Um and again um spending is at a halt unless it's a complete ne um completely necessary. Our goal is to try and mitigate that over budget condition as best we can before the end of the year. I do want to note as well is that we did um get a new grant called DRIP which is um short for district repair um and improvement planning. Um we have applied a significant amount of that grant. It's an $84,000 grant that we just received and we applied a significant amount of that grant to this budget to um for qualifying um expenses that we're are allowed to move into the grant in order to mitigate that bottom line. So um the district's working really hard to uh to um to lessen that over budget condition and I just wanted to thank everybody who participates in that exercise. >> Thank you.
I wouldn't want this to affect 300 students and benefit 100 at the younger age in one school versus a social studies program that's going to touch many. Um, but I, you know, I could get on board with that with those those class sizes, understanding, you know, if we're going from 10 to 13, I'm not as concerned as 40 to 50. >> What? Right. Right. Um, it's definitely not 10 to 13. Right. Like it's um I think we would be, you know, not doing our job for fiscal responsibility if we were going from 10 to 13. >> Sure. >> But it's definitely not 40 to 50 either, right? So it is it is within that that um that sweet spot uh that you know is really across the the uh all the departments there but we I'll get you the uh actuals >> just to confirm last question that is without having the existing social studies teachers teach any additional sections >> correct?
Be my mirror, [music] my sword, my shield, [singing] my missionaries in a foreign field. [music] For some reason I can't explain. I know St. Peter will call my name. Never an honest [singing] word, but thou is when I rule the world. [music and singing] D. [singing] [singing] No way. [singing] I Jerusalem bells are ringing. Roman requires your [singing] singing. Be my beer, my sword, my shield, [music] my missionaries in a foreign [singing] field. For some reason I can't explain. I know St. Peter won't call my name [singing] ever in his word, but thou went out [singing] the world. >> [applause] [applause] >> Give it up one more time for Fusion. [applause] At this time, please welcome Pine Creek's class of 2026 senior class president Barton Lee to the podium. It is my pleasure to introduce Barton Lee, an exceptional member of the class of 2026.
He never fails to put a smile on his teacher's face whether it's from his tremendous work or from his jokes. He always tries his best in every subject in school and his hard work his hard work pays off. He had a huge increase in our classroom with his dibbles testing with a 45% increase from the beginning of the year to his end of the year evaluation. I am proud of all the progress he has gained as a student and as an individual. And when Jesse wants to grow up, he wants to be a professional soccer player. And our final award, I don't she's back there is Ruth Marquez. Here >> Ruth. >> Beautiful Ruth. She was nominated by Miss Juan in Himdog. She has demonstrated growth from the beginning of the school year. She has shown a positive contribution to the classroom and helping other students and volunteering.
Yeah. So, for sure, >> and it was anonymous, so we don't really know, but I think that's probably a safe assumption. Um so moving a little bit further when we talk about the higher level bond versus the 50 versus the 30 at 11 versus 8 a month. Both of those had the 74% support on the survey. The the higher level bond was actually had 61% were very likely compared to the lower level bond was 56% likely. My recommendation on that is I think the bond in 2016 and I I wasn't here for any of that, but my understanding was is there is there was a proposal for a more comprehensive bond to fix these things um a little bit deeper and at that point in time they went with a little bit lower bond and and seeing some of the repairs that were made. I it feels like if you fix one system and don't fix the system next to it.
We are so proud of you. Keep up the great work. Congratulations and Mrs. Nel. Daniela is an absolutely amazing student and such a hard worker. She consistently gives her best effort in everything she does and sets a wonderful example for others. Daniela is a natural leader in our classroom, always showing responsibility, confidence, and kindness. Her dedication and positive attitude truly stand out each and every day. We are so proud of you, Daniela. Keep leading the way. Congratulations, MISS Luna came to this school this year as a new colt, and she has shown that she can adapt so well. Luna gets things done in a timely manner and is always on task in class. Luna is kind and respectful to her peers and all the teachers around her. Congratulations, Luna. MISS CAMILA, your dedication to your studies is truly impressive. By taking such strong initiative with your learning at home, you're showing the kind of leadership and discipline that will take you far.
Our the teachers typically work with about six students during that small group tier two intervention time within the classroom. There's also students who receive what we call tier three support. And tier three utilizes a curriculum called Sips, which is also a move on when reading approved curriculum, but that does not happen in the classroom with the classroom teacher. That happens with the reading interventionist. And students in those groups are typically in small groups, three or four students. We progress monitor the students regularly just as we would with the tier two. The students are specifically marked in Educlimber. Tyson works directly with our reading interventionist as well to keep track of the progress that our students are making alongside our reading interventionists. And the site allocations for our reading interventionists vary. They vary based on a 0.5 allocation or up to two reading interventionists on a given campus.
We also receive a grant every year from the Musical Instrument Museum and I think this provides kind of a basis for our kids to get really interested in music. As you can see since 2018 we've sent over 17,000 kids. It pays for their admission to the museum and that's a lot of kids that have gone through that museum. And last year we added a night at the museum and that pays admission um to go to the museum for all our GPS families and employees. And so, between the two years we've had over 400 people go to the night at the museum and this year South Valley Chamber Orchestra performed and we had two board members go this year and I was really pleased to see that. Here's some great data, 15 years of data thanks to Mr. Brad Seagroves, our elementary department chair for band um from 2009 to the present year um showing all the way back to the oh, six-day cycle that we used to be on through the changeover to the five-day cycle through COVID um our enrollment in fifth and sixth grade band and strings and you can see the strong upward projection or that we've had.
>> Got it. Great. >> Just curious on um why we would only do one year as since they are our preferred and we have a relationship with them, why not just do two or three? I'm just curious. >> There's an option He gave us they have he said one year or threeear options, right? >> Uh it's it's a one-year contract now with then we have the option to extend it up to four years as wolf folk. So if we don't like it after one year, it gives us an out. If we're happy, we can just continue to extend and not not go out back to >> that's that's a smart way to do it. Okay. >> You know, so things can go wrong. It could go wrong. You know, you just didn't give us good service this year and you're not stuck in a four-year contract.
She didn't send an email out saying I'm going to get fired at BES. Did that not happen with the parents? >> Yeah, it did happen. That's that's that's an issue all of itself, but that's not for here, I don't think. >> So, I don't think anyone's aware that band is going to be eliminated next year for fourth and fifth graders. So, yes, we've gotten no emails cuz I don't think anyone's aware of it. >> So, I have a warped perception of it then from that. I did not realize that was the case. I don't know what you're talking about. I'm sorry. Talk about it offline. Okay. I I think that there are some good points made. I think that I think a key point from this conversation I've been thinking myself about using some cash to add a few things back at BES. I don't think it's a bad idea.
Thank you for the detail, too. Russell, you want to make any comments at this point or >> um No, I think Anna got everything in this room. I do my report. I can wait till I get >> Wait for the end. >> Yep. >> Questions. Comments. >> A good question. >> Sure. >> For the um new grant that you spoke of, do we know the amount yet or? >> Yes. >> The amount um we were allotted $84,000. Is that reflected in the 220,000? >> We did apply some of that grant to the to um to the financials which was still we and we still resulted in a $220,000 loss. It would have been higher if we didn't apply the grant some of the grant funds. >> Oh, already perfect. Thank you. I thought it came after this. >> Anyone else? They move that I would move that the camp board of ed approve the April 2026 financials as presented.
Okay. >> Yeah. >> Thank you. >> Yeah. Uh Sam, >> thanks Jeff. I just want to say thanks to the the whole team. Um I always appreciate you being really innovative about kind of reimagining positions and so forth. Um to the comment about the high school. I think it's a good opportunity and and having being in a high school, I always appreciate, you know, the flexibility of looking at the enrollment numbers and seeing what core classes um are are to be supported. I would just only ask that you know we we kind of and I don't want to say this in a way that kind of pins one subject against another but based on data that we support for example math um more so than you know social studies given given the historical you know data there. So, um, but yeah, I think, you know, allowing the high schools to adjust and to align with the enrollment, um, and graduation requirements.
Throughout high school, Barton has pursued his passions for entrepreneurship and communication, competing in DECA, FBA, and speech and debate, while also founding Rez, redefining entrepreneurs in STEM to empower young innovators. He gained valuable real world experience working at his family's restaurant, China Menu, and further strengthening his business acumen. He's a two-time FBA entrepreneurship state champion, earned second place at the 5A state level in speech and debate for program oral interpretation, and received a DECA ICDC certificate of excellence and achievement, placing him in the top 7% globally in entrepreneurship team decision-making. His hard work has been recognized through several scholarships, including the best and brightest gazette scholarship and the D20 Foundation scholarship, as well as a scholarship from Burger King. Barton is quick to credit his success to the support of his teachers, Mrs. Cornelia, Miss Edy, Mr. Mack, Miss Saunders, Miss Carpoo, and Miss Macintosh, as well as his family and friends.
Ruth is first to participate in classroom discussion in AAM. Ruth is ready to say the AAM vocabulary pronunciations and will help her classmates. Ruth is motivated to learn the Aamnuk and speak it. Ruth Marquez is very disciplined and punctual and she is so proud to see her grow in the author class. Congratulations, Ruth. Um, please welcome Miss Beay Lewis from the intermediate campus. Good evening families. Our first student of the month will be by Dr. Flores. Dr. Flores. Tonight it is my privilege and honor to present to you the fourth grade student of the month. Serea Arinella. Serea was nominated for student of the month for consistently demonstrating responsibility, kindness, and a strong commitment to her learning. She actively participates in class, supports her peers, and models positive behavior every day. Her dedication and positive attitude make her a standout student and a great example to others.
So if you're fixing the HVAC and not the electrical next to it, if you have electrical, you know, the systems work off of each other. And so my thing is is I think fixing them together would be a better long-term solution for so the systems can last longer. And so we're not going back to the community in another 5 10 years and needing to fix both of them now because the one wore on the other more. Um, that's that's my personal opinion and that's based on some conversations I've had. Um, but it's it's really up to you guys. And I think as far as the override, too, the override even had a lot stronger um support than the bond, that was 86% for the 15% rate and 84% for the um 10% rate. And it feels like people feel like if we're going to do it, then we might as well do it at a level to where it's gonna get the job done instead of doing it at a partial level and still be looking to fix things and and have more room to work.
You should be incredibly proud of the path you're carving for yourself. Keep that going because your future is looking brilliant. Congratulations, Camila. MISS HOUSE I am honored to nominate Georgia for my April Colts of the month as she consistently exemplifies exemplifies our school expectations of being kind, safe, and responsible. Georgia is a highly driven student who actively participates in all subject areas, thoughtfully engages in learning, and responds to feedback with maturity by asking meaningful questions for clarification. She takes great pride in being dependable and responsible, demonstrating strong integrity and consistently doing the right thing, whether anyone is watching or not. What sets Georgia apart most is her kind heart. She includes others, offers help without hesitation, and serves as a natural leader among her peers. In her role as teacher assistant, where she leads DMS and leader and me activities, Georgia truly shines by modeling expectations, asking engaging questions, and recognizing others through cults.
All right, so this question was specifically around interim measure two. So the trend continues to look the same where our fall scores higher and then we increasingly decrease our scores or our percent of proficiency. How can we break this trend and what needs are you seeing that are keeping us from getting there? So, to break this pattern, we have to focus not just on growth but accelerated growth, particularly for those students who begin below or near the benchmark. And so, that specifically is around the fact that our students are growing, but because that growth is not fast enough, it looks like decreased scores. So, throughout our work this year, including our coaching cycles, our co-planning and co-teaching with teachers, professional development, and our data meetings, we've identified several consistent instructional needs that are those trends. One is inconsistent tier one core instruction. So, while strong practices do exist, we do not yet see consistent daily implementation of all five components of literacy, including phonemic awareness, phonics, fluency, vocabulary, and comprehension across all classrooms using our core curriculum, one which is Wonders.
And we had the COVID dip but now we are firmly on the rise which leads into our secondary program. Um these are some of our high schools. As you can see, Highland High is our largest program. Band, orchestra, and choir there. And you can see the numbers there. I'm not going to read them to you because I'm sure you have them in your packet. But secondary enrollment is very strong with all of our feeder schools. Our pipelines are strong leading into our high schools. So, early access access with our MEM grant leads to our junior and our junior high and high school feeder programs. We have an amazing music program in GPS. And I thank you for this opportunity to present some great music, to show you some data.
>> Okay. Nice. Thank you. >> You're welcome. >> Thank you. Okay, we have Dr. Perkins. Um, >> I just want to say one thing on that one. Just something just came to my mind. It could go both ways, right? That one year with three-year option, the vendor can actually say, you know what, I don't want I don't want a renewal option. They can do that, right? >> I believe so. But, uh, >> so just want to let you guys know that >> definitely happen. it can backfire. >> Well, that yeah, that's something to keep an eye on, especially with gas prices, but we'll definitely keep an eye on that. And as I said, we still have the relationship with the co-op event. >> So, maintain that. They you have an option and they also have an option to not renew after one year. >> Y Okay.
I get what you're saying in Garland because I I remember the history. Boylston is a totally different picture. Boylston is not saying "What are you doing with the money?" Oh, you said you were going to cut this and then you're adding it back. Oh, we're upset. They don't care. They're saying, "Here's what we have to give you. We literally don't care what you guys manage your own budget." They're saying, "Here you go. This is what we have." So, we took that number and we backed into it and we made decisions on what we were going to cut and what we weren't. I know the goal is to go for a prop two and a half next year. So, the idea of using cash to float things for a year so that we don't decimate our school. There were multiple things that I think are going to be tough next year.