May 12th, 2026 - Governing Board Meeting of Crane Elementary School District No. 13, Yuma, AZ

001conceptual math learning. I understand that completely. I completely, I 100% agree with that, right? But by the fourth grade, we should have done the conceptualized, right? So the mathematics standard for third grade says by the end of third grade, students will know those. By the end of fourth grade, it's memorized by that. It should be memorized by that. Those are the standards. That's where we are headed, right? Okay. So yeah, you're right. That's what we want the kids to do. Unfortunately, humans don't always do what we want and there's a lot of things in there. There's no, I think the goal in pursuing the math fluency with help from tutors would be very helpful. I know that my son struggled in third grade and his teacher, Mrs. Santa Cruz, says he really needs to know

002his math facts. And so at home, because he had me, we worked on math facts until he got them all there. But that's different. Not every... Child has a parent at home who's an educator and something like that. So we did work on it and it was hard and But we got him there. So the idea of having every kid there. It's what we want How we get there over time it's going to take a little time And I do think that this year we've made progress but not as much as we'd like to see So to answer your question, I think we're working on it. I think there's lots of things to do. And again, we're not prohibiting flashcards. That's just one way to get the fluency. Right. I mean, I can appreciate all

003of that. It's just at some point, I think, at what point do we say, okay, we've done this enough, and now we need to start doing this. Right? So because the kids that know it very, very, very well, they conceptualize and they can figure out that it's four columns of four, they're being held back. Right? I think they are. And it was, I remember when my kids were in school and my son was like, I'm just tired of coloring two columns, four columns. I'm tired of circling 16 boxes. And so I just want to get to the point where I can, Get to slower. I can be four times four. All right, we're getting somewhere but That's and I get where you're coming from. There's different rates of learning And that's what whole thing about

004about that I think that's, as I understand, what's attractive about the Amplify curriculum is that differentiation that can happen. Really being able to say, here's a student that has grasped the concept a little quicker than their peers, and here's something that they could work towards along with ST Math and some of the other items that we have. Where those that may need a little bit more assistance, there's also tools and resources for that as well. Is that fair, Jamie? I have a couple thoughts on this, too. So, one, I agree with you, it is. alarming the lack of skills that we see sometimes like back when my husband was coaching basketball the amount of times the high schoolers running the concession stand could not do basic addition and subtraction to give correct change was frequent

005issue like it I wish it was like oh it only happened once no it was all the time right and the other I think there's another factor that plays into this which I think we've already talked about as a goal is the absenteeism piece absolutely because if somebody misses a day right I think the tutors are a huge help right because if you missed a day and you need somebody to walk you through understanding that thing that you missed potentially that's a solution for that right But we know from a chronic eschism point that there are genuinely a lot of students who are missing significant chunks. Right. And unfortunately at our level, right, it's not like you can't, like this kid's in fourth grade. It's not like he can jump in the car and drive

006over here, right? And so if that child is not here, I would venture to say it's probably not the fourth grader's fault, right? But you're right. I think absenteeism is huge, a huge, huge component. I think it is the biggest impact. as I shared with the Centennial Middle Schoolers when they did their project, Citizen must be present to win. I mean, if you want to be successful, you have to be here, and that's the biggest factor is being here. I wish that we were an anomaly with that, but national chronic absenteeism is 25%. I mean, I don't know if it's a societal change. I don't know what's driving that, where people aren't. aren't maintaining those commitments that they once were. I don't know, I wish I could say here's what the challenges are. I'm reading

007a text called The Disengaged Teen, and I wish I could tell you who the author was, but it really talks about that a way that you can battle chronic absenteeism, increase academic achievement, and reduce behavioral issues in schools is all driven around one thing, and that's engagement. So if we can make school engaging, then they're going to want to come to school. They're because they're actively engaged in that learning. They're not going to be behavioral issues and the byproduct of that is greater academic output so really Concentrating on that that has been a focus of our district walking into classrooms Do we see that engagement as well as is that curriculum being taught and I'm not just an engagement from the learning environment I think our schools do a good job sometimes of creating immersive

008types of environments where you're under the sea or you're on on a planet or in space or something like that creating their classroom into that i'm not just talking about that engagement because you could have all of those things and be disengaged with what's happening with with the teacher so not just that immersive experience with an environment of engagement but also that instruction piece so really trying to figure out how can we drive the engagement up so that students are wanting to be there and at the same time because they're wanting to be there they're not behavioral challenges and then their academics also improve. So in terms of the overall piece of goals, that's what we're supposed to be working on, right? Right. Well, that, I think, works in that direction. I think we agree

009that math fluency should be within the goals. Or in general, I would say math and English. Our scores in general, academic performance, we want those to continue to rise. Chronic absenteeism. And I don't know what... goal-wise is realistic for that right because I don't you know it'd be really cool if you can do something that every other school in the country can't do right but you know I'm also not expecting to be a miracle worker right and you know there are lots of challenges to attendance so in that regard I don't know Maybe the goal is more creative solutions to chronic absenteeism, right? Or making sure that we have support mechanisms in place so that when people miss, they can academically catch back up, right? I'm not advocating for this per se, but I will

010say even 10 years ago, parents, maybe before that because Dr. Thompson was here, she would share that parents would call and say, I'm taking my child out early for a dentist appointment. Does that mean they still have perfect attendance? Because parents were so focused on their child having perfect attendance. That was a matter of pride and something that they wanted. Mike, how many calls do you get with that now about perfect attendance? Zero. So I don't know if it's a mind shift that we need to make. I don't know if it's a contest. In meeting with some of the schools, they've created contests internally and having this classroom against this classroom and trying to say, hey, these students were here more than these students and just trying to ignite that competitive fire. Do we want

011to do that school on school? I don't know. uh if i could yeah i think attendance rate is important so if you have like 96 97 attendance about you know about or whatever that is one of the things that happened in the schools even when i before the pandemic was that kids would come to school sick and we and it was just and then they would vomit and we'd have to send them home and so one of the things i think that we have de-emphasized perfect attendance because the kids would come home sick. And now, I remember during COVID, if you had a sniffle, you stayed home. And so the mind, it is a societal mind shift. And then, again, certain parents, we wanted their child tested for certain things, evaluation. And the psychologist said,

012I cannot test your child unless they're here consistently. Oh, but he always has the sniffle. We're not sending kids to school because they have a sniffle is not the same as sending kids to school with a fever And so I think we the schools have reached out and educated parents like it's okay to come if you Have a little cough and all that but just don't come with a full-on fever So there's some of the things that we can do my last thing I will say is I think it's important to keep a goal even if it's Maybe not attainable, but I think it's important to keep it above the horizon and keep a focus on that just so that it's measurable and that we do keep trying our best to reduce the number of

013chronic absentee students. And I appreciate, Dale, your perspective on it ties into engagement, right? Because if kids want to come to school, they're the driving factor. Like, no, Mom, I want to go to school, right? This season, I would be curious to know if in May, if enrollment's really high, but we're doing all kinds of fun stuff, right? Yeah, so like literally, my daughter had a dance performance, didn't get home and in bed till 11, but she's like, no, we're gonna do something really cool tomorrow. Yeah, yeah, she's like, I'm not missing that, right? So like if... If we can not just keep the fun and engaging things until May, but if we can reignite that excitement with our students, because to the point, you know, the fourth graders aren't the ones driving themselves. Like,

014yeah, my car broke, sorry. You know, I had a hard time. the parents and i know we have legally we've got we have recourse and we have you know the the scary letter that we can send home and which is necessary if our students are you know that chronic absenteeism and missing consecutive days like that's that that's a big issue and a concern so we need to continue that but i do like the approach of it being driven through engagement driven through like you said maybe a healthy competition amongst You know, the grade levels, you know, popsicles go a long way. They really do. Pizza, popsicles. Cookies, you know, so. I have a question for whoever. I have a gap in my board service that started when we went out for COVID and just picked

015back up. But statistically, how much of an issue was that or is that ongoing in terms of absenteeism? the pandemic and the results of the pandemic? Pre-pandemic to post-pandemic? Yes, pre-pandemic. After the pandemic, when we came back, it was district-wide around 38%, 39%. We had one of our schools that was at 50%. So put that in perspective. Half of the students were absent at least 10% of the time. You said we're back in school. We came back. And then we dropped some, went back up and dropped again. And like Dale said, it is a national issue. Nationally, it's about 25%. I think mid-year, we were about 24.8%. It was worst after the pandemic, as you said. And we had four of the schools during that year in the 40s, one school at 50. So pre-COVID,

016what was the norm? I think that's the other question, right? It was low. Yeah, it was low. Below 10, right? Didn't you have below 10 for your school? We got under 2%. Okay, yeah. But the other schools were a little bit higher, but not anything lower. But yeah, I think 10, 15% of those. They were all below 15%. Absolutely. What were you doing at 2%, Jamie? What was happening? I think Gowan's demographic is a little bit different because of our parent involvement, to be really honest with you. And so I think that if we really want to get at the heart of absenteeism, we've got to get at the heart of parents' engagement in our schools as much as we can. Because if we, again, like if we can engage the kids, they're going to

017not want to miss. But if we can engage the parents and they know what their kids are going to miss, right? And so I think it all connects together. So, yeah. It was scary to be at 2% though because every year you had to decrease it more. Can Jim hear me? Yeah. I can hear you. Okay. So, Jim, we're in our work session and we're just talking about Dale had asked us for ideas and comments about goals as the team gets together and starts planning. Do you have anything that you would like to throw out or comment on? Well, I talked with Dale the other day before I left, I guess for a period of time. Part of my listening to you guys talking, I think you're, I mean, I didn't pick up this thing,

018didn't open up right away. You were talking about, I think, were you talking about proficiency like in math and stuff? Yes. The first question I'd ask Dale or Mike, is there a statistic that tells us if let's say 25 out of 100 kids are chronically absent. So they're going to probably do worse. The kids that show up every day, do we test their proficiency? Or is there any way to know how they're doing? Yes, we can certainly do that. There's nothing out there that is like a direct statistic from the state. But we can certainly take our data and find that out for you. Well, I mean, I just think that'd be an interesting statistic because maybe instead of 40% proficiency, we might have 45% proficiency of the kids that show up. And the other

019thing, and I've said this many times in math particularly, we are so keyed in to going on a lot of times and the kids haven't got it and we just go on. They didn't get it, and they're probably not going to get it. I'm not a fond believer in, well, it's the 40th day of school. We should be on this page. I don't believe in that at all. Because if you don't learn, I don't even know how to turn my phone off. Did you lose me? We lost you now. We can hear you. For a second. 40th day of school was what we heard. Yeah, I got, oh, no. Yeah, you know, I don't think on a 40th day we should be locked into being on a certain page in math or history or whatever

020because if the majority of the kids haven't gotten it. And obviously when you're at 40% proficiency, the majority of the kids haven't gotten it. I don't know why we go to the next thing. That just doesn't make sense to me. If you were coaching a sport, you know, I use this analogy a lot. If you were coaching a sport, you wouldn't go on to the next sophisticated play when the kid doesn't know how to set a screen. I mean, we're not doing it. And I don't know why we do that. I mean, I don't know why we're so locked into curriculum, whatever you call it, mapping or whatever. I mean, we've got to cover this stuff, but if we're just covering everything to cover it, obviously that's not working. And that's just an idea. Okay,

021Jim, yeah, we can do that study to see what the proficiency rate. is for the students who are not chronically absent versus those that are, we can do that internally. MIKE BOYLE- Yeah, and I just want to add that I have done that in the past. I haven't done it recently, because what I find when I do it is it basically comes out just like you said. Kids that are here do better than kids that aren't here. MIKE BOYLE- Of course. MIKE BOYLE- But if you want to know that number now, I can certainly, with the new test data coming in, it's perfect time to get that number for you back again. MIKE BOYLE- Well, Mike, I don't want you to do all that work, but I just want to know the kids that are

022there regularly. If we just tested their proficiency. How much higher is their proficiency than when we test all of them, whether they show up or not? Well, we test everybody, so we could just do a statistical run. It's not hard. And I'm happy to do that, and I can get you that number. We'll wait for the state test results to come back. I think third grade comes back Friday. The rest of them will be back by the end of May, and then we'll take our end-of-the-year chronic absentee rate for each kid. and whether they're proficient or not and then we'll just break it down and we'll have that number for you by you know mid-june or so i kind of understood and maybe i didn't get it clearly um absenteeism is not shrinking is it

023it's not shrinking so actually i like that point about the data because i kind of think separate from just sharing it from us if that's that's potentially information that we can use I think to support the parent education piece of saying hey you want your kids to do well in school we want to prepare your kids to be to do well in life right and this is what happens right when you take them out for a whole day because they've got a one o'clock appointment right or you keep them home because they threw a tantrum in the morning right they miss a lot and it genuinely has an impact on their preparation for life, right? And so I think it's great data potentially and I think it should maybe be shared outside of just us

024and used as part of a potential campaign. It must be present to win. That's the title. I'm happy to do the test and I will refer to our wonderful media people out there to put it together to share with the public. The other piece I will kind of say in terms of the absenteeism, because this is something I've seen working in mental health, that the parents that I dealt with 12 years ago when I first graduated. are astoundingly different from the parents that I deal with today. Oh, I don't doubt that. In that they're much more understanding, they're much more thoughtful, they're much more empathetic and supportive of their children. But I think, as we know, this pendulum swing happens, right? So we had this swing over here where there was, I would say, a

025lack of understanding of mental health and emotional well-being and social emotional learning, right? we swung a little too far the other way where we're too understanding, right? I feel weird saying that as the mental health person on the panel, right? But I think there's a really big difference in terms of what you talk about with your therapist and your parent at home and what affects your performance at school, right? And where that line gets drawn. And I think what we see right now is a lot of parents, because they're over here, are saying, well, my kid's anxious. I don't want to make him go to school, right? And so... Kid misses a week of school because they had one bad day and the parent wants to wait till they can get in with the doc

026or the therapist before they bring him back right and it's not It's not helping them and it's not helping us right and so I don't know what the solution to that is, but I do think There's something in here about how we Can we influence that pendulum back a little towards the middle right because it's awesome to be understanding but you know when you're taking It's cool that mental health days are a more acceptable thing, but taking a mental health day once a week is going to get you fired from your job. And that's, frankly, kind of where we're at. So I don't really have a solution for that, but I think in terms of goals, looking at some of those things, how can we influence parents? differentiate that for them. I like the awareness.

027I like the data piece and tying those together and then developing through a forum or I have some ideas for some 60 or 90 second clips where we could also talk about that and do all of those together. I really like that. Just bringing that awareness to Parents primarily or community in general and saying here's here's how your child can be successful. They need to be in school We need your help to support that so the students that routinely come to school they outperform those who aren't here So I almost and I bet you could find this I would be shocked if the data is different You could probably find data on the emotional well-being of students who come to school, and I think that's another piece where We don't like our kids to experience

028challenges, but they're an important part of development. Yeah, to that end, we used to have a panorama survey, which was wonderful, but it got discontinued for several reasons. But that was perfect data that we did use for a few years on people's state, students' state of mental comfort, I guess we would call it. I don't think we had, it was not a, it was a research-based study. And we had the data, and it was very much aligned to what you're saying, is that the more adjusted somebody is, the better off they get academically. It's not supply. I'm curious to know, when you graduated 20 or 12 years ago, sorry, when you were looking and you had patients and the whole younger generation, how have your clientele... increase like more people are hypersensitive now than they

029were? So I would say the number one most commonly diagnosed mental health condition is anxiety and I would say that has not always been that way and that is very much where things are at right now. Is that because and I'm asking because I don't know. Is that because we don't, I think a lot of, that failure is so frowned upon. Like, we don't want you to fail, and then all of a sudden they fail, and they don't know how to respond to it. So I would almost argue the opposite is the problem that we're dealing with right now. So you had, so the patients that I saw when I first started working, their parents were Gen X. They still kind of have this mentality of like, do you work, right? They're moving towards being

030more open to mental health, but they weren't there, right? And so they were less emotionally supportive of their children, right? But they were also on top of their kids, right? And when you switch, as a millennial, I think I can talk about my generation. When I switch to most of the parents that I deal with right now are millennials, you have millennials who were largely raised by boomers or Gen X, often were not very emotionally aware. They were shamed if they did not perform well, right? And they don't want their kids to feel that same way. And so they are overly accepting of their children and don't push them because they're afraid of having the same things that they had. Guys, we've only got like 30 more minutes. Can we shift back to the goals?

031That is a goal, isn't it? Social emotional wellness. Trying to figure out how to address it. Well, Marcos? Yeah. I agree with you about failure. Why are we afraid to let kids fail? I mean, don't make such a big deal. You fail, you get up and do it again. I mean, but we want every kid, it's like getting a participation trophy. You go to school, you get something. You don't always get something because you're there. And I'm not against failure. So I'm going to shift gears. I understand that our special education population is our biggest growing number. Increasing. And I'd like for us to have, I'm sure we will and do, but I'd like for us to have a goal around not only how we can support our students and what does that look like,

032but also supporting our students and our paraprofessionals. I know that that is a... difficult job. It's a job that requires a lot of skill set and traits and just for us to think about how we can continue to move forward in order to increase retention truly of that staff. So I would like a goal around that. The other one that we haven't talked about that I think we all agree is a priority is the dropping enrollment issue. We've talked a lot about that in terms of working towards creative solutions to that. And I think some of these things that we're talking about are also in line with that. How can we demonstrate that coming to school is good, that public schools have something meaningful to offer, and you should come. So, yeah, I don't know

033how we plan to address that. We've had many conversations about it, I think, as a group individually. But I think that should be one of the goals, for sure. We can definitely have something around that. There are initiatives that we're working through now and expanding accessibility, looking at what that might look like as a way to improve enrollment. So we can definitely have something that is driven to that piece there, what we can do to counter the trend that we're experiencing currently. I think you're saying you're going to call it ponder more or something. Dale, to Audrey's point of our time becoming shorter, are there particular things that you would like to hear from us about rather than just general? Thank you, Brenna. I think in addition to those and the great conversation and good

034topics, I think I want to continue to have the emphasis on school safety and the security programs that we have. I believe that parents are looking for... high quality academic opportunities and a safe learning environment and a culture that is also safe for them. And so that would be something that we would look at doing. I think being more embedded in the community, that's something that I'm wanting to do. Having advisory committees or councils in some way, having that partnership with the business community where the business community can also be advocates for our school district too. By engaging with them they hired somebody we don't know where to go to school pick a crane school. They're all good We know that and so I think those types of things also Also being out Donuts with

035Dale pancakes with ponder whatever the right terminology is but being out in the community and embedded not waiting for them to come to the district office or wanting to schedule an appointment with me, but having kind of quote office hours and places around the community as people are making their commutes or getting their coffee in the morning maybe from seven to eight i'm at sunkist or i'm at desert buzz or whatever the new westland office is called and so just being involved in those areas so that when people are coming in while they're waiting to be served i can answer their questions about the district share what we're doing hear their concerns that type of So really driving around that community of all that peace. This is something that we did back when Bob was

036superintendent, and I haven't heard any similar type of activity, but we had a group that met once a month with a representative from... each school also from the different, like HR, I mean there was a group of about 15 of us, I was the rep for the board for one, but we kind of each represented our group and we got together. when, afternoon in my third, and talked about the concerns that are on our campus and, you know, celebrations as well. But I think that was, I don't know whatever happened to that group, but at the time it seemed to be pretty effective. As far as I'm concerned. The feedback was, can we stop doing this? The feedback that we got, but it was a great mechanism where we were able to hear directly from

037them on those concerns and not waiting until an issue happened. We did class size studies, we did compensation, how do we address counselors and mental health and social emotional. So there were topics that we heard from them, came back and reported on. But yeah, those types of things of what I'm thinking of developing that maybe a student advisory, a community advisory, a staff advisory. Yeah, but I mean obviously the danger is that it becomes a great session and that's not what we want to do. We want to be productive. I think the stuff that you put down on the pamphlet when you were being interviewed was all that. that blue pamphlet that you gave us, you know, you kind of went over a lot of that stuff, but I think that all of that, those

038were really good points that you were trying to do. definitely continue on those we will have many more than what you've identified and yeah we'll continue to someone once said as good as we are we can always get better and so I'll say as great as we are we can only get greater I'm rebranding that but yes we want that that continuous improvement that forward progress and so take what we learned today apply it to yesterday be better tomorrow type of thing that's that's what we're wanting to do so There'll be things that we will present that are full scale, like what you're accustomed to seeing now. So, in specific, maybe in transportation and HR, facilities, safety and security, procurement. So, all the different areas, as well as students' academic improvements and the school's involvement

039with the community. So, all those things we'll continue to focus on as well, keeping what you've also shared in mind as we develop our overall objectives. Does anyone on this particular topic have anything else they'd like to say to the group? I just have one additional thing. It's related to what we've already talked about, but it's an added piece of it. So I think related to dropping enrollment, related to growing ESS population, we're continuously being asked to do more with less. And so what is our sustainability plan, right? How do we plan to continue to be great and even be greater, right, when we're constantly asking to do more with less? Yeah. Six years ago when I got on the board, the two of them were not very politically active. It's a lot different now.

040So Dale got out of his shell, and when I get him in front of politicians, we know something that he does extremely well. and he turns a lot of light bulbs in people's heads. And so I'm thinking he's gonna continue doing that and I'll get him in front of the people that he needs to see and I think that has actually helped. We've killed some really bad bills. We don't need to get into it but we've killed some really, really, really bad bills and we've killed it like at the 11th hour, like 11 o'clock at night, we killed this bill. I think you bring up a really good point and I think he's up to that task in fighting for us up there. I would maintain the legislative advocacy we have today. I would want

041to continue to demonstrate to our elected officials that... What may be happening in other school districts that's negative likely isn't happening here and developing those relationships and writing them into our schools So when they are at the Capitol and they're hearing here's what's happening in school district So it's happening everywhere. They can stand up and say that's not happening at crane I've been there, but that's not what's occurring in that district and at the same time being able to share Here's here's what we're asked to do. So we are doing We're not where we want to be and I recognize that but still a high-performing school district within our community and across the state with limited resources So imagine what we could do if we had more resources And we don't have some of the

042luxuries that I'll say that the state's able to do that It feels like this is Dale talking that's not reflecting the board the district or anything else. It feels that sometimes the state negates their constitutional and legal obligation for things that are nice to have. We don't have that luxury. There are things that we have to do, otherwise we are penalized and financially penalized if we don't do certain things. So we don't have the same luxuries that the state has, and so that creates a lot of challenges when it comes to getting the funding that we need. But yeah, legislative advocacy will continue to be a focus. We have about 10 minutes left and I think everybody would agree it's probably not enough time to get into our other items. So you'll just give us

043some direction about how we want to get into that or when. We can read. So policy says it just has to be done by September 30th. So we could do a review in August of the... Proposed evaluation instrument if we elect to keep what we have that's fine. We could vote at that meeting or vote again in September so there is time for us to Review the evaluation Thank you. Okay. We're going to take a break until 5 o'clock and then we'll reconvene We like to have our audience members sign in if we possibly can and there's so many people seated that that might be awkward so maybe maybe somebody in the back could grab the Tablet up there and just pass it around so that we could get somewhat of a record of who's

044here So I will take a break and we'll see you in just a few minutes. Okay. Can you hear me now? Everyone can hear All right, we have called the meeting to order earlier for a work session that we had. We are going back into an open session now, and I would like to ask you to join me with the Pledge of Allegiance and a moment of silence. We're going to begin with agenda item 4.1. This is a consideration to convene public hearing related to the fiscal year 2026 revised expenditure budget. The purpose of this hearing is to provide members of the public with an opportunity for questions and discussions of the revised expenditure budget for the 2526 fiscal year. Arizona revised statute 15-905 requires school districts to make all revisions. that may result in

045a decrease in budget limits and that districts may make any of the described revisions that result in an increase in budget limits. The purpose of this hearing is to provide members of the public with an opportunity for questions and discussion of the district's revised maintenance and operations and district additional assistance fund budgets for the 2025-26 fiscal year. This is Jennifer Bosch, Director of Finance, will present information regarding the 2025-26 revised expenditure budget, and the Governing Board will provide an opportunity for public comment following the presentation. The President shall entertain a motion to convene the public hearing for the purposes as presented, calling for questions and discussions regarding the 2025-26 revised expenditure budget. Is there a motion? So moved. It's been moved and seconded by Kelly. All in favor? Aye. That has been approved. We'll turn

046it over to Jenna. Good evening, Madam President, members of the board, and community. Tonight I'm going to go over the revised expenditure budget that we have for the current 25-26 year. So the court is with ASRS 15905. School districts have until May 15th to revise their budget. And budgets also must require a public hearing to go along with that. So I'm going to go through some of the differences from the beginning of the school year to our current and final revised budget. This first slide is our maintenance and operations funds. So this includes salaries and benefits, supply, services, travel, repairs, utilities, etc. It's broken down by regular education, special ed, transportation, and K-3. So we, as you can see overall, we have an increase of $1.6 million. We did do an allocation from our district

047additional assistance to help prepay our workers comp for next school year as well as the 14% health increase that we're having for the next school year as well. So we did an allocation change for that. The special ed increase by almost $1 million, transportation $277, and then our K-3 reading program where we fund seven K-3 reading teachers in that program. was increased by about $106,000. The capital funds, so this is our furniture, technology, equipment, vehicles. This was an overall decrease of $589,000. We did, like I mentioned, the transfer of, or the allocation change of the $1 million from district additional assistance. So we saw... An additional allocation for unrestricted capital that you see on the $1 million difference, but we have got additional funding for that. So it's $592,000 less under that category. We had

048additional budget balance carry forward under our capital fundings. We were able to increase that amount. Adjacent ways, about $2,900 increase. And then our building renewal grant, which is our school facilities board, Pat St. Even, as well as our bond building fund. And just something to note, that our fund 611, that's our capital override funding, our $1.5 million, and that is set to expire on June 30th. So that's where we're having to kind of move things and adjust things a little bit to account for that. The classroom site fund, we had a slight increase on this due to some of the student counts that's tied to this funding. So we saw an increase of $135,000 under the classroom site. The special project funds, this is our federal, state, and food service funds. An increase of about

049$3.8 million. So originally in the beginning of the year we weren't sure on some of the allocations that we were going to get if there was any budget cuts. And so that's why there's an alert increase in that. Under the state grants, the state no longer accounts for the results-based funding formula, and we have funding that we are able to use under that category, so that wasn't included in the state grants in the beginning. We have to add that ourselves into that budget, so that's a portion of the state grant changes. And then the food service funding, the additional revenue that has come in for food service as well. This is just a visual of those total expenditures by fund. So overall, the maintenance and operations, this is the bulk of where our salaries and

050benefits comes from, and that is 44.11% of our budget is under maintenance and operations. Again, also that includes our travel, all of our other non-capital items. Classroom site fund accounts for 11.14% of our total expenditures, our total budget. And then... under certificate capital 8% and then the other category is categories like our tax credit donations, indirect costs, the building renewal grant fund, employee insurance, and a few others that are under that category. So in summary the overall changes just our ABM membership from the beginning of the year until the end of the year, the revenue control limit from the prior year amounts. We didn't have one time additional funding allocations, the state aid supplement for Prop 123. We had one time additional assistance, district additional assistance funding allocation that we were able to add, and

051then the free and reduced price lunch. You hungry? Because guess what? Jim, can you mute yourself, please? We were able to account for the budget balance carried forward from the prior year and then we take what our estimates are at the beginning of the budget and then we take and adjust it for what the actual expenditures are at the end of the school year and that's where we see the variance in the budgets. If you want to view more information, we do have the information on our website at crane schools at org backslash business Thank you, does anyone have any questions or comments for Jennifer I have none No, doesn't sound like it Jim Jim. Do you have a question or comment for Jennifer? Say that's you know, okay. Thank you very much Next we

052have agenda item four. Madam President, if you would allow the public comment piece. I'm sorry. Okay. Is there anyone present who would like to comment or question the report that we've just heard? Nope. There being none. Okay. Thank you. Sorry about that. Yes, I would like to entertain a motion to adjourn the public hearing related to the 2526 revised expenditure budget and return to the regular session. Is there a motion? So moved. I second. Okay, it's been moved and seconded. All in favor? Aye. Opposed? That motion carries. Okay, we are back into regular session. Can people in the back of the room hear me? No? Not very well is that better just go right there, okay? Next we're going to move on to agenda item five. This is student and staff community presentations and recognitions.

053First of all, it's great to see so many of you out there. We appreciate your coming to our meeting and we will move through these. I'm going to ask the board members to please come up in front so that we can hand out certificates. And we will begin by agenda item 5.1, which is the recognition of Southern Arizona Research, Science, and Engineering Foundation, SARCEFT Fair winners. So as I name the students, if you'll come up, get your certificate, shake the hands of the board members, but please stay up here so we can get a photo afterwards. Starting off, Elsie Figueroa Orozco, second place. Eshaan Nathan, Naval Science Award, and this is a pretty cool award, listen to this one, the Nerd Night Award for Epic Science Communication. Way to go. Jay Chandra, third place. Porter

054Frank, third place. Sophie Randolph, first place. Taylor Tu, first place. And Winston Randolph, third place. Next are the Arizona Science and Engineering Fair winners, Eshaan Nathan for Broadcom Coding with Commitment Award, and Jay Chandra, who's also up here already, for the Thermo Fisher Junior Innovators Challenge Award. Let's give all of these a round of applause. Parents, if you'd like to come get photos, please feel free to do so now. Thank you, boys and girls. You can be seated. The next thing that we're going to do is recognize the sixth grade soccer champions from Salida del Sol, and this is what's really neat. It's the second year in a row that Salida del Sol took the sixth grade soccer championship, so congratulations to you. Again, same thing. If you will come up, get your certificate, but

055stay up here and don't go sit down yet so we get your picture. Starting off with Dylan Grajada. Eden Armenta. Noah Rodriguez. Do I have the right list? Coach, give me a thumbs up, we're good. Samuel Martinez. Yuriel Rojas. Oscar Melendez. Linda Orozco. Hey, Linda! Robin Saldana. Excel Ibarra. Louis Carlos. Alisa Aragon. Angel Torres. Jacob Redon. Rodrigo Velez, Luis Lopez Ramirez, Ian Holguin Reyna, Jayden Joya, Isaac Lucio, Sol Andrade, Francisco Felix, Giovanni Valenzuela, Aiden Castaneda, Josue Areola We also have Soshi Moreno and Derek Teresas. And Coach, if you'll come up here with that humongous trophy. And parents, please come up for photos. Congratulations, Solita del Sol. You can be seated. We'll see if they get three years in a row next year. Next, Mr. Tyree, if you'll give me a thumbs up if your team's

056here. Not yet? Not yet? We will revisit that later We're gonna come back for seventh grade boys Basketball because the whole team's not here and then we'll go on to the next thing Board members my apologies I'm sorry, our adults in the audience that have gone through a two-year cohort for the Crane Leadership Academy. You are next. So we would like to recognize these employees that have committed two years. We meet monthly, and it's people that are interested in some type of a leadership position. So as I call your name, if you'll please come up, just like the students, if you will please stay so that we can get photos. Starting off with Brittany Bash. Casey Yu. Crystal Trueluck. Erica Johnson Itzel Silva Jasmine Richardson Jen Burgett Jessica Cantu Joey McCabe Kathy Santa Cruz Maria

057Hernandez Marybelle Dupuy Montserrat Munoz Let's give a big round of applause and if you'll please stay up here for photos. We might have some of you come to this side of the board if we could split, if a few of you could come over here that'd be great. Oh, you guys are horrible. Wait board members let's check real quick. Mr. Tyree still waiting? Mr. Tyree? We're okay to go? All right. We are now moving on to the seventh grade championship for basketball from Crane Middle School. Those athletes just came from another game. So again, we will call your name if you'll come up and please stay here so that we can get pictures afterwards. Starting off with Isaac Poma. Next is Michael Martinez. Ezequiel Martinez. Okay, if none of you show up, we're going to

058do it again. Esteban Arriaga. Yay, Esteban! Kayden Hayes. Julian Zepeda. Julius Jones. Jeremiah Guerrero. Last but not least, Giovanni Nonia. Parents, please feel free to come up and get pictures. Parents, thank you for bringing your children. You're welcome to stay for the rest of the meeting, or if you'd like to leave now, you can do that. It's your choice. Thank you all so much. And if you have received the recognition that you were here for, please feel free to leave. You're welcome to stay. We know it's kind of crowded and dinner's coming sooner rather than later, hopefully. So I'm going to move on to agenda item 5.5, and this is recognition of Project Citizen Team from Centennial Middle School. Thank you members of the board. Thank you for having us This is the first year

059that Centennial has participated in project citizen which is a program that is sponsored by the Arizona Bar Foundation and so I am going to turn it over to Rachel Baker who was the ELA teacher that Got this going and did marvelously Good evening. As many of you already know, I don't speak in front of my students. My students do just talking. So all I'm going to do is to pass it over to my team leaders here. They did an outstanding job. Everybody that knows me know I want to be a grandmother. I'm not one yet. So these are my grandkids. And so I'm going to introduce my grandkids here. I have our speaker. Mr. David Ortega and he's going to tell you about Project Citizen and how we did. Hi, good afternoon. My name is

060David Ortega. I'm in middle school and part of Ms. Baker's second period class. And I'm going to be talking to you guys about Project Citizen, about the law ARS 15803. So basically this law states that if you miss 500 excuse days of school or 10% of days of school, you're marked to bitch and be true. And so basically, we don't think that's right because it's punishing the students and the parents. You don't know what's going on in other kids' houses. They could be going through family problems. Some kids could be almost broke. So we're trying to change that so it's more so it's always a more supportive system. So instead of giving $500 fines in the court date, maybe a little talk at school. Maybe we can have some absenteeism counselor. Maybe we can have

061the principal pull them aside and talk to them. Say, hey, what's going on at home? So instead of punishing them, we want to make them feel welcomed. Because who would want to be punished for not going to school? And honestly, it doesn't really make sense to get punished for not being at school. So, this is like, so, Project Citizen started because we had a walkout at school. It was a group of eighth graders that decided to walk out the school, sneak out during lunch. So, Ms. Baker really brought it to our attention, and we really started thinking like solutions, like, you know, maybe instead of doing this, we could do this. So, Ms. Baker went in, she did her research, and she found Project Citizen. While we were looking at the laws on Arizona.state laws,

062we found out, well, we came across the law, ARS 15803. And we all came to an agreement that, you know, it's not right what they're doing. They're punishing them for the wrong, and they're not really punishing them for anything good. So that's why we're here to change it. And we hope to change not just the community rules or the community laws, but state laws and maybe even nationwide laws. Thank you. I would now like to turn it over to my teammate Benjamin. My group was developing the public policy, and we're working on finding a new way to change RS-15-803 so it helps students instead of punishing them for something they can't control. As the students were punished for missing school, some people have to miss school for issues such as transportation issues or having to

063take care of the younger sibling or the parent that's at work. And this law, ARS 15803, this gives them a punishment for what they did. And we didn't think it was right because if, like, for example, our teammate David Hurtado, sometimes he has transportation issues and he can't get to school. So we want to fix it so if he can't get to school, he won't get a job. So our suggestion was to, before the law could punish anyone, we could make it so it could help them such as working with transportation companies like YCAT to help students get to school or if they can't we could help them with health problems or other things. And that is it. And I'd like to turn it over back to my teammate David. So to finish my part,

064I would like to give a huge thank you to all of the Korean District because you guys gave us the chance to go really show who we are at the state project. And, you know, it's very amazing that you guys actually put the funds for us to go up there. You guys didn't have to give us the funds. You guys could have just left it right there. I know you guys actually took your time and you guys actually put in the funds. So I would like to give a huge thank you to you guys. And this is my speech to you guys. We are here tonight representing Mrs. Baker's second period class. Before we begin, we want to extend our sincerest gratitude to this board and the Crane District. Your belief in us provided the

065opportunity to compete at the state level, and we are honored to represent the Crane community. Through our Project Citizen research into ARS 15803, we have identified a barrier to student success. Current students see laws as punitive, validative, and punitive. Instead of addressing the why behind an empty chair, such as family instability, The law focuses on penalties that further marginalize families. Furthermore, the administrative burden is overwhelming the numbers are staggering and our registrars simply don't have enough time to investigate the root causes of these absences. We believe our community thrives when we leave with support, not just check boxes. We are asking for the board's assistance in advocating for a change to ARS 15803. We want to shift the focus toward identifying and solving hurdles before they reach the court. Please join us in signaling to

066the state that C.R.A.N.E. stands for Restorative Solutions that Keep Students and Class and Families Supported. By evolving this law, we ensure that every student, family, and district has the chance to truly thrive. Thank you for your time, and thank you again for helping us get the state. Thank you for your time. And that is it. Thank you. One quick question. Could you talk about how you did it state we know you went but Were there places like how'd you doing the competition my understanding is it was a competition We're in the second one's called so maybe we're about like second place. Won't put it off but you know it's still an achievement for our first year and this is what we got out of it. I just wanted to make a quick comment to David

067and Mrs. Baker and the whole team. You guys had no way of being aware of this, but we had a work session earlier to set goals for next year. And one of the goals that we're going to be working on is solving the absentee problem. in our public schools. So we're gonna be looking up that statue, if you can believe that. And I just wanted to say that we may be drawing up contracts so that you can be consultants to work with the board. No, I think it's such a valid issue and I really give you guys a lot of credit for identifying this as something that needs to happen and that we can all work together to make happen. So thank you so much, all of you guys, for your work on this. Congratulations.

068And Mrs. Baker, I would like to say thank you so much for encouraging your students and helping them find their own voice. I'd like to say to David, you have a future in public speaking. It is very difficult, sir, just to go off the top of your head and memorize that. That is no small feat. I speak a lot, and I don't even do that. So kudos to you, and kudos to you too, Benjamin. It takes a lot of heart to get up there and speak in front of a bunch of adults you don't know. So congratulations. Thank you. Sure. Would you all please come up to the front to have your photo taken? And Mrs. Baker, too. Yeah. Yes, Mrs. Baker. And Ms. Hurd. Thank you. Okay, there's lots of room if those of

069you who are standing would like to have a seat please do. We're gonna move on to agenda, excuse me, 5.6, yes, 5.6, presentation by Mesquite Elementary School. Good afternoon board members, distinguished audience. Thank you for giving us this time and opportunity to share a little bit about Mesquite Special Area and 21st Century Programs. Today we want to highlight some of the things that is truly at the heart of Mesquite and that is our commitment to supporting the whole child through our music, art, physical education library and 21st century program so at this time each of our teachers are going to highlight what they are teaching our students and how they enrich them and so we are going to begin with music with Miss Trump Good evening everyone. My name is Marissa Trom and I teach

070K-6 general music for Mesquite. In my music classroom, students build confidence not only by singing, performing, and expressing their ideas in a supportive environment where it is okay to make mistakes. Music also teaches collaboration as students work together through group singing, movement in instruments, and ensemble activities. In addition, learning rhythm, melody, song lyrics helps to strengthen and connect to language development. Also, during the year, my students prepare two concerts. One at wintertime with my first through fourth graders, and our kinders are currently preparing a crayon-themed end-of-the-year celebration concert. Good afternoon. My name is Suzanne Guzman and I teach art at Mesquite Elementary School. In my classroom, I teach students a variety of art techniques and creative skills that encourage self-expression, imagination, and confidence. Students explore different forms of art such as the elements, various artists,

071and cultural art styles. Students then create their own projects inspired by those artists. Trying new techniques, experimenting with materials, and learning from our mistakes teaches students that growth often comes through trial and error. This year, our students created their own decorations for their end-of-the-year concert, which followed a cram. Hello, and good afternoon, almost evening. My name is Charlotte McVitis, and I'm... the library specialist at Mesquite Elementary. One of the greatest stories of my role is fostering a love of reading by reading aloud to students and helping them discover the excitement and power of books. For example, the I Survived series has become an all-time favorite among our students, especially I Survived the Sinking of the Titanic. This novel sparked tremendous curiosity about the historical event and inspired many students to seek out additional information. texts

072to learn more about the tragedy and the people involved. Experiences like these help students realize that reading about history can be both engaging and meaningful while also encouraging them to become lifelong learners and independent readers. In addition to promoting literacy, our library also supports the social and emotional growth of students. Each week our counselor, Ms. Calcio, and I collaborate to teach social-emotional learning lessons that focus on empathy, kindness, and positive character development. At Mesquite, our motto, we are better together, is woven into everything we do. One example of this is our kindness tree, where students leave handprints as a symbol of their commitment to demonstrating kindness, respect, and positive behavior toward one another each and every day. Thank you. Hello, my name is Willie Harrington and I'm the physical education teacher at Mesquite. Physical education

073plays a meaningful role in shaping how students interact with others, manage themselves, and build routines that support learning across all subjects. Together, teamwork, self-regulation, and healthy habits create a foundation for academic success. Students who can cooperate with others, manage their behavior, and maintain physical well-being are better prepared to engage, focus, and succeed in school. I'm Amber Barker and this is Penny Tozer and we are the 21st Century Coordinators at Mesquite Elementary. Our 21st Century program is committed to providing students an enriching opportunity that encourages creativity, self-expression, and hands-on learning through the arts. We believe the arts play an important role in helping students build confidence, teamwork, communication skills, and imagination while creating fun and supportive environment where every child can succeed. One of the highlights of our arts program was participation in the Monster Madness

074Art Contest. Our students worked hard to create imaginative and original artwork and We are incredibly proud to share that one of our students won the red prize. Her artwork was selected to appear on the cover, showcasing the incredible talent and creativity that our students bring to the program. The success of our students reflects the dedication of our staff and the support of our families, the importance of providing meaningful artistic opportunities. Through our 21st century program, we continue to inspire creativity, encourage self-expression, and help students grow both academically and personally through the arts. Any questions for anybody? I just would like to say I'm always amazed at how our... Staff is able to stretch themselves to fit the box that they have to fit in. I have some other comments I want to make a little

075bit later, but I just teaching isn't just showing up in the classroom. It's putting your Thinking cap on and coming up with creative ways to entertain our kids and help them grow. So we appreciate so much everything that you all do Thank you. I like it. Some of our kids don't perform academically, but through the arts, they really shine. So we are lucky to have you. Can I have the puppy one? The puppy? The magic puppy? Oh, the cover? Okay, we'll get that to you. It'll go up in my office. Next year we can give a prize to the winning one and then it gets to hang in my office for a year. There you go. There you go. You heard it here. Thank you. Oh, you guys. I'm sorry. Okay. Let's go. They said

076we don't have to take a picture, do we? I said no. It's a track and field day today. If you're wondering why we left the lights on. Of course, smell all the way. Keep the one in front of you. All right and under this agenda item we have our final item here this is agenda item 5.7 presentation by school nutrition department Yeah, that was when she was three. She's almost five next month. She's almost five next month? So she's almost five. Almost five. Almost five. Not yet. Not yet. Not yet. All right. Well, good afternoon, members of the board. My name is Gideon Mendoza, and I'm the breakfast nutrition. And with me, I have Jose Guerrero, and he's our menu specialist. So he will be helping me today with our presentation. Some of you may

077or may not recall last year I presented on our implementation of the backup house which is it used to be called Titan but now it's called Link. It was essentially the system that we will be using moving forward to essentially centralize all our just menu planning. inventory, forecasting, just different areas that our department, we felt that were needed to be centralized and there was a lot of manual processes that needed to be corrected. So that was last year we implemented this effect of July 1st. So we're just giving an update on what the implementation looks like. We'll be going over three components of the key internal controls that were straightened during this implementation. The first portion will be the menu planning and the forecasting protocols and that will be Jose going over that topic. I

078want to start off first by giving a brief explanation of what makes a meal reimbursable. So the menu for the district is planned in accordance with USDA guidelines. I have the meal patterns here on your left. You can see There's a meal pattern for lunch and the meal pattern requires us to offer five components on lunch. Those five being the meat or meat alternate, the grain, the fruit, the vegetable, and the milk. And then if you see at the top over there, we have two options for serving. So we could do serve only, which would be that every student is required to take at least five components during lunch. And then the other serving option is offer versus serve, which is, that is the option that our school is currently operating under. So under this

079option, the students are only required to take three components of the line, but one of those components has to be at least half a cup of fruit or a vegetable. And then we have salad bars at each of our schools, and that helps us with fulfilling that requirement. So additionally, if you look up towards the middle of the page, we have to meet different requirements for vegetable subgroups as well. So during the week, we have to offer all five different vegetable subgroups, and these subgroups are the dark green vegetable, right orange vegetable, a bean slash lentil vegetable, a starchy vegetable, or another vegetable should be like a cabbage or like a celery, something that falls in the food. Do you guys consider beans as vegetables? Yes, we consider it as a bean and as a

080meat. Very nice. I learned something today. I thought I was the vegetable guy. So they thought they were vegans. On the right side of the screen, you're going to see a table that says dietary specifications. So these are basically your calories, saturated fat, and sodium. these are like the areas we want to meet at some of those but it's a spectrum it's a minimum and a maximum so we have to just stay within there and these are weekly requirements so it takes an average out of five days that we serve and then that averages what you're supposed to as you can see there's a lot of regulations that we have to follow when planning a meeting so the good thing about link fortunately it helps us with that drastically you know it has well here

081on the left side we have the nutritional analysis and this is where we have those calories such as the fat and sodium we're carrying this there so we see on the green is the weekly actual so that's at what our actual weekly average is at and then right next to it is the weekly target so it tells us where we're aiming at what our target is so it's highlighted green that means we're good right and then on the right side i have a picture of the meal pattern and that also you know has all the meat well it has the fat components the meat the grain the fruit vegetable and milk and then we have the actual targets because we're trying to see how much we have like for that day we have targets to

082meet every day as well as weekly targets and then we have our weekly actual which is what we actually have planned for that week and then the weekly target will be that target that we're hoping to And so the good thing about Link is that just having these on the planning page, which I'll show after this. Over here, you can see. And it's a little small, so sorry about that. But on the left side, we have nutrition analysis and meal plan. Sorry, meal plan that I mentioned. And then on the right side, we have So on the top we have a weekly calendar, month from Monday through Friday. And then you'll notice that they each have a check mark at the top of every check mark. That means that the menu for that day is

083menu apartments. And then at the bottom of that we'll see all the menu items that we input. So we'll put whatever menu items we're serving that day, and they're all separated by fruit, vegetable, or milk. We are planning how many servings. This is where that goes and then we also have serving sizes in case you know like sometimes we have to like either increase like a vegetable serving or something like we have a couple of workforce cups so we can do that here as well. And then at the bottom we also have a magnifying glass which is a search option there, a search bar where we get to like just search up anything there. I can add any menu item like really quick. It's really efficient, time efficient really. The previous system we used to

084have before this was a lot slower than that. It would take us over multiple pages in order to add an item to the menu. So that would take a lot of time and the system is also very slow. It will take forever to load. So it's a really big help having a system that I can do all the changes to the menu in just one page and then I get to see immediate changes. and the calories and certain other requirements are listed on the site i guess it's gonna give you change so i know immediately that the change that i made is not gonna you know get us out of compliance so here i have some examples so on the top um i haven't attempted for the week so you can see that wednesday thursday

085and friday you have a red exclamation mark so i can that is telling us that those things are not lines at all so i have to go in in there and just fix some stuff right so if it If it's in compliance, sorry if it's not in compliance, if we go down we see the meal pattern. On the right side we have a non-compliant meal pattern and you see this in the red highlights. So if you look closely we have the fruits, we have a red highlight there for the weekly actual. We're not meeting it because it's one cup when it should be over two cups. At least two cups or over two cups. Same thing for the vegetables, we're not meeting the meal rental requirements for that week so we do all three. one

086more offer during the week. Milk as well, we're supposed to be offering four cups of milk for the week, but it's flagged red because we currently have two cups. Nutrition analysis on the right side of the page, we see that it is flagged red under calories, and that is because the weekly target is not being met by one calorie. That's a little frustrating sometimes, but it happens. No yellows, huh? No, some of the yellows, those are more, because I know it's in the meal pattern, we see that there's a yellow under the weekly actual, so that just kind of means there's no maximum number. We can go over it. There is a minimum, which is that 7 to 8. That's kind of the range we're allowed to go over. This is the production record, so

087this is where our managers will go in and they will plan how many meals they're serving at their school for breakfast or for lunch or supper. they will put down the number of meals that they serve the items that they serve they also have that option um let's say that for some reason a delivery came in and they're missing one of the items that they were supposed to serve that day they get the option here to just uh use like similar to how i do in the main planning they get to do the uh look in the search bar for a different menu item that they have and there you have the beers and then they get to serve that they just put all the information down in the serving city plan and all that

088so that's a really nice also feature for them because i know again the other system was a lot slower so this one helps us you know do that in a more timely manner i would have to actually go in personally before but now they're able to do it like right there in their offices so that's great and then we also have um basically on this page like i said you know once they plan it then they post the plan and after that they get into this page the one currently right now which is how the post-production is called. So basically here they put how much they offered of each item, how much was left over of each item, or how much was discarded, if any. As well as, you know, let's say the teacher buys

089a lunch or something, we put that under the non-reimbursable serve. So you track that as well. And then all the way to the right, you can see they also have an option of changing the serving size for whatever reason they need to do a higher serving on the bachelor food. Thank you for that. So a nice feature is that once they complete the production record and post it, they get the option to have the inventory withdrawn. So what that means is basically that whatever meals they serve or whatever items they serve that day, it gets taken off from their inventory. So that kind of helps us keep a real-time inventory or assess the situation. Like we know how much we're gonna have to order for next week, you know how much servings we have now

090because you know we've tried so it's like I said very useful feature to plan in the future. So then we have another report here that we can also do. It's called the recipe report. So this report is self-explanatory. It compiles all recipes on that given day and it gives you all the ingredients, you know steps, we're worried to do that as well. quick steps and also it gives out nutritional information for that item or all those items and then i did mention at the bottom but yes the integrated search bar is really helpful because it quickly cuts or moves items and then on this page just going back to that scenario where a school has to change a menu item for whatever reason that's on the mini plan so here we also have the option

091of making a production record report So what this does is it goes through all the items that are being offered for that day and we can see if the menu is still going to be USDA compliant. So this is a nice handy little tool for our managers just in case they have to make any substitutions in the menu they can know that yes we are going to be compliant and it's a good substitution. And then we also have another useful feature which is a production record usage report. So this report summarizes all the plans, service card, and leftover quantities for menu items. And you can ask Lync to provide it over a certain time frame, either a day, or you can do it for the whole year. And you can do how we're doing with

092that item. And it's useful for evaluating menu item performance or for planning menus in the future. Let's say we want to, I guess, evaluate it. an item, maybe we can change an item that's not performing that well for next year, that's something we can do. And also for resource allocation. And then that's it for the mini-planning portion, so now we're going to head back to the next one. As you can see, it's a lot so that we have to comply. So as Jose mentioned, the old system was very, was a lot of work and it was not efficient and it did not provide the resources. Essentially those visuals that like the green, the red, it's very visual that you can see that something complies or not complies. So this system has helped a lot and

093this has made it a lot user friendly for Jose when he's entering the system and in the back end when the managers are also doing their portions. I'll go over the inventory management and try to make it quick. But the inventory portion is more on the side of the warehouse. So I don't know if you're too familiar, but we have our own warehouse here in our schools, our district. And all our schools basically order certain items from them, plus primarily paper goods like trays, forks, cups, napkins, all those different things. So the system also allows us to be able to implement a process. for that to be streamlined and essentially the sites will be placing orders just like you would be ordering through amazon or any other location and i'll show you more visual of

094what that looks like but essentially the reason why we went with this tool is just it ensures some transparency because we basically can pull the report so who ordered what when they ordered who ordered where any item went what was received in a warehouse so it just creates a more of a streamline and transparency overall and it provides the visual of how much money we're spending in certain areas. The overview of the process itself for the warehouse ordering is first initially the school enters the orders in the system and then the warehouse then pulls a report that gives them basically, it's called an order guide, it essentially gives them what items need to be ordered from the vendors and then it gives them quantities and what needs to be ordered. the warehouse orders those items

095through the vendor and then the warehouse receive those items through the system at the end and put it in there that these items were received and then the warehouse goes into the system and fulfills the orders essentially what the sites order from the schools they fulfill those orders based on what the staff needs and they once those orders are received then the ladies from the manager's side they accept the quantities that i received so any of that so basically all that is streamlined our prior process was paper basically so there was really no tracking there was none in real time so now we know exactly what sort of work has all given time we know how much is being ordered we know all the specifications of any item so right here i'll just give you

096an overview a little video of what it looks like just so you can see how easy it is to enter and order in the system so here i'm just using an example of gallon they're ordering for two weeks ago i think it was me first that i put in the order just so you can get a visual and you just basically select what day you want your order we have a system in place um tuesday wednesday thursday specific schools so everybody's on the same page we know when they deliver what school is being delivered here you can see the items on the list what they can order here on the right side is quantity available it gives you basically the ladies of how much items are in there if you see for example like the

097canned peaches those are items that we receive from us commodities of basically from the state that we get in large pools so we keep those so they order those from us and then if you see the bottom there's a negative number in there so that number is a negative because typically the ladies order those items, but then the warehouse orders to the vendors. So essentially the negative 56, that means, okay, I need to order 56 cases of this juice. So that's really what that means. And then on the fulfillment side, so this is the warehouse side, they go in there, pull what's called their ordering, they say, okay, I'm delivering on so-and-so date, I pull their report, and I just say, yes, I'm delivering these items, then it gives them the quantities. I am able

098to see a little bit more, but for them it's grayed out on the quantity side, it's grayed out for them, but on the quantity, they say, okay, you know what, I... going to be delivering these quantities and typically it's very rare when it happens for something that let's say it didn't arrive the vendor um did not we didn't receive an item that they were expecting so then we can't fulfill that specific item so then they will zero out the specific item in there and then once the site receives the same thing they go each site sees their own school they pull the the order they say yes these are the quantities that they receive and then just post it and then they add it to their inventory at the sites So as you can see,

099it's very user-friendly, super easy, and very efficient. Here is just a little overview of just an area that we are able to see if I click on an item. And then I click on hand quantity. This is an example of the trays. It gives me how many trays are sitting there currently, how many trays are going to be ordered from the vendor, and how many trays are being ordered by the schools. So 40 that are currently there, 60 that are going to be delivered, and there's 100 going out. So basically it gives you very transparent, very straightforward, and it gives you everybody at any given time how much was going in and out of our warehouse. And lastly here is the inventory report. They do a monthly for the sites and then they do a

100weekly for the warehouse and they can pull this report and we know exactly what's hitting each of the sites. Lastly, I will go over the claim data entry and compliance. So right now some of the process is very manual as well. There's really no other way for us to do it currently. But now the system also allows a second way for us to basically enter those numbers into the system. And when Nancy from our office submits those claims with the numbers and counts of breakfast, counts, snacks, we're able to use the system to let us know exactly the counts. and use it as a cross-reference to ensure that we're not over or under reporting any claims. And lastly, back in January 2025, we were did an administrative review by the state. It was a huge

101state. We typically get out of it by every five-ish years and at that time we had to pull a lot of our information manually. So Jose and myself spent many many hours trying to pull all this information but what this system does essentially You go into reports, you click on the little, it says administrative review report, you click what state you want it, and then what school, and you click a button, and it gives you everything. So that, yeah, it was a time saver. You just waited for the little report to pull up, and then you just send it your way. So this is also a great, great tool. So with that, that concludes our presentation. Any questions? Pretty impressive. Eat more salads. That's all I got to say. Thank you very much. I remember

102a few years ago there were salad bars. I don't know how it was. We have a salad bar at every single one of our sites. That's good. That's where I would camp out. Thank you, Binae. Thank you so much. If I could, just real quickly, Madam President, our auditors have been very pleased with the work that V&A and her team have done in order to improve some of the efficiencies, having those production reports, but also the audit trail that goes along with that through manual processes. We didn't have that, so they have praised V&A and her team on the implementation of this software. really strengthen the internal controls within their department and help to reduce loss and improve our reporting. So her and her team did a fantastic job of implementing this. That's great. Thank

103you so much. I'll bet your staff loves it. Yes, it was a little bit of a challenge to get everybody on board. technology side but I mean all the managers are fully on board they say they love the system they're very happy with it. That's great so what are they doing in their spare time? Bus timers? Thank you that was great good for you guys. Okay, next we're going to move on to our superintendent's current event summary. Superintendent needs to provide members of the governing board and residents of the crane schools with a monthly statement of current happenings and pending events, including information about student academic achievement. This month, once again, we have several staff groups to celebrate, starting off with our School Principals Day. May 1st was School Principals Day, and our principals are

104truly outstanding. Their passion and dedication to their students is obvious in everything that they do. I hope they know the priceless impact they are making in so many lives. School Lunch Hero Day. On May 1st, we celebrated School Lunch Hero Day. V&A should be back here. Our lunch heroes always make students and staff feel right at home with their delicious meals, which are always served with a smile. And in compliance, we can know and know for sure, right? Teacher Appreciation Week. Last week was Teacher Appreciation Week. Teachers inspire a love for learning and assure students are comfortable asking anything. Students' fond memories of the time in their classrooms will last a lifetime. National School Nurse Day. May 8th, we celebrated National School Nurse Day, our health assistants, and we want to thank our health care

105assistants for their compassionate temperature checking, band-aid placing, cure of headaches, stomach ache healers, and making sure we are all safer because of them. Pueblo reunification exercise. Student and staff safety remains a high priority. The district conducted its annual evacuation, relocation, and reunification exercise. at Pueblo Elementary School, intentionally relocating to Crane Middle School to ensure readiness if our usual site is unavailable or weather limits outdoor operations. The drill, coordinated by Jennifer Brosh and Principal Bobby Henry, was our most efficient to date and reinforced the strength of our emergency procedures. The district has conducted annual reunification exercises since 2017, with the exception of the pandemic. to ensure we are always prepared to protect and reunite our students safely. Ronald Reagan News. Ronald Reagan hosted the second annual Amazing Shake on April 29th. 25 students qualified as finalists

106for the competition. The top five students were selected from each of the five houses at Reagan to represent their house for this competition. Students were judged on charisma, confidence, poise, handshake, eye contact and maintaining the eye contact, and ability to carry on a conversation with an adult. A special thank you to our community partners who joined us as judges this year. Jerry Cabrera from Elevate Southwest, Tyler Woodman from Lemon Grove, Brenna Pollan, our Crane Governing Board President, Elaine Haida, the Spencer Companies, and Jamie Haynes, our Crane Elementary Curriculum Director. Additionally, on May 5th, Ronald Reagan Elementary School took a team of teacher leaders to visit another Next Education Workforce Team-based school in the Mesa School District, which is sponsored by ASU. The team, along with Mr. Ponder and Mrs. Haynes, had the opportunity to see

107another school and learned about the team-based model that they created. This gave the team several ideas on how Ronald Reagan can enhance the team-based model that they have been implementing for the past few years. Thank you to Audrey Garcia, Clinical Associate Professor from ASU and Crane Board Member, for arranging this opportunity for the Crane team and others from around the Southwest. Explore Labs Educator Fellowships. Gowen Science Academy teacher and Arizona-based fellow Tamara VanSickle assisted in presenting the action-oriented pedagogies, the ripple effect of student action and community impact. During this presentation, the team shared how AOP has been used alongside Explore Labs resources to support real-world student action that ripples into positive cognitive, behavioral, and emotional and socio-emotional outcomes for students, their schools, and beyond. This was a particularly well-attended session, leaving both presenters and audience

108members invigorated and inspired to either begin or continue action-oriented work in the classroom. What a success. Well done, Tamara. 2025 Certificate of Excellence in Financial Reporting Award. You hear this every year, by the way. On Friday, the district received communication from the Arizona from the Association of School Business Officials International, ASBO, that we are, again, a recipient of the Certificate of Excellence in Financial Reporting for our annual Comprehensive Financial Report for fiscal year ending June 30th, 2025. The award letter states that we receive this award for having met the program's high standards for financial reporting and transparency. that a certificate of excellent award confirms the school business offices commitment to financial accountability and transparency this marks the 33rd consecutive year in which the district has received this prestigious honor Asbopass Practice Award, Best Practice Award,

109excuse me. Congratulations to Maria Navarro, the IT Security and Compliance Analyst, for being a recipient of the ASBO Best Practice Award. She received this recognition for implementing CyberNut, a gamified security platform that's transforming students into a powerful first line of defense, a true human firewall. By integrating phishing simulations and interactive learning into the classroom, students are gaining real-world skills to recognize threats like scams and AI-generated emails, all in a safe environment. The proactive approach not only strengthens cybersecurity, but also builds digital literacy, critical thinking, and responsible online behavior. Congratulations to Maria for protecting, learning, and empowering the next generation. Memorial Day. All schools and the district office will be closed on Monday, May 25th in observance of Memorial Day. The last day of school is around the corner. The last day of school for all

110of our students will be Friday, May 29th. We want to wish all of our students and school staff a safe and fun summer. Madam President, members of the board, that's my report for this month. Thank you. Lots to celebrate. That's great. Next we have agenda item 6.2. This is the superintendent's update on legislative or other governmental actions. Sometimes issues that could impact Crane schools are considered by various legislative and or administrative bodies in the state or the federal government. Members of the governing board need to be aware of those issues and provide appropriate direction to initiate or respond to them. Madam President, members of the board, I will be brief. We are in a bill signing moratorium at the moment. While the legislature continues to work through budgetary items, I will add that earlier this

111month a budget bill was delivered to Governor Hobbs. All 16 bills which were vetoed as expected. She wanted a little bit more of a bipartisan approach to what those were and so it's caused the moratorium to continue. Both chambers have now recessed until June 1st, which is somewhat fascinating because there's work to be done and at the same time, an election year for some of them too. So they can't really begin campaigning until the work of the legislature is complete. We need to have a budget by June 30. I don't know what will happen if we don't. It's been a while since we've had to encounter that, but I am hopeful that we'll be able to have a budget available effective for July 1st. Outside of that, I would just add that the Office of

112the Auditor General has released a report of statewide audits, one of which being the Department of Education and their oversight of the Empowerment Scholarship accounts. There in that report shows a number of deficiencies, some regarding the financial accounting of that program, a conflict of interest. So the executive director is being noted as having direct conflicts with others who receive those services. And so those aren't being filed timely. There's a lack of appropriate accounting, misrepresentation of funds. So those types of items are in that report. I will be honest, that was a very high level scan that I went through, but we'll be dissecting that over the next week or so and can provide more detailed information in the subsequent report. If that's at the board's pleasure, I'm happy to do that. So at least there's

113an appetite for Auditor General to review to make sure that all public funds are being used appropriately and it seems that there's opportunities for that particular program to be improved. With that I'll stop for any questions. It might be a moot point because if that ballot initiative passes It gives it constitutional protection Correct. So you would hope that would still they would still at least appropriately manage right program I don't think it's going anywhere. I need to stay but they really need to to work on it. Any other questions? Thank you We won't hold our breath Okay. Thank you next we'll move on to Agenda item 7.1, this is under governing board business or reports on conferences, workshops, and school visitations. Periodically, members of the governing board attend various conferences, seminars, workshops, district schools, and

114so forth, and have information to share with the other members. Is there anyone who would like to share this evening? Jim? He's not there anymore? Okay, all right. Well, I do. I have a few things. I actually it was kind of a busy month for me the city of Yuma had a national student government recognition in April and we had a great turnout from both of our middle schools it was really nice to see our student council kids there and just Great bunch of kids. So that was a lot of fun. I also, along with Jamie, was a judge for the amazing shake at Ronald Reagan. Mr. Fletcher, I have to tell you, I haven't seen anything that cute or creative in a very long time. If you guys are not familiar with it, are

115you, Audrey? Yeah. It's a great program to help students learn soft skills like shaking hands, making eye contact, and they, we were on a timer, they came around and interviewed us. Dressed professionally. It was impressive. It was. And Jamie and I had some conversation after about everybody should be doing this because as we hear about job interviews and those types of things, certainly those are skills that our students need to have. I did a couple of music-related things. I went to the Celebration of Strings, which was great. And if I... Understood this right there's only five public schools in Yuma that offer strings programs and two of them are Centennial and Crane so that was pretty impressive and we had a great turnout the kids did a really great job on that and then I

116also attended the desert band festival last week and again I think our kids are so blessed and I just want to everything together. You know our teachers teach but they also I just, I'm impressed with how they find the time to do student council, to do all of these different programs and competitions and the things that our kids do. So I think it's really important for us to remember that not only do they teach our kids, but they enhance their lives through clubs and the arts and sports. And we're very fortunate to have people that give that type of time to our kids. So thank you all for that. Okay, next we will move on to Agenda Item 7.2. This is consideration of adoption of the Governing Board Resolution supporting the federal grant application to

117enhance a district's safety and security infrastructure. Through a resolution, the administration is seeking Governing Board support to submit an application for a federal grant to enhance district safety and security infrastructure, and Governing Board approval is required. would you like to speak to that certainly thank you yes so in light of the failure of our override that did not pass in november the needs of the district remain we had identified a federal grant opportunity that could help with some of the investments needed within the infrastructure for our safety and security program helping to develop the strongest application possible we're seeking a resolution from the governing board in support of Submitting this grant at the same time understanding that there are matching requirements that go along with that up to 25% of the request the maximum is

118$500,000 so it would be $125,000 that the district would need to to contribute which then expands the total grant opportunity to 625,000. So we do have that set aside in case we are successful and if the governing board supports this. In addition, we'll be seeking similar resolutions from local law enforcement and some of our principals to help strengthen this as well. We did have a conference call with Grant Brider who's assisting us with that with many of the principals sharing where some of the opportunities for improvement in the area of safety and security might be within their campuses. Excuse me. Incredibly helpful. Appreciate everyone's time and willingness to contribute to that. Again, just making the grant application as successful as possible. So just seeking governing board approval of the resolution so we can include that

119with the application packet. Okay. Any board questions or comments? Do we have a motion? I will move that we adopt a resolution to support the district's application to the COPS. I second. Okay. It's been moved and seconded. Any other discussion? All in favor say aye. Aye. Opposed? Motion carries. Thank you. Next, we'll move on to Agenda Item 7.3, Consideration of Appointment of Delegate and Alternate Delegate to ASBA Delegate Assembly. The governing board needs to appoint a member and an alternate to represent the school district at the Arizona School Boards Association delegate meeting. This meeting will be held in person. The delegate assembly will be held in person on Wednesday, September 9, 2026. The annual law conference is scheduled to be from Wednesday, September 9, through Friday, September 11, also in person. The purpose of the

120assembly is to review the beliefs and policies of the Arizona School Boards Association. The delegates from across Arizona discuss and adopt resolutions in support of legislative and other governmental actions advocated and endorsed by governing board members. Is there anyone here who would be interested in serving as our delegate? No, I haven't gone to the law conference yet. I would be open to... Is there anyone in the building? I do know that when we met with Jim, he had to sign off because he was having trouble with reception, but he did tell us that he'd be available for the delegate or alternate because he does plan on going. So maybe between Kelly and Jim. Is Marcos coming back? What's your pleasure? should we just do we have can we say Jim or Kelly or do we

121need to identify we would need to identify but if something happened where Kelly checked her schedule since so early you can always come back at another meeting and then appoint someone else if Kelly's does have a conflict we can always deal can always put that on the schedule I move that we select Kelly as our official delegate and Jim as our alternate and revisit if needed. I second that. Any other discussion? Okay. All in favor? Aye. Opposed? That motion carries. Thank you. Next, we have agenda item 7.4, consideration of adoption of proposed issues for consideration for the 2026 ASB political agenda. The governing board has been requested by the Arizona School Boards Association to review the current political agenda and to reaffirm their top five priorities. We received an attachment here at the table. Lori

122Dale, one of you want to explain what's going on there? So basically every year ASBA asked the board to choose five priorities and then give an alternate so the district has put what we think should be the five and alternate however ASBA gave this entire list so it's the board's choice to decide what five they would like and then what alternate so we'll give you a minute to look at that I'll add that there's not much change than what we have asked, which can be discouraging, which we keep making the same requests. It doesn't seem like there's any traction there. So a lot of it's centered around funding or transparency and accountability of federal, or excuse me, public dollars. I know it's kind of depressing. We've been asking to fund full-day kinder since, what, Napolitano,

123I think, was the last time we funded full-day kinder. That was a long time ago. Yeah. But I agree with these top five priorities. Yes, ma'am. Okay. Is there a motion then? I move that we accept the top five priorities and the one alternate as listed. I'll second. Okay. It's been moved and seconded. Is there a motion? Discussion. A discussion? Okay. Would you like? I'm trying to watch. all right so are we looking for a motion here I think we motioned so we just need a vote I'm sorry I'm really okay so yes aye aye carries so you have received your direction next we have agenda item 8.1 call to the public do Consideration and discussion of comments and concerns from the public. Those wishing to address the governing board on items not on the

124agenda may do so at this time. Speakers are requested to hold their comments to three minutes. Individuals addressing the governing board may not yield any... May not yield any portion of there a lot of time to any other individual wishing to address the governing board in accordance with Arizona Open Meeting law board members may respond to criticism made by those who have addressed the board May ask staff to review a matter or may ask that the matter be put on a future agenda However board members shall not discuss or take legal action on matters raised during an open call to the public unless the matters are properly noticed For discussion and legal action Next, we have acknowledgement of public request to speak. Anyone wishing to address the board on agenda items on tonight's agenda may

125do so at this time or at the chair's discretion. At the time the item appears on the agenda, comments should be restricted to three minutes, not including board questions and comments and responses by the speaker. Individuals addressing the governing board may not yield any portion of their time. to any other individual wishing to address the governing board. In accordance with the open meeting law, board members may respond to criticism made by those who have addressed the board, may ask staff to review a matter, or may ask that the matter be put on a future agenda. However, board members shall not discuss or take legal action on matters raised during an open call to the public unless the matters are properly noticed for discussion and legal action. Next, we have the consent agenda. This consent agenda

126concerns time by limiting the items to those of a routine nature which normally do not require deliberations on the part of the governing board. The items will be accepted and approved in one action unless a board member wishes to have an item separated from the consent agenda and specifically discussed. The voter action on any item removed from the consent agenda will be taken separately. Is there anyone who would like to pull anything from the consent agenda? I think we would be remiss if we did not pull the personnel report. There's a notable retirement. Okay. Is there a motion to approve the consent agenda with the exception of agenda item 9.6? You've been seconded. All in favor? Aye. That motion carries. Then we'll jump ahead to agenda item 9.6. This is a consideration of the adoption

127of the personnel report. So I have not gotten to work with this amazing team for very long, but somebody has their retirement stuck in here. We still have another year. Yes, it's officially on here, so we have to, you know. I'd like to not approve it if I could. I will second that. No, you don't. Minnie. Huge shoes to fill. Huge. But tiny. But here's the good news. It's one of those fake retirements. Oh. Now those I like. There we go. We just never know anymore whether they're coming or going. Yeah, that's great. Well, thank you. Thank you. So now we know for sure what we're dealing with. Thanks, Kelly. Okay. I knew that all along. Good. Is there a motion to approve the agenda item 9.6, the personnel? I'll move that we approve the

128personnel report. Second. Seconded. All in favor? Aye. Opposed? That motion carries. Thank you. Yay. We get to knock on lunches. Okay. Next we have agenda item 10.1. This is consideration of the adoption of gifts from the public. Go ahead. Crane School's governing board procedure 3-106B, federal grants and other funds, acceptance of gifts and donations requires that gifts made to the district by individuals or organizations be reviewed and officially accepted by the Crane governing board. I would just like to recognize the gifts from the public. There's a lot of gifts, and this is a very long list. Okay. Just very briefly, we have a donation to Ronald Reagan School from 4,000. Jim great beginnings preschool to one from first called junk removal and Ivan Vega and Crane middle school from fourth Avenue Jim once again just

129we are so appreciative to all the folks in our community who choose to spend their dollars with us and there's making so many things possible that we would not otherwise be able to do so we with gratitude and I would like to move that we accept the gift of the public. I'll second. All in favor? Aye. Opposed? Okay. Next we're down to 10.2. This is a consideration of delegated authority. Consideration of delegated authority to execute the master services agreement between Arizona State University Prep Global and Crane Elementary School District. The district wishes to receive delegated authority to enter into an agreement with Arizona State University Prep Global for the Math Momentum 2.0 services available through the Prep for Arizona grant and governing board approval is required. Yes, Madam President, members of the board, this is

130the fellows program, which is what ASU is calling it. It's really the math tutor program. That agreement or master service agreement is still under review by legal counsel. They did not have that prepared for this particular meeting. We are seeking delegated authority, so we don't have to schedule a second meeting just to hire the tutors or to wait until... June 23rd, our next scheduled meeting, and then lose that six-week period for the recruitment process. In the event that the agreement is materially outside of the interest of the district. We would bring that before the governing board for consideration, but so long as they will be providing up to two fellows per campus at no cost to the district, we're just asking that the governing board allow us to execute that contract once legal has approved

131that and delegate that authority to the superintendent or her designee. Any questions? No, but I will be recusing myself from this just because I am an ASU employee. Okay, great. Thank you so much. Do we have a motion? So move. I'll second. Okay, moved and seconded. Any further discussion or questions? We're all good. Okay, all in favor? Aye. Opposed? There being none, the motion carries and noted. Thank you. Okay. Next we have agenda item 10.3. This is a discussion regarding K2 iPad transition committee update. Jamie Haynes, Director of Curriculum and Instruction, will provide the Governing Board with an update from the K2 iPad transition committee. Good evening. We had a transition meeting with many K-2 teachers across the district, along with administration, and talked about what this would look like. So we had our teachers

132share with us, like, what are the things in your classroom you're using them for, and then how can we still deliver quality instruction without them. And our teachers were incredible. Our principals have been incredible, as well as our IT department, because... I don't know if you realize that it's also an undertaking for our IT department because we had to work out some logistics about how we were going to assign them and not assign them, make sure they have filters if they're not assigned, all of that. And so we worked through all of those issues. Our teachers have been great about, hey, I'll pilot it in fourth quarter of what that looks like with a one to six in my class or a one to five in my classroom. I think we're doing great. The other

133thing that we did was we gave them the option, because it's a really hard change, so we gave them the option to either cut it off May 31st and rip the Band-Aid off, or if they needed a little bit more time to ease into the change, to give them until we go on winter break in December. So we had, I think there's crossed all K-2. We had two schools to keep them in kindergarten. four schools opt to keep them in first grade and zero schools opt to keep them in second grade. So they're ready. The teachers feel ready and confident and they've been great about working with us on ways that they can best serve our students and then also make this big change in their classrooms. So we are very proud of them and

134our principals have been incredibly supportive. Any questions? I do have one actually because you mentioned that there's no... second grade classes that opted to keep them and I know that was actually one of the groups that raised the largest concern when this came up before so I guess if you could share like what the solution was that led to that I don't know that there was a solution as much as there was just it's going to happen. And so they decided it's easier to start the school year with the procedure of a one to five classroom versus making that transition mid-year. So they were incredibly flexible and ready to step in and make the change. So it was exciting. So like the testing thing that they had brought up. So what was the solution for

135that? Yeah, so they will still continue to do math testing, which we give to all of our second through eighth grade students. And so one way that we have found a way to help with that is we are going to put a cart of our existing iPads, a 32, in total at each site so they can roll the cart in. do their testing, roll the card out, and not create this huge discontinuation of like, let me have your iPad, let me have your iPad. And again, like a huge kudos to our IT department because they have been like, what do you want to do? Okay, let's figure out how to make it happen. So Emilio and our IT department has been incredible working through these challenges. I'm just kind of stunned that we already solved

136this problem. So kudos to everybody and I appreciate working together for the betterment of our kids. It's true. Absolutely. Thank you. Nice to see that teamwork. Okay. We will move on to agenda item 11.1. This is consideration of adoption of the 2025-26 revised expenditure budget. The adoption of the 2025-26 revised expenditure budget is necessary and governing board approval is required. Pursuant to ARS 15905 prior to May 15th, all school districts in the state are required to revise their expenditure budgets to account for changes in prior budget balance carry forward state allocations and to reflect changes in expenditures. The budget is being revised for account code corrections. and changes required by the uniform system of financial records, budget transfers, changes to budget balance carry forward, and adjustments to the 25-26 budget that are required by the

137state. Prior to the business of this regular meeting, a public hearing was held to allow for members of the public and community to comment on the 25-26 revised expenditure budget. At this time, the administration requests that the governing board approve the 25-26 revised expenditure budget. expenditure budget as presented is there a motion so moved second okay it's removed and accepted that we adopt the revised expenditure budget 2025 as presented any further discussion questions all in favor Aye. Opposed? There being none, that motion carries. Thank you. I'm here to adjourn. I second. Okay, all in favor? Aye. Opposed? There being none, thank you so much.