi. Happy Thursday. Um, okay. So, we have a little um presentation. If you don't Okay, so um last year at Desert Valley, we started a program called Eagle Enrichment. Um, it was kind of worn out of our school improvement plan because we do a lot of really great academic things all day, but we really want to grow students in ways outside of just academics and a lot of times one of the barriers is is like, you know, kids go home after school and then they're in other sports or they have other things going on. So, we built this into the school day so that way every single student can be enriched during the school day. So, um, here's a little bit about enrichment. Um, we wanted to give them time to explore new interests, build skills, engage in hand-on learning experiences outside of just their regular classroom routine.
These two things are a huge uh deterrent to student teaching because people have to quit their jobs to do this or take leaves of absences. And uh the second year they are actually a teacher of record and at the end of the second year they've earned a master's degree tuition free and a K8 standard elementary certificate. Uh we already have one current employee interested in pursuing this option for next year and we're asking for your approval tonight. This agreement has been approved by legal counsel.
Second by Travis, any discussion? All those in favor? 7-0. This brings us down to summer meal program approval. Yes, I'm asking board approval for the second year of the summer meal program. As you remember last year we did this for the first time, quite successful, just shy of 24,000 meals that were handed out during the summer time at the during two month two month span and we're asking the board for a second go around of this. I'll entertain a motion to approve. Motion. A motion by Chelsea, do I have a second? Second.
Yeah. I'm not I'm not trying to like get names. I'm just curious like if um if maybe part of like the the budget that's sort of sharing and what we're contributing towards are um HR decisions and and if um those decisions are sort of brought to the attention of the school committee to like also contribute towards just because they impact us financially. Um I know that those can be kind of expensive and uh um just curious like what the impact it is what the impact of it is on the on Pelum and how you guys are involved in both positions if if you're involved at all. >> Um I I think that's something that we should check on. I don't know that that's something we can answer tonight, but I think that's something we can take back and see what we can find out that we can tell you.
>> Yes. >> Yeah. So, I think we're kind of overthinking this from my perspective. So again, I think we have 10 2 and a half inch caliber trees uh species to be selected by Becca and location of planting to be selected by Becca. Um but to be planted by Eversource and then it would be taken over to the town. So if anyone has something they would like to change, I want a number. >> Yeah. Would you be open to adding nine more to it? Um those are the rest those are the ones that are still in category 2, but they're over a foot instead of 18 in. Um, I counted the same 10 you did for the 18 plus. Um, but I think a foot is still kind of good size. Um, I noticed most of the ones are all really small except um I think there's one one that's 18 to 24 that could be also added.
So um when that happens we have to have a participation rate of at least 90%. Um we had ours was 94.6 we went up by 7.3 percentage points. I know there's been a lot of focus with our physical education uh teachers as well as the department head of the importance of of developing these areas with our students. Um the second part is arts access. And so this is whether or not a student was enrolled in at least um what considers uh part of fine arts in high school. So were they enrolled in at least one dance, theater, musical music, visual arts or media arts in in the year. So we were at 90 we earned 91.2% points for that. The next slide takes a look at our overall accountability index. So this is the state overall average in the first um part of the graph.
Good evening members of the board or as we like to say board of directors. Let's stop and think about that word for a second. Director. What does that word mean to you? What does that word inspire you to do? I took it upon myself to review the website of the Arizona State School for the Deaf and Blind Board of Directors web page. And on that web page, it dis distinctly describes the role of a member of the board of directors. Can you honestly stand up in front of us and say, "Yes, I stand by those rules and obligations." Can you honestly stand up and tell us you have gone on that website and can say I have followed them to the tea? I have also looked at every single one of your bios. You are not bad people. You are not evil people. You are individuals who have changed the face of our communities, inspired others to dream big.
So, on the last Thursday of every month, we do like a walk to program where teachers teach enrichment classes in their own skill set. So everything that you can imagine from uh let's see knitting to STEM to different types of things that our our teachers have high interest in. Our students get to observe and look at like a slideshow look at all the classes that are being offered for the semester. They get to make some decisions and when we place them in their classes of choice. So then on the last Thursday of every month they get to visit a teacher who's not their classroom teacher. And so they might be a kindergartener with a fourth grade teacher. They might be a first grader with a third grade teacher. And we find it builds like this really great sense of community across the school as a whole.