How do we provide real real world examples? Again, these are things that we've been doing. We've we're just putting them in in a in a box to say this is community- based learning. We're seeing lots of evidence around student leadership, around social emotional learning, around group grounding students in civic engagement. You see that in the capstones. You see that in the in the in the work linking the classroom to the broader community. You hear an example that Emma will show up will share. Without any further ado, um I want to bring up our amazing student to share a few her perspective on what's happening in the classroom and in out of the classroom around those eight community based learning.
Am I red yet? Okay, let me start this again to convene into executive session for the superintendants annual evaluation and review of employment agreement pursuant ARS 38431.03A1 03A1 discussion or consideration of employment, assignment, appointment, promotion, demotion, dismissal, salaries, disciplining, or resignation of a public officer, appointee or employee of any public body except that with the exception of salary discussions. An officer, appointee, or employee may demand that the discussion or consideration occur in a public meeting. I think that we're going to do this in executive session. So we have a motion and a second. All those in favor? I Melinda Saski. I Fred Rushton. I Charlene Diaz. Hi Barb Ziki. Hi Sheila Bernett. All right. Getting into mess you up. Sorry. Happy birthday. All right. Heat. Number one. Heat. Hey, Heat. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Hallelujah. Heat. Heat. Mhm. Heat. Heat. Heat.
There's this lovely space between paragraph C and D. Can we just squeeze those two things together? See, I changed the online document. Sorry. >> Okay. >> So, okay. Where's the original? I'm sorry. I need to go back. >> So, on on eight >> um >> and letter C. >> On eight letter C, but now I'm back on page six to >> page six. >> I mean um Oh, no. It was on eight and nine you said. >> Yeah. So, on Yeah. So, on eight letter C >> I changed it to 70%. I think I think in this one um we just take out installation of invasive plants in no event >> um should be permitted without authorization installation of invasive plant species just take out non-native because they can plant non-native they it's just a certain percentage but they cannot plant invasive I wouldn't think they would want to do that anyway but >> well it says without authorization >> poison ivy everywhere right >> isn't isn't this the authorization So, >> because it says without authorization and aren't we giving them authorization in >> No, from the planning board at a public meeting.
But Emma, >> good evening everyone. Good evening, President Jessica Guerrero and good evening cabinet. Um so today I'm going to talk about the student perspective of how community schools is really working within our classrooms. So out of the sorry out of the eight community based learning practices that we use within our classrooms I picked three that are very special to me. So the first one is linking classroom instruction to broader to the broader community. So, as we sorry, so in our classrooms, I know we're all aware of all of the immigration things that are happening within our community. And I'm so proud to say that a lot of our teachers within our classrooms, specifically for me at Anaheim High School, we have had a lot of talks about it. And I think to me it is very important that we are having these conversations about what is happening within our community because we are all learning together about how we can help each other, right?
So, they have to come back to us if they say we'd like to plant an invasive species. >> Um, we can take that out completely, you know. And renumber them, which would be fine with me. Um, should we just take out invasive completely? It's It's kind of silly that it's in there that you would plant an invasive species. I'm sorry. >> No, but you can but keep that in there. I I was just talking about the insul because you said non-native or evasive. Right. So, the non-native is the part that you're saying is contradictory with page nine. Right. >> Right. I'm saying we don't need that in there. Right. Because they we already have a percentage of non-native. >> I understand that part. Why are you taking out the invasive part? >> Because I think other places we say you can't plant. >> We just took out the non-native part.
where if someone needs a ride to go home from school because they're scared of walking on the side of the road, right? So, we're kind of learning and growing empathy for each other and all connecting and understanding that we are all struggling through this. We're all being affected through this. Along with a lot of our engagement and collaboration with our students and a lot of connecting, we have done a lot more student leadership. From my freshman year, I have been a part of ASB since my freshman year. I have seen growth from 20 students being a part of ASB to now over 50 or 60 students at schools being a part of ASB. That is over double the amount of students who are being a part of student leadership. And it is not just ASB. At some of our schools, we have had redesign teams.
We left invasive but took out native. She's trying to take >> because because on Jay because on Jay on the next page it says all planting materials are non-invasive species. So instead of giving them hey but you can come back and plant an invasive species. That seems ridiculous. Why would we want invasive species at all? >> Okay. >> It seems you just take that out. >> Yeah, I think we should just take it out entirely. I don't think anyone is going to say that that's a good thing to plant invasive species. >> Any any problem with that by MCA? No, Peter says no. He's here in in the room. He says no. >> We don't have a lot of plans for invasives. So, >> no invasives. >> Okay. Does that make sense? >> Yes, absolutely. >> Okay. So, we're taking out three and that'll >> I've done that and added and added the rest of the other numbers as well.
Um at Anime High School specifically, we have had students on those redesign teams that have talked a lot about what we can do to help support our schools. Right. Through them, we have learned a lot about how we can help our students manage um all of their AP classes, all of their involvement within sports, within student leadership, with everything else. And then along with our student leadership, um we have a lot we have had a lot of SEAL, social emotional learning, um within our classrooms. And two examples I actually have that are on the presentation is a poem from one of our Pente sophomore classes and then artwork that is shown in some of our drawing paint and Spanish classes where in our draw and paint class we were actually taught to use an image that we have um from our community and to paint it with watercolor.
I'll second the motion. All those in favor? I Melinda Subraki. I Fred Rushton. I Charlene Diaz. I Barb Zarziki. I Sheila Bernett. Um item 10.2. U. Uh, Madame President and board members, uh, we, uh, establish a contract with auditors for a five-year contract, and this is the renewal year. Uh, we, uh, opened the, uh, opened three bids. Uh, they went, the invitations went out, I think, to seven uh, different accounting or CPA agencies who qualify to do school district audits. We got three quotes and um uh opened those and evaluated them this week. Um I'm recommending that we uh approved Hayen Buckler Hayen Buckner uh for uh the audits for school years 2627 through 3031. Have we used those before? Yes, that's been our current uh our current uh I will tell you that it was uh very close in the scoring process. We use a rubric that is provided for us by the uh auditor general's office and um uh so you know it was it was pretty close for uh all three and I'm sorry the name Hayen Buckner Hen B ker and they're out of St.
>> Okay. I guess it's it's just Yeah, two more. Oh, yeah. I guess. Okay. All right. So, that's that. so we don't look silly with all our plant material. >> And that's all that's all I have. >> Okay. >> Anybody else? >> Did anyone else have any um corrections? >> Yeah, the other stuff I looked for is there. So, I'm good. >> Okay. All right. Is there anything? Um, so now I would be looking to unless there's any other comments from the planning board or any other discussion from the planning board. >> Just why are these highlighted yellow? >> Oh, the new changed from the last it sent you a version on >> Thursday updated after we discussed with town council. That was >> that was all we had changed from the last version that you had. because lawyers like things to be bright. >> I I did honestly I prefer green honestly myself.
So the watercolor picture you see is actually my artwork of me when I was younger. Um and then I'm going to read the poem to you guys because it's very special and it connects a lot to our community. So, I'm going to try and do this. I am from the smell of laundry detergent, from tacos de papa, and the sound of laughter. I am from the beach, photo books, smell of chile, and the warmth of a blanket. I am from the blackberry bush next to the pumpkin seeds with pumpkin seeds which have yet to come in. I'm from the 24th of December and dark caramel skin from Rosalva and David Senior. I'm from the hard workers and dedicators from Make Your Family Proud and Elmundto Studio. I'm from Vamos Amisa and praying for forgiveness. and from the home of the angels enchiladas roas and poser from the i chi the big cheeks and freckles photo books in the cupboard and family traditions that go through generations this is an example of thank you that's my poem from my sophomore year this is an example of connecting to our community and kind of connecting with our identity as well in our capstone process we have learned a lot about how to find ourselves within our community and how we can identify ourselves here and through these practices we have learned so much about students and what they need and it has shown through that in our progress with community schools and that's it that I have.
George Utah. Okay, I need a a motion. Oh, excuse me. Is there any discussion? I need a motion to approve. Well, I can make this motion. Um, I move that we approve the recommended uh a firm Haven Buckner as our auditing for the for sub for 26 27 right through 3031. It's a fiveyear contract 31. Okay. Five-year contract. I'll second that motion. All those in favor? I Melinda Sabraski. I Fred Rushton. I Charlene Diaz. I Barbara Ziki. I Sheila Bernett. Budget revision three. I know. I know. And you'll get a new one in May, too, because that's our final one for the year. Um U but I'm really excited and and I'm I'm kind of sorry they left, although I understand why. Um I don't know what our principles and our schools did but uh our attendance our average daily membership uh increased significantly between uh the 1 of January and the middle of February.
But >> this is one very very small thing. Uh page five number nine. It's just the term is wrong. The planning board finds that objectionable features such as transformers for the project are instead of is. >> I was just wondering what that other mark I made there. >> But that's tiny. Okay. So, um, now unless there is any other like comment or discussion from the planning board because we're kind of at the critical moment here. If there's no >> madam chair, >> if I may one last comment and apologies. >> I was going to ask you next, but I was going to ask planning board first. Hold on. Hold on. >> sorry for interrupting. >> Is there any other comment or questions from the planning board? >> I think I'm gonna ask her. Just a fun question. Why is the uh in number nine, >> the planning board finds it objectionable features such as transformers.
So thank you. >> All right. Thank you so much. I'm another round of applause for our student. All right. Good evening uh board cabinet uh students and families. uh experiences like that that Emma just shared um from students across the district are exactly why this work is so important. To scale that impact uh we recently hosted a partner convening with over 60 community partners who attended. AUHSD is innovating by mov by moving beyond a traditional safety net. We are inviting our partners into an expanded vision community- based learning. This brings the real world directly into the student daily experience. Examples and experiences such as those listed there on the slide are directly plugged into our classrooms, not just after school or through clubs, but every day in classrooms throughout our school district. Our partners also collaborate on professional learning for our staff on vital topics like community history and restorative justice.
uh when uh on the 15th of February is when the you know ad the 15th of each month is when AD really re-evaluates AD uh ADM and uh our um our average daily membership went up significantly um and to the tune of $233,000. Great. And um uh since I wanted to get that money in the budget and recommend recom make some recommendations about it, I thought I better do a budget revision. So uh in this case um I what what you see in front of you actually there are no changes on the first page for M uh but I applied the entire 233,000 uh to capital which is on page two. Uh well that's not exactly true if you go back to page one. Sorry. Uh no it is. Go on down. Go on down. It is on page two. Uh, essentially it's the um because see see where it says Thank you.
Why is it objectionable? >> We're saying it's pretty much we're not saying ugly. We're being nice. They're objectionable to look at is what it is. >> But it is needed. >> Yeah. >> Um I don't know if Trisha already caught this. Page five, the last sentence. Parking plantings. Um there's no comma. >> Wait, where are you? >> Uh page five. >> Parking comma planting. >> Well, because because the one before it is parking, comma spaces. So those are about the plantings in the parking area that we talked about there was four trees that are missing like in the comma is intentional. >> Yes. >> Okay. So, parking sub comment spaces on the one above it and then parking subcategory plantings. Okay. Um, my only my only kind of general stylistic comment because this is stylistically so different from what we've done before is I can see how this is a little bit less formal than our normal style and that has some benefit like people could read this maybe slightly easier.
By reimagining these connections, we aren't just asking partners to provide a service. We're asking them to become a part a living part of our classrooms and our community. While we celebrate our existing partnerships and recognize the ongoing demand for the variety of services they offer, our vision for the future is rooted in sustainability. We are prioritizing collaborations with partners that have established grants and independent funding. By engaging partners with stable resources, we ensure that the programs and opportunities provided to our students and families are not temporary. but lasting initiatives capable of thriving independently of changing budgets. This brings us to our collective impact. The community school approach is the umbrella. It covers all these moving parts. It is a framework that aligns every effort so we're all pulling in the same direction. Because of this intentional alignment, we're seeing a consistent positive shift in data across the board.
Yeah. Yeah. Yeah. Give it a couple years cash. You'll need to do that. Yeah. Don't quite know. There was a yellow highlight on Yeah, I was going to say go down right there. Put it right there. That That's one that they put in. Um, actually it doesn't show on here, but I'm I'm requesting that we apply it all. You can actually see it right there. U where it says unrestricted capital outlay fund. Uhhuh. Uh our current uh the the current budget was 1 million 03 1,137,000 and some odd dollars. So you can see I added the 233,000 there. Yeah. H. So, what are we going to do with this? Well, that's an item on the agenda. Ah, okay. Um, I need a motions on this. Do um do I have a motion to adopt re budget revision three with the additional monies in C and unrestricted?