So in that one you would see you know you you're going to see it these data presented in a little different way. Um this is just a different way of presenting the same information to you. See what I've learned is that there's a the thousand the one one one yeah the thousand or the 2,000 or 3,000 are those called fund? Yes, these are funds. Those are funds. And then under the functions, actually these are the functions. The functions and then they have the funds. And then they have there's like a million. No, that's an exaggeration, but there Yeah, there's a million pieces underneath each one of these. And each one of them stands for something subcategories. Really kind of interesting. When I talk to you about the M budget, um Cass, will you scroll to the top, please? You see where it says fund O1?
Um we're hoping to curate what we're calling the nature's edge um which will be you know what you know like a backyard for the community right so you you'll see uh trails um areas for recreating you know fields are also looking into natural areas may they be paths or you know natural classrooms etc. Um but then in that space where we are um needing to clear to do our development, we're hoping to actually enhance the area back there by by curating this nice space where where some specimen trees can actually thrive um you know native trees um and and give them a space where they can be appreciated. I have some images that will show you the existing condition and then also some of the images we're using as inspiration. might have >> just as clarity in terms of um requirements. Um so the requirements uh that are needed you know along our our frontage is you know one tree per 30 ft.
Um we've been holding principal PLC's and in those sessions most recently we were talking about teacher PLC's and in the sessions we modeled for principles um structured we did structured structured uh conversations. So we modeled for principles by using strategies that they could use with their teachers to help um build this dialogue between teachers around student data as it as it um relates to the the data they're seeing right now and the and the strategies they're going to use with their students. So these sessions align also to our professional standards for educational leaders. So at the same time that we're building um their capacity, it's also um building their capacity to support the capacity building they're doing for teachers. So it's kind of this this snowball. So as we support teacher or principles in their learning, they're going to be able to support teachers better, which then in which we're all here for is to support the students in the classroom.
For a very long time, we were fortunate. We were able to arrange our budget and allocate our resources such that we were earning more than we were spending. We were able to carry a surplus over from year to year, but three years ago that changed. We started spending more than we were earning. We are now in our third year of a budget deficit. We cannot continue to operate in a deficit. We have to figure out how to reallocate our resources. So again, the decision to move to the Oral Valley campus is intended to save the money on operations um which will be comparably less at the new campus. The other decision um we needed to figure out how to change our service model, provide educational services in a different manner. Our current model is our school-based programs and our itinerant services. We needed to change that model to provide more of a continuum of services.
Okay. Fund O1 is maintenance and operations. Okay. Um uh I present to you each each month three fund reports. I present to you O1. I present to you 510 which is food service. And I present to you 610 which is uh capital uh unrestricted capital outlay. Okay. And when you look at this page because you have all three of them in your reports, they look the same. They have all of these same function numbers. So, a budget line has the fund number and then it has another three-digit number and then it has the four-digit number. Um, uh, so 1,000 is is instruction. 2,200 is uh 2200 is support services and then it has these six 6,000 numbers, which is the next one. And so every line in the budget has these five sets of numbers. Um and and one set next to the last identifies the site.
Um so we would be required to put in 29 new trees. You know this buffer here shows 46. Um and then there's also an additional you know additional trees on the whole site um for a total of 210 replacement trees. Again I think many of you joined us uh months and months and months ago to walk the the property. Um so this is you know full forested area. There's a number of trees that as you can see have not survived. It's fairly dense um and and basically unusable at the moment. You know, it's it's just because of the amount of feld trees etc. It's very difficult to even traverse um through through the forest um which many of us have done a number of times. Um the idea of what we are envisioning is that nature's edge is really you know taking the space behind the building and creating a a a space where it's very parklike.
So we also have some outside partners that come in. Hill for literacy has been doing administrator training to support them. So when they're doing walkthroughs um whether it's by themselves or with one of our CRC folks or one of us that they know how to give meaningful feedback in time to teachers, teachers are also getting coaching cycles through Hill. They have an online module that they're going through with Hill that's structured. We've had two different cohorts. Cohort one is in their second year. Cohort two has started this year. And even with all that dog on snow, um these these modules are coming and the modules are aligned. They go through a module. It's like a three-hour. We've been doing them on the half days and then the coaching cycles come in with the hill for literacy people. The strategies have been amazing support to our ARC um core implementation and have really helped uh teachers know when to use the strategies which are all evidence-based.
You just heard Jason Lily talk about establishing a cooperative um model with sites or hubs in that cooperative model which will provide additional supports to students who are blind and deaf across the state because most of our students are not attending our school-based programs. They are not on our campuses. they are out in their districts. We want to provide more of a continuum of services so that um we are prepared for the future. The other part and I know that it has an impact on our staff on our Tucson campus particularly um it is a hard change. It is a hard change for all of us. But we cannot stop. We cannot pause. We have to move forward. We have more challenges that we are going to be facing in the near future and we have to be ready for those challenges. One part of becoming ready is to look at our leadership team.
Okay? So each school site has its own number. So when you see something like this, and I know you can't see this, but this is a list of teachers. It's teachers for each site. Okay? And then insurance for each site and then uh social security for each site. uh because the numbers you see here uh like under 6100 O16100 combines all of those salaries. Here in the budget we break it down by site. Um and so that's part of what you've learned is that we have all of these categories. Can I get some categories? Can I just pass this just for Yeah, absolutely. Pass. This is what I'm talking about. See this whole front column here? It's really really broken out. um very very the class itself that I'm taking is very comprehensive and she talks so fast and I'm scribbling so fast and it's just more than it's more than I can handle but it's just it's very I thought that was very interesting that you guys might want to know that that is going on in the the background.
You know, a lot of folks have mentioned Cushing Park in in Framingham um as an example, but these are some representative images that we've been looking at as to how we integrate, you know, native species, but in a way that they can thrive and really become specimen trees versus, you know, dense forests that um that again can't really be appreciated um by the public. Uh again there was a question uh we had requested uh the landscape buffer um be considered. Uh there's a standard 50-foot landscape buffer uh that we understand is uh desired to create a physical and visual buffer between neighbors. Um, we are requesting a 30foot uh setback again because of kind of this wonky corner of our property uh that's making it very difficult to build. Um, if you see here this black these black arrows, this is as close as we could get to identifying where exactly on site that is and what it looks like.
Um really our our ultimate goal of the professional learning for principles is to strengthen that support as I mentioned before that they're giving to their teachers. Um, we really look at it as a way to equip them in facilitating more meaningful PLC conversations, providing that targeted instructional feedback, supporting teachers in using data effectively. I know carows mentioned it that we support principles in learning more about the data, improving their data literacy so that they can bring it to their teachers and also aligning the professional learning with the classroom needs. All of this really is intended to create a multiplier effect for in we're strengthening this instruction across classrooms and we're going to see improvement in students as we as demonstrated by especially our our early K12. Does anyone have questions about any of that? Lauren had to step off. So, um I am not sure if there's any other questions.
Right now we have 12 educational program leaders 12 and that is total for the agency that includes our directors, principles, deputy assistant superintendent, assistant superintendent that is a total of 12 pro um educational program leaders. When I look into the future, I am trying to figure out how we can make the leadership team, our educational leadership team stronger, more collaborative, better able to work together, to have that continuity and the stability to face the future. My proposal to the board is to reorganize those 12 positions. To reorganize them, not to add new positions, not to add new positions. It is the same number of positions, but we are asking to reorganize them. What I proposed are that two of those 12 leaders do bump up to the executive leadership position level. One of them can be the deputy assistant superintendent of education and that would be Dr.
Yeah. you know, what we see is only just a minor fraction of what what Carolyn really has. Obviously, there's a hundred pages here. So, yeah. Well, and what you see in this report is is combinations. Okay. Um and and one of the things I had to learn when I came into the job is into this position is, you know, start working on these codes. But you can see there are all kinds of codes. Well, that's why this book, which is the um uh um the uh USFR, which is the um our code, it tells us. So, there are definitions for every single one of those numbers. So, every single requisition or purchase order that goes through our district has to have a set of numbers of which line of the budget. I wear this book out each year. I wear this book out because and you know, I don't have them memorized.
So, as you can see, very dense um visually. uh you can't see uh the the the um the dog uh kennel that's on that adjacent property. The other thing that is also really important from a barrier perspective is there's a pretty significant grade change. You'll see here um at at our building the grade is 243 ft and at the um neighbors property just you know a couple you know maybe a couple hundred feet in you're down 215 to 215 feet um and then you immediately enter into the wetland. So, um, we feel that that buffer is really, um, naturally occurring, um, and and us being a little bit closer to that setback is is not going to be detrimental in any way to the adjacent property. Next one was an easy one. Could we have a bus stop? Yes. Uh, we already have a designated spot right at the front door um for um, pickup and drop off.
Again, we know this is a lot and you know, this isn't the only time we we talk about curriculum and programming. It's the heart of the work that we do. I know I spent a lot of time with Glattis um as chair talking about a lot of the improvement efforts and I'm sure um you know for all of us it's nice to see some of this come to fruition from a lot of the work um from from last year but there's a lot of work to go uh more to go on this. Um we're not satisfied. We love the we love the bump up. We love seeing more green than than any other color on that slide deck if you um you know take that away. But um no one's resting on any laurels here. There's a lot a tremendous amount of work to do.
Sarah Barbara. She will take that position and work with the five leaders uh including two principles and three directors. the principal of the Tucson campus, Paul Saunders. The principal of the Phoenix campus, Sabra Taylor, the director of OD, Mike Olivier, the director of CTE, Scott Madson, and the director of special education. Those would be the five individuals working um with Dr. Barba. The other group would be with Jason Lily who is currently the director of itinerate services. He would be bumped to the executive director of outreach programs and he will work with five directors. That will include the uh current currently Rosetta Hicks who is the current region 2 um itinerate director. She will become the statewide deaf and heart of hearing itinerant director. Elizabeth or Greer Martin Parish. She is currently the region one director. She will become the statewide director for itinerant services for blind and visually impaired students.
I have a few things memorized, but I don't have everything memorized. And when things cross my desk, requisition, somebody's asking for something for us to purchase, uh, or a service that we need to purchase, and maybe it's something we've not done before, you know, or that we only do once a year. I guarantee you, I'm in here looking the numbers, looking at the definitions to make sure. So tonight when you look at the auditor's report in the auditor's report and you have that letter that has 16 thing no I think it's 11 things 11 things that we need to work on it's because for some of them it's because we coded them incorrectly. Okay. Well we didn't code very many incorrectly this year. Six years ago I had like 50 I you know 50 requisitions of the ones that they pulled. They pulled samples. They don't pull everything.
Um, so the why, not only do parents pick up and drop off, but there's a number of seniors that come via shuttles and and things like that. There could be opportunities where there are, uh, school buses, etc. So, uh, that's already been incorporated into our plan and and should the town, you know, roll out their their master plan for for bus transportation, the Y would be happy to allow, you know, a public bus to stop there as well. The next section is again about that community connection. So just as a reminder, these were comments that were largely from the planning board and conversations we had that have all been incorporated into the final plan set but have never been uh shown final uh plans to you. Um so just wanted to go through that. Um lots of conversation around accessible routes and what happens uh out on the street and then also within the site.
Um over the course of this last year, you know, our our community has been a little bit traumatized, if you will, right? A lot most of our kids have been going through it and in class and, you know, we're going to, you know, we're working through how, you know, uh mitigating some of the effects of that um in terms of their ability, you know, to to dig into the work. Um our staff is working extremely hard. Our teachers are working very hard. There's always ways to get better at what we do. there's always ways to get more efficient and there's always ways to bring more coherence and alignment to the work that we do. And so, um, we're an organization that continually works on improving that. Um, this team here is, uh, there's no harder working group, uh, than some of the folks that you see on this call.
And then uh Dr. Kendra Benedict, who is our director of early learning programs, will work with Jason um within the outreach structure. Jenn Dr. Jennifer Scarro who is our director of deaf programs and Lisa Yankerelli who is the director of blind programs. So altogether we still have those 12 leadership positions but we are reorganizing those roles and preparing ourselves for the future. We will have more challenges ahead of us and we are currently trying to make decisions to prepare us for those challenges. One such decision is our salary schedule. Some of you just mentioned the teacher salary schedule. I am going to leave that to assistant superintendent Cooper to discuss further with you this evening. But some of the information that you have is not the information that we have. So we will share our information this evening. future challenges. One of the public commenters mentioned that we have three audits currently occurring from the Arizona Auditor General um currently and we anticipate three reports from those audits that we will have to follow up on.