And for chronic absenteeism, we exceeded every target set for us. our um did reveal some opportunity for growth and that specifically is our English language arts and literacy and so um we've had tremendous support from the district and really trying to uh plan how we're going to provide that support. We have partnered um districtwide with teaching lab to focus on our literacy skills. We have implemented an early reading skills diagnostic assessments, the core and pass that has allowed us to um take a more granular approach. It has been able uh to show us phologically and phonetically where students may have some unfinished learning. And after revealing that, we're able to address those specific needs with the use of UFly um that we started implementing this year. And that supports that small targeted um small group instruction. And we have also focused our professional development on small group literacy instruction and intervention.
By fostering awareness, compassion, and readiness, we aim to help students feel more confident navigating challenging situations and supporting the well-being of those around them. Brookfield Cares would like to thank Principal Boland and Superintendent Ferlisi for partnering with us to offer this training at Brookfield High School. There will be a flyer to sign up going out on Parent Square soon. Um and just to note, students under the age of 18 will need a parent or guardian permission slip signed in order to participate in the training. The training is also limited to 30 participants. Thank you. Thank you so much. Mr. Morash. Good evening, sir. Mark Morash, 25 Mistil Drive, Brookfield. I wasn't going to use the public comment tonight, but then I realized I wanted to come up here and I want to break the rules and you'll have to forgive me or not forgive me, but I want to break the rules because I realized that by the time the next meeting occurs, we're going to be down to six members.
With that being said, I hope you will consider keeping a PE teacher at each site. This was from Kendra Chancey, PTC president West Linn Elementary School. >> [applause] >> All right. Thank you for all those comments. We're going to move to number six, action items. The first is the resolution number 2613 resolution authorizing emergency repair work related to the OCI fire alarm panel. I'll move approval. I'll second. Okay. Let's have discussion on this because we need to choose which contract we're going to approve. So I just wanted to apologize again that we had taken that off the agenda last time at the last minute but we had just gotten that other quote and we were waiting on the architect um and worked on some other projects to review because they have to have an electrical engineer make sure that it met all the specs. Um but here it is now and all the pictures are attached.
Who's the contractor that in my mind, my understanding is managing all these projects? They do manage. That's yeah, they manage projects, yeah. Right, so when do you go out for that? At the same time with all of these? Um that that's a separate separate contract, yeah. It's a separate contract? Yeah. It So, is it a different program or is it it's under JOC? They manage um some of our contracts, but JOC is a separate program for But aren't they managing most of those JOC projects? They are managing some of, yeah, the projects, some of them. And then we have our contract managers in the office managing, yeah. So, so how do you differentiate between what is being K managing and what is DOE managing? Well, DOE has the last say cuz we manage the contract, and we have contractors out in the field, our district project coordinators through, um, BK out in the field managing the contracts in the different districts through our office at 100 Flatbush.
Good to see you again. Um, tonight I am joined by some of my amazing Anderson Astronaut students. And together we get the pleasure of speaking about guest speakers and the alignment to careers. So guest speakers and partnerships played a huge role in the success of our action lab. So we we are the action lab. Little different names everywhere you go. Not only does it help get the word out to stakeholders in Arizona and beyond about the innovation that's happening right in our Chandler schools, but these experiences allow our students to make real world connections to careers that they can study and pursue in the future. This year, our fifth graders took a field trip to Thunderbird School of Global Management where the students from the school and members from the Arizona District Export Council collaborated with our fifth grade students to connect their exhibition topics to careers, identify skills used in those careers and global impacts those careers may have.
Alfredo often comes in for tutoring on his own initiative, showing a strong sense of responsibility and a true commitment to his education. He strives for excellence in everything he does, putting in the effort needed to succeed while maintaining a positive attitude. Alfredo treats everyone with respect, creating a welcoming and supportive environment for his peers. His determination sets him apart and he doesn't give up when things get challenging and instead works harder to overcome obstacles. Most importantly, Alfredo is honest and trustworthy. We are proud to recognize him as our portrait of a graduate for integrity. All right, and one more for this evening from Simon Elementary, Maisie Roer. All right. Maisie has made outstanding progress in each of her specials. She has mastered logging in in technology and has been working hard in PE, music, and library. She's been engaged in all of her lessons from each special and has really come a long way since the beginning of the year.
>> I like phonograms. >> I have four to five groups depending on class size and they rotate throughout the week. So I'll spend 20 to 30 minutes with a specific group. It might look a little different each week where if I have a higher group, we kind of dig a little deeper and another group that might need additional support. We're kind of going back to the the basic foundational skills and just building up from there. >> I like to sell the world and read. I like to read Skippy John Jones. It's about like a a dog doing funny things. And so I'm able to take those kids and place them in groups where they're with students that have the same needs and then we can kind of build from there. So the intervention groups are great for students that need that extra push that are already ahead and we can kind of keep going with that.
He lost his stock previously and he and he can't get stocks back. Yep. So that's that's basically how we know we just how we know uh where they're at cuz it doesn't really make sense that Cloud took a stock in the previous round and then Deacon automatically gets >> Oh, we just hit him with his own fire hydra. >> Oh my gosh. >> That's got to be illegal. >> It is not illegal actually. In fact, it's one of the It's a really good move. And speaking of good move, Deacon swinging his hammer. Oh my gosh. On Pac-Man's head. >> Yep. Pac-Man's got access to a lot again. >> Yep. Yep. Didn't really do much. Oh, he just kicked him away. He's just like, "Stay back." >> All right. So, they're Yeah. So, both of them are throwing out projectile. >> Hit him with the fire hydrant.
So looking at our behavior and academics, making sure that we look at MTSS as a whole child, not just academics, but we look at behavior, social, emotional, and academics that we we really make sure we support them on all fronts. And we use our early release days um like today use PLC's to look at our data, make sure that we are doing everything that we can for our students and make sure that our interventions are targeted and um explicit and it gives our teachers a chance to talk with one another, share their ideas to make sure that our students are provided the best support possible. Exciting news this fall. Um like Lydia Milton, we are blessed with a new playground coming. Um, thank you to the Bethany Legacy Foundation for the wonderful donation. This this program, this playground was very intentional the way it was designed.
The DPW did a lot of work in those uh districts. Uh he recommends a formal um creation of a park and wreck department who would then take over the control of of rentals and maintenance of fields across the whole community. Um and that's when the initial talk of transferring uh the fields and the rentals just for the schools comes to APS, right? So, we start having these initial conversations and at that point I'm not comfortable uh I don't know if you remember in the board we've had these conversations. I wasn't comfortable taking control at that point in time um because I didn't have enough information. So, let's fast forward three years to 2026 and here we are again, right? So, there's lots of negotiations going on between myself and the town manager um about how do we how do we do this in such a way that is efficient and effective but will benefit our community and benefit the Asham public schools.
Uh so beyond our ELA and math that we're assessed on, we certainly focus on other areas and at Federal Street, we do a lot of um intentional support of social and emotional learning. Uh teachers deliver weekly lessons and second step. We have a social competency of the month that every classroom focuses on. We have classroom buddies. So each classroom is connected with another classroom whenever possible. it's a younger classroom with an older classroom and they get together monthly and have lessons on whatever the social competency of the month is. So this month they'll be focusing on self-management and we are also um implementing a restorative practices learning pilot. And so the next slide has some details about our restorative practices pilot. So, we've taken several steps um toward implementing restorative practices at our school. We have a restorative practices team within the building. We have partnered with uh the collaborative for educational services, specifically um their joy and justice in schools.
Um so that's been done um with a whole lot of support from the district. Uh so beyond our ELA and math that we're assessed on, we certainly focus on other areas. And at Federal Street, we do a lot of um intentional support of social and emotional learning. Uh teachers deliver weekly lessons and second step. We have a social competency of the month that every classroom focuses on. We have classroom buddies. So each classroom is connected with another classroom whenever possible. it's a younger classroom with an older classroom and they get together monthly and have lessons on whatever the social competency of the month is. So this month they'll be focusing on self-management and we are also um implementing a restorative practices learning pilot. And so the next slide has some details about our restorative practices pilot. So, we've taken several steps um toward implementing restorative practices at our school.
And I wanted to use the opportunity of while the seventh member is still sitting on the board to say thank you. So, while I'm not allowed to speak about an individual member of the board, I'm hoping that in this moment, it's okay. Yes, sir. I just wanted to say to Sarah, thank you. And as somebody who is new to being out here and in the midst of all of this, the fact that you have always made me feel welcome and welcomed to be here and to speak is a wonderful thing. And that's a wonderful thing for this entire community, that kind of gesture all the time. So, thank you. And we will miss you. And that's it. I broke the rules. See you. Thank you, sir. All right. Dhaval? Did I say that right? Dhaval? Yep. That's fine then. >> [cough] [clears throat] >> Good evening, sir.
You can see the shorted area on the board. Um we do have the the fire watch protocol in place and we have a log that's being kept where they're monitoring the campus so we wanted to assure everyone that they're safe. Um but it had to be done as an emergency repair because if we put it out to bid, it could be several months and we wanted to get it fixed sooner rather than later and we will be able to use our capital facilities fund 42 or our developer fees fund 25 so it won't impact our general fund. Okay. All right. Thank you Tara. I had asked Tara a question by email prior to this meeting because on the second quote, it said that we I wasn't sure whether we had to add the 6600 to replace existing Simplex horns and strobes. Um and she said that she thinks that we need to do that.
Okay, so are they on all projects or is it just select projects? I think we're I think we're just trying to get an explanation of Yeah, they're on the they're on sort of, um, smaller projects, you know, but the the large RFP type projects, you know, the the the it's managed differently, yeah. For R&M or for Yeah. Yeah, R&M, so we're talking about CIP and >> moving CIP into the JOC program then? This Sometime, yeah, CIP, yeah. They're they're they're doing so for the new projects, like new schools, it's not that's not a JOC Right. But like a repairing a roof might be a a JOC process, and that that would go through the JOC contracts that we have. Putting in a sink in my office, right? Putting in a sink in the in the classroom and stuff like that. Right. >> Those are the things the principals can do and go to these contractors without going to everything.
And if you want to save the date, May 8th will be our IB exhibition day where you'll see all of those career or all those projects on display. Currently, our first grade students are in their who we are unit, which is an inquiry into skills people need to do different jobs and how jobs help our community work. Students hear straight from uh hands-on experts in their field. They're able to get their questions asked and they connect with the community members to explore various jobs that interest them. So, I could go on and on about all that we're doing to utilize partnerships to make connections to career awareness, but I think it's best that you hear from the students who are directly impacted themselves. So, it's my pleasure to bring up James Johansson, Danny Lada, George Adsets, and Mason Chapper, current fourth and fifth grade students.
We're super proud of her and her work ethic and we're glad to recognize her as our recipient this week from Simon, excuse me, this month from Simon. Congratulations, Maisie. >> And those are our students of the month. >> Okay, we're going to go ahead and give you guys a couple minutes for pictures and then if you if you want to leave, you can take that time. All right. Heat. Heat. N. Hey, Happy birthday. Governing board members, do you have any updates? Do you have an update? >> I do. >> Good. All right, let's do it. >> So, I was able to attend the mock interviews and they were fantastic. I was blown away by um the students that I interviewed. They were so top-notch. I when I was talking to them, I'm like, "Wow, you are gonna wow, wow, wow, wow." All over the place.
And then for the students that need the extra support to help build those skills to get up to being a fluent reader. >> I like doing no words. What you just saw is more than just a lesson. It is the foundation of every academic success these students will have for the next 12 years. When we intervene early and with precision in kindergarten, we aren't just teaching kids to read. We're giving them the tools to access every other subject they will encounter. I want to thank the board for supporting the resources and professional development that make this level of targeted instruction possible. We are incredibly proud of the progress these students have made. So, you have just seen and heard the wonderful things happening in Miss Abramson's classroom. Our parents are noticing as well. These shoutouts are from our recent schoolwide survey. Obviously, our parents think she's amazing and so do we.
Oh, tried it. >> Barely missed. He hit Pac-Man's projectile with it, but since it was still in his hand, he didn't really do much. Oh, >> Jordan, that just that seems to me like an incredible display. >> That is definitely an incredible display. Deacon is not letting off the gas for this round. Holy canoli. Yep, that for that forward throw seems to do a lot of good things on the ledge. Oh, but Pac-Man >> a decent move by Pac-Man there. >> Oh, there's a bell, but he missed. >> All right. Does the side be shields on the on the platform? >> Jordan, I did not know what color shoes Pac-Man You never seen him have footwear? >> Oh, yeah. He definitely has footwear, especially in later uh Namco games like Pac-Man World 2. I played that one all the time on the Gamecube. He had shoes, he had gloves, even had a nose, which was awesome.
We wanted, you know, engagement, fun, exercise, but inclusiveness. We want to make sure that there's no areas that a student may feel away from his peers or her peers based off of any um disability or any like that. So, we were really intentional the way that we built it. So, a huge thank you to the Bethany Legacy Foundation for providing this for our students. It's um it's going to be wonderful opportunity for our kiddos. >> All right, Miss Carrie Dickerson is going to come up and talk about some of our attendance initiatives. Um so, Miss Carrie Dickerson. >> All right. Thank you for having me. Um so, we have been working on attendance as a team at Anderson. Um, we really want to we really want to impact families and their perception of how importance attendance is and make sure that they believe it's as important as we do.