October 14th, 2025 - Governing Board Meeting of Crane Elementary School District No. 13, Yuma, AZ

001I'm going to start off with a Pledge of Allegiance and a moment of silence. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, individual, with liberty and justice for all. Thank you. We're going to convene a public hearing, district additional assistance override and school improvement bonds. I'm going to turn it over to Mr. Ponder. Thank you, Mr. President, members of the board. Yes, pursuant to ARS 15481 and 491, the district is required to present information to the governing board and the public on the use of DAA override dollars if the district has one, as well as bond proceeds if the district has any bonds outstanding. We have both of those. As you know, this is the last year of the

002existing DAA override that we have had in place since November of 2018, effective for July 19. And then in 2023, the voters supported the issuance of $20 million in bonds. And so these reports are being combined into one. I'll first go through the DAA override, and then I will go through the bonds. Following that time, we'll ask the governing board to open up for comments from the public with regards to these items, given that it is a public hearing. So first, the district additional assistance override, a little bit of background on what that was. This is a copy of the voter information pamphlet. And in both of these, what we will see is here's what we said we were going to use the money for within the pamphlet. Here's what we actually use the money

003for with the district. And you should be able to see that there's a direct correlation between the two. So a quick reminder, the parameters of that program was approved by the voters in November 6, 2018 by a little over 52%. which then began the following July. July 1st of 2019 is when we began receiving the funds, which was the lesser of 1.5 million or 10% of the revenue control limit. So every year we conduct an analysis and saying, what is less, 10% of our RCL or the 1.5 million? Our RCL right now is about $40 million. So 4 million is greater than 1.5. And so 1.5 is what is provided to us. But we conduct that study every year. and submit that to the county superintendent's office. It is a seven-year program. It does expire

004this upcoming June and does seek to address safety and security technology, people, transportation, and vehicles. So the availability of funds, we have a budget balance carried forward a little short of $100,000 from FY24, plus tax collections nearly equating to $1.5 million. We do have some delinquent taxes that are outstanding. Those do trickle in over time, but what we collected in 25, we just shy of the $1.5 million, add the $1.5 million in expenditures that we're authorized pursuant to. this ballot measure and then we have an ending balance of almost $89,000. The allocated costs. So the allocated costs reflect what was included within the voter information pamphlet. And I will remind the board that when this was developed, it was in 2018. Prior to COVID, prior to large increases in inflation, we did have an inflator

005built into our project schedule at about 3% per year. However, we did not anticipate the global pandemic or the increase in inflationary costs for goods and services. following that time. So this is a little out of whack, a little skewed. You'll see the safety and security. We had actual costs of about $6,000. We did address all of the needs of the district that we said that we were going to use the funds for, which were security cameras, access controls, included the lockdown system, a lot of those different technologies. Within safety and security, we did meet that need. You can see that technology is way out of balance. The cost of devices grew significantly over that period of time. And you can see that we had to absorb that and did so through district resources. We

006did not purchase transportation vehicles. We had achieved that goal of being able to purchase six new school buses with these funds. And you can see that the administrative equipment of $8,000, far less than what was budgeted, that again is for devices for primarily the principals at each site. So it leaves a balance of zero and all of the funds were expended. So the estimated cost for this current year, you can see that there are some variances there as well. We do have an estimated cost of about $305,000 set aside for continuing the safety and security protocols that we have in place, part of this template. You can see the increase in cost for the devices that the district is carrying. Again, no transportation vehicles within FY26 budget. All those, again, six vehicles have been satisfied.

007And then the administrative equipment remains at $8,000, leaving a balance in that particular group of $52,000. So overall, we would be spending 100% of the funds available, the $1.5 million that's coming in, plus the... budget balance of about $89,000 from FY25. Does that pose any questions from the governing board at this time? Yes. I just have a quick question that the student iPads, how often do those have to be turned over? Great question. So within the program, we had two refreshes included. So the first after four years and then the second refresh, we're approaching the end of that third year cycle. So traditionally every three years and through that total cost of ownership. We're able to resale those iPads, albeit not at 100% of the cost that it was to purchase, and then take that

008and then repurpose that back into supporting the initiatives as well. So we did use the sale of some of those devices to help support the things that were beyond what the override was providing because of the higher inflationary costs. Great question. Any others before moving into the bond? Any other questions? Continue, Mr. Bunker. Thank you, Mr. President. So now we will move into the report of unspent bond proceeds. Again, this is through FY25, so everything through June 30, 2025. A little recap here. It was approved by the voters almost 54% on November 7, 2023. It approved the resolution in January for the sale of the second $10 million. So you might recall that in 24, we sold the first $10 million. This was the authorization to sell the... second 10 million in authorization from the

009voters. The bonds were sold in February. We received the funds in March and then began those projects in June, and then many of them rolled into July. So I do want to remind the board that this is only through June 30, knowing that we had a lot of projects that carried over into July and even some that are ongoing now. So the bond building fund, the balance at $7,124, we had $9.8 million. So last fiscal year, FY24, we only had about $135,000 worth of expenditures from the bond. Excuse me, that was for the lobby at Crane Middle School and Mesquite. Excuse me, you can see about $10 million, a little over $10 million in revenue. I got a tickle in my throat. A little over $10 million in revenue. So that was both the premiums

010on the bonds as well as the bonds. We had expenses of almost $7.4 million. A balance of about $12.5 million. Wow. So, within the voter information pamphlet, which we share with the community, we said that the renovations of the 20 million, 16.75 million, were going to be addressed for renovations, improvements, and upgrades. This is the list of projects that took place up through June 30, 2025. You can see weatherization, electrical, roofing, and HVAC are both highlighted. And red, I'll explain that a little bit later on. Flooring, general renovation, safety and security, landscaping, and playground, all those total will be about $7.5 billion. And you can see what those percentage of the overall expenditures are. So about 31% in safety and security. That was driven primarily with the lobby changes that we made from securing those

011vestibules within each of our campuses. For transportation, in the pamphlet we said we were going to spend $750,000 of the $20 million for transportation. This was to purchase two buses. We do have two more buses that will be part of the FY26 allocation as well for a total of four. And then the administration buildings, the federal programs building at the district office up to 630 2025, there's about $620,000 that were expended of the $1.8 million budget that had been set aside for that particular project. And so much of that is still ongoing. It's carrying forward even since July 1st. Here are some images of some of the completed bond projects. So again, the secure lobbies, this happens to be at Ronald Reagan. And so it really doesn't allow any visitors access beyond that first point

012of entry until they're buzzed in, verified, and then an escort allows them to continue throughout the campus as needed. We did purchase a sign as part of that also, not only to increase the communication between our community, but also for safety and security. We're working with the sign company too. Sorry. Excuse me. You need more water? I don't know, Jim. Might need a cough drop. This will allow us to connect the safety and security programs with the digital signs as well. So in the event of a lockdown or another crisis, we can easily push that out to the signs. Weatherization projects. This would happen to be one at Mesquite. We also completed them at Ronald Reagan this past summer as well. In addition, flooring replacement, a number of flooring projects throughout the district, many more

013to come. And then landscaping at primarily our two middle schools. This happens to be at Crane Middle School as well. So why the two projects at Reagan were highlighted. The district was able to recover about $1.1 million from the school facilities division for the roofing and HVAC projects over at Reagan. The projects commenced, they were later awarded, and we were able to recover those funds. Special thanks to Jennifer and her efforts in working with the appropriate agencies in order to... bring those money back to the district so that we could then reinvest that $1.1 million into other needs that were identified within the prioritized list from the citizen committee. So this is how it broke down in the table. So again, all the proposed amounts aligned to what was in the voter information pamphlet. And

014you can see how those have been expended through 630. Excuse me, what the balance remains in each of those categories. These are projects that are currently in design or construction. So really those that continued after June 30 into what is happening now. So we had weatherization projects at Knox, HLS, and Pueblo, and Valley Horizon for that matter, are in design. That is actually those designs are complete. As of now, we'll be putting out solicitations for the cost for those. Flooring projects at HLS and Valley Horizon were completed. So this summer, we'll be looking at Mesquite, Pueblo, and Salugia del Sol. Continuing on the safety and security initiatives, so the hardening of the vestibules that took place over the summer, looking at shade structures and gate replacements over at HLS, landscaping and playground units over for

015Salida Del Sol, HVA system for the district office. The district office is not able to be funded through the school facilities division. That's restricted only for schools, so the district has to use other resources to address the aging equipment within the district office. And then two more school buses, one for regular location, one for special education, part of that as well. And then you can see basically the remaining balance of the construction and the federal programs building at the district office of a little over $1.4 million. So totaling almost $6 million in projects that we have under design or construction currently. So with that, expended and committed, you can see what those balances are improved to. So this would be through what we expect to spend at FY26 and about $10,000 left in transportation of

016what we had allocated. We're able to use up to 10% within an allocation to another allocation without being a penalty. So those monies won't be lost. We'll be able to wrap them into another project to continue to hit the items that were prioritized on the citizens list. And then these are the projects where we're seeking support from the school facilities division. Looking at HVAC replacements at four of our campuses, many of them are at 100% replacements. So Gowland Science Academy, Mesquite Pueblo, and Salida del Sol. All of those are all the units there at HLS. They're just a portion of the units, but you can see the age of those units and how old they are. Really kudos to Ozzie and his team for keeping those things running for as long as they have, but

017you can see that there's some... definite needs that are happening there. And then exterior basketball court replacement at Centennial Cray, Knox, Stancheles, Reagan and Valley Horizon total a little over a million dollars. So I'm told about $5.7 million of projects that we're seeking support from the school facilities division for. They don't have any money. They were allocated $200 million. They had needs of almost $400 million. We continue to seek their support in achieving that funding. We believe strongly that it's their responsibility to provide these resources to our school district, given students first and our district's involvement with the capital funding lawsuit. This should not rest solely on the backs of the taxpayers. That is the state's responsibility to meet these needs. We continue to plead with them and battle with them and demonstrate why these

018needs are there. We can show that they are deficient and the minimum standards just indicate that we have to prove that there's a deficiency. Now, we also understand that it's their job to prioritize what those projects go to because they have limited funding. And so we're understanding of that, but at the end of the day, we're advocating for the 5,400 students that we have within our district to meet the needs that they deserve as well. So in total, I want to thank the community for their support, both the DAA override as well as the bond of 2023. And with that, we'll also stand for any questions. And then if the board has none, again, we'd ask the governing board to open up for public comment on any of these items as well. Any questions from

019the board? I guess I did comment today. I'll don't feel bad. I'm feeling a little choked. Weatherization. Can you expand on that a little bit? Yeah, fancy word for paint. Okay. I thought so. It's actually taking the expansion joints within the exterior. They remove the caulk units in there, and then they replace it. So a lot of that becomes dry rotted over time, and then there's water that can penetrate that. So the contractor will scrape all those expansion joints out and then replace it with new material. At the same time, we'll also paint. They will do the application they put on the block. A block sealer, I guess, is a better term. They'll fill in the block to also make sure that any penetrations there are secure. And then at the same time, where the

020roof connects to the exterior walls, they'll also make sure that there's no water penetration. They also seal the windows. Yes, windows and doors are also sealed. And then we were just wondering if you would yodel for us. Yodel? I think that would be a mistake. Any other questions from the board? All right, I'll open it up to the public. Anyone from the public want to comment on these issues? I've got a couple of questions, if I may. Well, this is pretty simple, but it wasn't in the information. You were talking about the fiscal year and June 30th. Is that 2025? That report was based on 2025, yes. Okay, so fiscal year. 2025 ended June 30th of this year. Correct. Okay. So we are now in fiscal year 2026. Okay. That being the case, some of

021this is just wording. There's no place in the information ballot that says where the fiscal year begins or ends. It says budget year 2026, 2027. but we're already in by the year 2026. Correct. All right. So you're asking folks to vote on an override when an override already exists? Yes. That's not legal. You can vote for an extension on an override. 2018, you can extend that, but you cannot override an existing override. So we the district would be permitted to do that what we're seeking is a continuation So the one that we have now expires at the end of 26 and so but that's not what it says It says that this is a budget override So I looked it up school districts in Arizona are not allowed to override an existing over They can

022extend an existing override, but they can't override an existing override. Well, not without forfeiting the time that's left on that. So that is true. So we could go out for an extension on year four, and we would lose the remaining three years that would be left on that override. The way I read it, you get as long as you pay it off a third the succeeding year and two-thirds the year after that, you can get the extension. Specific to an M&O override, correct. We're looking at it as a capital override, which means it stays flat for all seven years. Well, that's what you're asking. You're asking for $1.5 million. Right, but there's no phase-out like an M&O override. So in year six and seven, there would be a phase-out. With the capital override, which is

023what the DAA really is, it's a flat $1.5 million every year. What I'm saying is that... for this information pamphlet. I mean, I'm kind of a detailed person. So I dig down and I saw, all right, it's for fiscal year 26-27. So when's the fiscal year beginning and end? It doesn't have that in there. I don't have that information. That's right. So basically, I'm not real comfortable with wording it one way and meaning it another way. I have absolutely nothing against the purpose of the override. I think that should be there. In fact, it's only existing. So I'm not opposed to the override, except how it's worded, because I don't think it's actually correct the way that it's been put in there. And I don't think not telling people where the fiscal year begins and

024ends, because the day that I got this, the following day, Got this, my tax bill. And it told me I'm still paying on the 2018 override. And I will be until May of next year, which is one month before the end of the 2026 budget year. So there's some wording in here that I think needs to be looked at more closely. I mean, it's a little late in this go around. In terms of getting everything pinned down the way it should be, I think there needs to be somebody proofreading this just a little better. We can do a better job of making sure that the terms we understand are articulated within the document. Okay. By the way, Dale, go buy a cemetery on the way home. Cop an old shop. I appreciate that. Thank you.

025Thank you, sir. Is there anyone else from the public that would like to speak? And sir, did we get your name and information? I was going to ask you. We worked together at one time. Yeah. Okay. Thank you. Seeing none, we shall go to item 2.2, consideration to adjourn public hearing. Consideration to adjourn the public hearing on update to the district additional assistance, override, and school improvements bonds. What's the pleasure of the board? Make a motion that we adjourn the private meeting. Second. It has been properly moved and seconded to adjourn. Any discussion? Seeing none, we shall proceed to vote on Fravor. Signify saying aye. Aye. Opposing? Signed. Motion passes unanimously. Next item of business. Okay, 4.1. Students, staff, and community presentations and recognitions. 4.1 presentation by materials management department mrs mercedes can't yeah very

026small print director of procurement will present um so the floor is yours ma'am good evening for the president for members and korean administration my name is mercedes and i will be talking about cooperative purchasing today hopefully i'll give you a better understanding of cooperative purchasing by the end of my presentation It's been a while since I've used this speaker. So in school districts, we have procurement thresholds and they're also addressing the governing board policy 3-109. And I'll start off by saying that they're not easy to understand, but just to give you a quick overview of how they work is that we calculate procurement thresholds by fiscal year, July 1st through June 30th. And they're by vendor. We're supposed to do them by category, but our system doesn't do them by category, our financial system. And

027so we're also allowed to do them by vendor if we are not able to track expenditures by category. And they're cumulative. So as we look at purchases, and I have a purchase coming through, we look at if the purchase has taken us over $10,000 or $100,000, just depending on the thresholds. They are cumulative, so I don't look at it once people purchase. Individually, we look at the expenditure for that vendor throughout the year. And I'll start by saying that if the first threshold that we have is $10,000. So as I'm looking at a purchase, if that purchase does not take us over $10,000, then that purchase is not subject to competitive purchasing requirements. If that purchase takes us between $10,000 and $100,000, then we're required to obtain three written quotes. And if that specific purchase

028takes us over $100,000, we're required to have sealed bids or proposals requested. In lieu of doing all of that, we can also use cooperative contracts. So instead of having to go out and obtain quotes or actually do an IP and RFP, we can go out and just use a Mojave contract, state contract, a cooperative contract. And what is a cooperative contract? A cooperative contract is a purchasing agreement established by a lead public agency or cooperative organization. It allows multiple entities such as school districts, municipalities, non-profits, state agencies, etc. to combine purchasing power leading to better pricing. It simplifies purchasing decisions by pre-negotiating terms because when we use these contracts, the contracts are already in place. They've already gone through the whole bidding process. So we're just able to go out there, pick our vendor, maybe

029look at multiple vendors, make a good decision and go ahead and move forward with our purchase. There are benefits to using cooperatives and some of those benefits are economies of scale because we have so many organizations using the same contracts. We have big buying power, which leads to better prices. We have equity meaning small school districts and large school districts all get the same opportunity. We have same or similar pricing at least. We have time savings because we don't have to stop and obtain quotes or go out and go through an IFB and RFP process, which those take about two to three months normally. And you also have the expertise from those cooperatives. These people are dedicated to doing IFPs and RFPs. That's all they do. So they're pretty knowledgeable in those areas. How do

030cooperatives work? They follow the same procurement rules, ensuring everything is compliant. So they follow the same rules that we do as school districts. They solicit, evaluate, and award contracts so the districts don't need to go through the same competitive bid process. This way you don't have... 10, 15 school districts issuing bids for the same exact thing. A cooperative can do that and we can just all use those cooperative contracts. How do they sustain themselves? There is a fee and those fees are usually in the pricing. So they collect money from the sales and we don't see that. It's done through the vendor, between the cooperative and the vendor. The next slide talks about the most common full district purchasing cooperatives. And we have the state of Arizona, Mojave, 1GPA, SAVE, which stands for Strategic Alliance

031of Volume Expenditures, AMIA, and we have other national purchasing cooperatives. And honestly, we have cooperatives, I feel like they're popping up at least one cooperative per year or every two or three years. They're getting very popular. But the ones that we use the most, I would say, are the State, Mojave, 1GPA, State, and OVMU. Those are the ones we use the most. These next two slides list the products and services, just different types of products and services that we purchase. in our school district using cooperative contracts. And as you can see, there's just a ton. And I didn't even cover everything. I just listed, like I said, I covered this slide and the next slide. So we have things like school and office supplies, instructional aids, things for our facilities department, like job order contracting,

032architectural services. We have services also in products for our food service department, for our transportation department. I mean, just a long list, HVAC parts, the sodium supplies. We have food and non-food related products, floor covering products. Our next slide just shows an additional list, sporting goods, asbestos, automotive parts. And we just, I mean, if you just look at it, you'll get an idea of that. It just basically, it covers a big range of items and products and services. Cooperative contract due diligence. So we use these cooperative contracts, but in order to do so, we perform due diligence on the contracts. What is due diligence? It is a process of reviewing the documentation demonstrating that a procuring entity obtained contracts compliant with school district procurement rules. Who is responsible for that? It is the school district.

033I am the one that performs due diligence on the contracts as it comes through. What do we do? Let's see. So school districts should use procurement questions provided in the USFR compliance questionnaire as a guide. We're not told use the specific form or these are the questions you're supposed to ask or these are the items you're required to meet. And so we just have guidance. So the guidance is to use the USFR compliance questionnaire. and we are to use our judgment in determining the appropriate amount of complexity of due diligence required for each entity. For audit purposes, we're required to retain documentation of the due diligence performed and the results. It is not necessary to perform due diligence on all contracts. It just depends on It's kind of like the reputation that the cooperative has.

034So the cooperatives get, most of the cooperatives get audited. And if they had significant findings, they recommend that we perform more due diligence on contracts. If they don't have as many findings, we don't have to perform as much due diligence. Here's just an example of the files that were required to keep for each contract. So on the screen you can see three different contracts on there. It just depends on the contracts. Some contracts are very big and they just have tons of files. Others are smaller and every year we're just required to add more and more files. For audit purposes, districts should retain various documents such as original solicitation, the list of vendors, award agenda, evaluation, summary, pricing. We have to go on this website called SAM.gov and get results on there. We also have

035to justify the use of the cooperative contract. And again, we just save that, keep in our files, and our auditors request all that information, or at least a sample of them. Here's just a slide that shows the documents that we keep. Again, the original documents are the solicitation, the list of vendors that receives the... bid or RFP, the evaluation documents. So the team that evaluated that RFP or bid and the sign-in sheets for the meetings that they had, the award agenda. So if they had a governing board, the governing board or a council, if there was a council, just agenda that shows where it was awarded. Additional documents, again, SAM.gov is a website we're required to go to check for exclusions for that vendor. We have to justify why we're using that cooperative. We have

036to justify it every year. We also have to have a due diligence checklist. And then annually you go back and you obtain contract renewals. You go back to that sound.gov website and obtain the report off the website. And every year we have to justify the use of that specific cooperative contract. So every contract we have to justify. Here's a list of the cooperatives that we used in 2024 and 2025. A total of 91 of them. And it's just amazing how many we use. We use them for the most common ones I would say for office supplies, Office Depot, WISP, Amazon, things like that. But we do do a lot of also services. But here's a list, 1PPA, Mojave, Omnia, SAFE, State, just to give you an idea of how many we use. And here's just

037an overview of the contract process. We first find out a need for products and services. We find a contract on a cooperative. We check for vendors, find out who's been awarded. We perform due diligence on the contract. We retain the documentation. And annually, we go back and we follow up on that documentation. And that wraps up my presentation. Do you have any questions for me? I have a question. And maybe it's a question for Dale, but I'm not sure. So I know that by using statutorily, I know that by using some of these co-ops, we're forced to use vendors on these lists, but they're not the cheapest out there. They're not the most affordable. And so how do we justify that? Yeah, so the state procurement code does require us to ensure that there's competitiveness

038for what we're purchasing. And so, yes, I'll give an example. Usually over the summer months, Walmart will run a special on folders as an example, and they're 20 cents each. We can't use Walmart because they don't respond to solicitations and they don't offer competitive pricing. So they believe that their philosophy is our prices are already low. We don't need to issue a response to any formal solicitation. So then, yes, we have to go through WISP. We have to go through Office Depot. We have to go through some of these other contract holders and end up spending more for that same product because Walmart, as an example, would not be able to provide that service to us. So it does not always. generate cost savings because of the structure of the competitiveness. We can't force vendors

039to respond to us. All we can do is use the tools there. In addition to this, Mercedes will issue her own solicitations too. So she might take a look at those contracts and say, you know, none of those are Yuma focused or none of those quite meet the scope of work of what we're wanting to do. So we'll initiate our own. solicitation and then whoever responds to that either it's a one-time purchase or he also includes quagmire language so other districts can use that resulting bid too so it really comes down to a change in the procurement code of how we might be able to access Walmart uh the challenge you know and Mercedes correct me if I'm wrong but I believe also the challenge there lies in that you can spend up to ten

040thousand dollars without any competitive purchasing with a particular vendor but what the auditors are also cautious about are splitting requirements meaning I will spend $9,000 at Lowe's. I'll go and I'll spend $9,000 at Home Depot just to avoid the bidding requirements. And so that's not a practice we have. Mercedes is very diligent in saying that it's the product and the vendor. It's not just the vendor by itself. Are we splitting those requirements too? So it's not a matter of saying, well, let's just go to Walmart and spend up to $9,000 because legally we can. Well, what supplies are we getting where they're also on contract? Right. And then. Just to make it clear, this is only unique to school districts, right? It's not unique. In fact, for instance, the charters don't do it. Charter schools

041may be exempt from procurement rules, yes. Okay. Any other questions? I have a question. On these cooperative structures, are there local businesses that are also a part of these? I always think about... We have so much support from a lot of local businesses with donations. I mean, all the time we're approving donations. So are we able to invest back into our community in that way? Well, we do have a local cooperative, Yuma Traditional Portraiting Association. I'm sorry. Yes. And so we... That's made up of the local school districts and the cities and the county. And so as we issue bids, we mostly issue bids for, I would say, I would say mostly, but a lot of our bids are for products and services that we can obtain here locally. So sometimes we need to walk

042into a store. So let's say, what's a good example? Maybe not school supplies, right? There's not a lot of like mom and pop school supplies anymore. We do have a local cooperative for contractors. So like with our bond projects, we're able to utilize local contractors. There are also some Phoenix firms on that as well. But we're able to utilize like Pilkington Construction, Ewer Valley, Merrill Developments. We're able to use some of the local contractors to help do that work. And that's really kind of what we've preferred, to be honest. They've done a great job. And like you said, able to reinvest into the community from their support. I don't know if you have other examples. Mercedes, that's one that comes to mind. Chris Thompson. Right. I just know it's our local that like when we

043have an emergency, they're the ones that come and support us because they're local. I think some of it is the education piece where some of the smaller companies here in Yuma may not be aware of the process. Like how do you go about doing that or completing a proposal that can be intimidating. You get a two page document and you have all of these different. of components and regulations that are tied to that. It can be very overwhelming. And I think some may be apprehensive because of that. We do have like for transportation, we'll have those parts companies saying, hey, how can we do more business with the district? It's like, well, here's the process that we have to follow. And they're like, that's too complicated. And so I think there's some desire to have

044that engagement with the district. But I think the regulations that are set by the. uh really the secretary of state through the arizona administrative code i think creates some of those challenges too yeah be something to think about like even offering a workshop for local businesses that are interested in doing that and don't know because to speak to your point it's probably i wouldn't want to open one of those i'm sure it's overwhelming yeah yeah it's a good idea machetes um what about Do we have a lot of contract or do we have a lot of things where we have sole vendors only? Sole source vendors? Yeah. Sole source vendors. Well, we bring that list before the governing board. I believe it's in June. I would say we have maybe 10, 12 of them on

045there. It used to be extensive, like you used to have to have utilities and all those things on it. They've exempted us from that. But yeah, there are specific things along with adopted curriculum. So adopted curriculum that the board has approved as well. I guess I just forgot that. Any other input comments? Thank you. Thank you. Next item of business. Point two, presentation by facilities maintenance. and Grounds Department, Mr. Ozzy Hernandez, Director of Operations and Maintenance, will provide the Governing Board with a presentation on the transition to the Bluepoint Alert Lockdown System. We're eager to find out, sir. So fill us in. Mr. President, members of the board, crane leaders, good evening. Thank you for having me here this evening. So I would like to start by saying for the past 11 months or so

046we've been burning our lockdown system into blue point, right? So that was a learning experience for everyone. I would like to thank Kathy Santeluzzi here by resigning because she's basically the one that oversees that project and make sure that everything is functioning properly. So with that being said, she worked on a short presentation and I would like her to go ahead and go through those slides and we'll be here for any questions in the end. Good evening. I am Kathy Santa Cruz. My job title is the Special Systems Specialist. I manage three of our security systems, access controls, camera system, and the lockdown. So recently... So Bluepoint is our new lockdown system that we have implemented into the schools. Safer, faster, more reliable solution. It's a rapid emergency response system that uses simple, familiar pull

047stations to instantly alert police and facility staff during an active threat. So similar to like... a pull station for a fire alarm. Just activate one, activates the entire system. And we have a 24-7 monitoring service, which simultaneously, it dispatches law enforcement and initiates a lockdown throughout the building. We have blue flashing strobe lights, and it triggers the PA system throughout the school. Previously, we had one lockdown. one button lockdown system from a vendor that was out of New York. They are now Lifeline Solutions and they're no longer supporting their original lockdown system. Now they are a reseller for Bluepoint. So instead of continuing with a vendor from New York, we... seeked a local vendor which could add in a deal rate. Can you tell me the video meaning? Is that a video? So this is

048a video to kind of show what the Bluepoint system does. There's audio on that? Yeah, bottom right I think. I can barely see it. The speaker in the right hand corner, I got an extra. No. Okay. So. This Bluepoint system does the medical and the police. We have the police pull stations, which like I mentioned before, with one pull station, you could activate the lockdown system throughout the building. And we have approximately 10 to 13 of those pull stations at each site. We just felt the need to change from our previous vendor to... This new one with the blue point is the more modern technology that we're working with and to be implemented at all of the schools. We are working on testing those this week. Kathy, can you, how old was the previous system?

049before we implemented them. We started that old system there, I believe, in 2020? 19, yes. 19? Yeah. So it had been, it was a homegrown system from the firm in New York. When we were doing research, they were the only firm that we could find that did everything that we were doing manually and that we wanted to have integrated. And so it was a system that they developed internally and that they managed internally. And so we implemented in 2019. It was actually... Founded in 12. I think that system was founded in 2012, but we brought it on board starting at the middle schools in 2019. COVID happened and then really started kicking off again in 21 with the rest of the schools. Did we go into that knowing what the lifespan was going to be?

050We did not. We were unaware. In fact, a team of us went and toured where this had been deployed and in meeting with them. saw some things that we believed we were getting and they were actually in beta phase that they were still testing to move forward. So they were finding ways to enhance the system. We never got to that point. For example, there was a system called Alert. which allowed law enforcement to be able to view the cameras in the event of a crisis. So once the button was pressed, then that would alert law enforcement that there was an issue. They could then log into the system, and then when they dispatched officers, they could help direct them to where the threat was. They would be able to manually open doors and those types

051of things. That technology never came to fruition. So those are just some examples of areas where we ended up. navigating away because we didn't feel like those investments were long-term. Right. There were just a lot of problems. We had some issues. Not to mention it was an attractive big red button and curious preschoolers love that. They love that. My curious preschooler almost did the same thing. So it is valid. So this one doesn't have the red attractive. It has a police. So it really did help deteriorate those. So this is the little flow of how it is expected to work. Someone initiates a lockdown and it'll. makes a communication to the panel with one panel. And at the same time, the PA system goes off, notifications to law enforcement, and then the access controls of

052the building lock up. So anybody that has a proximity card cannot enter the building. The only way that our police or law enforcement can get into the building is using one of the keys that we have provided for them outside of the building and then knocks them off. So why Bluepoint is better than what we previously had. The ease of use, simple, quick and tool handles, minimal training required, and the speed and reliability. And then we have a local vendor which they respond a lot faster than our previous vendors. That's a big plus. This one just talks about why a lot of vendors were not the only ones that have switched over to Bluepoint. Now a lot of the competitors, when we've gone to the conferences, we see a lot of vendors that are now

053also resellers for Bluepoint. So most of them, they work with the existing camera system that the schools already have installed in the PA system. So it's pretty easy for them to implement. So again, the advantage of switching over to a closer vendor, quicker response times and familiar with Harrison's school safety requirements. So the benefits that we have gained from switching over is we've increased the safety and readiness for our students and staff. We have a faster emergency response from law enforcement. Local support means less downtime and more reliability. It's available for future upgrades. So in summary, the old system was no longer supported. So fewer points of potential failure. Blue point is the industry leader at this point in lockdown alert systems. Global support ensures rapid response, easy to use, reliable, and trusted patient. It's

054not red. Thank you. We open the floor for any questions or comments. I do want to say that I feel really confident about this system. And then also the fact that everybody in this room, upper management, myself, any director level, drops what they're doing when something like that gets triggered on one of the sites. Because we always have told and we all know that priority students and safety for students and staff is priority for the superintendent and for all the training leaders here at the district. I'd like to commend Ozzie and Kathy. Bluepoint has reached out and said that we're really stretching their portfolio. So a lot of the questions that they're asking, can we do this? How about this? That's really having them engage in more conversations of, okay, that makes sense. We didn't

055realize that. We didn't have an understanding of that. So Ozzie and Kathy really asking those questions has. broaden their scope and to being really a valued partner of the district because we're pushing them to do things that we think are more efficient, better use of our resources, and then we'll hopefully increase police response time and their efficiencies of addressing whatever the crisis is. So thanks to Ozzie and Kathy for pushing them, and they've been very vocal in being appreciative of that as well. Hey, I have a question that's adjacent, perhaps. Back in the day when I was on the board and we were going through this first experience, there was a safe room on the back of your office, Lori? Is it still there? Yes, it is. Okay. Big TV. And it's built into the

056cameras and everything. I remember thinking, somebody's going to watch me make a... Left-hand turn out. Out of HL5. That's the one component that we have supposed to be completed either today or tomorrow that we can be able to lock any site from the support. That was a question I had. I mean, I can't think of what it would be because the only time I saw it really crazy. where you could lock down all the schools from a central place if you want to. Because I know that when Brenna was just a little child, when they had the per can Kathleen or whatever it was, remember that? Yeah, see, I knew. And nobody knew what to do. And all of a sudden, about 10 o'clock in the morning, he said, well, these kids ought to all

057go home. The safest place for them to be was at school. So all of a sudden, all the schools in District 1 were releasing kids out in the... 50 and 60 mile an hour winds and it was great. A little commotion. But I do want to thank you, especially on the open floor here. I want to thank Kathy because it's an early system for everyone, including Mr. Ponder, everybody. Nobody used to deal with this. So she has dedicated all the time and effort to this system. At the same time, she's on top of it. Nelish, your office does a tremendous job, Mr. Hernandez. Thank you, sir. Ozzie, can I just ask a question? Of course. These blue pull stations are going to be located in place of the red button. Yes. Okay. And... Kids like

058to press red buttons. They're also going to like to pull blue box. Pull spaces. Can these at least be retrofitted with dye? Whatever dye that's got the, whoever got the dye on the hand. I remember those days. We did see that here on it, where it says lift here. When you lift the cap, it has a, just a, a noise, a alarm. itself of the box, that doesn't trigger the system. To trigger the system, you have to get the cat and pull the station. And we have to know that. Well, I'm just saying kids are going to, you know, hey, congressman. push buttons, lock buildings down. I'm just saying kids are going to be tempted to pull that thing, but if they know ahead of time, they're going to get a die that's going to

059mark the guilty person. It doesn't have to be done on the initial day. Part of the cameras face directly on those. So a camera is showing that. So if a child does pull it, we can backtrack and see exactly what happened. And if it's got that preliminary alarm. That's going to scare most second third graders that might do that. We had a lot of issues with the red button. You know, is that their height and they could push it easily, but we have not had issues since this has been installed. And how long has it been in now? Yeah, great. Any other questions or comments? Can I? This is to Ozzy, but it's not on this subject. Is that okay? It says maintenance and grounds department. I have a grounds thing I'd like to say.

060It's good. It's good. No, I wanted to compliment Ozzy and his team on the middle school, the landscape. It does. Especially Crane, where you had a bigger area to work with. The benches and the rocks, it kind of has a Stonehenge appeal to it, in my mind. But it's really, really nice. It just looks so professional and just cool for the kids, I think. So I just wanted to tell you, I've had a chance to... See both of those recently and they look great. Wonderful. Thank you for that. Please share your comments. I'll share them with the team. Please do. Yeah. Thank you. Anyone else? Okay, next item of business. Thank you. Superdance current event summary. A superintendent needs to provide members of the governing board and residents of the crane schools with a monthly

061statement on current happenings and pending events, including information about student academic achievement. So Ms. Doring, you have the floor. All right, starting off with National School Custodian Day. October 2nd was National School Custodian Day. On this day and every day, we thank our school custodians for keeping our schools and facilities clean. We appreciate your hard work. IT Professionals Appreciation Day. September 16th was IT Professionals Appreciation Day. We'd like to thank our amazing IT team who support our students and staff daily with their knowledge and expertise in technology. Even this evening. Even this evening, you're right. Gowen Science Academy. Gowen Science Academy was awarded a $5,000 grant from the Sprouts Healthy Communities Foundation to purchase a greenhouse for their garden. expanding opportunities for ag learning on campus. Yuma Community Foundation awarded Gowan with the Heart of

062Yuma Outstanding Youth Award to students to recognize their incredible philanthropic efforts, along with a $500 check for them to continue with these efforts. Congratulations to Gowan students and thank you to the Sprouts Healthy Communities Foundation and YCF. Crane Middle School. This year, thanks to strategic partnerships with Yuma ACED and the Center for the Future of Arizona, Carmen Tudor and Juliet Gomez, two eighth grade students from Crane Middle School's Occupational Development Program, have become the first students in the state of Arizona under the age of 16 to secure a paid internship opportunity. The students will be interning with the Work-Based Learning Alliance, WBLA, a non-profit that is dedicated to connecting high school students across the U.S. with industry-connected learning experiences. The 50-hour paid internship requires students to work 8-9 hours per week after school on projects

063focused on AI and manufacturing, marketing, and business expansion. They will create a culminating team-based project while working directly with a professional mentor. Quain Middle School's Occupational Development Program was steadily grown to incorporate more professional elements to prepare students for the world of work. Mr. Jeff Francis, founder and CEO of this program, is committed to creating more partnerships to continue supporting his student workers and better preparing them for a successful future in whatever direction their educational and career goals may take them. Attendance Awareness Month. Thank you to Luis Figueroa for working with Mayor Nichols to proclaim September as Attendance Awareness Month. We continue to emphasize the importance of regular attendance and appreciate this proclamation. Math Counts. We're excited to announce our 2025-26 DoD STEM Ambassadors. Each year, as part of the Defense STEM Education Consortium, MathCount

064selects coaches or club leaders to advance STEM education by creating resources and designing their own community impact projects. Our first ambassador, Angela Rico of Centennial Middle School, has worked in education for 30 years. years. She's helped develop a program at her school to expose students to diverse STEM careers, plus a dual enrollment math program that offers college credit. She also promotes STEM education as an Arizona State University STEM teaching fellow and a board member at the AAA, excuse me, the AATM, Arizona Association of Teachers of Mathematics. Ultimately, STEM education helps students understand and shape the world around them. It cultivates curiosity and a lifelong love of learning, preparing future leaders to think deeply, question boldly, and solve problems that truly matter. As Angela said, we can't wait to see what Angela does this school year.

065Certificate of Achievement for Excellence in Financial Reporting. This is the thing you see every year, by the way. Government Finance Officers Association of the United States and Canada, the GFOA, has awarded the Certificate of Achievement for Excellence in Financial Reporting to Crane Elementary School for its annual comprehensive financial report for the fiscal year ended June 30th, 2024. The report has been judged by an impartial panel to meet the high standards of the program. which includes demonstrating a constructive spirit of full disclosure to clearly communicate its financial story and motivate potential users and groups to read the report. The Certificate of Achievement is the highest form of recognition in the area of governmental accounting and financial reporting, and its attainment represents a significant accomplishment by a government and its management. Mr. Del Ponder, how many years

066in a row is this? 32, I believe. 32. Way to go, Crane. Mr. President, members of the board, that's my report for this month. Thank you, ma'am. Next item of business. Governing board business. No. No, no. Superintendent's update on legislative and other government actions. Sometimes issues that could impact trained 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 these issues and provide appropriate direction to initiate or respond to them. So, Mr. Ponder, you have the floor. Thank you, Mr. President, members of the board. First, I'd like to start off a little bit about the impact that the federal shutdown is having on our schools. I believe that there's some concern about that as we do receive federal

067funding. All of our federal funds are forward funded, meaning that the appropriations are already at the Department of Education and those are free, free flowing. Impact aid, which our district does not have those resources and some of those other. I'll call one-off types of federal funds are impacted by this as they are not forward funded, but all of our entitlement grants are forward funded, meaning that those allocations are already there and the funds are already available to ADE. I don't have any information on, I don't have a crystal ball on when the shutdown will end or any of those types of impact, but I did want to bring that to the board's attention on what the federal impacts are. We'll now shift to Arizona-based items. The governor has started to collect the requests, or I

068should say the Joint Legislative Budget Committee has started to collect the requests for the various agencies on what they're... needs are for the upcoming fiscal year. Within the Department of Education, they have requested about $212 million and $180 million of that is really to increase the school safety program, specifically increasing the funding from $82 million to $262 million and adding 10 FTE positions to assist in the administration and compliance of that program. Again, these are requests. Nothing happens until the legislature appropriates the funds, and historically that's been nearly June 30 every year is when that is taking place. Aside from that, they're seeking 12 positions to also expand the capacity for the Empowerment Scholarship account, purchase reviews, as well as funded for contract and staff to support that program administration, backfilling federal funding for Project

069Momentum, and then... Taking a look at some of the other high dollar ones, expanding the early literacy program to include grants for schools to hire 25 math coaches to assist in low performing schools in grades three through five. And that includes three FTE positions for administration. So again, those are requests on the heels of the governor asking for agencies to consider a 2% reduction in what would be allocated. The state's concern is. having to backfill some of the impacts that the one big beautiful bill act has on Arizona around Medicare and other programs too. And so the, I'm sorry, Medicaid and other programs as well. And so the state has some concern about how they're going to backfill those programs. So a lot of resources, a lot of needs, sorry, a lot of needs, not

070enough resources to satisfy all of those needs. We are in an interrupt session. and so with that i'll pause for any questions the board made there's a lot of asks and um there are going to be a lot of cuts yes so it's going to be interesting to see how all of that works out um i think that this is just me like with if i had a crystal ball this is what i think i would see i see that um There's going to be more investment in the ESAs than in anything else. In other words, there's going to be more effort to, they're going to expand anything. That's where they're going to expand first, I think, state legislature. But they're going to have a whole thing out of, so I don't know how they're

071going to do it. It'll be a challenge on anybody else. Anybody else have anything to say about that? Next item of business. No. Yeah, governing board business. Okay, 6-1 oral reports and conferences, workshops, and school visitations. Periodically, members of the governing board attend various conferences, seminars, workshops, district schools, and so forth, and have information to share with the others. So anyone go to any conferences? Go ahead. Um, no conferences. I got to get out to two schools. I got to visit Gary Knox and HLS and got to see, I hadn't seen Knox's front office has been done, but I got to see HLS as well and got to see Ms. Rose and got to see some really good teaching as well while I was there. I attended the ASBA County workshop last week with some

072of these folks, and we were hosted by Somerton School District. And I'm telling you guys, when it's our turn, we're going to have to up our game. They really put on a great presentation for us. They had their drum line there. They had student dancers. They had boots from. All the different schools that we could visit, their student council members greeted us and seated us. They really blew the top off of it. So it was great. It was fun for me because there were actually still some people alive when I was in the community. And I weren't the only old ones there. So that was nice. But they did a great job. ASBA always does a great job in updating us and keeping us. in the loop of what's going on. The other thing I

073did was ASBA hosted a Zoom workshop called Shifting landscapes, understanding enrollment and demographic trends. And the reason I wanted to do it is because I think you guys have had the benefit of some of that information, having previous conversations about possible school closings and that type of thing. And it was very numbers heavy, but it was great information, helped me have a greater understanding of. what we're looking at and uh it's nice to be able to have that um venue to jump on and so that was worth it for me that's all i have thank you hey um i had a oh go ahead go ahead no no you did you started um i i made reservations to attend that as well and then and then Rain happened and then I wasn't able to go.

074Rain's not fun for us in ag. It creates a lot, a lot of problems and I got stuck in the middle of it. So I wasn't able to attend that, unfortunately. I did get to attend. or attend. I did visit Gowan Science Academy and I got to see the new, I call it a lab. I don't know what it's called. Innovation Lab. Innovation Lab. It's an innovation lab. It's pretty neat. The flooring, if you guys haven't seen it, it's... unique it'll be unique it'll be the first thing that comes to your mind you're gonna be like really cool okay so it's it's it's it's different um so i i i went there it's a great building a great staff i went over um some of the um how how the ela curriculum is going and

075how the math curriculum is going and got their input on on what they think some of the issues may be may not be and so it was a great great meeting it was really hot Mr. Ponder really hot in there it was like sauna hot it's like but anyways that'll be taken care of this this week uh but other than that I don't have much more to report it was it was a really good visit I I hope to see the other schools here over the next few months so anyone else have anything I do okay have at it I also went with Ms. Paulin and Ms. Doering and Mr. Hoffman. I don't think you were there. I'm looking over there and going, no. At Saurnton, and Brenna's right, it was absolutely awesome. The food

076was delicious. I mean delicious. And yeah, we will be hard pressed to find it. We're going to have to minus. We're going to have to minus. Well, it better be really good. But anyway, I met with working on a project at two different schools that will get moving, I think, pretty well when we get back after fall break. and then I just visited with another principal about how things were going there and they seemed to everything seems to be going pretty well. We yeah we have some we have some things to do but we're doing I think our district's doing a very good job. I think this from what I see in our teachers I've talked to a lot of them they're very happy with the way school's running this year so. I don't find

077that to be a surprise. But anyway, but it, I'll take it. Anything else? All right, we'll move on to 6.2, consideration of adoption of revised policy 5-203, students with disabilities, individual with disabilities, education act or idea, state the recommendation. of revisions to policy 5-203 students with disabilities was tabled at Mrs. Osborne's request to review the changes recommended by the trust. So in 2025, Arizona Law 196, House Bill 2170. We'll turn it over to Ms. Doering now to... So board members will click on the link that shows this proposed policy. The page to look at is page 20. Dale gave me the tickles. There you go. There we go. Got a cop drop coming up. On page 20, you'll see at the top an A, B, C, D, E, and a seven. It's the paragraph right

078below is what we're talking about. And then I'll have Kelly kind of speak to what her concerns were. Yeah, I know we had a very brief discussion of this last time. And obviously we tabled it because it was something that we felt like we needed to get a better understanding of the why behind it. In terms of the why, it sounds like from what we've discussed, it's largely. The proposed changes are largely based on liability and just having it match with the state's maximum. The concerns that I had brought forth as a parent of a child in special education is just that the way it is currently written, really, regardless of as a district, if our personnel do a good job of doing this quickly, this policy. doesn't particularly support that. And if we had,

079for example, a special education teacher who didn't really know what they were doing or who was overwhelmed and was very delayed, we wouldn't have any recourse to really get them to move faster, allowing 45, and keeping in mind it's 45 school days. So that's potentially nine weeks if there's no school breaks, right? If there are school breaks, we're potentially looking at closer to two and a half to three months. of leeway, which again, as a parent-child investigation is highly concerning, especially because the reality of someone needing a review is that a student with an IEP is not getting their needs met, right? That's why we request reviews is saying, hey, this isn't working. We need to review it because these are outside of the scheduled annual reviews. So in those changes, it's really important that

080that initial meeting happens quickly because often that initial review proposes potential changes that then have to be implemented, that then have to be evaluated to be determined if they're effective, right? And so if that initial happens in nine weeks instead of three weeks, again, that's not the norm. But I think as a district, considering... all the federal concerns around support for this population. I think if we've been able to manage it fine with the 15 day and no more than 30 requirement, I mean, I think we would do well as a district to say, we're going to keep a slightly stricter requirement and say, as a current district, we believe in providing a higher level of service to this, these students. We understand that they have high needs. We have an excellent team, right? And

081we trust them to meet. A higher standard than other districts. I'll tell you another perspective is, I appreciate that, Kelly. Another perspective is that if you do it every 45 days, usually most IEPs are reviewed once a year. That's the typical schedule. But as Kelly said, parents can request or someone on the team can request to look at whether or not they need to review changes. The 45 days does allow one IEP every quarter, which is for a year. The reason you don't want a rapid fire of every 15, 20 days is if you had a person that was saying a teacher or a parent was saying, oh, I want review, review, review. You don't even have time to implement whatever changes and things were put into the IEP to see whether or not they

082worked. So giving it some time. What I would suggest is keeping the 45 days. This is my suggestions allows you for a year. knowing that that's not what you're planning on doing every case. It's depending if you really need to look at, let's say you just recently had one and you put it in and you had big changes, you want to give it some time. That makes sense. And one other thing I forgot to mention, although it said 15, the way it was written in the policy was 15, it's been 30 before it turned to 45. So the way it was written. doesn't reflect what had happened recently, if that makes sense. So it didn't jump from 15 to 45 like it looks. So it wasn't 15? In the regs and stuff, it was 15

083a long time ago, went to 30. And then a bunch of attorneys advocated to go to 45, which I guess that allows the four per year. So I hear what you're saying, Superintendent Doering, about having time to implement. I know right now our special education department is fantastic and we are on it and we probably fall. We don't go to the 30 currently, probably. I would like to think my concern would be in the future and our future students. I would want to continue to have that safeguard for our students. And if that is in our... If that's our policy, then that's our policy. So I have just a couple of questions. It's somewhere between Osborne and Dwayne. What is the typical, and I don't want to call it typical, what is the norm? Is

084the norm one a year? Yes. Okay, so let's just say that there's a student that might need more, right? And so... I'm just doing the law of averages here. So how many of our students, and I don't know how many we have, let's just say we have 100 of them. How many of them do we need or how long does it take for you to usually to say, okay, well, this plan isn't functioning? Like, do you need 30 days to say, okay, I want this plan in place. Okay, we all agree that it needs to be changed. And then say a parent says, well, I don't like this. Now we got to go back to the drive. How long do you need for you to actually say, okay, yeah, you are, you're in the good

085year. I can give like my own child's example to give kind of some context of like what this can look like. And I would say, I would consider myself a relatively reasonable parent, right? So obviously Superintendent O'Brien gave the example that sometimes parents are more demanding and not willing to wait to see things work. I think the reality is that. Most of our parents are reasonable, right? So my child in preschool was with our special education program at Valley Horizon. 12 to 14 students in that program. It's an amazing, very experienced social education teacher. And I believe she typically has around three to four aides that are consistently in that classroom. So he was in an environment where he was really getting a lot of support. He needed very little additional support through his IEP

086because that placement was working very well for him when he transitioned to kindergarten. That year, I believe it was 25 to 30 students in the kindergarten classrooms when they first started. They had to add a third kindergarten teacher at Valley Horizon last year. And so we gave him some time to adjust. Obviously, that was a huge transition for him, right? He went from four to five adults in the classroom of 12 to 14 kids to one adult in the classroom of. 25 to 30 kids, right? And so we gave it a good month of giving him time to adjust, letting the general teacher kind of observe, letting him work with his special education teacher to see, okay, what can we do? Is this just a transition stress, right? Or is he genuinely really struggling, right?

087And so after a month of he's continuing to struggle, he's not adjusting, right? We requested an IEP revision. It took us, I think, about probably two to three weeks to get that scheduled to get a time that worked for everybody which is within the 15, yeah, the 15 days and not more than 30, which is how it was previously worded. Because if we do up to the 30, it's, you know, because we're agreeing on this time, right? You know, somebody's got a difficult schedule. Sometimes it does take a little bit longer. At that meeting, we identified some potential strategies to try to help him build more skills to be more independent and be able to participate in instruction more effectively. We gave those, I want to say, a little over two weeks to implement. We

088scheduled another IEP meeting at that time so that we knew a review, right? Because we've got to determine if these were effective and then if not, implement additional changes. Those things really didn't make the dent that we were hoping, but we did get a better sense of what points in the classroom he really needs support and what points in the classroom he is able to manage. And so by that point, When we did the second review, we determined that he needed, I believe, like three and a half, eight hours a day. So that during those times of instruction where he really just couldn't, he was getting nothing out of the instruction, right, frankly. And we were able, his gen ed teacher had worked with him enough to see that, right, to see that his transitions

089back from the more frequent visits in the special ed classroom were frankly creating a lot of disruptions in the gen ed classroom. It was not working right. And so we switched to essentially the push in of an aid instead of the pull out to the room. But then that individual had to be hired. Right. And so by the time we had had given him time to see if these things work, had two IEP review meetings, right, hired a person, we were, I believe it was one week before the end of the first semester. So he had one week with his aid before. So we, I mean, we essentially had. almost a whole semester with him really struggling with getting the instructional support. But was everybody that was involved working at a reasonable pace? Yes. And

090that's kind of my point, right? Is that every, like we were being reasonable in our requests, we were giving it time to work and it still takes that long. Right. But so in your case, you gave it 20 days, you gave it a month. So that's 20 school days, right? yeah in the initials so just see if you can adjust right to kindergarten is that is that typical i guess and i'm ignorant on this so like so so i guess how much and i guess it varies i yeah i'm trying to i'm trying to picture my mind is like like i i've had conversations with some people and it's like you know we sometimes there's a disagreement between the parent and the special education people. And they're like, we need to give it a little

091bit longer and we don't need to give it longer. And so I'm just trying to figure out, I think we're doing everything that we can right now. And is what we're doing right now not good enough? Yeah, I think the point is that what we've been doing is good. And so there's no real reason to change it and create a longer, potentially longer duration. Right. When the reality is that this process and the reality too, is these are limited instances, right? My kid's not going to need six IEPs a year. Right. But that first year, right. And now he's good. Right. We needed two review meetings. His kindergarten year. And in theory, we should be good to go back to. standard annual review because there's not additional problems that are coming up if that makes

092sense so would it make more sense to amend policy for you know the and that was a question that i had i wrote down is like different different great age groups like for instance pre-k and k right we're working with those do we need to meet those more regularly than we do fourth, fifth, and sixth, seventh, and eighth? So it seems like what I'm hearing is when you're young and you're trying to get this whole education thing going, you might need to have them closer together. So I think the reality is it varies case by case, right? So like in our case, we caught my child's autism relatively young. He got a diagnosis around age four. And so we were working on this process. relatively early, especially for a kiddo who's as verbal and not

093disruptive. So my kid's very easygoing, which is not the norm for most children with his level of autism. Most children with his level of autism are actually, can have very disruptive behaviors. Right. And so Right. There may be cases where somebody gets a diagnosis at two because of the severity of their kid's behaviors. There may be cases where somebody's kiddo is honestly doing pretty well and they don't get a diagnosis until 10. Right. And so that's why we can't really say, oh, this age needs it more frequently than this one, because it really just it varies. And obviously we have plenty of kids who are on IEPs, but it's not autism. It's something else. Right. Right. And so I think considering what I think about, like the more severe cases, right, of a kiddo who's.

094whose behavior, like, let's say my kid was one of those ones who has really more severe behaviors, right? Who acts out aggressively when they're dysregulated, who, you know, has screaming episodes, right? waiting that long would have been, that teacher would have quit, right? I mean, frankly, right? If they were in that situation where they had, because the reality of his case, his gen ed teacher was doing all that support while we were waiting for. Okay, so I'm going to entertain a motion. And then if we want to continue to debate, we can do that. But at this point, I want to make sure that I take a motion and a second, and then we will move forward. Can I make a... Quick comment. I apologize. Connie Jerpseth, our ESS director, just emailed or texted me

095and said that I made a misquote. I said 30 days has been prior. She says 45 days has been in effect for the last few years as far as the regulation. Basically, this policy was really incorrect as far as being keeping up with the regulation. I said it was 30. I want to take a motion so that we can get it on the record and then take a motion. So I'll take a motion and a second. It's a pleasure of the board. So, I mean, I'll move that we accept the changes as written in this policy, with the exception of this particular section right below number seven on page 20, where we maintain the existing. timeframe of 15 school days of receipt of the request or automatically agreed upon time, but not to exceed 30

096school days. It has been properly moved. Is there a second? Second. It's been moved and seconded. We'll continue discussion and debate. I also have a child who was on an IEP who's 43 years old now. But I remember those days vividly. Now, I think what I'm hearing here, and correct me if I'm wrong, because I don't think it's a grade level thing, Mark. I don't know. Some kids, my son wasn't. on an IEP in Toulouse in middle school. So I think it's more about when they entered the IEP process that maybe we need to have different rules, standards, time limits, whatever, because those do need to be tweaked and maybe several times. And once you get it where it's working, then once a year works great and good for us. But it seems to me

097that it's early in the process that we're struggling with making it happen. Right. Does that make sense? Well, this maybe is just going way too fast for me here. We right now have 1530. 15, no more than that. That's our policy. We've been operating on 45 days. That's how ASBA was. Remember how we shifted to the trust policies? So this piece was in there. But when we called the attorney that wrote that from the trust, she said that she's correct. It did shift to 45 and they advocated for 45. ASBA did have 45. Yeah, and I can clarify. In our district, have we tried to do the 1530? No, we've been operating with the 45, which the regulations had, because that's how ASBA policies were. Even though the trust had this, we were operating by

098what the regulations said with 45. But I see with 45 days, and boy, I can tell you, I totally agree with you. And I have nobody that's involved in this. And it's not the intent to always say, okay, we're going to go to the 44th day. It's a case by case. It gives the district the opportunity, depending on the case by case. So, you know, you gave examples that if there's real severe things, they need to move it up. But can we, is there a way to do a different timeline for those in the early stages where? I think we have to wait 45 days if we're trying to refine the process. I think the limit is, correct me if I'm wrong, you can't go beyond 40. You have to have it all done by

09945 days, right? So, I mean, yeah, the policy, if we keep it, instead of making the recommended changes of 45, it would be that the review has to take place within 15 school days of receipt of the request or at a mutually agreed upon time, but not to exceed 30 school days. So this would be... Essentially making it so there is a clear instruction that this has to happen quickly, right? And from a legal standpoint, the actual statute is still 45 days. So we're not in violation of state law if it goes 35 days, right? But we'd just be violating our own policy, if that makes sense. From that stance, I think that's reasonable. I did actually reach out to an ASBA rep and get the wording of the ASBA version of this policy. Let

100me find it. I just had it a second ago. So theirs is 45, but they have some additional language that is not included in this proposed revision that I do think makes a difference. So their language is The district will comply with our request without unnecessary delay and in no case more than 45 calendar days after the request has been made. Calendar days? So theirs is calendar days. So it is different. It is a big difference, right? So that's key wording without unnecessary. So although they had the 45, they said without unnecessary delays. Well, I imagine the reason that they're intent on. giving a half a longer period as to do with there's more and more kids that are involved in special ed state and there were 10 years a lot and it's hard to

101staff those classes and 45 days does protect some districts and people from liability problems i mean that's i just like to think that we can what's this work with our kids in a faster way some of them what's the statute So I actually have it. The actual statute says, so it's a, it's a rule, administrative rule. It's not actually a statute. So it's ACR 7-2-401. Item seven, a parent or public education agency may request in writing a review of the IEP and shall identify the basis for requesting review. But for what's the time period though? That's the nice sentence. Such review shall take place within 45 school days of the receipt of the request at a mutually agreed upon date and time. Okay, so regardless of what we think, we can't go beyond 45. Absolutely

102not. Yeah, that's the maximum. And so what we're saying is we should. What you're saying is you would like be shorter. Yeah. Okay. But if we go beyond, let's say you want 30 days, 20 days, whatever it is. That can be our policy. We're still within statute. Absolutely within statute of rule. Yeah. All right. So I need, go ahead. I was just going to ask Mrs. Doering, you said something to me that. This is Dervis has said about best practices and what, okay, could you maybe? Yeah, so to clarify that, the best practices is it's not always our intent to go 45 days, but let's say there, there've been a big change for a child. Like let's say they had an aid before and they don't now, or they, they just hadn't, we just gave

103them an aid, right? So we don't want to do it in 15 days. We want to give some time to see how that works. It basically gives the district some ability to be flexible with that timeframe. We have 882 students in ESS. I believe when Mr. Seth came on board, it was like 575. So if we did adopt something that's still hypothetical, if we do do a 15, that opens a box to if every parent said I need it within 15 to 30, the manpower. So I just need to be cognizant about that. And if we did 45, that would be the regs. I do like what you mentioned, Kelly, with the wording, again, to avoid unnecessary delays or something like that. So that would be a possibility if the board wants to consider something.

104Do you think we do a pretty good job in avoiding that delay? Yeah, but I mean, yeah, well, I got to say, well, I, what I'm trying to get, what I'm trying to avoid is like, I'm trying to get to your date, your number, right? Right. And without. without putting so much stress on that department that we start getting complaints. Which I agree. And so that's where I'm at. Yeah. And I think we're the board. We can reevaluate this if we determine it's problematic. Right. We do see multiple parents are abusing this system and not being reasonable with their requests and our team is losing it. Right. But I think. Brenda's point was good is we have an amazing team right now. We can't guarantee that. So if we have kind of some protections in

105place. Right. So that's what I'm saying. If we have an amazing team now, so if we. make it more would it be more restricted be more demanding i think they realize they're already doing the 15 okay just because maybe they're setting the i think most of the time they're they're doing it that quick anyway i mean connie can maybe say if that's incorrect but i think most of the time they're not getting anywhere close to that 45 days so okay i need you to restate your motion just so that i'm clear because because i'm gonna i'm gonna ask for I'm going to end debate here pretty soon and go vote on it. And I just want, I want to make sure that everybody understands what the motion is that we're voting on so that we

106know what we're getting into when we vote on it. So I motion that we accept the proposed policy changes as presented with the exception of the paragraph just below item seven on page 20. And we maintain the prior language of 15 school days of receipt of the request for animation agreed upon time but not to exceed 30 school days. That is the motion. Okay. So I'm going to is there any do we need to talk about this further or can we vote on it? You want to vote? Okay. Without further debate we shall proceed to vote. All in favor for the motion as stipulated. Say aye. Aye. All opposed, same sign. Motion passes unanimously. That's none of my business. 6-3. Consideration and direction on ASBA proposed bylaw change proposal. Hold on, this thing fell asleep

107on me. No, it's just because we were talking on that deal. Okay, so here we go. The Governing Board will review and discuss a proposed bylaw amendment submitted by the Arizona School Board Association ASBA Governance Committee. This is a single vote encompassing multiple updates. All changes are shown in red for delineation and blue for new wording. The proposal required approval by two-thirds of the ASBA member boards. I'll give you guys a little bit of background on this. Last year, feedback from member boards indicated that the volume and complexity of proposed bylaw changes presented simultaneously was difficult to process effectively. In response, the Governance Committee, chaired by Chris King of the Vail Unified School District and Pima County Director, undertook a thorough review and refined a refinement of the proposals. The revised bylaws amendments are now

108being presented for members board's consideration. The board will vote to give the direction to its designated voting representative, Minion Sinas, to vote in a manner that the board approves. What is the pleasure of the board? If I don't have a motion, this will die. And that's fine with me. Would the motion be that I move that we agree to going forward approve by law changes in one vote rather than in that? You can change that. You can make your motion to say I move the item with the exception of A, B, and C. It says it's a single vote and they want a single vote. Oh, well, then you can vote for none of them. Having been through some of these bylaws changes. It's a mess. It is a lengthy and difficult process. And my

109experience has been, I'm reading these, that a lot of thought and effort and discussion goes into making these changes. So I would move that we approve a single vote. for bylaws revisions. I'll second. I'm going to vote. They're bylaws. I don't necessarily... Being in those meetings, a lot of the policies are like, wow, okay. I'm going to vote for it. Any other debate, discussion? We use... I know we're kind of... We live in two worlds. We use... the trust for policies for our policy so this and this is just fair bylaws for membership okay any other discussion all right see no one shall proceed to vote all in favor of accepting this in its entirety signify by saying aye all opposed same sign motion passes unanimously next item of business six four Consideration of an

110appointment of delegates to and alternate delegates to 2025 ASBA Annual Membership Meeting. The governing board needs to appoint a member and an alternate to represent the school district at the Arizona School Boards Association Annual Membership Meeting. This is where it gets. Fine. Who wants to pull the straw? Can I discuss a little bit about this? So we put this on the agenda because they had emailed it to us. The vote is going to be December 18th at that meeting. We haven't heard about a virtual option yet. However, if the board votes on something today, basically we appoint someone and request them to vote for whoever the people are. The submissions are due, I believe, October 30th. So we don't know the names of who will be running for each of those positions. So we have

111a couple of options. We can vote today and appoint someone. Or we can table it and look for November and hopefully they would have names if that's something the board wanted to do. In the past, I don't recall ever having discussions about it. It's just somebody goes. And I'd also like Mr. Colby, he had something to mention while we're on this topic before we move on. Thank you. Go ahead. I do. I've kind of been asked to run for office. For ASBA? For ASBA. So obviously, you know, when I was in sixth grade, we ran for president. They told us, don't vote for yourself. Well, I don't want to be in a position that you vote one way or another. So that's, I would say, but if you wait until November to do this, that

112may be a different deal. I might not be right. Okay. So, um, you may table it. Okay. Could I make a motion that we table this selection until the November meeting? Second. It's been properly moved and seconded to table this action item for the November meeting on any other discussion on that. Shall proceed to vote. All in favor say aye. Aye. All opposed, same sign. Motion passes unanimously. Next item of business. Public comments. Public comments. Yes. Call to the public. Let me get this over here. Call to the public 7-1. Consideration and discussion of comments and concerns from the public. Those wishing to address the governing board on items not on the agenda may do so at this time. Speakers are requested to hold their comments to three minutes. Individuals addressing the governing board may

113not yield any portion of their allotted 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 open call to the public unless the matters are properly noticed for discussion and legal action. And I have a few. Okay, where's that one at? I'm going to go with Alex Gutierrez. You have the floor, sir. Three minutes. Want me to go up to the podium? Please. Hey, good evening. I only have three minutes. I'll be quick with my introduction. My name is Alex Gutierrez.

114I've been in law enforcement for 22 years, EMT for eight years, but the reason I'm here, I am a parent of a special needs child in the school district. It came to my attention, teachers in this district are very much in need with help with the special needs students. Every child is different case by case, like we already mentioned. ADA therapists and or other therapists were allowed to be in the school, this district in the past. And as of June, it's more than June. They are not allowed on the school grounds anymore. What changed? That is my question. Why are they not allowed anymore? I understand that teachers with special needs, they have two-age, three-age, smaller classes. But, you know, there has been incidents locally, nationally, and I'm going to touch up on a few

115of these incidents, which is something, you know, we are trying to avoid. September, a 15-year-old special needs student was struck and killed by a car walking away from the school. This is naturally, you know, somewhere else. He was able to leave campus because he was unsupervised. Texas, a nine-year-old boy also escaped the school. They found him in a lagoon, which he drowned, and this was during recess. A 17-year-old student with disabilities wandered away from school. They found him three days later after having seizures, multiple seizures. He passed away, choked on his own, he will vomit. Now I'm going to go to a few local incidents just in the Crane District. And the reason I'm touching up on this is because I have been involved with this one. September 14, a student left Gowan, almost made

116it to the street. The teachers found him, took him back. September 15, the same student left Gowan. The teachers did not realize he made it about half a mile away. I'm patrolling and I see this kid walking on the side of the sidewalk, on the edge. Turn around. I realize he's a special needs student because my daughter is the same. I am able to communicate with the child, you know, get police there. Long story short, he was brought back to the school unharmed. It was very hot. He was telling me he wanted some water. I gave him some water. Put him in the AC and we avoided a tragedy. A few days later, a student jumped a horizon fence, ran away from school. Also, Pueblo Elementary, another special needs child stabbed another student because of

117a lack of attention. Special needs children need extra attention. The help is there. The problem is that the help is not available now. They are not allowed gatherings because, you know, that is my question. I want to put it to the agenda. Why are therapists allowed to be in the school grounds? The district board members have made a word today, October 13th, the solution has been proposed. This would help mitigate the situations and hopefully avoid a tragedy. Like the one that happened in September. I'm going to have to cut you off there, sir. Thank you for your time and consideration on this matter. Thank you, sir. We're going to give it to Melissa Araiza. Is that correct? Oh, she had to leave. Okay. I have her card here, so we'll probably reach out to her.

118Okay. um saira travinia pravinia sorry about that it's okay You have the floor for three minutes, ma'am. I'm going to be like him, but my name is Sarah Therino and I have a son with autism as well. I am writing to express my concerns regarding a recent decision discontinuing allowed outside therapy providers to support students during school hours. This change has deeply affected many children who rely on these essential services to function, learn, and thrive in school environment. While we understand that the school may face financial limitations, and may not be able to provide one-on-one support for every student. Many families, including ours, pay privately for our services for RVTs within an organization called Cross River Therapy. These professionals are specifically trained to work with children with those special needs, including those who use AAC

119devices, like my son. For my children, like my son, who relies on an AAC device to communicate, RBT's are essentially ensuring that their voice is heard in classrooms and beyond. I've had to personally train many of my son's teachers on how to use this AAC device effectively, and they are not all familiar with the system. This highlights the critical role that RBT's play, not only in assisting children with communication, but also providing the hands-on support that some children need to access basic function. For example, many RBTs assist with personal care tasks as helping children using the restroom, especially when staffs are not adequately trained in these areas. Without this assistance, children may face challenges and hinder their dignity and independence. The removal of outside provider services has led many families to seek alternatives such as

120homeschooling, marital schooling, and home-based therapies programs. This has resulted in a decrease in enrollment at schools, which may cause the school to lose both students and funding associated with them. More importantly, it has placed a significant strain on students and parents. Without these services, students are struggling to maintain their routines and their additional stress on parents causing hardship. for families who were previously able to rely on the schools to meet their children's needs. Furthermore, the presence of outside therapy services is often crucial and supportive to students' mental health and participating in all. Pretty much they help them. because I don't know what happened with my stuff, but they help them grow and they help us for like, for example, my son, he's not putty trained. They're there to help and assist. Most of the instructional

121aids through, not through the RBT's, but I heard through the teachers when they're not present. They let them pee and poop themselves until somebody, like when my RVT was there, she would come and he would be blown out. Why? Because the instructional aids are not there. Like they don't really care if they poop. They have the RVT, right? That's their RVT. Change them. So they'll wait until they blow out. They have a blowout. And that's not fair. And I also think for my son with the AC device, these instructional aids are not trained. These RVTs are trained. So that's pretty much hopefully you guys. All right. Thank you. That is it, right? Thank you. We're going to go move over to 7-2, acknowledgement of public requests to speak. Anyone wishing to address the board on

122items on tonight's agenda may do 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 allotted time to any other individual wishing to address the governing board. In accordance with the open meeting law, board members may not respond to criticism, may respond, excuse me, 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 to the call. open call to the public unless the matters

123are properly noticed for discussion and legal action. And I have none. We shall move to 8-1. Can we just double check and make sure, Paul, you already spoke, right? You didn't want to speak again, right? Something came up during this that I would like to kind of find out about. On the agenda? Something that we're speaking... Something that you've been through. It has to be on the agenda. Is it on an agenda? Is it an agenda item? It's something you already went over. It has to do with record keeping. You're talking about financial records. You have to keep the financial records. Are those hard copy or are they electronic? And if they're electronic, do you store a copy somewhere off-site so that... If something happens to your electronic server, it's protected. You know where I'm

124coming from. I want you to direct us to review the matter, and I will meet with you. Yes. I'll have staff get back to you on that, okay? And then report to the board. Thank you. I'm going to move on to 8.1, consideration of approval. of consent agenda. The consent agenda conserves time by limiting the items to those of a routine nature, which normally do not require deliberations on part of the governing board. The items will be accepted and approved in one action unless the board members wishes to have an item separated from the consent agenda and specifically discussed. The vote or action on any item removed from the consent agenda will be taken separately. What is the pleasure of the board? I move that we accept the consent agenda as listed. I'll second. It

125has been properly moved and seconded to approve the action item. All in favor say aye. Aye. All opposed, same sign. Motion carries unanimously. Next item of business consent, 8-2, consideration of ratification, adoption of payroll and expense vouchers. I think we're on 9.1, adoption of gifts from the public. That was a quiz and you passed. I'm sorry. What was that? It's stuck on here. 9.1. 9.1. Those are all done. Okay, here we go. That was a quiz. You guys passed. Good job. All right, 9. Consideration of adoption of gifts. From the public, Crane School District 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. You have that list at your

126disposal. What is the pleasure of the board? I would like to recognize the parties who contributed. It looks like they were all at Gowland Science Academy this time. There are many things that people give to us that we are not able to take care of ourselves. So we're always grateful for those folks, parents and others in our community. And with that, I'd like to move that we accept the gifts from the public. I second that. It has been properly moved and seconded to accept the action item. All in favor signify by saying aye. Aye. All opposed, same sign. Motion passes unanimously. Next item of business, 10-1, consideration of adoption of release of staff. Board approval is needed to release a staff member from the contract without assessing damages. Crane administration is requesting that the governing

127board approve the item and release Mrs. Noreen Bowers from her 2025-2026 contract without assessing liquidation damages. You have some documentation. What is the pleasure of the board? I make a motion and we accept it as written. Second. As improperly moved and seconded, is there any discussion? Seeing none, we shall proceed to vote. All in favor signify saying aye. Aye. All opposed, same sign. Motion passes unanimously. Next item, business tent two, consideration of adoption of new position, manager federal programs. Attached for board consideration are an adoption of a new job description for the new position listed below. New position is manager federal programs. You have the PDF. What is the pleasure of the board? I move that we accept this new position as listed. It has properly been moved and seconded. Any discussion? Shall proceed to

128vote. All in favor of passing 11.1? 10.2. Or 10.2. I'm on. Thank you. See, you give me quizzes. Yeah. There's a delay on this. Okay. Any discussion? All right. Let's vote. All in favor of saying aye? Aye. All opposed, same sign. Motion passes unanimously. Next item of business is 11.1, right? Consideration of adoption of 2024-2025 Annual Financial Reporting Package. Administration seeks government board approval for the following annual fiscal reports for 2024-2025. The Annual Financial Report, AFR, the Classroom Site Fund Narrative Results, School Level Reporting, K-3 Annual Financial Report. These reports are submitted to the Superintendent of Public Instruction, the Office of Auditor General, and the County School Superintendent by October the 15th, 2025. There you go, ma'am. All right. Good evening, Mr. President, members of the board, executive leadership, and audience. I'm Jennifer Bosch, the

129Director of Finance, and I'm going to go through the annual financial report. So the AFR represents the financial activity for the fiscal year 24-25 as budgeted and recorded by the district. So pursuant to Arizona Revised Statute 15-904, we require that the report be approved by the governing board and the district provides the summary of the AFR to the superintendent of public instruction by October 15th. So I'm going to go through this slide here is our Maintenance Operations Fund. It's broken down by the similar categories that are on the AFR. The first category is regular education, which we have about 75% of our total expenditures under regular ed. Special ed at about 20%, I'm sorry. And then transportation, 4.66%, and our K-3 reading at 1.1%. and within our K-3 reading program we fund seven K-3 teachers

130under this program. Capital funds, our unrestricted capital budget includes our fund 610 as well as our district additional assistance override which is 611 and that's the 1.5 million that Dale was referring to earlier and we have a total of 4.2 million expenditures under that category. Bond building fund 630. is again Dale mentioned this earlier too but renovation site improvement projects transportation buses and then our federal programs and administration building a little over 7.3 million dollars and then building renewal grant this is our school facilities division fund so we have 1.2 million expenditures that we received funding for those projects this school year And then debt service, our bond principal and interest payments of a little over $2 million. So a total of $14 million for our capital funding. Classroom site fund. This is pursuant to

131Arizona Revised Statute 159 and 77H. Money is distributed from the classroom site fund shall be spent for the following purposes. So there are seven different categories here. We as a district have... I use two of those categories. The first one is the class size reduction. We fund six teachers here, mostly our kinder teachers. And then the bulk of this is under the teacher compensation category. So this is where we fund our performance pay and our base pay for our teachers. So you'll see we kind of have additional fund balance here. So in 24, the teacher... compensation packet was $6,500 and in April of this last year the board approved this to increase to $15,000 for eligible teacher to receive funding under this category. So this is the Prop 301 base and performance fee. Special funds

132projects, so this is kind of all the other funding that we receive. So federal grants, this is our funds 100 through 399. This includes our title grants, special ed, Medicare, or Medicaid, I'm sorry, and E-rate, about $5.6 million. State grants, funds 400 through 499. This includes our early literacy, adult-based funding, our school safety program. Food Service Fund, which is our school nutrition program, a little $5.9 million in expenses under that. And then Instructional Improvement Fund, Fund 020, which is we fund our Indian Gain Stipend under this account, as well as our CAP teacher and our aide. I just want to draw attention to the Food Service Fund also under this category. This year, we have an ending fund balance of $2.4 million. This is something that V&A has really worked to make changes where she

133can cut costs. And even though there's, you know, the economy, there's increased costs everywhere. And so she's done a great job to continually try and find ways to save the district money because this is a cash control fund. So all the money that she receives is what she has to work with within her budget. And just a reminder, too, that our kids still receive pre-reduced lunch for breakfast and lunch, so that's a big plus. 25 estimated classroom spending. This is a graph of the estimate for the 25 school year. Slight change from last from 24, so classroom spending at 64.2% and non-classroom spending at 35.8%. If you want more information, the AFR will be posted tomorrow on the website. as well as all of our other financial reports. We're interested in looking at any of

134the information. And then like President Moore stated that our AFR package includes the AFR report. And then in prior years, the food service report was a separate document, but this year they included it all in one. The classroom and site fund narrative, the school of reporting, and then the K-3 annual financial reports. And that's all. I don't see if you have any questions. I don't have any questions. I just want to commend you, Jennifer, and all your hard work. And I just want you to know when I'm out in the public, I hear wonderful things about some of your people that work with you. So I just wanted to pass that along to you that you are a fantastic supervisor. Director. Yes, director. Yeah, just another test. Another quiz. Is there any other comments or

135questions for the director? Well done, Ms. Bok. Okay. I will take a motion. Is there anything from staff on this? Okay, so I'll take a motion to accept the report. I move that we accept the report as presented. I'll second. It is properly moved and seconded. To accept the report, all in favor say aye. Aye. All opposed, same sign. Motion passes unanimously. Next item of business, 10-1, consideration to adjourn the meeting. I move that we adjourn this meeting. It's been moved. Second. All right, all in favor say aye. Aye. All opposed, same sign. We're adjourned. Okay, I got a Facebook name to get to.