8.19.24 LESD#25 Work Session and Governing Board Meeting

001[Music] I'm Liberty Elementary School Board will come to order today Monday August 19 2024 for our work session scheduled here at the Jerry Roy facility we have four board members present board members Bixler and Kenyan vice president Parks myself Michael Todd uh board memb Shion is out sick today next item is the Pledge of Allegiance vice president Parks can you lead us Al to the the United States of America to The Republic which stands one nation indivisible liy and justice for all item 1.3 is next it's our spring 2024 aasa scores letter grade formula and the aasa math proficiency Dr Monroe president Todd vice president Parks members of the board Dr slow is going to lead our work study session tonight and president Todd just read kind of the three areas that we'll go over

002first um Ed we'll go over our uh 2024a ASA scores in ela and math it kind of a broad brush I know these have been uh these have been given to the provided to the board before but we wanted to spend some time with the board on that then secondly he'll talk about the letter grade formula we're not really we don't have our letter grades quite yet we don't have any cut scores determined that are completely finalized that we're 100% confident in but just kind of the components of what make up the letter grade formula according to the Arizona Department of Education and then lastly we wanted to surface um our aasa math proficiency from the math resolution at the last meeting I believe it was member Kenyan and member sanon talked about what the

003board's Direction was as far as do you want to quantify what a significant increase in proficiency means in math do you want to leave that wording we just wanted to surface that with the board to see what direction we feel the urgency that the board does in increasing our math proficiency but we just wanted to give that some air time in case there was more direction from the board if we stick with that wording or if there was a a percentage or what have you so these are the three things and Dr Sloat I will turn it over to you president Todd members of the government board thank you for letting me take a few minutes to today to uh to go through uh the topics the ASA scores the accountability framework which I know

004we heard before it changes ever so slightly uh over the years useful to go through it uh one more time to familiarize ourselves with it um I'm going to look at the component scores that we have for 2024 we do not have any way to take those scores and sort of say what the letter grade is going to be because the State Board of Education will not meet until October uh uh to ratify what those cut scores will be and then following that there'll be a public release from the State Board of Education in November of the school letter grades and then finishing off with a uh open discussion of some proficiency goals uh I have included in the packet the proficiency goals that the all of uh the leadership team uh made uh in

005June of this year in our leaders leadership team meeting where we discussed went through the uh the proficiency numbers and did a goal setting process and so we're going to look at those as well uh so to start off with the first slide on slide three this is the ELA proficiency um as you can see three uh three grade levels three four and six went up uh grades five stayed exactly the same from 23 to 24 grade seven down uh a bit from 44 to 42 and grade 8 stayed the same so there's some variation there three out of the uh uh out of the grade levels went up the district overall Ela proficiency rate went up from 38% to 40% between 2 23 and 24 the math proficiency on slide four we had three

006grade levels decline two GR grade levels go up and one grade level grade four stay exactly the same I find that the interesting part of this particular slide if you look at either the dark blue which is the 23 scores or the beige uh bar which are the 24 scores that as you move from grade three four five and six you see a consistent multi-year decline as you move up through the grade levels and that's the same both in 23 and in 24 and then we bump up in grade seven and eight a bit with that but there is definitely a trend there that as we move up from grade three the math proficiency scores decline that well if you can compare that to uh the ELA scores on the previous slide you don't see

007that kind of consistent trend that seems to be related to the grade level uh of the of the students the district overall math proficiency rate stayed the same at 26% between 23 and 24 uh as I'm going through this especially into the a through F if you have any questions or want to say anything please Dr SLO real quickly just um as we look at these scores I know that sometimes the expectation curriculum wise it's different from grade level to grade level uh seventh grade in my memory has always been a little more challenging because the kids are doing more they have less available time to do their work at school and so on uh and the curriculum itself is more challenging has there any been any kind of look into uh the uh uh

008I guess challenge of the different grade levels or is one more challenging than the other well I think we would say that as you move up through the grade levels especially in math it gets complex and that it builds upon the previous grade level more so I think then in the ELA side that's not to say it doesn't with u with the on the literacy side but certainly in the math as you move up from between grades three grade four five six seven it's getting more complex the and challenging both in the type of uh mathematical thing uh Concepts that have to be learned as well as the context of the of the use of the mathematics yeah do so that has been my experience great just seems tough like being a junior high just

009tough um I noticed that a lot of the numbers were really close whether they gain or or lose um are they significant significant uh statistically close of a range great question so I chose for this print for these slides to do numerical Direction not statistical significance and when I worked with the ASA scores and the proficiency scores in the workshops with the leadership teams here it's because we're dealing with four or 500 students in each of these categories I I tend to say that a plus or minus two to three points in this may not be statistically significant and it may include simply random error that's going on if there's a trend over time and it's going up by two and by two and by two or or vice versa then that's better evidence that

010there's something going on U so I've chosen here just to indicate whether it went up numerically or went down but if it's a one point then I would tend to say not much can is happening here um with it if you go up by two points it's still probably not that much happening especially if it's just for one year when you start to get to 3% on the sample sizes in 4% definitely and 5% you know something is probably both statistically significant but is actually happening there's been some disruption or some change in the learning that's going on so one has to take a very small change in these uh in one year cautiously right yeah and I I I do like that approach all you're looking at is what's the change not whether or

011not statistically significant one last question on this and and I don't know how the the math has done this it's very complicated from what Miss Camp showed us last year I mean very complicated formula so does it matter that because we're small one person's performance has a a greater impact in a larger District uh usually I see this happening where you have somebody who appears a couple different places maybe they're under I Services as well as uh uh language uh struggle uh so they might appear in three different places not only at grade level but also in some of the sub poops does that work in here Ian could it make that big a difference not not in these numbers because these are these uh at the district level include all students in grade three

012across the whole District so that sample size is very large we have nearly 45 500 students in the district if I had broken these down incidentally as in the appendic of the handout I've broken all of this data down by school by grade level so if you were to break that down by grade level and say performance level minimally proficient partially proficient at grade three in a school location um you can start to get into some very small sample sizes uh depending on the distribution uh but at this level the if you're thinking about like an outlier or somebody that's at the very bottom it's not going to pull it's not going to pull these numbers apart very much these are upper level numbers to indicate the population at that particular grade level in that

013part particular subject and here a movement of one or two% points either way probably doesn't show much effect going on or much system atic effect but when you start to get to 3 to four to 5% changes year to year I'd say I'd feel more comfortable in interpreting that and saying uh something is is happening here that was different it's disruptive from the previous part and I use that word disruption to mean something from an intervention has CA or lack thereof has caused a change in the learning level of the students that change could be positive as well think it could be positive as as well as negative for sure yeah absolutely absolutely but these are relatively large sample sizes at the district level uh I've also included the science on slide number five showing

014both uh grade five and grade eight science going up and the overall District went up by 1% point from 27 to 28 again this numerical uh not a lot of change between the two years slides number six and seven are going to break down Ela and math by school and so this is all grades all students within the school on their proficiency on the assessment so for slide six it's the ELA perc proficient by school and we see went up went up for Blue Horizon freedom and liberty and Westar and uh the proficiency rates went down in AA Mountain Los prus and Rainbow Valley uh um and in slide seven it's the math proficiency and we have numerical declines in Blue Horizon Los prus and rainbow uh stray of mountain is about the same Freedom

015goes up from 11 to 12% and Liberty went up from 23 to 24% so you can see that the changes even the numerical changes they're not on a large scale basis big jumps um uh across the school uh sites for for math so I'm going to stop here uh just for some comments because that's a summary of sort of the highest level of of the proficiency rates in your packet again this is all broken down by individual grade level with individual schools I think the most interesting thing that I saw in all of this data at this level was the overall District scores in math and that decline going from grade three to grade four five and six just continue to decline and it happens in both years that I'm referencing so it's not a

016one-off trend going on so that raises a whole series of questions about why uh that would be happening who are the students in grade four and where were they in grade three uh and then students in grade five where were they two years ago three years and is there this cascading effect going on as you as students move into the grade six five six seven are they bringing with them the deficiencies from earlier on but it does appear in uh in Liberty that those scores do decline quite a bit actually from grade three to grade six grade three is nearly 40% and at grade six we're at 17 18% so worthy of a lot of questions in digging into that data any discussion any questions on that all right so moving into the accountability formula

017for 2024 and you've seen this uh before uh Miss Camp has uh uh presented a number of times on this we'll go through it and uh please ask any questions if you have I am going to spend some time on a couple of the calculations and we have one new set of metrics this year that we have not had in the last four years that are going to be very useful to us as staff in identifying at risk students uh and what their trajectories are in the future that's the student growth targets that I've included in this the overall formula is out of 100 points growth is the largest single component uh in in the accountability framework at 50% of the points proficiency is the second highest at 30 uh we have things uh for

018acceleration and elll students and improving their proficiency uh at 10% each making up a total of 100 uh points in the formula the 2022 23 cut marks are at the bottom of that slide and slide nine those uh may change uh in October um depending on what the governing board decides with this now I've been doing this for quite a long years and was heavily involved in the early development of the accountability formula uh back in 2010 11 12 on the technical advisory committees and things and we're looking now at these at these relative sort of Weights if you will or the uh how much how much emphasis is being given to these and proficiency and growth back in 20134 15 were equally weighted at F at on both sides the growth measures were broken

019into a different set of categories but there were still growth measures and proficiency which uh was uh was 50% and the growth measures were 50% and um after 2015 2016 a big discussion was occurring at that time and that discussion was what is the effect of poverty on the a through F Awards and the growth model and there was a lot of discussion that went on to that should these things be equally weighted and what was happening was you would get schools that would be um very uh low poverty schools that had extremely high proficiency rates and not high growth rates I mean growth is the instructional impact and they were getting very high they were getting A's and B's and you had schools that were very high poverty schools that had reasonable growth but

020the proficiencies were so low and in that waiting of 5050 they were consistantly being down in the F the D and the C range and the teams at that time Chang the formula so when we got into 2017 2018 2019 we see the weightings going on here as as currently today where growth is receiving the majority of the weight uh proficiency obviously not small a weight but at 30% and then the other two components at 20% and that came that change was actually a policy change through the State Board of Education and the ad and the technical advisory committees on the discussion of what's the proper weight uh to place on these components uh and the decision at that time was to weight growth the he most heavily and Proficiency in uh at 30% so

021there is a history here with why those weights are the way they are for better for worse um not but there is there is a background to it and it has not always been weight it like this the proficiency points you can get total of 30 points for it and you can we get it two different ways the straight proficiency of the students that take the test in the year uh students take the test and they they CL they get put into highly proficient proficient partially proficient or minimally proficient as you can see if you're minimally proficient you have zero points towards proficiency so schools and school districts that have a large proportion of students in the minimally proficient lose a lot of points and there's an incentive to then take those students that are

022in the minimally proficient area identify them and move them out of minimally proficient if one wants to increase their letter grade or increase their standing on the accountability model part uh partially proficient gets point six of a point every student if you're a proficient student you get a weight of one and then highly proficient at weight of 1.3 so pretty straightforward how you calculate the points in that but there's a secondary uh way to calculate proficiency and that is uh stability points stability is all about how long students have been in the school consecutively and the Assumption here the theory of action is if you will is that a student that's been consecutively enrolled with with us at a school site that for a long longer period of time should reasonably have a higher probability

023of being proficient and higher proficiency than a student that is unstable and comes in from another District or has moved in and is only here for a shorter period of time essentially saying the longer we have a student with us the better that student should do and that's the thinking of what stability points is here and so there's three categories you can be a a new student this where your first year your Fay one student in the school you can be a student that has been in that school for two consecutive years and you can be in uh a student that's been in that school for three consecutive years and you get a much higher weight assigned to the proficiency of students that have been in a school for three years under this formula because

024of the underlying the theory that says if you've had this child for a longer period of time then you probably should have identified their deficiencies intervened and then eliminated those deficiencies so you get a much higher weight now how we get the points it's either the it's the higher of the two methodologies for the school you do we calculate it for straight proficiency then we calculated for under the stability model and whichever one of those gives the higher of the points that that's the points that is used uh assigned to the school and used in the accountability system isn't that interesting it's interesting about the philosophies behind how the formula is either weighted or constructed right so I have a quick question does it work in Reverse too meaning do we have if it only

025works well my question so you have a kid that's been there 3 years and we're seeing the opposite problem where the where your proficiency goes down yeah I I understand exactly what you're saying yes because if students in that category they've been there for three years if the proficiency of those students in that category is is very low you get you get sort of I don't know how to say you don't get the weight you don't get the points because you have students that have been been with you but they're not proficient so it re and it's weight at 30% so you give up that weight in there um on and it's the intent is there to say if you have students with you for a longer period of time they really the expectation is

026that they're you're going to have a much higher level of proficiency and so it's weighted by 15% so the answer I think the answer to that question is yes does of course I'm the geek that likes to know why things are organized the way they were and we had great fun great discussions in designing the early uh the early algorithms here for the accountability format it's changed since I've been doing Exel the next part is student growth and it's growth points this is the largest component of this so student growth percentiles are hard to understand for those don't dive into them student growth percentile is really the rank the percentile rank of a student's current year score compared to all other students in the state that entered into the grade level with that exact prior

027year score so you take all the students in the state who scored say minimally proficient and had a low scale score a low score on the test percent correct you want to think of it that that way and you put all those students into a group or treat them as if they're in a group and then they go through the year all students and they take the test again and they get scores on the test on the other end now for those students in that particular group that started the year at the same place the question becomes who had the highest score at the end of the year who had the middle score who had the lowest score and everything in between so the student at the highest that started at the same place and

028had the highest score at the end here they're going to get the 99 percentile just by the way percentiles are constructed they're the highest score percentiles go from one to 99 so the person at the top is going to get the 99th percentile and the person that scored the lowest from that same group gets one the one percentile now repeat that for nearly every single prior year score group kids in the whole state that started off with that score and then the score above that and then the score so you have these groups all the way up and down the score scale and they all fan out from their cohort and all of all of them in those groups the highest one gets 99 the lowest one gets one and then in between so what

029what's the interpretation of that and why do we as Educators think that that's really important the number one reason why student growth percentiles have were created originally by Dr beton brener in Colorado was the first state that really started to use uh growth models in their thing is because the correlation between wealth or poverty and simple proficiency is incredible high it's incredibly High I did the calculation here and it was9 between the percent proficient bar so when you're asking what's the instructional effect of a teacher on a student throughout the course of the year there's all these non-school indicator non-school factors that affect the way the student will get this score at the end of the year this just the straight score and it makes it very hard to say that this teacher or this

030school or this grade level had this impact on the student student growth percentiles group everybody with the same score whether that score is high or low at the beginning of the year so all of these effects are impacting that score where that student score was and the only only thing that's impacting the growth of that student is no longer all these other outside factors because it's all encapsulated in that cohort group it's the instructional effect it's the fact that they were in that classroom or that school for that year and the instruction that it's the best stat statisticians can do to answer the question mathematically what's the instru structional effect on the student regardless of where the student started the year at does that make sense and that's why it's so important for us in

031a in in the real world setting is to say what was the instructional impact on this student this student this student and the instructional impact can be high on a low performing incoming student and the instructional impact on a high performing student can be equally as high that make sense yeah makes sense but if I'm looking at what what this is and what you're saying then there really isn't like an algorithm that will predict growth so the State of Arizona is not saying we predict that a fourth grader will grow x amount through an algorithm what we do is we start with the lowest score the highest score and then break percentages up from there so it that score could change from year to year right if I created a statistical model to forecast to

032forecast what the outcome is going to be on student test scores if I just tried to forecast uh if I wanted to to predict the students's test score how many he gets he or she gets correct on the test at the end of the year there for the last 50 years there's been statistical models that have high prediction of the test score because the test score is just that one point in time but we had no models that basically said hey let's take out all of these other conflict conflating factors that impact a student's engagement in school a student how well the student learns and let's try to isolate just the instructional effect that's what student growth percentile does so the it reduces these external factors by from in the 70s 80s 90s down to

033the tens 20s so correlations if you will and that's why it's important it's not to be all in end because there's some serious limitations to the growth measure uh and we've had some discussion um we've had some discussion about it so the fact that it's a standardized measure and it isolates the instructional effect is really important to us because we want to know not only is our instructor impacting High performing students but students that have severe deficiency compounded annual deficiencies year after year after year we want to help those kids as well and we want to know if we're moving that child from compounded deficiency into less deficiency it may not occur in one year but we need to have a growth measure and that's what the that's what this tries to do what the

034student growth percentile does not do its limitation is if if well I'm a student and I'm minimally proficient when I entered fifth grade and I get a student growth percentile that say 70th percentile okay that's pretty good compared to everybody else that entered with the same deficiency level as me but I still didn't pass I still didn't reach proficiency but I grew well the question becomes well how long is it going to take for that student to have the deficiencies eliminate such that they pass the test or they're proficient how long was that growth for that one year sufficient to put me on a trajectory that would get me in two years to proficient or one year or three years it doesn't answer that question so in statistics we call this an insufficient measure it's

035necessary I need to know what the impact of instruction is but it's a insufficient to answer the question how long given what given what instruction help has helped that child how long will it take for that child to be proficient the essential question some grow even at high rates but it may take two or three years enter the next slide which is student growth targets which in 22 23 and 24 we did not have student growth Targets in our accountability model for one reason and that's because of the interruption from the covid pandemic and its impact on schools so we clo we had our schools closed we had a year that the uh the uh state test was given in a insecure uh non-traditional environment which rendered those scores invalid so we had this two-year

036break and we can't calculate student growth targets with that break so it took three years 22 23 and 24 for us to have the statistical information in order to to uh generate student growth targets so what are student growth targets I'm sorry it's the slide U slide 14 on it on the slide up here and if you would allow me I think I'd like to get up and point if that would be okay so we have three students and from the prior year to the current year there was instruction and these students had student growth had growth this student right here student a had the highest growth among these students student student B had a bit less growth to this current year and student C had the lowest growth so the question becomes if I

037don't know anything else beside that how long will it take these students to reach the proficiency line given that especially in math things are getting harder every single year so a student growth Target tells me the growth that this student needed in order to reach proficiency within a set time period And in the Arizona's model that set time period is 3 years in the K8 model for better for worse that's the way it's computed you have to pick a time period to generate the student growth targets so you can see students this student right here had growth but if that growth were to continue the student would never reach this line which is proficiency student D and please forgive my graph lack of graphic ability the slopes you can see it's a much higher growth

038rate but it's still not reaching Proficiency in the current year that student's still not going to reach Proficiency in the future year one and it's going to take two years or three years to get to that so this student growth percentile is not even if it's high it's not sufficient so what we need is we need two things we need the student growth percentile for this year for all our students and then I need the student growth Target and I need to compare those two to answer the question even though you want to say we had growth was the growth sufficient enough to eliminate the deficiency in a reasonable amount of time such that the student will reach proficiency and if it's not we shouldn't be taking credit for it we shouldn't be saying this

039is great stuff unless we have confidence that the student growth percentile this this trajectory is going to reach our goal within a reasonable amount of time whether three years is a reasonable amount of time it's open to debate right but we now for this year I'm going to be reporting to everybody every single students whether they made growth from the previous year as a result of instruction and was that is result impact of instruction for that student sufficient to ensure that they will reach proficiency within that three years I can't change the threee because it's part of the calculation but it's still a useful indicator and I think there is some we've had some discussion that says well growth you know if you say you're having growth and the proficiency never changes then what good

040is the growth completely totally agree if you have growth the growth has to be high enough such that it makes a change it disrupts the pattern for the student eliminates the deficiency and gets them over the line in a reasonable period of time Isn't that cool I I like your data chart I let me catch up here a little bit um so if you're starting at the beginning and I see that the proficiency increases over the years what happens and this is the deal it's like if we push a kid through or the kid goes through to the next year the curriculum is going to change and move forward what are we doing for the kids that haven't met the proficiency for that year because aren't we continue to accelerate why they're behind are they

041ever really going to reach where they need to be or we just always are always trailing year over year over year over year our ultimate goal is to get them proficient enough for e8th grade to go into ninth grade if we never meet that we have a problem so it'll be interesting to see when we start digging down in the Weeds on some of this data numbers to see exactly where we're at because if what I think we're going to see if we see you know more than half of the kids under those lines and not ever going to make that within the threeyear period especially with the accelerated program as you go through years we got a problem and you know the response that I give from my from my hat in the in

042the organization is the data Geeks response we now I now have data to actually I have metrics measures on every student 4th through 8th 4th through 8 that gives us an indication to say yes while the student made growth growth maybe at the 30th percentile but the students was starting off in minimally proficient at the bottom end and is that growth sufficient to make any difference to the students's life and how long will it take and we can do that student by student by student by student and they're sitting in our classrooms right now so the report that says this student is minimally proficient in your classroom right now and has such low growth that as they moved into the more challenging curriculum in grade sixth and grade seven they're never going to get out

043at that growth rate so what do we have to do what we have to do is use that data to identify those profoundly at risk students and then do some intervention to change that outcome now with what that intervention is is the I'm going to leave it to my colleagues to say but from a data stand point from an information standpoint these are some of the best metrics that we can have uh that are available to us at this level from these models we haven't had that we haven't been able to say student growth is hey student growth median student growth in grade three in my school is like 47 at the 47th percentile isn't that great it went up from 36 the year before not necessarily right because if that growth trajectory never gets

044those groups of students out of being deficient as the curriculum gets more difficult and more difficult and more difficult we're we're going to be sending them to high school right deficient because they're never going to catch up so if they're minimally proficient we call them the double double zero students if they're minimally proficient and they have low growth then those students are are are definitely this student C here they're they're just not going to reach Proficiency in a time frame that's reasonable so if you have a student that comes in and that's the SGP at this point in time that SGP for this next year has to have a trajectory that's going this way and that's where the disruption in the instruction occurs and if it doesn't then that student just just gets farther farther

045and farther behind I call them I've called it chronic compounded deficiency year after year after year after year I won't do the the letters by the way thank you for all this because yeah well it's an interesting thing because I think our fonic program came in three years ago three or four three three so and we've put the interventionist in there we're watching fantastic growth out of because we kind of had some data we were looking at the rest and we decided where we needed to fill those holes so to speak now it's math time right so we're looking at the MTH stuff so this gives us a really good head start on where we go from here and that's why the it's really imperative for the board and why we took the direction we

046did because this is critical um you know I look at this we you know the next questions obviously you know leave it to the to the the specialists in the area but how do we attack this how do we get down into it because you know you're going to have kids at all different levels of proficiency that really all need help to get them to that next level so anyway thank you for that it very helpful um my just my last comment I've always focused on the minimum we focus on the minimally proficient the most at risk but you can be a proficient student in third grade in math or reading and have a growth trajectory that in two years puts you down into the partially proficient so you can be on a track it's

047not just up and it's fine uh there's two more components that make up 20% 10 points each one is on our elll students and their proficiency grow and grow and proficiency growth as well as straight proficiency on the aella so there's two components there um and then there's a whole section of U the acceleration and Readiness that has um growth measures well proficiency focus on proficiency measures in grade eight mathematics um grade three Ela so the two ends of that having to increase our Proficiency in mathematics in the highend before they move into high school and then the K3 type uh focus on Ela uh in the younger grades chronic absenteeism the subgroup Improvement sections are race ethnicity uh various program memberships if you're at all interested it is in the the link I sent

048you an 88 page technical document how to calculate all this stuff so feel free uh to do it it's riveting reading uh somebody's got to read it so I did uh with it yeah right right but it's there I I've given it to you guys uh and then special ed inclusion uh for that of having students uh in the regular Ed classroom on that and the details on that are for all of these are usually comparing what our rates are compared to the state in some way and are we above the state or and Dr slow it is this group that I'm talking about with the subgroup so uh student that would say would appear in the special education inclusion they're also going to appear just like any other student so they actually affect this

049twice that's a true statement it's a true statement in uh with the caveat that the weight associated with these is is very low compared to the proficiency and compared to the growth weight for that student so if you you could have marginal you could get some points have marginal growth in some of these sub areas get a point point or two but then if they're still in the minimally proficient category in the proficient area you're going to lose a lot of points okay um there's some bonus points uh for special ed and science scien is included in that um that we can add on that are sort of as they say bonus points to the fund so any final comments about that yeah so what I put in your packet is the 223 the AF

050components scores so you can see the data for 2223 and then you can see the data in the next slide for 23 24 I didn't do it for you but one could actually compare each of those cells what the points are and say what's the change uh I'm sorry actually I did do that you can compare the proportion of the total points that those points are for a particular school like if proficiency is 30 points and Blue Horizon got 12 points one could do the calculation and say What proportion of points is Blue Horizon getting for proficiency getting for growth and so on what I chose to do is compare the 23 and 24 and then do the change in points for each of our schools and it's a pretty direct or obvious where our

051points are coming from so the green here is blue Horizons is getting not too many additional points for proficiency but getting 9.4 points for growth if I did this table for the previous year to 2022 these numbers are all in the 012 range when I did it for this year and I saw numbers like 9.4 in growth Freedom just taking growth and going Beyond everybody at 13.6 they're getting an additional 13.6 points even though their proficiency points didn't move very much they had the highest level of growth those SGP points in the whole district West Star Liberty Blue Horizon and freedom that really stood out when you add those points those the addition of these points in to the to the calculation on the on the cut marks what's happening in all of those schools

052is their movement up that performance scale is going to be quite large and it's going to impact we think what their letter grade might be but we can't tell you we can't go down that road because the State Board may change the cut marks a bit and a change in the cut marks by two two or three points can change a letter grade for sure on that but the story here between 23 to 24 is growth and growth like I said before is the most direct measure we have of instructional effect after we take out all of the other non-school indicators on it so it's a it's it's a bright spot in in that set of information discussion questions on it yes Dr slow just kind of looking at what we just went over um

053going back to the beginning and watch seeing that trend you know and proficiency heading down over those four years it's very evident especially when you're when you were just showing you know explaining this uh the how this works with the Fanning out and and just seeing what over time what their student growth Target's going to be very obvious we need to get our kids as high as possible in the lower grades and get them started already in those proficient so that's very very important and I think this board's done a good job at focusing on you know K through three but also going into grade four grade five and uh but I just wanted to make that comment just because you know looking at these you you can tell there's a obviously this is just

054how they do it we don't have the data in front of us of of each child and each but just kind of looking at where where the trend has been with proficiency going down that's obviously a big red flag um year over year and I get it that things are going to be more intense uh the curriculum is more intense as they progress to the next grade level but getting that foundational piece in the in their uh education as soon as possible it just shows how how important that is as their years continue yes absolutely there it is just not the case that one can argue We are continuing to grow and grow and grow and the proficiency points the proficiency levels don't move or go in the opposite direction because it they can't you

055can't have that it mathematically you can't have that it's all based on the same test you have to have sufficient growth for those most that need students well I maybe I should say all students you have to have continual sufficient growth and in our case the emphasis to move proficiency higher requires high level of growth and that translates into high high levels of instructional Effectiveness because that's what growth is by the way it's computed by the way we've designed as measurement experts designed the growth measure it is designed to isolate the impact that that instructional year has had now it's not an individual teacher because it's a a a campus environment but it's what have we done to grow that student who is below proficiency have we disrupted that pattern and put that student on

056a trajectory so that they will gr so it is a true statement president Todd you can't claim we have growth growth growth and have declining proficiency but I'll point out I don't have the slides here that when I look back a year to the 2022 23 those growth points in measures here were like 0 minus .1 plus one plus two and this year we've got plus 13 you know nine seven that's evidence of instructional impact in growth that has to stay we have to do it again we have to do it again we have to do it again and then proficiency will start to go out whether three years or four years is enough is sufficient is a from a policy standpoint of is it quick enough different story uh how much can you expect

057to grow in one year in the proficiency tough question to answer in the short run but it is a true statement that you must have if you have low Proficiency in the beginning of this process you must have high growth you must have strong instructional Effectiveness to get us out of the hole so Dr SLO let's go to the last section that's a very good transition so go to the next slide Ed so Dr sl's going to explain this slide to you but the one thing that I wanted to discuss with the board is what came up at the last meeting we've had open up illustrative mathematics for one year our staff was just trained on it we see the results it's fairly new it would be great if we could T change these things

058around in a snap of a finger but good reform takes time it's Mission critical it's all Hands-On deck and so what I'd like to just discuss with the board and Ed I'll let you talk about the slide is what what is significant uh growth in proficiency or what is a significant increase increase and I know vice president Parks talked about 20% and there was a there was a little discussion from the board and then it sort of got tabled but we just wanted to have that discussion with you guys because we want you to know that this is Mission critical for us as it is for you if I had the silver dollar if I had the magic wand in my pocket I would pull it out and wave this all away but compounding things

059take time and consistency and we have to turn the ship around right we have to turn the ship around and so um let's talk about that but Ed why don't you tell him kind of what the slide represents as part of what we can so in in June Miss camp and uh LED everyone in leadership team meeting my part in that meeting was presenting through the DAP um the analysis of the test scores that that came out and part of that dis process was a goal setting process an initial goal setting process in which each of the sites looked at their data went deep into the looking at their proficiency rates and everything and establish goals for their campus in both Ela and math um and I'm probably not the one to discuss this or

060talk about it too deeply but coming up with how from where we ended up in 20124 the question is what what is a reasonable expectation an achievable goal that we can increase that proficiency by the end of this coming year these on this slide are the um adopted these were decisions made by the campus leadership teams during the leadership academy and you can see in the yellow like in math the numbers vary there's variance across campuses there's kind of a district number and I mean if you were to take an average of those it would be you know plus 15 or so percentage points but U just wanted to surface that with the board the language and the resolution which I know the board is aware of is significant growth and proficiency with State standardized

061test scores and and we will do what the board directs and so uh if the board wants to put a number on that if the board wants to have a school by school analysis of that um we can certainly do that this is our second year with this curriculum it's been my experience that there's no perfect curriculum it's been my experience that curriculum is only as good as the Fidelity that you show to it and that involves training that invites oversight that invites accountability um so we will we will take the direction from the board but I just wanted to bring that back since it came at the last board meeting some of the thoughts from the board so that we can have a some really good targets as our principles are working with their

062staff on goals and things right now do maybe they need to adjust these goals our principles you know so what are some of the board's thoughts um one of the there's a reason I left it open and one of the reasons I left it open is this is one piece of a puzzle um we're missing some key pieces in the program um you know so this has to do with not only looking at growth but what are we doing to the point of looking at you know what what what is the Avenue we're taking as a district to work with the kids who are struggling who are not meeting um what other uh supplemental instruction pieces can we bring in there's a lot of pieces here that have to come together and this is part

063of the conversation that we're going to have with the board and with the staff as we move on throughout the year as to by the time we get to the end of the year is is what's in play and what are we doing are we going to move forward or is this just not going to work so I I I don't really want to put a number on it these are great to look at and I'm okay with looking at these are you know this is where you going meet that's fine it's one piece so we want to see a much bigger um you know we go at this with much with much more of a broad approach um you know I I personally I question where uh handling the fundamentals correctly can we do

064that with some supplemental materials in early grades so um I prefer not to put anything in as far as you know we have if you meet these goals great no I think this is a part of the one piece of the puzzle so well for me I'm thank you Dr slope for this information because the the numbers that we received at the last meeting were not all the camps some of the camps are great but some definitely were lower than what I would like to see but digging through it into this level actually I found is a much more positive experience it looks to me like we're trending the right direction by and large yeah there are some kids but it's a small number and with the information that we can develop we can really

065Target those kids it it's not like we need a whole big change we just need to really address some of the kids and it's a small number so I actually found this to be pretty pretty positive uh for me uh if the if the leadership team was comfortable with these numbers I'm comfortable with these numbers I think some are pretty bold uh to get the proficient ratings up by what they're suggesting it's going to take a lot of effort so they think they can do it I I support that let's do it yeah thank you Dr slope for this uh presentation this brings a lot of clarity um to how grade letters and and you know just kind of how everything comes together with I'm glad that the leadership team has sat down and went

066over and I like the numbers but I'm actually with vice president parks where I don't want to set a number a part of it as as he stated and I agree there's there's so many things that can go on and hopefully these these goals that have been set by the sides they take off and continue pushing towards these goals right and hopefully at the end of the year we see them far bypass what's here um but at this point I just I I don't want to put a number on it because I do think that I think there's there's a lot of work to be done there's a lot of pieces to puzzle um and I I disagree board member Bixler I think there's a lot of kids that need help not just a few

067looking at our numbers there's a lot of kids in our district that need some pretty intense intervention um I'm not okay with the low proficiency rates that we have across the district and I understand the growth metric proficiency metric but that proficiency at the end of the day is what they need when they leave us they need to be proficient so um getting pretty bold in what we do and as Dr SLO said if we have to intervene pretty critically to get that trajectory to change and bounce and go up um I I think we just kind of need to keep that open and and look at what we're doing um and that's kind of where I am right now I'm I'm I'm for leaving it open-ended at this point I would also agree um

068leaving it open-ended is a better way to go um but as we look at these goals I guess I have a question um to set these goals that that were done by the district um have we as a district Dr slow we we talked about this before a little bit I think I understand your question but are your answer but want to make sure do you feel that we've done an adequate implementation St stud of this curriculum to ensure that we're doing this with the Fidelity that needs to be because as I understand you several times you talk about Fidelity and we've got to have that 100% otherwise we're kind of fooling ourselves so are we truly have we dug deep and done that um the implementation study to make sure that this is being

069introduced and and carried on correctly I guess that would be the proper terminology I'm going to answer it from my professional perspective on it if you say has there been an a Fidelity study on the implementation of curriculum to me that is a very specific piece of research that is structured it's well defined how one does that it's been done many times throughout you know in public schools and in any schools it's a Fidelity of the implementation of the curriculum uh done as a research question and a research study collect data on it do uh you know metrics throughout the grade levels throughout the subject areas how has it been implemented and has been implemented in a way that meets um the existing sort of Standards sufficiency standards I don't think that we have done

070something as research oriented as that but in my understanding the especially for the new curriculum we've adopted it it went through I think a year year and a half worth of reviews by experts by our people our staff it wasn't done overnight um so I think I'm going to let you speak to it but from my standpoint you're asking me have we done a formal Fidelity study I'm not aware of it that that we have are those things good to do yes they are they're very good to do and in fact we have a action research study that on that right now happening at Rainbow Valley this year I think that asks that question what's the Implement what's the alignment between the curriculum materials with the instructional materials with the assessments that we're using to

071judge for Progress throughout the year and all those are all those things the curriculum the instruction the assessments that we're using are they aligned aligned being a not just a passive word but a line having definition uh to it so um I think that's the best I can answer that question I'm not aware that we've done a formal full if we haven't we have not um our our first year of implementation was this past year so that's the very first year that we have implemented we use the research from Ed reports um with the adoption of the implementation which has research behind it at strong levels um for all of their categories of research so I guess my concerns are we we have committee that comes to us says this is the curriculum to buy

072we take their word on it we buy that um then we don't know if we're implementing it properly so we wait a couple years to figure that out we may find find out we didn't implement it properly so again I go back to this experimentation we've got to stop experimenting in the classroom unless it's a science lab and it's a science experiment but I just feel like too many times public education especially with all this new math these these curriculum companies are mostly producing all of their own data kind of like big Pharma now big curriculum big edu and every five years they want to tell you whoa whoo wo go in a different direction seems like this is a game we have where we're continuing to change direction a little bit because they got

073to keep selling books and I just know that um my girlfriend's kids go to a charter school and I looked at their math book and it's copyright 1992 and they have some of the very best that's the last revision they have some of the very best math scores in the state um but they haven't experimented they found something that works and they're sticking to it and not saying what they're doing they're curriculum is the best not saying it's the worst I'm not saying anything about it but what I'm saying is they seem to have taken the experimentation out it seems like if you go back and just search minutes of the Liberty Elementary School District for the last 15 or 20 years every time you turn around there's another great medicine that's out there there's

074another great oh take this this is going to help you take this by the time we spend three to 5 years and it may be longer than that because it takes us two years to get the implementation done study done and we find out we've done it wrong we've pushed a child all the way through 8th grade and said this isn't working so we have to change our thought process of this and not do wholesale changes all the way across the board um that just keeps swaying back and forth I just feel like we're a bucket of water the water's just sloshing and and we got to put some baffles in it and some stability to make that water keep keep baffling around keep washing everywhere um and for that again I just feel like

075setting a defined number doesn't fit the needs exactly of what we're trying to do because there are issues with growth there are issues with there's there's the growth component there's the proficiency component down the road I think as you as I understand you and and you truly I believe are an expert in this continuous high growth will lead us to good proficiency but the second growth falters we can drop our our proficiency rating starts dropping and and we've seen that so um again there's a lot of variables and I hate to lock anybody into a number or a percentage because I don't think we can analyze it completely yet and so we need to say we're concerned which is where we're at I I would definitely agree with board member Kenyan that there's a lot

076of students this isn't just a few this is a lot of students that are that are struggling um and and then we need to continue to watch this at least quarterly and leading up to a year to figure out where it is I know we've we've tasked our staff with having some meetings they had one I think there's another one in a couple weeks I'd like to see that progress a lot faster and broaden uh far far greater into a lot more a lot more feedback smaller group feedback um but again I just don't think we can put a number specifically on this I think we on the right path at the last me preventing a number from being declared what we got to look at if we miss it by half a percent do

077we I don't think if we put a number we're not we' got a problem at the end believe this a little open-ended gives us the opportunity to continue to explore and take feedback from our staff our teachers our parents and and hear that but again I I think that's our best best path thank you thank you thank you Dr slope thank you I do have a couple more questions though are we and you may have covered it and I apologize if I missed it this was definitely a an ey chart I'm glad it's in really big font up there appreciate that um are we tracking our individual students who stay longterm can we look back and say little Johnny started in kindergarten he's now in sixth grade this is exactly what he's done all the

078way through because again we do have a time where we got a lot of growth happening and I'm talking population growth some transient growth happening we really can't be responsible for an eighth grade class that gets 25 new kids in it which is probably quite possible right now it's all underperforming that can start skewing our numbers but what we are responsible for for the students that have been with this longterm I know you talked about that a little bit over the threeyear time but how much are we tracking that can we go back and basically eventually I'd like to get to a point where we can say students who are with us students who have been us with us since kindergarten have a x% proficiency rate in math ma when they promote out of e8th

079grade if you've been with us since second grade your proficiency is and it's going to skew a little bit more because we have no control but the big ones are those ones that start with us in kindergarten and stay all the way through that's going to be our biggest test of of what we're doing so this afternoon on my screen on my laptop I from 2017 to 2024 I had it's not in the DAP yet guys I had every single student in the district over that sixe period and could look at from 24 going backwards whether the student was minimally proficient partially proficient passed or failed the test meaning proficient or not proficient and looking back so the answer and and I think it was your question on longitudinal growth that started in it was

080look at the look at the 2024 outcomes and say how much of those outcomes are due to students that have been consecutively enrolled going backwards you know going back in time so that and I think I reported right we did I know we talked about that previously so I just curious if we're there so with that project I went back and I and I grabbed the state's accountability file all the way back to 2017 I think and it's every single student in the district enrolled in that district and their tusor uh on the state test so the answer to the question is yes we actually have the data file in place right now uh and I will be posting it into for all of our colleagues so that we can look at that and answer

081that question so the student that's sitting in an eighth grade classroom a third period right now um not only what's the profile of that student on last year's assessments illuminate and so they came into eth grade on it which because that's in the daap right now uh but be able to look at that eighth grade students seventh grade sixth grade fifth grade if they were enrolled and they with us right and see this idea because I was originally looking for chronic compounded deficiency that just is perpetuated year after year after year because if you're not proficient and you move to the more advanced grade level you go into that grade level with some deficiency in learning by definition and then if it then becomes non you're not proficient and not proficient and not proficient that's

082compounding that so the answer to your question is yes I have the data file I think I have the data file that will answer help investigate that question uh and uh in the weeks ahead 10 days ahead I'll be actually trying to profile that and put a visualizations together where one can interrogate that database if you will couple more questions um we use some testing programs throughout the year um and I'm sorry I always get them mixed up we've got a Zella I think dream box one's English one's one's more reading one's math um there's another one but are those ACC accely uh telling us how the kids are going to do an the state test and we talked a couple weeks ago you said there was some concern about where that was at so

083do you still feel that way and can you explain that a little bit because I think it's important for the rest of the to understand when I first came here U learning about the assessments aluminate is our big bench Benchmark assessment we do one at the very beginning of the year it's an a ASA lookalike parallel test we do one at the beginning of the year one at the end of the year and then we do our uh with a eluminate we create two benchmarks one in around end of October November trimester one and then triester 2 in the early spring and those are geared towards our pacing guide on that and we've looked and in I have reported on that what the correlations with those Benchmark beginning and end and they're very high to

084the state test um then we have what's those are summi of type benchmark assessments right the beginning the end or Summit of their their aims tests or old I'm old okay I've been around a long time hey yeah yeah yeah yeah I just so those are those are state test lookalikes the beginning and the end our benchmarks occur the tri one the tri two benchmarks are linked to our curriculum sequence but they're all filled with State there state standards and there's High correlation to those so I would say yes those provide very high then we have a different set of tests and measurements and those are formative measurements those are the dream box and achieve 3,000 things that that teachers use day to day to day and in the in the work that I did

085last spring I was trying to ask the question what's the relationship and the correlation of those two things like the the tri one the TR two benchmarks and and what I found at this point in time because I haven't done exhaustive look at it is that they are significantly positively correlated with the outcomes on those standards tests but the correlations are not in the8 point9 level they're more like the0 5.6 level to me that says are they positively correlated and do they give us information that the student is progressing towards the state test that what's going to be said the answer is yes are they highly highly correlated the answer is no they're moderately correlated meaning they're keep in mind these are formative measures day to day to day uh they're not State lookalike items

086so you have error in there so they're a piece of the puzzle they're not they're not a substitute and you wouldn't want them to be you want them to be formative you want them to be related to the instruction that just immediately occurs so you can adapt that instruction do they provide information that student is progressing towards doing well on the state test yes are they strongly correlated the answer is no they're moderately correlated so you need to have multiple measures my world that would say if I have a positively correlated assessment over here and it's moderately correlated then I probably need another measure in here and another measure and if those three or four measures that I've get uh that are moderately correlated with the sort of six Monon later tests then that's going

087to provide me with good information multiple measures multiple measures is the is the mattra in our assessment have multiple measures that all are tending to be positively correlated with the outcome that we're interested in so that's the answer to to that question so are they positively correlated the answer is yes are they highly correlated the answer is no I think so they're moderately correlated which I would expect I wouldn't expect them to be I wouldn't expect a formative measure that has two standards on it maybe five items or something like that linked to two standards to be highly correlated with a 40 item 50 item exhaustive Summit of test at the end it just you wouldn't expect it okay great thank you members any other questions loock in the boardroom will show we adjourned at

0885:49 we'll start the next meeting about 15 minutes let's just call at 6 o'clock [Music] sh [Music] sh [Music] what [Music] sh [Music] the oh [Music] sh [Music] sh [Music] J [Music] the [Music] the [Music] sh [Music] sh [Music] oh [Music] the [Music] sh [Music] sh [Music] up [Music] sh [Music] oh [Music] governing board of the Liberty Elementary School District is called to order our general meeting Monday August 19th four members are present board member Bixler board member Kenyon vice president Parks myself record will show that board member curriculum is out sick sorry board member serenon I got curriculum on my mind call Board member curriculum I like that okay uh next up uh the call to order will be Pledge of Allegiance and Lord member Kenyan can you please lead us to the flag

089of the United States of America and to the Republic stands indis withy and justice for all next on our agenda is item 3.3 approval of the regular agenda Mr President I make a motion to approve the regular agenda form consistent with policy bedb and temporarily suspend governing Port policy with with which this agenda may be inconsistent second I have a motion as a second is there any discussion hearing none we'll call for the vote vice president Parks I board member Kenyan I board member Bixler hi I'm also I will show that proof four yes Zer no next item on the agenda will be a governing board update start at the with vice president Parks uh I don't have anything at this point yeah just real quick um it's been an exciting start to the year

090uh day one I think every board member just about got to be able to go um and greet parents and students and staff back to the campuses and and I know I did uh over here at Liberty and had a great time saw a lot of happy faces and a couple sad ones as well especially the littles not really used to getting away from Mom and Dad but I also saw a couple sad faces of parents which surprised me I thought they would be ecstatic I know my my wife and I are kind of a little happy to have a little bit of alone time but um you know uh it's just been a great great time uh from what I've heard and what I've seen going on in the district the last couple weeks

091is just it's been booming it's been happening so it's it's really cool to see what's going on there I do want to throw a quick shout out to miss Murray over here at the principal at Liberty um she had her baby and I know that uh that's an exciting time so I just want to congratulate her and her husband on that so yeah I've been kind of busy U first of all I just want to call out Suzanne wal uh for those of you that get the up the hill um periodical that comes out to the St of mountain uh great little article in there written by her about the AIA Mountain reading Village and how beneficial that is and how powerful that is a tool as far as student learning very well written uh

092article on it talked about the good things are happening also made a a request towards more volunteers coming and being a part of this really successful program so I highly recommend that read the article see what it's about and then come down to St mountain and become part of the program second thing opening day at Rainbow Valley uh great opening day is always a lot of fun just the amount of energy is just so amazing on the campuses and rainow Valley was no exception um parents do get in some bad habits when they dropping off their kids so you have to work on that to begin with and just like the kids they've developed some habits over the summer they're not necessarily applicable to a class room so you have to re- teach those habits

093but I looked real smooth within and hour of the first drop off everybody was in school everybody was in class and everybody was learning and teaching so it was great great opening day and then finally on that opening day I also got to go over to uh Las brius Academy where they got a school supply donation by the I believe it's Kei Kei Distributors and this is not the first year they've done that uh they come by and they drop off school supplies they donated to the school and wow what a great moment that was and to see the excitement on the distributor people and they're dropping off the supplies with the knowledge of what that's going to do for the kids so thank you very much for that donation and great start to school

094so again uh i' like to welcome everybody back to school it's it's started off very well um we've had a few issues uh with parking and drop off and our local police departments have been very supportive to our principal so I'd like to thank both Buck ipd MCSO and Goodyear for that um we uh enjoyed the first day of school I went over to Westar and got to hang out for a little bit with mayor Joe pilo from uh from Goodyear and mayor pillo has just been a great supporter of Education uh it's been great Dr Monro since you came to the district to forge that relationship with the city of gyar and and Buckeye as well mayor orsborne from Buckeye is always great to come out as well so a great time after we

095were done there headed over to Rainbow Valley and again some some nice positive things happening there in the first week I was able to make it to all seven schools and stop by and say hi uh Dr Mahorn and I drove around one day I I felt like I was Driving Miss Daisy um she laughed at me the whole time I said that but uh um she just got in the car and rode along it was great um saw everybody and uh um just really excited this year to see things teachers came out and said how um how excited they were for the year so it's it's positive when you in the first week of school that's that kind of crazy week and uh people come up and say how excited they were for the

096school to be started is a great great feeling uh so um with that I want to take a minute here um to welcome back officer kinel um well he stepped oh there he is back there back from a little trip to the surgeon I believe and I think the honeydew list got too long and he had a choice of come work or work harder so thank you for coming and uh officer Justin Ricks covered for him while he was out so we'll miss him he didn't take our jokes near as well as you do so you could pass that on to him but uh no he's a great guy as well so we're in good hands we appreciate you guys being here on a little bit of a sad note um blue Horizons uh had

097a counselor Miss Shaina kak and she recently passed away I went with Dr Mahorn on Thursday to notify the staff of that um I would just like to take a moment of silence to recognize her and her family um she really really touched the lives of a lot of students and staff in the one year she was at uh at at Blue Horizons um in in my career I've made quite a few notifications to people that was probably the most unpleasant one I've ever been a part of because the staff was uh really touched by what she did so um her husband her son are surviving this as best they can but just if we could take a moment of silence I'd appreciate it thank you um and last thing I'd just like to do

098is um we brought some crisis counselors um for this they're from our district and our regular counselors but in this role they're kind of forming a little bit different role um with the crisis but uh um four of them came up um we requested four to come to the school today um Marcy McBride Lori tul Don Cario and Danielle and you're GNA have to help me goo Jake k o l o d z i e j that's why I can't say that one very well but K so practiced it all day I apologized to her but uh um we really appreciate what they were doing today uh vice president parks and I sponsored a little pizza lunch for them and and took up pizza to thank them for what they were doing a little bit

099extra and the appreciation from them was amazing they uh worked with Shaya and they knew her from from previous districts um the words they shared with her are just amazing so it' be a big Miss um for her be a big loss to our district and uh next person has big shoes to fill that's for sure so that we'll move on to item 5.1 superintendent update president Todd vice president Parks members of the board as you've mentioned we've had a very positive overall beginning um of the school year um we mourn with Blue Horizon our thoughts and prayers or with with the family with the community there um not withstanding that all of the things considered have been very positive around Liberty we had a successful meet to teacher open house we've been able to

100keep our buildings cool and I'm I'm knocking on wood as I say that um and we've welcomed our our our students back into our classroom by now most Kinks if not all have been worked out in some of our transportation routes um so we've been able to shorten the ride times as much as reason will be possible uh in our district assessments of learning for students has already taken place and I'm proud to say that instruction kicked off on day one with students and desks learning with their peers across all seven schools not day three not day four not day five but day one I'm very proud of that Focus I'm also happy to remind the board um that we started the first day of school with um our certified vacancies filled uh as the

101board knows that's a celebration uh this is an upgrade and an improvement over the past few years keeping an Effective Teacher in front of our students is critical I appreciate the board's actions and helping the staff be able to do that this school year the board's AC that supported our HR department our principles regarding student enrollment we ended last year in May with 4,575 students with the 10-day drop being tomorrow I anticipate courtman wrote that our enrollment on Wednesday will be about 4,600 now I want that's an increase and let me tell you why this is very very good if you remember last year we promoted a very large group of eth graders and we enrolled a very small group of Kinders so we dropped 150 kids at the very beginning of the year so

102this year it appears that we've been able to overcome that difference which is a sign of growth and per usual will continue to grow steadily throughout the year uh I am very anxious to see how Labor day goes as school starts around Labor Day in many areas of the country and many families relocate the areas before Labor Day so the these are very optimistic and positive numbers about our enrollment and I want to remind the board the fuel that drives the budget is student enrollment we want student enrollment we want kids in our classrooms we don't want overcrowded classrooms but I know that Dr mahor and our principles have done a good job of keeping our class sizes within range within uh within ranges that our board approved currently our highest enrolled schools are Blue

103Horizon Westar and Las prus with our lowest enrolled school being Liberty the schools with the best attendance the first two weeks of school have been Westar estraya and Los brus we'll continue to update the board on both student enrollment and attendance as the year goes on as we do lastly I would like to thank the teachers our leaders the staff our parents and you the governing board members for all your support and working together for a very smooth start to uh for the school year to take off the sky is truly limit this year we're tackling um hard challenges there's a lot of change happen happening there'll be a lot of positive change happening into the future as well but I'm proud to say that we're working in a way that's focused and intentional on

104behalf of the students uh until the last day of school in May and then we'll bring on the next year so uh president Todd that's that's my report thank you appreciate it it's always great to hear good things happening all right next will be item five uh 6.1 approval of the consent agenda can I pull uh 6.3 three anything else right hearing none I'll take a motion Mr President I make a motion to approve personal items with the exception of 6.3 point of order we're talking about the consent agenda right yes so it would be approval the consent agenda I apologize I clicked on 6.3 and I read the wrong one thank you Mr President I make a motion to approve the consent agenda minus 6 .3 okay motion to approve item 6.1 consent agenda

105with the exception of 6.3 correct pixler you did a second correct correct okay no discussion we'll call for the vote vice president Parks I board member Kenyan I board member Bixler I I'm also I we'll show that proof four yes zero no move to 6.3 vice president Parks thank you Mr President um under the supplemental compensation there's a line item for aelia gifted testing support amounts $55,000 um it says it's a substitute um my question here is a little more defined is this extra above what we pay the substitute or why is it 5,000 what's our hourly rate why I'm confused as why there's a line item for this sure um so those are current substitutes Mr Parks um this person is a current substitute the daily rate is $150 um it is in here

106because it does come out of the ed services M budget not to exceed $5,000 thank you that was my question I trying to keep a real tight cap on expenditures and we're always looking at where money's going and that one just kind of stuck out to me CU I saw in the last meeting there was three more so there's a total of 20,000 so you just created a cap on the um expenditure for those Services just for the aella and the gifted testing correct so they are still substitutes if they are not helping us uh with with testing perfect thank you appreciate are the teachers that are doing this gifted testing are they gifted certified the teachers that are testing right there providing the testing they are not gifted certified should they be they do

107not have to be that was not exactly the question but should they be I mean I'm asking of the board do you want gifted teachers doing gifted testing or do you my question is what is the testing involved it I don't believe an expertise level is required to do the testing so I would say no I don't think they need to be it is not is it is administering an assessment online okay so it's more like a proctor they are a testing proctor okay so they're not having to do they grade the test and stuff they do not the um online assessment is graded online okay through Riverside data management okay all right no other discussion I'll take a motion motion to approve item 6.3 motion I have a second I'll second a motion a

108second for item 6.3 there's no further discussion we'll take your vote vice president Parks I board member Kenyan I board member Bixler I I'm also I will show that proof four yes Z no move to item 7.1 discussion consideration to approve guaranteed maximum price otherwise known as the GMP Amendment to the AIA construction manager at risk contract with Core Construction for construction of the Loretta zumbro Elementary School Mr Young is absent tonight we wish him well he's not feeling well uh Dr Monroe I guess it'll be you yeah president Todd vice president parks and members of the board I'm not Bob young but I'll do my best this is an exciting agenda item to bring to you tonight I want to paint a little background while I have Whitney and Jason I invite them up

109to the microphone uh to be at the podium they're from core but uh as you can see in the executive summary on January 9th we issued the RFQ uh seeking a request for qualifications for uh Services of construction manager at R for Loretta zbro Elementary School in February the governing board approved the award of the contract to Core Construction um after execution of the semar contracts the project team Mr Young myself d Core Construction District staff we've been working to um arrive at a guaranteed maximum price for the construction of Loretta Loretta zro Elementary School I'm very grateful for drr and core there's been a lot of meetings uh many that I haven't even been in and many that I have been in with a lot of value engineering and really trying to get the

110most bang for our buck and utilizing taxpayer dollars responsibly the GMP has presented tonight will be 28,6 71,7 that we're asking for the board approval on let me just mention a few things I'm very appreciative of this board for their involvement for their hard questions we've we've had multiple meetings on Letta zumbro Elementary School um and there'll continue to be uh meetings and involvement from communities and planning principle and that and those kind of things we're currently planning a phased opening in August meaning we our timeline is tight but we can open likely three buildings out of the five or six so that we can welcome kids and families while construction continues and our newest hurdle because this project is is has a lot of hurdles is working with the City of Goodyear and I'm

111working with the city manager and their team on the annexation process it's a County property and we're uh working with goodye to expedite that annexation process into the City of Goodyear um uh which they're very interested in and we found that they're a a very good partner to work with so I'll likely be speaking to the Town Council here in the next few weeks to ask for their uh for their push so that we can open in August and we found that they've been uh they've been good partners um I'd also like to remind the board that um when when all is said and done the school it's almost like a phase one there's like a gym that hasn't been built and there's other parts of the school that haven't been built so it could

112be likely as that school fills up that a bond could go onto the ballot to ask our voters to support um more of the build um so the this uh this GMP has presented is mostly money from the school facilities board and then the next agenda item the board will be asked to pass the resolution which we commit to you the the dollar the dollars that make up the balance um of the construction project however I've asked core to kind of be at the microphone to um just highlight a few of the questions that um the board has brought up regarding uh extra parking regarding restrooms uh kind of the design and then to ask any questions that the board might have about the GMP um uh when all of said and done so Jason

113and Whitney thank you uh president Todd distinguished members of the board appreciate you guys having me up here again representing uh the design and construction team my name is Jason santor with Core Construction um had the privilege of speaking in front of you guys a few weeks ago um to give an update on the project and as Dr Monroe mentioned we're just really excited tonight to uh provide the information on our guaranteed maximum price um we feel there's been a lot of work um a lot of questions asked a lot of um I'll say healthy tension to make sure we get to where we're at um so we do know that there was a few questions that were asked um related to uh fire doors related to student restrooms and related to additional parking adjacent

114to the gym um so I'll address each one of those and then open for any additional questions you guys may have so the first one uh related to fire doors um we do not have any fire rated doors on the project um we do have five uh individual buildings uh on this project and the U maximum distances required for exiting um per the 2018 IBC International building code that we're following um that Goodyear um has adopted for this project we're well within those maximum distances therefore we don't need those fire rated uh doors for this project um as we kind of move on to the to the question related student restrooms uh we do have a traditional a more traditional approach to our student restrooms with the exception of there's no doors to the restrooms

115um which which um opens um for a passive supervision um you can't see into the restrooms as as you're supervising however you could hear some of the conversations that are happening in there to understand what's going on and then directly adjacent to those restrooms are individual restrooms as well um for the students um and then the last question uh related to parking um uh Associated to um adjacent to the uh gym um there is uh a plan as part of the master plan as Dr Monroe mentioned the ability to um add 51 additional parking spots in the Bus Loop the center of the Bus Loop just to the northeast of the gym this would be within about 200 ft to the actual gym and less than 200t about 150 ft to the front entrance of

116that building so that could be used after hours um for um events that may be using the gym or or eventually teacher parking um if that's a desire of the school so we understand those were a few questions that were brought up um by the board um so I hope that provides you the answer and Clarity you need but if you have any additional questions yeah thank you Jason just want to comment before the board asks any questions we were very blessed to have Bob Young on our staff um don't let him don't let Bob fool you he he can be a bulldog just ask David and Whitney and Jason when it comes to these things nicest guy in the world but he's really driven this project very very well and I know he's very

117sad that he couldn't come uh tonight to kind of see it through the GMP but there's been a lot of I think healthy tension is a good word um really hard questions asked um because we we want to do what's best as does core and DLR but and we owe it to our taxpayers so it's it's very exciting and the administrative uh motion would we we would recommend the approval of the GMP but I know uh we're here for any questions that you might have members any questions I have more than a comment just to make it clear one of the early things that we discussed in one of our study sessions was the bathroom issue I just want to make it clear to everybody that for student safety and students that didn't in a

118uh General restroom environment that we made you know the the option for them to have their own restroom so I think we kind of went over and above on that we are always looking out for the safety of our children so I just wanted thank you guys I would agree safety is always a critical component and I just want to clarify for some folks um you you heard that we're building this to the 2018 International building code it's now 2024 that code does not come out every year that's the most recent that's what the city has adopted so do not be feared that we're building off of Old standard we're building off of the most current standard with that so um and you guys can set me straight but I'm pretty familiar with that wonderful

119code so um that that's why that's there but I remember years ago first time I heard we were building on a code that was 6 years old M seemed a little strange uh so so um yeah I agree with everything I I just had one question with the restrooms and I was hoping uh Miss Schaefer was stilling me around as well but I'm going to put you on the spot a little bit Mr namsky you guys have the open bathroom kind of the open doors too are those working well for you or or do you think we should do something different actually can you come up for the record so we yeah should have left with the rest of them and you wouldn't be on the spot she'll buy you lunch tomorrow though I that's

120okay we we we went to a switch last year I would say probably in February or March um where especially in the middle school we had those bathroom doors that were open there's still full privacy when you go P you can't see but just in terms of if you're if you're looking for an answer regarding student Behavior student safety what's taking place in that bathroom has worked very well um we were also strategic this year about placing certain admin near BS and that has helped but I we've had no issues with the with the door being open um no no students no student issues no parent issues it's it's gone I would say reasonably well I would say although we haven't tracked it we've seen a a down trick a downtick on behavioral issues in

121the bathroom if that's the great for perfect thank you all right members if there's any questions discussion we can have those out otherwise we'll we'll take a motion Mr President I make a motion to approve the guaranteed maximum price Amendment to the AIA construction manager at risk contract with Core Construction for construction of Elementary School number 8 and authorize the superintendent or executive director of operations to execute the guaranteed maximum price Amendment and any related documents necessary to carry out the guaranteed maximum price Amendment or construction contracts uh second I have a motion a second if there's no further discussion we'll take the vote vice president Parks I board member Kenyan I board member Bixler I I'm also I will show that proof four yes Z no next will be item 7.2 discussion consideration to

122approve the resolution to use local funds for construction of Loretta zumbro Elementary School Mr Young is still not here so we're going to turn it back over to you Dr Monroe president Todd vice president Parks members of the board this is a requirement for the school facilities board as uh the board has been aware before this meeting and even on the comments here we basically have to have the board approve a resolution for how are we going to pay for the balance of any funds needed on this project so you can see an item to um the amount there'll be Bond monies from this last Bond money that we will use so we appreciate our voters uh helping to support the construction of the new school 529 correct me if I'm wrong uh Mr Balon

123that has to do with our uh food nutrition our Child Nutrition department we'll be paying uh a little more than a million dollars to help outfit the kitchen because of what our food services is able to do at our current seven schools so we appreciate Cindy and her crew that's what that 529 is funds out of some of our adjacent ways um that will be used and then our maintenance and operations so this is requirement that we turn this into the school facilities board and so we would uh Administration Administration would recommend the board approve this resolution to use local funds for construction of LZ we got to get used to saying LZ or whatever we call it something members any questions yeah I have just a quick question so looking at number one up

124there we have the 23 million there you go 23, 151,000 for the new school of which 18 roughly and a half right may be used for hard construction costs um looking at the rest how how much you know what that leaves there is 4, 630,000 roughly so what is that is that what we're looking at Jason you want to come up and help interpret those numbers a little bit I could see where they're a little confusing yeah so the um the $23 million is what SF the sfb is funding for this project and then the balance of that that $ 18 million is the the 20% so it's split 80 to 20 where you're able to utilize 80% for construction cost 20% for project cost that fall outside of our GMP that are part of

125the overall project budget okay so above and beyond yeah thank you any additional question questions hearing none I'll take the motion motion to approve the resolution to use local funds for construction of Loretta zumbro elementary school second second all right we have the motion the second for item 7.2 there's no further discussion I'll call the vote vice president Parks I board member Kenyan hi I board member Bixler I I'm also I will show that proof four yes Z no next will be the second read item 7.3 second read and approval of policies IGA and igd Mr President I have public comment okay Mr Elwood ketner [Applause] president Todd vice president Parks board members and superintendent uh Dr Monroe uh I had some extremely uh pleasing news tonight uh after the last board meeting uh We've

126have some really good things that happen the Goldwater Institute awarded Liberty 25 board um award um it's actually saying that you're going back to traditional um schooling and and getting rid of a lot of junk um that that was in the criterias and the boards um and that was uh that was extremely good to read uh also legislative district 23 and legislative district 25 in Buckey uh had some board members speak um at both events and they are extremely pleased with the direction of the board uh and I so noted that on all of some social websites uh the ecrc club was the same and uh to your validation the Supreme Court of the United States shot down title 12 or Title 11 uh change or nine changes uh and thank God that that that

127this board saw that in the future and was able to go ahead and and and just shut that down um so very good news um this is a great place to be uh we have a slate of candidates coming up we'll be posting golden tickets uh on the candidates uh uh running for this board and we urge and will urge with the support of everyone that I just mentioned okay that this board continue to do what you've done which is great thank you so much and God bless you all are there any more comments on the uh no no more public comments public comments okay all right 7.3 Dr Monroe yeah president Todd vice president Parks this is a second read and a potential approval uh by the board tonight for a vote the first

128read was brought at the last board meeting when we reviewed IGA and IG D revisions which have been reviewed by by legal uh in summary IGA includes more clarity laid out when curriculum is studied and developed to be proposed for adoption there's been language added to emphasize roles of teachers and emphasize roles of parents as well as as where as as well as procedures for piloting materials prior to consideration and approval and igd lays out uh more areas that I went over in the last meeting uh that are topics of prohibited instruction uh that can be Illustrated in our policy so uh Administration would recommend uh approval of policies J and IG igd okay if there's comments board member Bixler did you have a comment yeah Mr President um I cannot accept the uh the

129policy revision as it stands I have some suggestions as far as changes uh it all deals with IG uh subtopic a when we're talking about the text below looks like we added it um some top talks about critical race Theory we don't teach that this is we teach the state standards we don't teach critical race Theory critical race Theory as is even written in this document it's a philosophical discussion at the University level uh we don't teach it so this subtopic a is unnecessary I suggest we just take it out all together however if you want a statement about a curriculum then I suggest we use the words are not based in the state of Arizona standards in other words we don't teach anything that's not in the state standards subtopic C uh I would

130remove all of the text after um we do not teach racism I agree with that but you don't need the rest without limit to Theory that promote Concepts any blah blah blah it's it's unneeded just say it we're not going to teach racism uh sub topic D is the same as a we don't teach victimhood mentality it's not part of the state standards it doesn't belong there so take that out all together I also find that the additional Texas in there is highly political this is a nonpartisan position this to me just speaks of Pol I I think is incorrect and ought to be corrected and these are the changes I recommend I think we should take a look at these changes table this for right now and come back and decide whether or not

131we want to go with these changes Mr President can I have the floor you may um there's a little irony here I believe um it I don't understand the protest if this isn't in curriculum we're making a statement that it isn't and it won't be we're looking down the road we're making sure it doesn't end up in the school and I also would like to see an evaluation done on our current curriculum to make sure it's not in there that being said is this political you bet you it is and I'm going to come at it from a little different perspective 30 years they've been putting this destructive political ideology in our schools we're taking it out so that's my comment on it and we're not going to CH I'm not I'm not going to

132change this Mr pres could have the he I completely agree with what vice president Park said this is future proofing our district making sure that we stick to educating our children um and not becoming the parents leaving the parenting to the parents and making sure that we stick to what we ought to stick to is our curriculum and making sure that our proficiency rates as we talked about prior to this meeting the the board or the excuse me the growth and proficiency rates focusing on that on Ela on math on science and not allowing any of this stuff to come in play we've seen so much happen over the last five years even since Co where all of a sudden things just jump into somebody get some idea and they want to throw you know

133create a curriculum about it this is future proofing our district making sure that we stick to the fundamentals of education so I'm for this change thank you I too agree with uh vice president Parks Board member Kenyon I support this change uh policy has often developed a ahead of the time that it's needed this is doing exactly that um I do believe uh that we are not teaching at this point these topics I want to make sure it remains that way um we've heard loud and clear from a large constituent base in this District I'm not speaking of a silent majority I'm speaking of a large constituent base um who have overwhelming have given feedback U that this is the direction they want to see our school district headed our job is to represent those

134folks and uh I do support this so that I'll take a motion Mr President motion to approve policy IG igd a second please I will second that I have a motion to approve IGA and igd no further discussion we'll call for the vote I president Parks I board member Kenyon I board member Bixler n and I'd like to make a comment at the end May I'm also a yes we will show approv three yes one no Mr Bixler will'll give you one minute for your comment yeah Miss Bixler says that it's um um not a vote against the first of the policies just igd okay thank you all right we'll move to item 7.4 discussion consideration of first reading policy get ready yeah bbba BB BGE cfd DJ e EB AA EBC EC d e

135EAA GCF gdf IH haa IM m a i g n DB jfa BDA that's one jfab BDA jfb JH jhd jih JJ KB and k e c Dr mono if you can repeat those off of memory and give us upate well done well done president Todd and vice president Parks this is a first read of these policies so there is no approval tonight we surface all of the we bring all these policies to tonight as a first read to answer any questions to take back and study before we come back at the next board meeting for a second read when when uh legislative session uh sessions occur and statutes change policies are then adjusted so some of these are almost semantics some of these policies revision a little some of them are a little more

136in depth uh related to um statute perhaps all have been legally approved by our legal also some of them are from the asba policy advisory uh our cabinet our executive cabinet members have basically been assigned to a handful of these um to kind of study and become experts at if the board has questions or if we need to do some research and bring it back to the board but you'll see a you'll see a clean copy attached uh with the revision and then you'll see a copy that actually brings the revision out I think it's red mini right it's red where you can see what the change and adjustment is so again this is a first read but uh if it's not assigned to me we can ask Dane or Natasha or Stephanie to answer

137any questions the board may have again some of them are just aligning with statute um and then some are maybe a little more in depth but this is one of the very important roles of the board uh a lot of people don't know what board members do um they hire the superintendent supervise the superintendent uh approved curriculum set the vision of the district but people underestimate the board sets and revises policy and so these are always very important votes that a school board does and so um president Todd we're here to answer any questions or have these as a first read members any questions I got more of a comment um as we start to build out our strategic plan one of the key components is Parental involvement and doing whatever the district can to

138bring in participation um and uh the changes in KB are you know we're being very proactive with that to say we're going to go above and beyond to get parents involved with every aspect of what goes on in the school district so um I really like the change here thank you I have a number of questions sure um can we go to uh policy cfd yeah if you scroll down to membership yeah it appears that uh I don't understand why they're taking away the waiting of the membership so no longer three parents no longer three teachers just parents teachers what was there a reason for that yeah my understanding is statute does not put a number on there and that the Arizona School boards Association had had Associated a number there but as I read

139it I don't think the statute says three teachers one non-certificated employee and so I think that's why it was pulled back to align was not consistent what the policy was saying correct okay yeah cuz it I was wondering if it was trying to lessen the impact of say parents on that committee and I thought that was a really bad idea I I just think um uh asba needs to pay a lot more attention to statute and now there's a lot of pressure for them to do that um and so like I said my understanding is that number 33111 those weren't in statute and so they're just aligning it with the current AR ARS okay yeah so in theory on that with d we could have more than one if we wanted to it's yeah because

140they're not defined before was defined as yes that's correct all right perfect I also have a question on uh policy DJ and I can't find it quickly enough here DJ I think that's a Dane I think that's danne I don't see it either on here yeah go to the red line you're right there Minnie I think you're or yes go ahead uh what was your question member Bixler well I I just didn't quite understand is the only change that date change no I I think you have to scroll and removal that well we're just making one change you can scroll up oh yeah scroll up a little bit yeah there's a a bunch cross that out yeah so right now our policy for any construction or maintenance expenditures we're making anything over 5,000 we're requiring

141them to get four quotes from four different vendors so that's kind of hindering uh uh Bob a lot and you know it's basically we don't need to do that so the usfr says that we only have to get three quotes for expenditures over $10,000 so we're just crossing that out we B basically have it more restricted than what we need to have it we're not really putting the number on the number of quotes we need to get at all we we need to get three quotes for anything over $10,000 right ring under anything under yeah we just we could just take one quote yes yeah you know 10 years ago this may have been a valid number but with the price of goods and services now it just it makes us ineffective okay I just

142wondering about that why that was taken out how about um ECB kind of hard to find aren't they okay my question on that is yes and I agree that this seems like a good idea to have this but do we have a job description for a maintenance supervisor yeah yes we do have one yeah we currently have someone in that position as well okay I just want to make sure we had that as well so uh EB a no I'm sorry e EAA essentially it extends the amount of uh distance as far as our responsibility for transportation is that correct going from 20 to 30 yeah let me just search do do if you if you know that Dane go ahead I just want to make sure I have a good answer here yes it

143looks like we're taking out 20 miles and adding it to 30 right um do we know how many students that impacts how many more students are we going to be transporting that's a that's a b question for sure we we I'm sorry we don't know that I don't know that but I will say I'm looking at the description and this this language aligns to the new statute language of ARS 158 16 is there any chance we get some additional funding for transportation because of the additional distance I will have to get back to you on that and and find out for sure but we can take those questions yeah yeah obviously we would get increased mileage yeah believe so that's what you would get our mileage could go up so we'd get that how about

144policy Iha I think that's Natasha knew i' get to you sooner or later all right so it it talks about changes in the instructional program and so on are we going to see a change in our state testing to match this this additional stuff that's going on here um I don't have an answer for that currently um our state assessment does assess English language arts and Mathematics as well as science which I believe is if you keep scr rolling right it's the social studies I'm looking at yeah I have not heard word of that yet so we don't know if we're going to pick up an additional state test and social studies I think we should I I will say part of aha was that number two up there and Natasha can comment on that

145was kind of an increased instruction amount on the Holocaust and other genocide so it kind of delineates now in statute right and how much time yes that is accurate and the same with sander Dale o Conor day and all that unfortunately don't give us any resources to actually celebrate that day so um ad does provide resources and then we share that with our staff cool that's good uh let's go to JH hold on I have a question oh um on Iha under f um it says including mental health mental health instruction what are the qualifications for that where are you U um IH I know there's a statue behind it but we I mean I have a concern we have fed teachers teaching mental health I'm not okay with that yeah we would have to

146dig into that to bring you back an answer and look at that statute uh ARS 1571 yeah if you do that and figure out what the qualification requirement should be for that because I'm not comfortable with that at all well do next one JH I didn't see a red line wondering if that's just simply a change in format but I see things out but I don't see anything added so there's nothing added to the this one and the next one uh J JH this is Dr mohorn right yep it is or is the mental or Behavioral Health is that added the underlined add and then the adoption as well so the yeah so I I was looking for the red line I didn't see red line so I that's just because it wasn't made red

147right the uh it should it should be red but I'm reading here the definition of an excuse student absent absence was expanded under statute right yeah so but yeah that should have been read just a yeah and the same question on Jud I think the same thing happened just wasn't redlined J ju Jud I think it's Jud isn't it uh j8 D can't read my own handwriting JH D yes that is correct it's the expanded definition of an excused absence in statute yeah I just want to make sure I understood what was going on that's all the questions I had Mr President yes me um it's kind of funny I Mr Parks had the same comment I had on KB with parent involvement uh I saw that and I was just very very happy to

148see that that we're focusing on getting parents more involved in the education of their children being involved in our school activities um trying to pull them if you will in and uh get a little more involved so that was good to see that um I did have a question my only question really that wasn't already answered is GCF GCF is the professional staff hiring and when we go down to the bottom right there did you say GCF GCF yes GCF all right so just kind of I was just curious why that's left open at this point is that something that was intended to be brought to the board or is that something you guys were going to the administration was going to talk about and get back it's left open was the asba recommendation Al

149was left open that's why I left it open okay however I would imagine that and maybe I can cue you up Aaron that probably from we'd probably need to look at what the board would recommend a professional candidate's acceptance of a contract off offer must be indicated how many days from the date of the written contract or the offer is revoked so usually well I think we yeah um by Statute as you know um uh certain contracts have stat statutorily specified uh amount of days I think it's left open in this case because the board can decide um you know how many days they want to uh leave open an offer of employment so it's uh it's just so is ours 21 days is that what your I I believe it's 21 should we just

150amend that to add the 21 days and well we we may need to bring that back is it 21 days though when a teacher I'm almost yeah I want to make sure that we're yeah that we're not misspeaking but in a second read we can research and bring that back specifically so we have a lot of confidence in in what that is thank you that was my question okay let's study that staff and let's bring it back for the second read Stephanie with a good number that we can support and that the board would have confidence in anything else all right we'll move to 7.5 discussion and consideration to approve increase of homebound teacher pay miss hamri good evening president Todd vice president Parkson governing board sorry I'm a little bit under the weather um

151I'm here tonight to actually re um ask for um approval of the homebound salary or it's hourly it's 20 hours $20 an hour now to move it up to $30 an hour um and homebound teachers we don't have very many students but when we do they are students that um cancer brain tumors uh um car accidents where they cannot come to school and then the teacher goes out about four to five hours a week to provide them with General Leed Services um Andor special ed services and so I'm asking the board approval because in the past we haven't been able to get a teacher to do that at $20 an hour um because that definitely isn't an hourly that isn't their average um salary so that's what I'm asking for approval tonight any questions just

152I didn't see it in the executive summary where's the funding coming for this it comes out of m&o we have that budget yes how how many how many students do we currently have that are considered homebound K we have one possibly two and it's not for the whole entire year it's until they get themselves to that point where they can come back to school typically that's what I've seen in districts I've been in it's very few amount of kids because they've had an accident or they have an illness and they get homebound instruction for a month or two and then they're they're back in the classroom so in a smaller District it's going to be a very minimal effect to the ml budget and we can pay for that and it is a state mandate

153too that we do that for kids perfect okay thank you any other questions um Miss Hammer I apologize almost let you sit down um my only question is who where where do these teachers come from and is this going to take them out of a classroom no no they actually do it after it's mandated by state that they can only do the instruction after the school hours or then for our teachers on Fridays when they don't have so no they aren't and a lot of districts bigger districts they'll have someone on staff to do that um our district doesn't we we don't have that amount of students to be able to ask for request someone on staff so it's usually I try to get the student um the teacher that they have or a teacher

154in that grade level so that they'll they'll be right there with the this their grade level standards thank you me member Kenyon back in the 90s I was a homebound teacher and it was usually after school once a week for a couple hours I'd go over at like 5:00 for about a month until that student was able to get back to school and teachers can do it virtually now too so that's just a discussion that they have with the parents um if a child is um has a weak immune system then the teacher will most likely do it virtually because they don't want to give the child germs or what have you any other questions before I sit down all right hearing now I'll take a motion Mr President I move that we increase the

155homebound teacher pay from $20 an hour to $30 an hour have a second I'll second it there's no discussion we'll go for the vote vice president Parks hi board member Kenyan hi board member Bixler hi I'm also show that proof for yes zero no next well we never heard this name and now we hear it all the time 7.6 kazim Meer liability resolution Mr B president Todd vice president Parks members of the board this is a followup from our last board meeting regarding our favorite topic the casim Meer lawsuit uh we did receive an email from the county uh regarding our final liability amount it did increase from 960,000 to 1, 66,000 so it increased by about 100,000 however the state's going to pay for 570,000 of that leaving our remaining liability to just shy

156of 500,000 about 495,000 uh fortunately we have enough dead cash left over from fiscal year 23 to pay for the entire liability um dead cash is the difference between our ending cash balance and the budget balance Carri forward um typically we have no use for dead cash as it rolls over from one year to the next um so if we use dead cash to pay for this liability we will not have to increase our tax rate and we'll also save under 8% interest um in fiscal year 25 and we also won't have to ever say the word kimar again it's my recommendation that the board approves the usage of dead cash to pay for the kazim liability of [Music] $495,500 a million dollar Mark so it doesn't go lightly I appreciate uh you working on

157on this so we don't have to look at borrowing the money or increasing our tax rate to to our constituents so thank you for your hard work on that you're welcome yeah I agree it would be a double hit to then turn around and tax our our community for this for a mistake that the state made I I I'm still appalled that we're having to make good on this on a mistake that somebody else made but thank you for keeping it as painless as possible thanks for m pixer any additional comments all right guys here's our chance let's put this to the history Banks take a motion in a second Mr President I make a motion to approve the use of dead cash to pay for the qu Meer a liability of $495,500 [Music] I

158board member Kenyon I board member Bixler hi I'm also I will show that proof for yes zero no next item is 8.1 public comment General no public comment today all right move to 9.1 board comments or agenda topic requests can we uh have a review of um just kind of a outline of the CU we made made a significant uh change in our discipline Matrix I would like to see um kind of a and of course ongoing as the year goes on kind of a report to the board of uh foreseeing any issues or you know The Good the Bad and the Ugly so to speak and if there's any changes we need to make it sounds good anything else all right hearing none we'll move to 10.1 upcoming board meetings we've got one on

159September 16th that is a board meeting and a work session October 7th is a regular board meeting October 28th is a regular board meeting and work study session those dates still work for everybody hearing no objections we'll continue the course we're on to 11.1 adjournment of the meeting is now 702 we'll show the meeting adjourned [Music]