So that was a plus for us and working uh with our research team. They're helping us making sure that our enrollment uh we're we're keeping up with our enrollment and making sure our students get in as soon as we have a spot. Um the next pro uh program that I'm going to talk about is destination college is one of our very popular programs and uh this program is at Chandler Gilbert Community College. So we built a partnership with them where we're able to bring our fifth graders also coming from our schools receiving title one funding so they can have a little bit like the career literacy that you the career awareness that you heard but See, I still have to but um this program brings uh it's so innovative. Students are engaged in our classes are Shark Tech, CSI, Chandler, Mission to Mars, the Final Cut, and the new one.
So there are novels that are standalone completely separate from the list of more than 175 um which includes the Hunger Games. It's been used uh at the high school. There's approximately 100 copies physical copies there at the high school to use. Those are so completely separate from the curriculum and any motions that were made that evening um and could have been throughout this year utilized as supplemental materials as long as they align with the intent providing rigorous pathways to meet ELA standards and support student achievement. Um if we could just confirm so that there's absolutely no questions moving moving forward from here um that in compliance with curriculum guides and policy that administration department heads and teachers have clear communication, permission, and understanding that they have authority to utilize these currently already approved instructional aids, novels, and texts, including, for example, the Hunger Games and McBTH as they have in past years.
organization. More like morganization. >> That's what I'm talking about. >> Heck yeah. And I did also want to give a quick shout out to Miss Van Mater as well. We're using your art studio to actually >> I thought we were live from this place that we're at. >> This place in Overwatch. This place in Overwatch. Overwatch. Sichuan Sauce City. I'm pretty sure it's called. >> Yes. >> Yep. So, I did want to give a big shout out to We wanted to give a big shout out to you, Miss Van Mater, for letting us use your art room for many years at this point, actually. And I believe at one time we had a thousand subscribers. >> Oh yeah. Yep. Pretty sure that's true as well. Heck yeah. So I do want to give a thanks to all the viewers watching as well. The subscribers and the people watching us right now.
Um and then if we don't, there's another budget that says, "Hey, we need to utilize these funds, um these one-time funds at the town level as well as at the school level to maintain a modicum of of services that we currently have with the understanding that there's going to be significant pain in FY28. I I don't I I can't emphasize that enough. There will be significant pain. Um, every decision we talk about um, as a team focuses on students first. How does it meet our goals in the strategic plan and what can we do when we have to make a tough decision? And we've had these conversations about, for instance, the director of what are we doing then, Jim, what are the building principles doing? what's the district doing to offset um the reduction in that role and we had that conversation at the last meeting right the faith I have within our principles to ensure that seal is going to be at the forefront continue to be at the forefront um I have that faith that they're going to do that the work they're going to do um the work that Mike and the group has been performing with MTS SS to ensure how that's going to help all of our students, right?
Um, most of the people who worked in our schools were trained. Some people even had level four responsive classroom. And when we started talking about restorative justice, I thought I saw like a link between the two. Are we still a restorative justice? Are we still responsive classroom or have we walked away? >> Yeah. So, I would say that um with in the district, there are still a lot of teachers who were trained in um restorative um classroom, but that is not something that we continue to train our our staff in. So, we cannot say that we are a responsive classroom district. >> Yeah, I'll I'll jump in. And the reason we were looking at them kind of like huh who's got not a lot of history right with uh this Stephen and I here and a few of the other new principles in that sense but right going forward with the restorative approach.
U, most of the people who worked in our schools were trained. Some people even had level four responsive classroom. And when we started talking about restorative justice, I thought I saw like a link between the two. Are we still a restorative justice? Are we still responsive classroom or have we walked away? >> Yeah. So I would say that um with in the district there are still a lot of teachers who were trained in um restorative um classroom but that is not something that we continue to train our our staff in. So we cannot say that we are a responsive classroom district. >> Yeah I'll I'll jump in. The reason we were looking at them kind of like huh who's got not a lot of history right with uh there was Stephen and I here and a few of the other new principles in that sense but right going forward with the restorative approach >> yeah I would say we're responsive to our students needs collecting the data and trying to identify what their specific needs are but in terms of a packaged approach responsive classroom we're no no longer using and >> haven't been in the 18 months since I've been here.
Um And then I just had the great fortune of working with the calendar committee and um that is on the agenda this evening. Um what a great group of folks uh really helpful in putting together three different calendars that we'll share with you this evening as some options, but of course among all three, you can take the best and the worst of all of them and or you can add a new adventure to them. So uh the calendar is really going to be yours, but at least we're going to give you some opportunities and options within. Uh and lastly, I just want to remind the Board of Education that on April um 23rd Thursday night TSO uh 6:00 p.m. to 8:00 p.m. FOIA training uh again at TSO and then um you know, we always I don't know if they're still soliciting support for the grad party or if they're all set.
Student future readiness for high school and beyond. Um we've had several board workshops where this has been an agenda item that we've discussed this and worked on this. Um with in-depth discussions and strategic review. And um the new mission statement is in progress. It has not been adopted >> adopted. Um it's in progress and it um is in alignment with district visions. So, what are the next steps? So, the next steps, of course, we want feedback from staff and community. So, um you know, we all know how much you guys love surveys, so we're going to do another one of those, but we out to principals, I think, last night asking them for um to give me some suggestions on a space that would be easily accessible for staff at their sites so that I can [clears throat] um work on that over spring break and get that up at the sites so that when we return from spring break, that'll be accessible.
It is a expectation. Yeah. >> So then why isn't some of these things now you're talking about maybe giving them a hand Well, maybe giving them information. >> I I I think because um if the students as our previous testify said and if it's a need then we want to be responsive to some of the needs and um provide additional resources that could be helpful. >> my point. But why isn't this additionally already embedded embedded? Because again, if there's a resolution coming to us obviously the people that want us to have this resolution feels that something's missing. Well, we do have online resource listed on this website that was released in October 2022. So we do have things that are available. We are just adding more to that. Okay. I just hope that we don't have to wait till the public doesn't arm want us to do a resolution or want us to do a bill.
In partnership with Intel, we're able to bring the AI spa space boot camp. So we're working with with Intel to make sure that this new class uh is ready for our students within this classes. The students are learning about business entrepreneurship uh forensic science. Um we have uh guest speakers that come in talk to the kids. Last year we were able to connect um astronaut u Mark Kelly and talk to the kids because they are taking the mission to Mars. class. So he was able to show them their space suit and talk about the career, how he got into the career and it was really nice because he even talked about how he struggled when he was in elementary. So that resonated with a lot of our students and our students were able to ask questions. Um so we are going to also offer a field trip but now this group of students will go to the uh CGCC Williamsville campus in partnership with ASU too.
Um, and they are separate from the 2025 HMH into literature curriculum adoption, and may in fact be used prior to the end of this school year in alignment with ARS and district policy. Correct. Correct. And then that has been communicated with them. >> Perfect. Thank you so much. Um and then one more comment and request kind of going back to what Dr. Wyman also had chimed in on. Under ARS 15-341, the board shall select all textbooks and instructional aids and prescribe curricula. And under 15-721, the board shall prescribe a course of study. This authority is neither advisory nor is it delegated with seven out of 10 students within our district boundaries utilizing school choice and choosing to go elsewhere. Curriculum decisions directly influence enrollment and therefore ADM. Under ARS 15-905, the board shall adopt the budget and under 15-91, the budget is driven by ADM, making enrollment a financial reality for which the sport is accountable.
All right. So thank you for joining us this evening. And next time you'll see our Cyber Tigers be at the arena on April the 25th. We will have our Rocket League, our Tetrio, our watch teams, and our varsity teams all our Smash Bros. varsity teams all competing for their state championships. Great things from the entire Cyber Tigers team. We hope you enjoyed watching and we love you guys so much. >> Jordan, it was an honor to call this match with you. >> It was an honor. It was an honor to be here with you, man. Have a good one.
Um the feedback you all gave me initially with the budget process uh with regard to keeping certain positions. Uh, I think about um the the conversations Paul that that you had and Tina about the bright position at at the high school and um whether it's five students or eight students, the significance that program does have and the counselor in that program does have on those kids, right? So, uh so thank you and and that sort of you know formulated where we are, right? Um you've seen these numbers um numerous times. Um I want to just focus on the the state aid funding that's the chapter 70. Um what what we know >> maybe Jim just before you come off this because you received an email >> about FTEES. Maybe Yeah. Good. Maybe you want to share out the difference between what you're going to see on the state site.
>> Yeah I would say we're responsive to our students needs. That's why we're collecting the data and trying to identify what their specific needs are. But in terms of a packaged approach, responsive classroom, we're no no longer using that >> and >> haven't been in the 18 months since I've been here. >> I I would say that like you said, there are parts of it. For example, rules and logical consequences. Most of us still develop the rules and relationship with the students and the consequences are logical as opposed to you're punished, right?
>> I mean, I would say that like you said, there are parts of it. For example, rules and logical consequences. Most of us still develop the rules in relationship with the students and the consequences are logical as opposed to you're punished, right? Um, so that's I think there's I see a lot of that, right?
Principal Belanger, are they all set or they still still asking for help? >> We are not. So this is the shout out. They always need help. They still need help. Please help out. Link's there. If you can do it, give them a hand. That's quite an update.
So, board, do you have any questions about that? [clears throat] Or suggestions? Okay. >> [clears throat] >> All right. We are now at 8C, parent involvement opportunities. So, the next presentation is um we're in the midst of LCAP season and um the LCAP surveys I've done and some reflections I've done based on, you know, just moving into uh my second year and um making sure that we have opportunities for parents to uh be part of decisions with the district. And so, I put this together to um let the board know what's going on and then of course the public um become aware of some of these opportunities for our parents and guardians. So, um first slide, Stronger Together, a guide to parent advisory committees. We have the English Learner Advisory Committee, which is we love acronyms, right? So, that's ELAC. >> [clears throat] >> And then we have District English Learner Advisory Committee, which is DELAC.
That these are things that the schools are looking at to be proactive to make sure that we are educating our children in most important areas, not just STEM and how to add and how to subtract and all of that, but also in personal development and hygiene and and stuff like that. >> Yeah, so so we do have but we we just well, enhance it more. Is there anything you'd like to add before we sign out of the call? >> So are you aware at what grade level Mainland schools teach this curriculum? Um Menstrual health education, there's no national data collection through One of the key data collections is through the Centers for Disease Control. They don't collect elementary data and menstrual health education is not like that specific topic uh data around that specific topic isn't gathered in relation to what schools implement just like um they don't gather information about whether students talk about body hair or, you know, um body odors that occur um during puberty and adolescence.
Last year they were able to offer some sessions for the kids. So, it was like a mini conference and this year they're going to offer a tour to see the dorms and it it is a a a true collaboration with uh community partners to bring this learning experience for our students. So, save the date if you are around on June 11th. We try to keep this program close to the experience they would have from the minute they apply to the very end. So they start with an application um and they have to submit references. So they need two adults references and then once they get accepted they receive a letter a welcome to college letter. So then the kids are all like celebrating and then through the program CGCC does a beautiful job receiving the kids. The whole staff is outside with their pom poms welcoming the kids.
Given the Arizona statute and district policy place responsibility for instructional materials and curriculum squarely with this governing board, it is appropriate that the board guide both the process and final decisions under ARS 15-102 and 15-113, placing a clear responsibility on this board to ensure transparency and thoughtful selection of materials to ensure alignment with ARS requirements regarding education in the state of Arizona, governing board duties, parental rights, and combs district policy. while also supporting enrollment and community confidence. As we move forward with additional novel selections and approvals and any other instructional supplemental approval, I'm requesting a clear boardled process in which the governing board determines what is presented for consideration rather than having that scope filtered at the district level, ensuring governance remains properly aligned and the tail does not wag the dog. Number one, that a comprehensive novel list be reviewed first by the board to determine which titles will be presented as options to the committee.