07.25.22 Regular Board Meeting

001[Music] like to call the july 25th public board meeting to order being held here at gerry roby district facility uh governing board members president brian parks joining us virtually uh paul bixler paul jensen michael todd myself mark mcguire mr todd if you could could you lead us in the pledge of allegiance is and with that we'll just move right into item 1.3 this spacinger good evening mr president members of the governing board tonight we're presenting information on our annual budget revision number one due to the late approval of the [Music] 2022-2023 state budget and in order to meet statutory requirements of adopting an annual budget the district proposed and adopted a budget using the preliminary forms that were provided by the arizona auditor general the legislature and governor have approved the state budget for 2223

002and final budget forms have been released changes were included with the approved state budget that require revision in order to capture those changes overall there was an increase in the budget limit due to mandatory based support level and transportation level increases annually they're statutorily required to provide a two percent inflationary increase or up to two percent inflationary increase and that was included in the budget revision in addition um to that there were changes to the base support level equivalent to 2.5 percent um for the reduction or the elimination of the 1.25 teacher comp funding additionally there was a 4.3 increase to the base level to a account for uh increased costs all total it was a 6.8 percent increase above the required two percent um our base level is going from four thousand three hundred

003ninety dollars and sixty five cents to four thousand seven hundred and seventy five dollars per student in addition um incorporated into the maintenance and operations there were increases provided for to the inc the group b weights which also factor into our budget calculations there was an increase to the development development delay um weight uh from 0.093 to 0.292 one other component in that group b uh calculation is there was a weight added for the uh free and reduced price lunch so there's a .018 way added for every adm that qualifies for the free and reduced lunch overall we are looking at a little under 1.9 million dollars increase to our maintenance and operations budget we are currently proposing spending of any of those new monies be delayed pending two factors the outcome of the november

00422 maintenance and operations override election and legislative planning to address or resolve the aggregate expenditure limit issue um pending those outcomes and in order to address staffing shortages and attack and retain qualified staff or quality staff the district is proposing to use 100 of those monies for compensation uh increases the uh intent um is for us to uh well currently um those the 1.8 1.9 million is budgeted in salary and benefit placeholders within the budget we intend to bring back to the governing board options for those compensation increases we would also like to take time to gather employee input before we bring those options back to the governing board um and then potentially with favorable outcomes the intent would be to actually incorporate those dollars into the base compensation for next year should the board

005choose to move that direction overall when you look at those budget placeholders we have budgeted 79 percent to instruction 7 percent overall to student and staff support 9 to administration 2 to maintenance and 3 to transportation in addition to the maintenance and operation the district additional assistance also saw an increase in the budget limit we saw a an increase to the purple amount from 450 76 to 502 33. that netted an increase of 326 dollars and adjustment was made to account for increased human resource software costs augmentation to support the upgrade to the transportation routing software increase of additional ram for teacher computers or memory for the teachers computers and purchase for both replacement and growth curriculum and textbooks and instructional aids and very short presentation but if anyone has any questions i'd be happy

006to answer them is there any questions from the public this is your opportunity to come and ask the district questions about the proposed upcoming budget there are no questions any questions from the board mr jensen yeah um i'd be interested in a little bit to see kind of if the board is would like to look into it and also what would be the impact of increasing the amount of assistance that we give towards health insurance and if we can get some savings due to not having to pay the um the retirement for that and instead applying that to help the teachers that want either spouse coverage or family coverage that may help us get some longevity towards some of those people that may have that ability to to do that that is something that we

007can look at i currently actually i looked at last year's numbers um in anticipation of possible of that possible question we had 51 employees out of 336 that were eligible for insurance take some sort of additional coverage for spouse child or family the cost for family coverage is thirteen thousand three hundred eight dollars per employee to provide just to those fifty one employees that thirteen thousand dollars it would be about 680 um to consider making that equitable um and that's if we covered the full amount but to make that equitable it would be over 4.5 million or just under 5.5 million to make that equitable to all employees but we could look at potentially some additional augmentation as far as or support for that equitably across the board if that's something the board was interested

008in us calculating and looking at obviously the five million is not an option but if there's some way that we could look at some of the the high deductible plan and not necessarily providing everything but giving it a decent amount to help with that and finding a good balance of providing more for that family slash spouse partner thing i think would be beneficial we can look at that currently the money is budgeted in salaries and benefits but there would could be a budget revision if there was an increase more than what we've currently put in a placeholder for the benefit and i also realize it could be difficult with a open enrollment i'm not sure if we could could we even do that this year since we've already put out open enrollment and have everything

009all set we definitely would need to investigate that okay yeah i think it would be worth looking into for next year and seeing what we can do to to help with that mr todd i have no questions thank you okay are you no other questions nope i'd entertain a motion to adjourn the public portion of our board meeting i'll make a motion to adjourn the public meeting second we'll have a motion and a second to adjourn all those in favor brian aye paul hi paul hi michael hi i am also and i show that we adjourn at 5 39. sure that we came back to order for a regular board meeting at also 5 39 and some change being held today on july 25th uh we'll go ahead and forego all the introductions as we've

010already done that it is recommended sorry let me get here there's recommended governing board approve the regular agenda form consistent with board policy bedb and temporarily suspend governing board policy with which this agenda may be inconsistent mr president i move that we approve the regular agenda consistent with board policy bedb and temporarily suspend governing board policy with which this agenda may be inconsistent a second so we have a motion and a second all those in favor brian hi paul hi paul hi michael hi i am also and i show that it approved unanimously administrative reports summer school erica daniel good evening mr president and governing board i get the pleasure to go over and provide an overview of summer learning institute it took place this summer apparently and we followed the same format that we

011followed last year that carrie jones set into place where it is two-fold one we instruct teachers so they get training and two we intervene with students that need extra support so summer institute started off with a two-day training may 24th and 25th and it ran from june 6 to june 30th which is four weeks from 8 to 12 and then every day after summer school monday through thursday from 12 to 1 the teachers got training or planning time we had teachers participate from across the district and each grade level had a designated reading interventionist to work with them on targeted reading instruction to meet the needs of the students the purpose of the summer institute was to increase student achievement of language acquisition by integrating the four domains of literacy reading writing listening and speaking

012and then we tagged on a 40-minute block of mathematics so on monday after school from 12 to 1 they received comprehension training from tony reynolds and on tuesday from 12 to 1 they received training and writing from katie jacobs and on wednesday they met in their grade level teams with the reading interventionist to look at the data collected for that week to monitor and adjust instruction and then on thursday they met as a grade level team we were fortunate at the hope conference in tucson to meet an incredible trainer heidi koski and so she provided the two-day training for the teachers and she gave us detailed lesson plans for grammar instruction connected to our overview document which is our curriculum so we took science and social studies topics and we came up with paired text

013which means we had a narrative text and an informative text and from that she built language and vocabulary so that it would increase their background knowledge and their comprehension when reading and then it would elevate their writing because they're using specific vocabulary connected to the topic and then we had collaborative planning every day after school from 12 to 1 in the professional development and tony's going to tell you more about that we're really excited to be able to bring this summer school uh together this year and to help the teachers uh develop an idea of what integrated instruction looks like in the language arts and to really push that whole idea of language development and using that academic vocabulary and embedding it in the structures that we already have so we did have the two-day

014training with heidi caskey i had the privilege of working with heidi uh several years ago at littleton when i was the sei specialist there and we did a pilot summer school project and so many of the structures that we brought into this came from the training that i had worked with her on before and she is just an outstanding consultant very helpful in terms of language acquisition so we looked at how do we help teachers be learners in this environment so that they can take risks and they can then bring this to their classrooms and increase their knowledge at the same time so we had that training to kick it off with heidi as well as we did some training on writing and then the reading comprehension and then how we're going to intervene with

015uh reading skills and how that all fits together then those training sessions that we had from 12 to 1 i focused on the reading comprehension and brought specific structures to them on how to do retail how to develop vocabulary and then i also was able to offer opportunities for me to go in and model in their classrooms observe with feedback and to um help them extend their learning so by me going into the classrooms and looking at what was happening i was able to better target what i needed to do in their professional development sessions and then personalize for each of the teachers um how to help them grow in their skills did i go backwards i did yep i'm not very good at this okay and so if okay here we go modeling coaching

016i just talked about that and the conference it's just on the wrong slide i don't know why you guys let me have a clicker it's just not all that good so anyway they signed up every week uh for either modeling coaching observation with feedback and uh based on specific strategies that we were teaching them and then these are the things we wanted our kids to get out of this we wanted them to be able to increase their skills in the area of writing and specifically target elaboration and organization and the elaboration fits very well with our focus on this because we wanted to push their academic language we wanted them to be able to write sentences and speak in sentences that were more than the dog jumped we wanted them to be able to expand

017that add detail and and so everything we did was around that and then helping them organize their thoughts so that they came across in a very clear way children can write what they know but if we just assign them a topic without building any background they can't write about that very well nor can they talk about it so we help them learn about it talk about it and then write about it we also embedded the foundational skills our reading specialists were key in helping us do that and to be able to build that academic vocabulary as well as their own reading accuracy worked on retelling in a logic and several different retail strategies that will help their comprehension when they're reading any kind of informational text and then we brought that back into their writing

018so it was integrated so we wanted teachers to get out of this that they knew how to explicitly teach vocabulary that that was an intentional thing to do and how that connected to the content that we were doing as well as the academic vocabulary we wanted them to acquire and then in retention we wanted them to have to see that the importance of building background knowledge is what helps students be able to access text both in reading and to be able to write about it and then that interactive language development you need to be able to talk about it in order to access the text in order to uh to write about it and so that one of the teachers that was from my campus that participated in summer school she goes i've never thought

019about how to do this before and i really didn't feel good about teaching writing and now i feel like i've got skills to go back and do that and that's exactly what we wanted to have happen am i going the right way so am i doing this okay so parent communication one of the things we learned from summer school last year is that parents wanted specific feedback about how their child progressed and so we created this document aaron brandon was very key in putting this together and we looked at what their pre-scores were coming in in writing and in the reading areas and then what they acquired during that time and we can say that uh the vast majority of our students made actually more progress than we were predicted in the small amount of

020time that we were there so it was very exciting keep going okay so our curriculum what we had for the curriculum design was we started with topics from the curriculum document that we had already so for instance space the solar system was one of the topics in science for our kindergartners and so we took that topic how plants grow was a topic for first grade and we found fictional text and uh informational text and we paired those together so that we really had that rich language background that we could help the students with we then intentionally identified vocabulary we wanted them to be able to use and to push them to higher levels of being able to speak this and also use it in their writing and then we gave them specific strategies and learning

021structures to use so we gave them retail strategies to use we gave them vocabulary strategies to use so that these are things that help them access text and to be able to write about it we also then gave them opportunities to be trained in and use this rich language that we're talking about and everything else with our ledc and that math really is a language itself so we wanted our kids to be able to talk like mathematicians and to be able to have conceptual development and be able to discuss what they were doing in math and using that academic vocabulary as well so it fit in extremely well with the other outcomes we wanted for english language arts so this is one of the structures we had talking about earlier that erica daniel did with

022him heidi kiosky helped us with we gave her the texts we were using she paired that mentor text specifically with grammar structures so that our kids were able to use this higher level language and pushing them into be able to more complex sentence construction and then she came and modeled for us because the teachers were like i don't know this will really work and she came and did it with all of our kids we had her in a kindergarten classroom and let everybody watch her and we had her in first grade and everybody watched her in second grade and they were like wow we didn't know our kids could do this so i think that was extremely helpful and she just laid it out in a sequence for us that was very accessible for the

023teachers once they learned how to do it still go so this is a drafted schedule and what it's showing you is when the reading interventionists worked with each of the grade levels so we had one interventionist and all she did was focus on one grade level she wasn't spreading her time so that she was able to meet the needs of all the kids in the class and that's just breaking it down with the stories connected to the grammar structure so this is a recap of our attendance throughout summer school so the first week we had our some of our highest numbers of students that attended one of the things that you'll notice is it starts to decline a little bit that's as covid was picking up so that when the parents communicated a student's absence

024that was one of the reasons that was reported more often and this is the makeup of the summer school class before it started so you're going to notice that in kindergarten we did have 35 percent of our students that were at grade level the reason for this is a lot of the parents were sending other children and they wanted to send all siblings at the same time to summer school so we didn't want to lose one so we're like yep send them so we just enriched the ones that were already at grade level and those are the percents at below grade level and well below grade level that made up our classrooms and here are your achievement results for kindergarten so the first goal was that for end of kindergarten is that they need to

025segment 40 sounds in a minute that's when they break up the words into the individual phonemes we had 81 percent master that objective and then the one that's not green that says 23 those that was actually for our students that were already at grade level we made a goal for them that they would be reading whole words as measured by acadians and all of them achieved it so we probably should have done that number a little different and then the next one is correct letter sounds so they have to have 28 correct letter sounds in a minute on the nonsense word fluency and 54 percent of our students accomplish that goal and this one we're super proud of our little readers had to gain 10 words by the end of summer school and we had

02693 accuracy on that and then our hugest gains were in writing and we had 92 percent of our first grades increase their rubric score by one and then 72 percent increase their rubric score by one in elaboration and you're going to see that across the board that the writing scores increased the most so in first grade the first goal was reading whole words read and we had 59 percent of our first graders accomplish that goal and then the second goal is reading fluency and this was a really hefty goal for the first graders that we had in summer school and 48 percent made that goal of reading six words or more per minute and then their retell which was 44 of our first graders were able to retell 15 words in order in logical order

027and that's a really hard goal to accomplish if you're only reading 20 words or 15 words so it kind of goes hand in hand the next goal was most common words increase their most common word bank by 15 words and 52 percent accomplished that goal and then our big gains again were in writing 91 percent for organization increasing by one rubric score and 96 increasing by one rubric score on elaboration so when you take the time to build those language structures the syntax and you work on giving them real good solid information to write about our kids do an amazing job so in second grade oral reading fluency we had 47 percent master that goal and then retell was 68 so although they weren't reading 72 words per minute they were reading enough to be

028able to give a retell of 27 words in logical order and then their goal was to increase their sight word bank by 20 words and 62 percent of them achieved that goal and then again our big achievement scores are in writing for organization 93 and eighty percent for elaboration in third grade which was one of our lowest cohorts third grade had the most students well below grade level we had 76 percent of them increased their reading words per minute by six and we had eighty percent of them give a logical retail and then we also assess them on their phonics screener because most of our third graders were still on the phonic screener and you really want them off going into fourth grade and 93 of them increased by at least one task in four

029weeks and then their goal for most common words were 20 words in four weeks and 60 of them accomplished that and then again with the writing increase score on a four-point rubric they increased one one rubric score for organization at 85 percent and elaboration at 95 and these are just some of the comments that the teachers made but i had several teachers one that she makes me chuckle becky neggenbauer teaches at west star and she cornered me at the math boot camp begging for the grammar book she was in charge of our third graders that were in summer school because move on when reading and that's how they get to move on to fourth grade and she's like erica i i just started there's no way these kids are going to make progress on the

030rubric score and writing she's like they were writing she just was floored and couldn't believe it and she's like my team's going to want to use it i want to use it can i have the resource book and so we hounded katie and katie is dropping off books at west star and third grade at westar is sold when student when teachers see that kind of achievement in such a short time you've got them so she's pretty excited and i'm pretty proud of her and that's it any questions for us mr parks nothing at this time paul thank you so much and the organization and the completeness of the detail of of this summer program is the most it's the best i've ever seen that was amazing so i i'm not surprised that the results were

031so so positive that was great but i did have a couple questions oh i also really really like the idea of using the academic language uh in that skill teaching you were doing the vocabulary is so important especially as you say math math has a vocabulary like no other so that was that was great i really uh want you to know that i appreciate that summer program looked great but they have a couple quick questions uh why expository writing why not uh compare contrast why not informational why expository so expository is on the informational side and it gets kids excited and builds their background so that you can see what they actually can write and it helps them with their reading yeah i was wondering if maybe it was an influence a positive influence on

032just sitting down and writing if expository would be more of a draw than some other form i i think it was a draw in summer school the way that the kids talked about the topics and it they kept the same topic for four days so all their reading all their writing and their grammar study was all aligned to that one topic so it was very empowering the way they were talking like scientists and historians yeah again wonderful um the retail on that so the expos so the the retail is the retelling of a story that they've heard or read read and then they're the task is to do what what what scores on the retail so they just get a point for every word they retell that aligns to what they read and so they

033have to be able to retell so many words in logical order of what they read so in logical order as well okay i noticed that the uh kinder was lower in that area is is that because of abstract thinking they just don't have the abstract thinking skills to get to that kind of retail um oral retail the retail piece starts in first grade ah okay but it is lower in first grade because they don't read as much some of our kids were a little lower so if you don't read 17 words you're not going to retell 17 words does that make sense and they're really cognitively focused on reading the word and not necessarily always constructing the meaning okay uh also the uh um well that was just my question on the abstract thinking it

034did seem that that was it again i thought it was a really good use of our time for that it looked like it was real beneficial for our kids so thank you very much for that you're welcome mr jensen nothing michael uh just a couple questions um and some of you answered as i was writing them down so bear with me i was trying to cross those off but have we uh conducted any sort of a survey of the parents or students just to see how they felt at the end of this institute that is a great idea no we did not do a survey we did a survey with the teachers but i did not do one with the students or our families but we can add that to next year yeah we just

035be curious or maybe if we even have time while it's fresh this year it'd be just interesting to hear feedback and um i think it sounds like you guys did a great job but we always want to hear from all sides so um then uh the only other question i had is you you've come up with some numbers here but is there a way that we can test the students kind of against the standardized test or like the state testing just to see where they were and where they have come at the end of this i i realize you've done some testing here but just to look at the state test which kind of really puts us into where our grade levels are for schools so to speak sure only third grade would would be

036comparative to the aasa because k2 doesn't take an estate assessment their assessment that's mandated is the acadian's assessment that we reported on we could look up how they did at the end of the year but there's no you can't administer that state assessment again until the end of next year all right thank you thank you mr president if i could just add one more thing real quickly yeah um you guys kind of just went by the idea of gaining one point on the on the writing rubric i think it's worth noting that this a four point rubric to make a one point gain is a 25 gain that's pretty impressive thank you miss bixler item 4.2 project momentum mrs camp good evening mr president governing board members mr parks virtually good evening i am here

037tonight to present an overview on project momentum as requested first of all let me just tell you a little bit about project momentum it is unique in the fact that it is uh publicly and it has a public and a private partnership the funding is provided through the governor's office um as well as through a philanthropic sponsorship of caring members of the arizona community both partners recognize the value of high quality education for students and the essential role that our teachers serve in ensuring that our students have the best outcome academically here are the goals of project momentum they want to support us in improving student achievement in the areas of mathematics and english language arts and they measure that against our state assessment with growth and they also want project momentum districts to improve

038achievement higher in comparison to other arizona schools one of the studies that project momentum shared with us when they first came to the district was a study from the organization of economic development and this really shows the amount of time that the united states exceeds indirect instruction by our teachers and the purpose for them pointing that out to us was to say these demands give a very limited time in the contracted day for analyzing formative assessment for planning instructional activities and so let us come beside you and provide that time after hours and compensate teachers for that project momentum um is centered around uh six essential questions and i'll get into those in just a minute but this slide is just to show you how really they delineate their support so the grant is particularly

039working on funding additional teacher time so that's that off contracted time they also fund principal partners to help guide the effort so each of our principals has a principal partner most of those principal partners are from virginia and they um are accessible to our principals 24 7 i do believe i'm looking back at um some of our principles in the back and then those principal partners also come out and are with our principals i believe four times a year so if we were on quarters that would be you know once a quarter or uh twice twice a trimester they also um want funding to be utilized for professional development aligned to their model and data supports with implementation and progress measurement and then they provide assistance with project oversight so those high-yield strategies um that

040project momentum really centers itself around they call gears and i'm going to try to make a connection to each of these gears with the work that we already have doing in our district and so when a teacher says where's project momentum or what happened it really brings great joy to me that they don't see it as a separate entity so everything that our teachers do if we streamline with that consistent message of you know what do we want our students to know and be able to do how will we know they know it what will we do when they don't know it and then what will we do when they do which are the four guiding questions of a professional learning community project momentum is just coming right beside us and doing those same questions

041so with gear number one and i am equating this to plc question number one uh project momentum's gear number one says what do we want our students to know and be able to do so what do we do with gear one we unwrap standards we identify essential knowledge skills and dispositions and we develop aligned learning targets so you all have seen that work that work has come to you in fruition of what we have built with our written curriculum that is ongoing work it never stops although the teachers would like for me to say that it stops because it is brainy right it is very brainy work so we're always looking at what is that unwrapped standard how can we get better at defining what it is that we need children to know and be

042able to do gear number two for project momentum directly aligns to plc question number two what evidence would we accept that students have learned the required content so this is directly aligned to assessment right developing formative and summative assessments identifying students current understanding to plan for instruction and differentiation developing exit tickets developing common formative assessments developing unit assessments developing trimester assessments we say we're teaching this and now we're measuring if students are learning what we are teaching gear number three is directly aligned to what i call a hidden how of um plc work so these this this gear is really focused on what instructional practices will produce our best result so when teachers are working in collaborative teams they begin to share the assessment data and let's say that kelly and i are the second

043grade team and kelly has greater scores than i do we should be asking questions about the instructional strategies that kelly is using because she's getting better results and i want to get those results too so we identify effective teaching strategies we develop engaging lessons we teach we observe we modify we refine gear four is tied directly to plc question number three what will we do if our students have not learned it this is a direct connection to differentiation intervention and as well as gear five tied to question number four of the plc what will we do to different differentiate instructions when students already know it how are we extending learning for our gifted students for our high achieving students that's that's our responsibility and then finally the last gear which isn't a part of the

044plc process officially um but i think it probably should be what will we do to improve or catalog or save our work so project momentum comes beside us and says you've created these systems how have you made them tangible so that if you are leaving they are sustainable and and often we don't think about that so um they have something that's called a project momentum playbook the district has a playbook our schools have a playbook and as we develop the systems and the structures that schools and the district is using we're uploading and cataloging our work along the way so that this work is sustainable in the future how have we used project momentum funding so there are some non-negotiables within the grant and i want to be very specific about what those are those

045are positions and supports that the grant is directly funding to come alongside us and guide us principal partners must be funded out of the grant the data support with implementation and progress measurement that that is a position also it is funded out of the grant and then assistance with project oversight we are assigned a project oversight person who works directly with me to make sure that we're meeting our goals to wait to make sure that we are fiscally responsible with the grant and then also also to come out and visit and and see see us in action so these three positions are actually project momentum positions that come and support us directly within the district and by three positions the principal partners that that's seven right you get that um okay so how else do

046we use project momentum uh grant funding we use funding to compensate teachers for off-contract work and we try to use as much funding as we possibly can because if they are working off contract project momentum is saying let's pay them and you all as a governing board have actually approved the amount of payment for that so it's 30 an hour for our teachers and it's 35 an hour for our instructional coaches the curriculum and assessment development that's off contract work anyone who is involved in that is compensated and then each of our schools um has what we call a mini grant that is tied to work to work that is aligned directly to project momentum gears so every school was given approximately twenty thousand dollars to develop their own mini grant to say this is

047what my campus needs in order to move our work forward i wanted the schools to have some autonomy with that because we're not a cookie cutter right so what westar might need may be different than what blue horizon needed here are some examples some schools trained teacher leaders so they started lifting and elevating teacher leaders they did that after school so they compensated them off contract hours some schools created intervention systems and particularly freedom some schools used their project momentum mini grants to develop long range plans and pacing guides again off contract hours another use of project momentum is professional development aligned to the project momentum gears so this past year we had the opportunity of doing the following we did a project momentum kickoff training where we trained 200 teachers at the beginning of

048last year's school year on the six gears and made a direct connection to the work that they were already doing this was a huge success because they came off of their covid year and it was the first time that they were actually together in one room at las braces it got a little loud and crazy but they were super excited to be together we also trained our principals in instructional conferencing so remember one of the gears is that we are utilizing um high-yield instructional strategies in the classroom well how do we have evidence that we're utilizing that and how can our teachers be supported by the high-yield instructional strategies and pedagogy that they're using we trained our our principals and our aps and our instructional coaches to observe and conference with our teachers in a

049non-evaluative way but as a coach we also provided teacher leader training that happened in june of this year west ed formative writing assessment was professional development for our teachers and then we also compensated our teachers to help in writing those formative assessments and then finally some of the school mini grants they were not just developing long-range plans but particularly at las bris miss schaefer she took the ledc and extended that with her third and fourth and fifth grade teachers so that they had a better understanding of it and that was through her professional development that she provided again teachers were compensated for that so you might be saying well what does the money look like here's the amount of money that goes towards the principal partners data support and the project oversight and then here's

050the amount of money that was budgeted this year for teacher off-contract work professional development and our school mini grants how will we continue to use project momentum we don't have a choice with this part because that is the non-negotiables of the grant so we will continue to fund our principal partners we will continue to access the data analysis and support of the data reports and visualization and we will continue to use our project oversight rebecca banning who's going to still be with us this next year we are going to fund and compensate teachers for off contract work we'll continue with curriculum and assessment development that's the never ending role school mini grants will still be in effect this year the governing board approved a job description for teacher site leaders for twelve hundred dollars so

051each teacher site leader that's identified will be compensated by a stipend of twelve hundred dollars for the year the professional development that we have planned our math leadership boot camp just took place in the middle of july that was five days of math leadership boot camp that included new teachers returning teachers and veteran teachers all of our principals attended all of our assistant principals attended and all of our instructional coaches attended teachers were compensated for all five days 35 hours of professional development paid instructional conferencing happened again in june so that our leaders could stay fresh with how are we providing teachers feedback and coaching we will be um using uh dan mulligan who is a contracted uh project momentum trainer this year and he will be giving us additional training on common formative assessment

052so he will be coming out and training us on that and then our school mini grants we wanted we want to continue with the autonomy of our schools uh being able to choose whatever they need so this is this is important that they do um what is best for them project momentum also has let us know that they have given us additional monies because they want a position to support our research and evaluation and so dr chef and i are working on what might that look like bringing back a job description to the governing board for you all to look at so again they're getting us in a position of how do you sustain the work when the grant is no longer available here's the current budget excuse me for project momentum so our principal

053partners the data the project oversight this is the amount of monies that were set aside for the additional position teacher off contract work teacher leader stipends professional development and school mini grants and i stand ready for questions mr parks uh thank you ms camp i have one quick question on the curriculum part um i assume we're going to go we're sticking with the current curriculum we have within the district um are you aware of any outside curriculum that's going to be brought in with this program no sir thank you that's it yes uh miss camp where'd you go oh um i need my stool sorry uh what's the sunset on the project momentum grant when did it end so it i'm going to look to dr chef it is a it's two it's a two-year

054grant um however it's a little bit different from our federal grants so it the first year extends until sep this september and then the second year will extend until the following september okay so slight crossover and the uh i like the idea of the instructional coaching the conferencing that that we're having our uh administrators involve themselves in is that something we'll be able to continue after the grant yes we will so we do have a plan on continuing that yes okay thank you mr jensen nothing michael a couple questions you had mentioned the principal partners um most of them come from virginia why is that do you want to answer that sure so um the overall model um the the research-based evidence around it um i think it even originally maybe the university of you

055know darden um virginia darden um so i may be getting the university wrong but it came from a body of research um which is pretty well known of in school effectiveness um so that's where you see we it was no leap in any way for us to do it what we were doing here with this because it was so similar so the district that had a virginia school district had really implemented this and kind of developed some of those key systems and that's what took off and that's what then got promoted here in arizona and got implemented in a couple of school districts early on um one of which was avondale elementary i think was the very first one about six seven years ago and then it's expanded to a few other school districts kind

056of by a vetting process to be allowed to participate so therefore those coaches came from their own personal experience of having had success and demonstrated evidence of success of implementing these processes systems and research so do we envision that we'll continue after the grant is out with the principal partners or will that part of it go away that may be at risk just because of the funding cliff of losing the funding dollars for it you know to where we're able to as we grow as a district you know that may be something in time where we actually have a position that is a principal supervisor principal coach position like other districts of our size and larger my last question uh my understanding is most of us was grant funded did any of the funds come

057from the district or were they all grant funded was it all grant funded for what i presented tonight yes all grant funded well grandfather okay and then what overall what is the district's contribution to it zero dollars for the whole program not just tonight but everything i would say it's not a matching dollars as part of the grant program it is a commitment with all of our other goals strategies um the work that we do it can't be done just with some addictional dollars of coaches and or off contract paid time the district has to be moving those initiatives forward as a regular part of its practice but no matching dollars from the district okay great thank you thank you mr kemp you're welcome item 4.3 school of readiness administrative report mr nuttall good evening

058mr president members of the governing board i just wanted to quickly provide you all with an update on our classroom and facility readiness um as i've noted in the executive summary we had a transition from uh one cleaning company to the next uh that started on july first combine that transition with several of our summer projects and we couldn't really put together a real coherent plan so we've had to be very creative in some of our summer deep clean solutions ccs has been wonderful and working with us to this point and i just wanted to quickly summarize and and make sure uh all of the board knows that all of our classrooms will be ready to go for when teachers return and uh certainly for when all of our students return we have a plan

059in place to make sure that final touch-ups are ready and things of that nature the deep cleans just just so you all know kind of the scope of work is really a top to bottom floor to ceiling walled wall uh deep cleaning of of each of the areas of our campus that are outlined classrooms hallways and entranceways detailing of windows and things like that so we've had to be creative on how the timing worked out with the finishing up of some of our our major summer projects just to note our major summer projects as a quick review were our west star and freedom carpet projects i was just on the campus of westar spent about an hour and a half there just going into the classrooms today talking to teachers they they described it as

060the new car smell uh which was really kind of cool for carpet and some luxury vinyl tile um and i and they said the difference was that new car smell it's theirs um and the the new carpet smell is somebody else's i said no it's ours it's certainly ours um so uh we did some polish concrete hallways um in terms of trying to plan for some longevity there at both westar and freedom at estrella we we did replace the original gym floor uh since the school was built we did that for replacement and i'll demonstrate some pictures of those and then rainbow valley we had our rainbow valley paint project if you'll recall we involved the community in that leading up from all the way from march all the way until the end of the

061school year when the project began we also were able to do the rainbow valley gym floor as well so both of those uh projects are nearing completion the both of the gym floors have striping crews that are coming in to stripe everything else has been done a couple of touch-ups here on the rainbow valley paint project and then we're going to be scheduling a final walk through for our west star and freedom carpet projects here within the next week certainly before students arrive we've also partnered with some other organizations to assist us with some of our major projects you may have been aware of some storms up here uh recently so i had a grounds schedule kind of ready to go in terms of tree trimming services and and our normal routine but we try

062and plan in advance of the monsoons to get our trees trimmed so we had a company hired for that and just as soon as that happened we were as they say a day late and a dollar short so both our crew and a hired crew went to do some cleanup they're still doing that at freedom just so you all are aware we lost 14 palo verde trees at las bris and we lost seven trees total over at freedom so we're working on a replacement plan but really and truly the the normal tree trimming and ground schedule got really disrupted by that as you drove by liberty elementary today you may have noticed that the uh the shrubs that are actually trees are are now looking more like trees because you need about nine or ten

063months before you can really trim them up um i'm not an arborist but i've researched and that's what they told me so we waited for the 10 months and they began to trim those up so in addition to that as i've gone through campuses and working with the principals and the day custodians we've put together a campus readiness sheet and that campus readiness sheet will be reflected in work orders but it's just things that i see you know some window touch-ups or some door handle touch-ups or you know some other project things that might be done as an example some of our playgrounds have sand and on the playgrounds where they have sand it gets pushed up onto the sponge pads which then deteriorates the sponge pads if the stan sand stays there over time

064so that's something that is on a particular campuses list for the day custodians to accomplish prior to when kids return so there's just things that i note throughout the the entire district of additional some things that that need to be done and those are reflected on the campus readiness sheet i've also noted that um the scope breakdown so when kevin and all of the principals and kelly and myself we work to put this general scope of work from the beginning of the summer some times things need to move around but as the ed services team presented this evening that this the summer school the summer institute took place at blue horizons wonderful program we just couldn't deep clean the carpets while the kids were there so we had to we have to work with all

065the departments to make sure we navigate all of those so if the team could pull up the presentation that i have for the summer projects or am i doing that let's see oh there it is so um just wanted to kind of show you some some before and afters here um if we could and again these are all summer uh projects that were bond dollars so rainbow valley took a few before and after photos here um and again we're still waiting for some of the the embellishments uh the more specialty painting to come through with some murals i'll show you that in just a moment there are some before and after photos there one thing you can't see uh in this is underneath the solar panel awnings those uh beams are also painted to match

066the school as opposed to the old rust color i thought it would kind of stick out like a sore thumb so we we did paint those to match we also had another project in the very beginning of the summer to replace and extend our wrought iron fence it used to be just along the front of the school and we're eventually trying to get the wrought iron fence all the way out on naramor it's just a sequential piece that it's kind of an expensive material so we're taking it as we go but all the fencing has been uh painted as well so this is building a that's just a different angle from the building a and again some some further embellishments will be coming soon and that's the picture of the before and the after of

067the gym facing and then this has not been done but this will be similar to what it will look like upon finished product with the mural out front so i thought i'd show you that obviously it's not going to be a white square around it not all that great at the photo thing but you get the idea right okay so that's kind of a neat neat thing uh the next part is our rainbow valley gym floor i took these photos last tuesday and that was their progress on tuesday so you see all those bricks there there's the center court logo that was being finished up and they used those bricks to secure the cold welds that are on the floor this will be the finished product of the gym floor and so i went today

068and that's what it looks like with the exception of the striping because they're coming this week a stray gym floor had to get pretty creative with this gym floor in particular because that stage that stage is set up a little bit differently than our other campuses you know rainbow valley stage is at the north end of the actual gym so it pulls out that way this one is is to the side and so that we had to we had to create some interesting weight-bearing components so that we can roll the stage out ms boris has asked for some electronic uh machinery to attach uh i i put it in the in the box that says um suggestions for now uh so that that's a that's an example of of of their floor and this will

069be the finished product as well in addition here's the the carpet and the polished concrete floors this is over at freedom elementary so the picture on the left that you're looking at is just out of the office and into the library so that's luxury vinyl tile there as opposed to carpet as we had before longer lasting a little bit easier to clean and maintain and then our hallways are the polished concrete same concept talked to some teachers today as i mentioned up at westar and they said well we're a little concerned about the noise right because you have some acoustical components um and i'm also interested about the noise but i know that we'll be able to clean it a lot easier and more efficiently and i know that that will give us some staying

070power in terms of the length of the polished concrete uh just a couple of other angles here this is an actual classroom i was in on a friday and uh the teacher was in there already setting up so uh he had he had a lot of his stuff already set up but you can really see i don't know if you can smell in this picture but the new car smells there too uh so this is also a picture of the library uh here in the media center i think it'll be freedom's probably largest undertaking this next week is to get all the library materials back that's that's a heavy lift on everybody uh both from the shelving and just putting all the books back and things of that sort so they have a plan in

071place for that and we'll be excited to see the finished product so just uh those are some before and after pictures uh does anybody have any questions on any of the campus readiness stuff before i go into the vacancy piece brian nothing for me okay well i just wanted to note uh i may have reported out the last board meeting in may we had 51 certified teacher vacancies and i just wanted to publicly praise our principals our human resources team and and all of our folks involved you know luke has really pushed out a lot of wonderful uh recruiting tools and things that sort and i'm just really proud of all of their work because we're in really really great shape you guys compared to some other school districts i mean the school district of

072where my children attend has 230 teacher vacancies simply nine days before they start school and we have seven so we're in really good shape i will just uh quickly summarize for you we have a plan for each and every one of these um just so you know um our spanish 68 we're working on some alternatives maybe even as we speak the rainbow valley ccb6 through eighth grade the plan has already been implemented uh to combine the two existing lower grade levels and absorb the six eight they're still safe they're still good in terms of case load checked and verified that this morning west are because they have some growth what you see is the second grade and seventh grade positions those were hot spots that we know are going to get to a point where

073they go above our class size target we just know that they are the numbers are still coming in and so we added those positions so if you look at it really they really only have the resource 3-5 position at westar which is a huge testament there we've added the positions to absorb the growth which we always plan for a few hot spots same with uh first and third grade at blue horizons the numbers over the weekend doubled in school size they're at 1700 i'm just kidding they're about 8.50 they're about 8.50 and so we plan for a couple of those contingencies just to make sure uh that we have ample staff there's a plan um the site admin is working with the existing teachers to ensure that there's a plan in place for now if

074we weren't to hire a teacher or a position and then what the transition would look like for those students once we were able to secure the staff for the additional allotted positions i also just finally wanted to provide an update on our support staff vacancies so we have some paraprofessional positions great news is is we've had interviews since the deadline to post last week as well as this week so far so we're very confident that we will be able to secure those paraprofessionals a couple of libraries here and there a couple of one-on-one assistants and here at the district we've had a little change um in our business services department and so we have a couple of open positions but they have done a wonderful job of landing and securing some people so we still

075have one accounts payable position open uh one warehouse courier and then our recently approved level one positions for maintenance or there and our existing 1.0 ground so we're in we're in really good shape and testament to our support staff they have really done a great job of you know being creative uh huge kudos to kevin um he takes things really personally but he and his team they don't stop working they really don't stop working seeing those guys in the humidity and working real real hard i mean they they have done a wonderful job so huge compliments to all of our staff we are really in a in a great position to start mr parks any questions no spixer no question just a comment congratulations on getting such a secure spot as far as our staffing

076that that was worrisome so well done mr jensen nothing michael uh if i could just go back for a minute to the school readiness uh what the schools are getting the new gyms floors we had a fair amount of problem with those with the new builds have we has the company fixed those issues both at the new schools and at the ones that are just being redone absolutely so the the one thing was on the cold the cold welds so um on the summer scope sheet just uh to note there right as soon as school got out in may they came and did the cold welds may 27th to may 29th they've come back and reviewed those things we've addressed the issue from liberty elementary prior to them even starting these other projects in terms

077of the cold welds but we'll continue to monitor those i will say that liberty elementary and blue horizons gyms and multi-purpose rooms look really fantastic the mondo floor has some kind of interesting materials that over time surface and you can start to see a different sheen to the floor as you clean it as it gets used so i'm i'm really confident about both of the floors and i know with the new schools we had to get some new cleaning machines do we are we adequately staffed in the district or i should say adequately because i don't know where it's not staffing but it's machinery to handle all of these floors now about one of the one of the agreements with ccs when they came on board was that i asked for them to supply those

078machines so we have a partnership with obviously ccs and our own day custodians to have those floors cleaned every single day so they are supplying the machines to the other schools that now have them obviously rainbow and estrella and there's that plan to clean those floors daily okay thank you you're welcome thank you item 5.1 governing board updates anyone have anything nope hearing none calls to the public all right uh donna north i'd like to point out that as you come to the podium you'll see that you have three minutes when the time's expired i will cut you off thank you my name is donna north um superintendent xiao president mcguire and governing board i've seen a newscast of paul bexler speaking publicly about his wishes to see young children taught in our public schools

079about transgender transitioning without the express knowledge and consent of their parents this is against everything that education should be and to suggest that parents not be involved in decisions about their children is ludicrous i'm asking paul to resign immediately he should not be in any position determining the future of our children please be aware that i have nothing negative to say about paul as a person and i have no problem with his desires to be whatever he wants to be he is an adult can make his own decisions but he has crossed the line with his thoughts that children should be indoctrinated without parental approval or knowledge children under the age of 18 have not reached their majority and may not make decisions without parental consent i urge you as a board to ask for

080his resignation prior to the start of the next school year thank you john kane and before we get started i see here and this is just for public record that you're representing ld 23 as a state representative as a state senator i'm sorry as a state committeeman okay thank you sir and i'm with a lot of other different groups but the the biggie is i've been overwhelmed by the number of schools and school boards that are introducing and influencing our children with an lgbtq doctrine at ages under 10. as an ld23 state committeeman i can only have impact on the citizens in my district this sports president mark aguirre a board member paul jensen and the liberty superintendent dr larry schuff have been contacted by my constituents and no response has been realized from any

081this says to me that they support the paul bixler agenda as a result of the boards taking no action we will campaign against any budget increases or overrides and support a paul bixler recall thank you a board members have anything they'd like to comment on hearing none i'd like to make a comment i find it unfortunate that members within our community would hold the well-being of children i find that uh very unfortunate and i thought that uh i still feel that our community is above that and i will continue to have faith that the majority of our community will continue to be above that item number seven consent agenda does anyone have anything they'd like pulled administration would like to pull on the personnel action report okay 7.4 brian nothing okay mr todd i have

082nothing to pull so with that i'd entertain a motion to approve the consent agenda as presented with the exception of 7.4 mr president i moved we accept the consent agenda with the exception of item 7.4 approval personnel action item a second so we have a motion in a second all those in favor brian hi paul hi paul hi michael hi i am also and i show that improve unanimously we'll just move right into item 7.4 dr schaff i'll defer to mr nettle mr president uh members of the board you may recall back in february um it was um of interest of the governing board and encouraged by us and supported by the district administration to increase the early signing incentive from 200 to and this report um is 200 so i just wanted to have

083that correction made prior so that we did not have to bring that back upon your approval to reference the 200 to 500 early signing incentive questions hearing then i'd entertain a motion to approve item 7.4 with the correction as noted by mr knuddle i'll make a motion a motion to approve item 7.4 with a noted adjustment second a bit of a motion in a second all those in favor brian hi paul hi paul hi michael hi i am also and i showed that approved unanimously item 8.1 discussion and consideration to approve fiscal year 2022 2023 annual school district expenditure budget revision number one mr president members of the governing board earlier information was presented with regards to the annual expenditure budget revision number one if there are any further questions i'd be happy to answer

084um but we would like your approval of uh other ways we would appreciate your approval of the same questions brian none paul [Music] i don't have any questions i'm just impressed that we've seen money come in that's forcing this to happen that we have to uh increase that budget limit so that's if we're going to get news i'm glad to hear that one that's true paul michael i have no questions the only question i and i wanted to give the public a moment during their portion of the meeting but um the only question that i had was if they don't expand the aggregate spending what happens to this or should i i guess i'm using more of a broad term of what happens to the actual increase of public education dollars we can we will

085have to reduce our budget to meet the new required amount per the aggregate expenditure limit and there are some estimates out there that it might be as much as two thousand dollars per student so it's a it's a pretty significant number so we so what we have what we have here this revision that we're seeing is this is all dependent on if the legislature comes back into session either that or they hold us but they convene earlier so it could be as late as january that we could hear about it unless they decide to come back and and convene earlier there has been some discussion i don't know how public it is that they might consider doing that but um at this moment we don't know for sure um what actions and what timing they

086will use okay yeah we're budgeting for this based on the fact that we were allocated by that we want to make sure that we capture this capacity that was allocated to us per the budget formulas um but we are proposing that we um hold off on making any on any spending until we get some further news regarding the ael and the passage of the override okay thank you with that i'd entertain a motion to approve item 8.1 you want it go for it mr president i move that we approve the fiscal year 2022 2023 annual school district expands your budget revision number one second so we have a motion and a second all those in favor brian hi paul aye paul hi michael aye i am also and i show that it approved unanimously item

0878.2 discussion consideration to approve ple adult mill prices for fiscal year or school year 2022-2023 members of the board mr president i just wanted to bring forward a recommendation of the approval of adult meal prices for this next fiscal year of three dollars and fifty cents for adults and two dollars for breakfast for adults we've already approved the child rates for lunch and breakfast earlier in the year i just wanted to briefly just comment here that the ple stands for paid lunch equity and that is a formula that food services and the national school lunch program and usda put together to determine what is a reimbursement amount so you'll see that based off of our 2122 reimbursement rate the actual lunches reimbursement rate came back at almost 4.32 for lunch and then you add on

088uh donated foods at 26. and those are components that are put into what food services and the reimbursement rate is because the fact that the district and food services program is in such good financial standing they're able to reduce that price down from what you would put in these formulas down to what is being recommended tonight so in meeting with miss cabania uh she indicated that she believes based off of our financial standing and previous years um success specific to our our available funds to augment some of those additional prices just in line with the boards always desire to keep costs minimal for our adults and our students as best we possibly can and so that's why we bring forward tonight uh the recommendation for the adult lunch meal price of 350 and two dollars

089for breakfast you may note some dollar signs in here so if you ask questions specifically about dollars i may have to defer to the dollar guru right to my left questions brian uh no question hearing then i'd entertain a motion to approve item 8.2 i'll make a motion to approve item 8.2 the ple adult mill prices for school year 2022-2023 that's okay so we have a motion and we have a second all those in favor brian hi paul hi paul i am michael hi i am also and i showed that it approved unanimously item 8.3 discuss discussion and consideration to approve tech smart incorporated curriculum as a service agreement mr mcguire members of the board we were presented with an opportunity for a grant that is really designed to create a model for a continuum

090of coding instruction from elementary through high school and connected with career and technical education through westmec and so we receive funding for the program for two years at one school and then we'll see how it goes and see what other funding expansion opportunities there are to see how it has potential for extending into other schools this kind of came about pretty rapidly here at the end of the spring and trying to pull this together to be able to get a start here the school year so we're excited about the opportunity we are looking to implement this at westar elementary which is a fantastic fit with their signature program questions brian uh thank you dr chef um i i think this is an amazing opportunity for our kids you know i'm the only downside i see

091right now is isn't in all the schools can can you elaborate a little bit on how you see this possibly getting moving into other schools say in the next few years right now we have special area instruction in art music and pe um at when liberty was at its largest we had instruction also in computer science but what is different about that is the students in computer science at liberty elementary in that model it was essentially one out of four days of instruction whether that was one week out of four weeks or one day every four days this particular program is is much more intensive it's a daily it's a daily class um and daily instruction um for you know what's hopefully 45 to 60 minutes that's where we had to struggle with how to

092be able to meet the requirements of the instructional minutes on a daily basis and it was third through eighth grade in this particular model there are other coding models that are out there um this is you know well uh you know well researched well well-respected so we and we had the opportunity with a grant through west mac uh to implement this there is uh currently standards in our state um in computer science um for some of the coding standards so it is an alignment to arizona state standards so in terms of being able to continue it afterwards it it's a matter of what is our current staffing model and how would we recarve out our minutes of the day to you have to lessen something else to increase the amount of time for coding and

093then how we utilize the staffing we have between general education staffing and special area staffing and how that might be prioritized in the future so i think this is a really good thing for us to pilot learn from this and see how we could envision expanding this district because i too am really a proponent of this would be an excellent foundational education in kindergarten through eighth grade to equip our kids for high school and beyond i agree i think this is an excellent opportunity for our kids and any way we could see fit to expand this over the next few years i think needs to be a priority um thank you for your time thanks for your support well yes doctor if i understand this correctly it's going to be presented as a a special

094class that you know it's it's definitely um it's it's almost given it's given essentially the instructional minute time and attention um as as a core class that they receive every single day you know or you know there may be some adjustment and that how they've implemented we've got a little bit of flexibility but we have to meet the fidelity of the program as design because at the end of the day this program wants to see results and see that the the children essentially can matriculate up and being eligible and ready for the next level learning at the next grade level up and being ready for that those rigorous high school classes so it is that's kind of the difference it's it's not the same as um how we are structuring our special area so if

095it is embedded in the instructional time that we would have in the regular classroom teacher as opposed to a special is the classroom teacher then going to provide the instruction yes and they're going to be trained by by west deck yes well i'm trained by tech smart or arizona codes yeah and uh one final question uh it's i like the idea of it being a west star that clearly is the signature program so that sounds good uh is it going to be at one grade level third through eighth fourth rate i'm getting corrected over here a little bit happened while i was gone so thank you mr mr bogart mr jensen michael uh just a question the staff it says two elementary school teachers one middle school teacher are we hiring those or um their

096existing staff members and staff so my concern with this i first of all i think it's a great program and i love grant funded programs that we can bring into our campuses but are we doing anything unique with teacher contracts this is a sounds like as you said they want to see performance and if we lose a teacher mid-year to a resignation as we have in the past that could put this program into jeopardy pretty quickly so are we doing anything specific the grant program provides professional development for the teachers um and then essentially providing the support if we were to lose a teacher that's been specially trained for this the um tech smart agrees to provide additional training with anybody we might need to replace somebody with if that was the case so so

097there's a backup plan okay so if these teachers are getting this though is there any way to do some sort of addendum to make sure that they stay through the year because although there's a backup plan we lose a teacher first of all we have the challenges we've learned to hire another one that can take a school year or more so is there some way that we can ensure that the teachers that are getting this are locked into this for the whole year and committed to it other than the commitment they've given us to agree to that they are do have an approved stipend to receive the additional training at a paid rate right now the grant does not provide for an additional stipend beyond that at this time again i don't think it's a

098stipend a stipend is great but i want to make sure that these teachers don't leave mid-year so if they're getting that stipend um even if they leave and they don't get the stipend there's still a cost and it puts a burden on this program first next trying to find a teacher on board a teacher get that teacher in place that takes some time so i would like to see us produce a little bit stronger addendum to a contract for these teachers so we make sure we hold on to them for the year is there interest from the rest of the board for us to bring something back with with this we're getting off topic here yeah there's a portion of the meeting for that is there any other questions michael no are we bringing that

099up somewhere else on this agenda because we're approving something that i don't want to approve if we're going to lose teachers and waste grant dollars i'd rather go to a school district that can use it so that's my question are we doing anything specifically for this to make sure that we keep those teachers in place all year we're providing them training for the program and through the grant that doesn't keep to make sure that those teachers who sign on for this are going to stay for the whole year questions asked in what's presented is right now there is no addendum in place and there's not it is not part of what's being approved here tonight if we have an interest in bringing something back with this we can consider that i would feel much better

100if we did that any other questions michael no okay with that i'd entertain a motion to approve item 8.3 [Music] mr president i move that we approve the techsmart inc curriculum as a service caas agreement oh second so we have a motion and a second all those in favor brian hi paul aye paul aye michael aye i am also and i sure that it approved unanimously [Music] item 8.4 approval of memorandum of understanding between liberty elementary school district maricopa county superintendent of schools office mr gwyer members of the governing board we have another opportunity for a grant again we we do scrutinize these opportunities before we either request for funding or whether we receive you know additional opportunities so that they align very well to what our district strategic plan is it's important that these

101are resources that add and kind of accelerate our work and in this case the learning acceleration specialists those are four positions that are funded and employed by the maricopa county superintendent of schools office and this agreement would then place one of those specialists at each of our title one schools i'd say the closest thing to for us to parallel what the position would do is a part way between an instructional coach support and an interventionist so providing supports directly to teachers around even some of this project momentum gears work you heard earlier this evening how we focus the work of what kids are learning and therefore how our teachers are how effective they are at doing that and then sometimes and often direct supports to the students themselves to gain the skills and close those

102learning gaps it is a finite period of time again for a little bit more than two years through september 2024 and the positions the county is responsible for the hiring and has identified those and we've done some work to match the skills and the experiences of those schools specialists to our schools and this particular school needs that they have so we're really pretty excited about getting these resources without having to be being drained on our own ability to recruit and staff dr chef can i just clarify you bet only four of our five identified title schools yes thank you brian any questions no questions [Music] well michael my only question would be why is only four of the five and are we into an equality situation with that only four because they only funded four

103and they went to our most needy title one schools blue horizons liberty rainbow valley and freedom [Music] there are no other questions i'd entertain a motion to approve item 8.4 mr president i move that we approve the memorandum of understanding between liberty elementary school district number 25 and the maricopa county superintendent of schools office through september 30th of 2024 seconds we have a motion in a second all those in favor brian hi paul hi paul hi michael hi i'm also and i sure that approved unanimously and just kind of explained my vote of thank you i hope that uh superintendent watson is watching thank you very much thank you thank you item 8.5 superintendent criteria for performance [Music] president aguirre members of the governing board there are two related agenda items the first is this

104the criteria for performance pay recognizing that statute has a model if you will for how to review the categories and or the criteria and our governing board several years ago opted to go a different route an alternative route so we want to validate that this is still the direction that the board would like to move forward with and or create something new adjust you know adjust your criteria as you see fit um so this is not an agenda item for any of the actual goals or measures but really just the criteria set forth so what is in here as an example that based on what the board has previously done is of the performance compensation based in accordance with 25 for each of the four focus areas in the strategic plan and any goal performance

105projects or key performance indicators to be approved within those to form the 25 percent and then the criteria is listed um the board has previously approved for projects criteria for a rubric as well as a rubric for key performance indicators so really all of that is up for discussion and your consideration of what you would like to do for this upcoming school year brian well mr president i i still have grave concerns about the agreement with esi and um unfortunately i don't believe the board can approve a performance pay to a staffing agency unfortunately therefore i have to forego any discussion in this matter at this time paul yeah uh so i just want to be clear that this is if you want to take something away or add something based on what you're seeing

106in front of you these four focus areas that's what this agenda item is on so spixer i think the focus areas are correct uh my only question is possibly a change to the percentage assigned to each of the focus areas and that would be the next one is that correct um no the criteria that that's what fit into this agenda item would be appropriate okay yeah i think there are some advantages to uh uh highlighting as a board what we think is a priority within those performance areas so i um i'm suggesting we take a look at changing that from 25 25 25 25 to perhaps a different number uh not a vastly different number but one that would certainly indicate where our priority is do you have any suggestions i think that uh student

107learning is the one so the high expectations for learning i'd make that 30 percent and i'd reduce the uh strategic leadership or steward of resources down to 20. either one of those two and i'm leaning towards more strategic leadership hey mr jensen your thoughts um i i think we kind of go with these and i i do agree that the the main thing we want to see is kids learning so i'm i'm up with changing that to the increasing that to 30 percent um and as i was looking at it before i i would say strategic leadership was the one that i was that i would say we could take that five percent from mr todd um mr chairman i'm okay with the the proposal to change that my thoughts however though in this are

108that um this form kind of looks like the national registry test that you take for paramedic or emt um as far as boxes and check some things hit some marks what i'm curious about maybe this is in the wrong maybe this is the next agenda item for example on 4.2 it says revised principal valuation instrument what are we revising it to and so my concern with this all along has been this is a check the box exercise that somebody brings us something it could be any object and say here's a revised evaluation instrument and we check the box and give full points for that we need to be able to evaluate what really took place there in the evaluation instrument was it was it correct in 5.1 it says implement reading intervention program first year

109program evaluation so what are we going to do define the evaluation i i don't understand that secondly i feel like we should have a few things in here that the board should look at but just like when you take that test there's there's critical failure marks and if you go down or you if you don't verbalize to your instruct to your test or on an emt test that you put gloves on your hands and and done properly make sure the scene is safe you fail the rest of that section it's just done it's over you move forward and i think that uh that would help make this a little more valuable to look at but but again as we look at these and just something as simple as revised principal valuation instrument okay but what

110does that mean exactly and how do we evaluate if that was properly done or somebody just handed us a book from the 1800s and said here's my new evaluation instrument we don't have any way to judge what these are in a lot of cases and what really has transpired and is it is it adequate so do you have any suggestions well again yes where you say revised principal evaluation instrument as a board we would have to sit down and determine what does that really mean designate on 4.3 designate select and approve teacher evaluation instrument to what so this is something where i think we need to sit down as a board to look at to look at where it is also in 1.5 uh the kpi and it's uh dr hold on just a second

111mike dr chef is the way i'm seeing it is what mr todd is referring to is in item 8.6 as far as calculation of it he he is i believe he's referring to 8.6 the actual goals and measures right um so here in this agenda item you are confirming or changing how you would do the 25 25 25 you know breakdown as suggested sounds like there's some agreement to shift um to 30 for 1 20 and 25 and 25 as well as this agenda item would be recognizing and approving the rubrics for the projects and for the kpi approval so if there is a different way of measuring um the quality as mr todd has said or the achievement level that a keep a key performance indicator would have there's a different way you want

112to calculate that um and the next agenda item will speak to what the goals would be and you are welcome to um take any of these out or put different ones in or on the next agenda item thank you that's what i was trying to clarify if i was in the right section but let me go on for a second on the performance we currently have and on this form five is exceeded goal four's met goal goes on and on and one is declined from prior year performance i can't imagine giving any points to something that declined from from the previous year so i think we probably need to adjust that to zero if it if it went down or maybe even a a negative number that pulls something else down a decline is not

113a good situation by any stretch of the imagination in unless we're talking declining number of students in a classroom to because we have more teachers but that's not what this is about this is about failing to perform and meeting the goals so i i don't know why we would give a one i would give any credit if if we've gone down thoughts from other board members mr bixler um i think for me the the one on the uh uh not getting to the goal not even approaching it uh mathematically that seems to work for me i like the rubric i think the rubric is real clear uh we will have to sit down and discuss where those break points are within the rubric so we know what it looks like but it doesn't allow for

114a whole lot of interpretation it's pretty clear so i like the rubric um i just think that mathematically that one as opposed to a zero or a negative number i think it just works better mathematically it gives us a better picture of what's going on as far as overall performance now as far as specific performance on a particular area no but we're looking at it overall mr jensen may provide better feedback because i think this is his brainchild from several years back but rubrics are different like standards-based grading when we have a one a two a three or four it speaks to a level and so when you get a rating of a one level then it equates to what it says on that rubric is what the level of performance is so um it's

115a different model than saying i'm going to get some certain number of points and get reached 90 or 70 it's not a percentage it's a it's really a standards-based when you utilize a rubric evaluation system but again you can still assign whatever points you want for whatever proficiency level you want to describe in your rubric so really it's up to the it's the board's discretion you know what you would like to have it be mr jensen yeah it's it's kind of that rubric thing and that one percent looks like we're giving some points towards poor performance but it's just all right it lands in this worst performance category is really the way it goes and you add it up and if we want to make some adjustments make it more difficult then what we could

116do is right now you need an average of 2.75 or above we could drop that down if we wanted to make it more difficult or the other thing is you know we've got a lot of student achievement ones and when you get a lot of those then you know some of those ones as you add up can compensate and and make up for some of those other ones so if there's some way that we want to do you know kind of that and and we'll get into the specific goals but if you want to break it up as a all right we want we've got these five different items and that 30 goes to each one of those so like our our hl1 comes from accomplishing each of those and we add that all up

117because they they kind of that h01 a lot of it is how do the students perform and so some of those may compensate for some of these other ones that may not hit that makes sense somebody just uh i think you've introduced a different idea so to make sure that the board understands the options of the two ideas so if i'll do something clean if it was 25 and there were five key performance indicators in that category one way to do it is the average rubric score for that has to meet a certain level on average which is how it was this past year another way is you're not going to do averages at all you're just going to say that item is worth its fractional percentage of that category and so you might and

118so instead of getting either zero or 25 percent now it becomes you know perhaps 20 20 20 20 20 of the 25 so there's two mathematical things i think i heard so i just want to be clear because staff has to be able to go back and calculate appropriately yeah so we could be very specific on h01 and in order to get the ones under that that average would need to be 2.75 or above and then there would be say 5 of the total payout would be for each of those items my thoughts are that i think it was put together very well i think that when you have as an example a one for a decline from a prior year or a one for did not complete that it manages it it evens itself

119out in other categories of if a superintendent gets a five that there is no floating that it continues to always average itself out the way that it is supposed to because um to give a one on a decline the reason why i agree with it where it says a decline from a prior year performance there can be a number of factors on why something declined a number of factors and i don't know that there's any way that the board could ever foresee what those factors could be which is why i agree with okay then you get the lowest setting would be a one that would be the lowest score and that's why i agree with the way that it's written out is that that is the lowest and that if uh if the superintendent in

120that category continues to get a one or a two they're not going to meet the goal because it's just not going to average out i mean that's just kind of my thoughts i mean so i mean i'm i'm i think it's fine kind of the way that it is um i think that it did its job especially in this past year then i think that it you know it showed that it did its job the way that it was supposed to that when superintendent performs that all categories come up with the superintendent's performance and sometimes that you're not going to meet all those performances every single year because of different factors but that's just my thought and i'm like i said i'm fine with the way that it is as far as the criterias of

121the ones and the twos and threes fours and fives and i'm also okay with um taking um these goals and upping 30 up take it up to 30 for high expectations for learning and then taking i'd be fine with that also um that's just you know just my thoughts michael are your thoughts on that again i i just feel like we should look at each individual topic and as a board we have to evaluate an employee um if something comes up that's out of their control you can't really hold that against the employee so we have to be we have to look at that differently and say that's not the employee's fault and that's more fair to mr aguirre's point we have some things on here that we just don't know how this might turn

122out over the next year um so with that it's a pretty tough way to hold this steadfast and i think i think if we look at each one individual it still is better and it defines where they're at for each for each one so again i mr jensen i as i understood you were kind of talking about taking for example hl1 and breaking each one of those up to come up with a percentage it'd be whatever if there's 10 of them it'd be three percent a piece or something of that that was one of your one of your proposals or suggestions right so just that broad category h01 right would be so each line would basically if there were 10 which i don't know if there are one two or close but not exactly so

123it'd be three point something percent per line item and i would i wouldn't go to each line item instead of go all those items under hl1 whatever that average is if it's above the 2.75 then she would get the 5 percent instead of breaking it up at the 25 percent for the high expectations for learning you'd break that 25 percent up down for if it was what we've got one two three four one two three four five so if it remained at five then it would be five percent so if she meets 801 she gets five percent if she doesn't meet hl2 then she would not get that five percent okay that i like that idea um i'm just concerned when you look at this and and in the last evaluation we didn't make one

124of the goals and i think that turned out to be 75 percent of performance pay which 75 percent is is kind of a c no matter how you slice it that's a c um i don't feel that it's as fair to the employee as it could be so that's why i kind of like having the individual individual amount so you can you can still make some money on each area or still show some performance versus just before it was kind of all or nothing they lost out that whole section and there went 25 percent of performance pay that possibly was completely out of the employees control that that particular time so i i want this to be fair and i don't feel that unless we break it down a little bit more that it kind

125of becomes of all or nothing but if we break it as you said then that helps out a little bit although i'm not sure that would make much of a difference if you all of that you got hl1 through hl7 in that one section so there's still a lot of opportunity to to miss some marks and and still do still do well in other so if we did it just hl1 is is a percentage i think that would be a little more fair for the employee to give them some amount versus none so can i clarify to see if i'm understanding following the thinking um rather than having a category percentage for each focus area there might be um count the total number of goal areas that's what you're saying hl1 or those that's that's

126one other one of the goals and you've got either key performance indicators or projects underneath those so for each goal so each i'll call it a gray stripe here for right now if you divided that that's the number that becomes essentially the percentage you know there's a percentage assigned to each one of those smaller goals versus basing it on four focus areas is that the line of thinking you're going with that is that line of thinking and i would i would say do that only for the student achievement because there's a lot of a lot of goals underneath that one and so if we go with this there's five and we're proposing a 30 percent so for each one of those you'd get six percent for each of those grade out items we got seven

127under two i i count four so inc h01 hl2 hl6 h27 all right that's i guess is that last one that um and i know we're mixing um and i'm trying to be careful here so let's say that last rule was counted as one then you would you would count five okay right yeah and you'd say five of 30 percent that would make each of those worth how much and we'll do the math to say how much each one of those goal areas is worth um so i'm trying to think how that could be worded and um rather than saying 5 25 each goal you know is represent a percentage of the category percentage of the agreed upon 30 20 25 and 25 is that what you're saying yes okay i'm following yeah and and

128i would propose doing that sub breakdown only on high expectations for learning and then the other ones kind of all or nothing yes because there's enough other projects that are kind of going on there that you know there's one kpi if we were to go with it in that one category so you missed that one and then you're you're out of it and so that allows a little bit more flexibility on on what happens but the learning and a lot of it's just that all right if the students don't ask you can do a lot of other things that can compensate for that but at the end of the day we're trying to get students to increase their learning the most important thing and this is why we're here that's why we would break that

129one up okay spixler it sounds like a grading system put together by a math teacher as opposed to a social studies teacher um i was trying to work out the math in my head and i'd i'm not getting it so if we make a high expectation of student learning 30 and there are four separate categories in there so we're breaking that up into force right so one-fourth of 30 percent and then we're talking about breaking that further for each individual no it would be broken up at that so seven point whatever the number is is how much hl1 would get okay so when we actually sit down we'll look at at each goal and we'll decide by the rubric where it's scored yes and then from so under hl1 there's eight items right and we'll

130look at each one of those grade them all if it's one across the board it would be an average of one and so so you would not get that so h hl1 would be worth six percent or seven points one fourth to twenty-five percent whatever it is twenty-five percent um so it's like seven percent is that right yeah seven and change i just don't see how each and then we stay with 2.75 and for the average to meet that goal yes okay the math sounds complicated to me i i understand what you're suggesting but it seems very complicated it is complicated and due to that complication i could see just sticking with where it is but understanding kind of that you know michael todd's point of a lot of those rkpis and a reduction in

131some of those you know if we get that reduction in a lot of those and do a lot of the other programs at the end of the day we're not we're not getting that student learning and so that's why it's kind of that good one of breaking that one up to ensure that that h01 does happen and we compensate for that so the categories the gray categories would all be worth seven would be worth 7.5 percent depending on the number depending on the number that you all approve in the next one because maybe not all of what's here understood okay but we're presented so then you go down through each category and it would be a one through five and then that would have to average or 2.75 right and if you got to the

1322.75 then that would be worth seven and a half percent and then to michael's point of if it's not met then it would only be that one area that one area of 7.5 right that might be three and that's thinking through it and listening more and more and more that's something i can get on board with yes that i agree dr self does this is this something you can understand i am completely comfortable with whatever the board decides to do with this um at the end of the day we are responsible the strategic plan the goals the key performance indicators we take that very seriously um i understand how to build the uh excel table to create the calculations um to to what you've asked for and just clarifying that again it's only for high

133expectations for learning that we would divide that out i can i can build the excel to to match your specifications okay so if there's no other discussion maybe mr jensen would like to uh i will make a motion to go forward with the performance pay at um broken up into four categories with 20 going to strategic leadership 25 percent going to stewardship of resources 30 going to high expectation for learning with a sub categorization of however many of those subcategories we have it's broken up to that sub categorization and community connection at 25 second athena [Laughter] it's on it's recorded you'll be okay archive that recording we have a motion and we have a second all those in favor brian paul hi paul aye michael hi i'm also and i showed that it approved uh

134four to one with one abstaining four zero with one abstention right four zero one abstain yes thank you for the correction 8.6 superintendent school year 2023 performance goals for evaluation and performance compensation calculation dr president o'hire members of the governing board here is our opportunity for you to prioritize what is most important out of all of our strategic plan and again it is shown here is broken up by the four categories there are goals the gray are the goals so there are some goals in our strategic plan that don't show up here either they were already completed or um the board or i didn't prioritize those um for at least a minimal conversation here so it's not that if board members would like to bring anything else up everything can be out of the table

135so more than what's here this is just a starting place for the conversation i was trying to do that to assist you there are a few overall i think i agree i'm i'm all about having the key performance indicators i will say there are some projects that are really far-reaching that impact multiple departments or are really going to impact us district-wide and so some of those bigger things that are listed as a potential consideration for projects but just know that i fully support if you want to mr todd expressed some concern about projects um you know sometimes that is a big bulk of the work that we do but at the same time if it's not something you want to have projects in in these then we can you know you can agree to just

136take those out additionally for the you have a rubric you just approved um for the quality um those projects um you know we bring those to the board in administrative reports so you get to see and more detail with those things and you get to ask questions and come to your own conclusions about the quality of that work as well so and the key performance indicators really are more cut and dried based on that's where you would have the opportunity to say here's the baseline which i've included i've included a proposed percentage of increase or metric to meet if you would like to see a less than or greater than metric this would be the opportunity to propose that i would recommend agreeing together first on what the things i don't know what chicken or

137the egg what goes into it and then you know if you want to come back and have any discussion about moving something up or down for the measure i really it's up to you what you think would be the best use of time i had a couple on here that i felt a little unclear about you know that were were proposed an example for me is um 7.1 and 7.2 are highly connected um 7.1 has multiple tasks associated with it so i think that is something we definitely are doing this year but i i this would be an example one that would be a little harder to kind of put your head around how to you know perhaps evaluate that other than some of the results that we get from that but i can i

138can support anything that's anything that's here and likely anything else that you would want to add i'm going to start with uh mr todd thank you mr president um again if if we look at a couple of these for example 4.2 revised principal evaluation instrument i i guess our question is have we identified a problem with the current evaluation instrument or is the problem that it really doesn't exist secondly what are we revising it what would we revise it to so my notice to what what are we revising this to the same thing for 4.3 there's several of these all the way down 5.4 says design logic model and fidelity plan for english learner program okay but after we design it we need to look and see if it works we can design we can

139put anything on paper so here's my design you could hold up this water bottle and say this is my this is my design it doesn't really show anything and that's my concern when i keep saying this becomes a check the box is your recommendation to delete projects from the performance goals because that's okay yeah no i don't think deleting them but i think if we have a project that for example why are we revising the principal evaluation instrument why are we doing that do you want me to speak to that now i mean yeah because i i mean is it because we don't have we don't have one we don't have a good one we have one but it's missed the mark on three things and you've done an evaluation and said boy this comes

140back not as good as what i think this principle is so it's for me that's cons i want it to be a fair instrument and as i said in a meeting previously felt really bad that you took some points off because of something that was really out of your control so so is that what happened is that is that what happens here what are we revising it to and then is that revision adequate or did we make it worse and that's that's where i see performance if we revise something and went down but we don't know if we've gone up or down so we need to be able to define those or i suppose we have to take them out if you can't put a value to it um it's there it's that so maybe

141you can clarify that a little bit on that one just why would we revise it okay um so the principal evaluation um i think we've got a pretty good evaluation we have a very rigorous evaluation with standards that it addresses for effectiveness with a high high influence on instructional leadership we don't want to change that we've got some linking items to our coach evaluation instrument by doing that and adding those to some work some of it is somewhat duplicative and it's just somewhat redundant so we want to work on that aspect and there are some other aspects of an effective school that are maybe missing so we want to after our first time of implementing it we didn't come back the next year to make any adjustments or revisions to that with the principal interaction

142for that just because of all that's going on in our schools last two years so now we feel like it's time to bring that back that's also a connection to mr jensen was interested in things around principal effectiveness and our measures for that this is an opportunity to look at how our schools survey how the items and that the domains and that that are connected to principal effectiveness how that has alignment with our evaluation to make sure that we're really asking almost you know a little bit like a 360. we're the principal would be evaluated but we also have the opportunity for feedback from staff on some of those um same common commonalities of subdomains within the instrument itself so that's the purpose this is not as big of a lift for example as the

143teacher evaluation that is a really big lift and it's going to take place over a couple of years so we do not wear out or frustrate our teachers with that and the teacher evaluation is not a revision it is a replacement um we don't have an effective teacher evaluation instrument in place um and it's it's time we've needed to do it for a while but there's been so many other big things that took priority and precedence and then you know with the pandemic for the last two years there were other things that became priorities but we feel like now within our strategic plan it's definitely time to move this one forward and that's a big lift across many departments and again i i understand your question and so when i say do you want to

144take it out i'm fine with that we're going to have to do the work i'm going to have to bring it back to you you're going to have questions and comments about how well we did that work we invite that feedback and that hopefully celebrating some things as well so if you want it in this part put it in if you don't want it in this i'm going to be okay with that too i like it in i just wanted to understand what we were revising so i think when you when this gets completed there's some notes that doesn't say yep we revised it but instead said these are the problems this is what we identified this is what we revise too so we have some matrix other than i mean really is this is

145the way it is you could and i say you but it could be anybody in the superintendent role um that says yeah here's my revised deal oh okay great there's your points that's all i'm trying to do is show what what did we revise and obviously there's a big difference here when you get down to the teacher one you said we don't have one so that's a whole nother story i mean we have we have one but it's just not effective at all so we're kind of gonna i'm guessing you're going to implode that one kind of start over from scratch so when it says revision you just want to know what that goal is did you just rewrite it did you identify problems and then and then revise the parts that were bringing problems

146so there's a little more that is the work you know that that is the work to say here's here's the project and certainly anything is on here was on here for a reason it's in our strategic plan approved by all of you and then our work is to task analyze that and to identify if we have done a quality job and if we've done this well we will have um you know it will be research-based it will you know it will have the support of the principals who are the ones being evaluated it will contribute to improved educator effectiveness of the teachers and improve student learning so those are the kinds of things that when we come back with a administrative report that's when we're telling you about our project why we did this project

147what went into it um you know what we were able to do and maybe some things you know we weren't able to do that part of it and it's going to continue on in the next year so that becomes part of a governing board administrative report um and that's where you have the opportunity to really scrutinize those things okay um the only other questions i have is on 1.5 we raise the performance level from four let's see increase lesd ela aasa performance level 4 from 10 to 14 some of these are 15 or some of these are five points some of them are i think four points would we not just standardize all those as as a five percent increase um just to make it a little simpler and then there was one that i

148saw here on 1.5 on page three it says decrease chronic absenteeism from x percent to x percent do we want to define i don't have a base percentage for you just yet so if you um if you want to hold off and not include that one you can leave that one out or i can identify you can set that you want it to improve by a certain percentage and whatever the base is will make the calculation less than or more than that percentage okay and one more i think that we should add and i'm not sure where we do it for sure i'm guessing it's going to be in community connections but to ask that you attend a certain percentage of of community meetings outside of the school district uh be that the um chamber

149of commerce or any other groups around in the local area just to make make yourself known to the community and the taxpayers i think that will go a long way in the override election so i would feel that that'd be very important to do so let me see if i can respond to um the one you said i already i missed the one you said 1.5 is the chronic abstinence standard standardizing it to okay rather than having it be four percent versus five percent or that it's just standardized to four to five percent um the only i would just say the uh the achievable when we are far shifted to below you know less than performing to get it into that highest amount highest percentage does re it may not be as achievable but i

150really don't mind aiming high and making them all be five percent so these are the measures that i've used with staff um trying to reach those percentages but i am completely comfortable having um the superintendent be different than what i've got with staff so i can support five percent across the board and the item for attending outside a certain number of organization meetings or public public types of things that is not in in our strategic plan but i can see how you may wish to have that in a superintendent evaluation so we would just need to decide where that would fall perhaps establish a goal for that um and i think there's another one that's similar to that as not being in there and i've noted that let me see if i can find that

151one for you why am i short a page here it is between in in hl7 on page two um after 7.5 kpi then i've got kind of a pretend 8.1 here that's also not in the strategic plan uh mrs bixler can you say a little bit more about that one yeah um i think it's important for us to understand from the people we serve how we're doing so what i'm suggesting is merely as a survey question to be presented to our eighth grade students transitioning into ninth grade with the question being did we provide you with the skills you needed to be successful in high school ask them when they start see how they felt directly out of the heist the uh elementary experience that we offered and then at the end of their their

152senior year four years later to see whether or not they still believe that what we offered was was what they needed i'm just asking for their opinion i'm not asking for any kind of statistical all those some kind of statistical data to show their performance would be good i think that's important for us as as teachers to know that but i'd like to know what they think i've done this i did this as the vocad director up in prescott and i've got to tell you tracking down somebody after four years is pretty tricky and i understand that but i still think it's worth asking that question is there a way we can do that partner with the high school if they're there at the high school if they move across the country it may be

153hard to track down but if they're at the buckeye one of the buckeye high schools with the high school could we forge a partnership with them to find out at the end um i think that's kind of a win-win because if we're not preparing them properly then we need to know that but if we're preparing them properly that makes their job a lot better at the next level of education so is it possible to work in high school to get that feedback i think it's possible uh that i think it's far more possible within our realm and the access of the data we have to just tackle it at the same the freshman level um keep in mind recent legislation on the ability and permission to survey students so that would likely require the high

154school to seek the permission of parents of every student that we would be serving and to communicate with all those parents um what the survey date is so there's it's got a little bit to it um so just a little bit to it but valuable information but valuable information to your point i think i think it's part of this at least an attempt and a start to all right where is it and we can discuss as we go along how big of a rock is this and and do we pursue it but definitely at least we can ask our eighth graders as they're graduating how well they how prepared they feel so i think that's a good start and then we see how much more i like the collaboration with the high school even if

155it is not for this but even for all right what else do we need to do what have you seen help give us some feedback of what we can do i think that could be good so let me say this is there anything you'd like to take off of this list or is there anything you'd like to change as far as the measures of this or is there anything you'd like to add on so i believe michael and paul were adding if i heard correctly michael's asking to add a project um of and i think i believe it would fall under community connections agree of attending um a function outside the district lions club elks etc etc what is the appropriate number what's the number that we want because i assume we say yeah well

156i think for the first year i mean i don't know if we're gonna have a number right off we're gonna have to come up with a number i was a little hesitant to come up with myself i kinda wanna ask dr chef what she felt would be comfortable with um but i think you know there needs to be a something that's workable for her this is something she does already by the way just so everyone understands that she does attend these but i agree that if we can make it a measurable thing and i have no idea what her schedule is i think it's a good idea mike of how how many to your point how many is it right what are your thoughts dr shah i leave that to the board i mean the

157chamber meets once a month the lions club i don't know how often they meet i don't even know every group around so i would be maybe which ones do you attend right now dr um don't attend regularly the chamber um but the chamber the lions club i tend regularly because i'm a board member um you attend the buckeye lines yes okay um [Music] and then from there you know there aren't that many other organizations you know there's a perhaps a rotary um i don't think there's a kiwanis over here um there's um depending on the year you know one or two times or zero depending on the interest of the democrat or republican club groups if i could propose obviously you're attending lions that say uh want a quarter would that be too little or

158because i was going to actually say also uh with that um a buckeye city council meeting and a goodyear city council meeting yup i pretended those as well if we could do possibly and i'm just spitballing here one a quarter is that too much to ask i think that the distinction is those three yeah i think that's fine you know it sometimes the ability to present and actually you know have an opportunity to really connect to mr todd's point who trained how he can advocate for something for the district um that's not always you know that's up to those organizations to be willing to let you do that but that's why i was thinking maybe the chamber of commerce because they kind of it's more a little more social it's not as structured as a

159council meeting is very much like this meeting and people in the public get their three minutes and and and that's that there's no feedback but a chamber of commerce those are our business leaders around here so we may be able to entice them to want to do more with our career signature program maybe we can start reaching out to some business folks so i would actually think we're better off to look at the chamber of commerce than than a council meeting i'd rather invite council members and so forth to our school to show them what we're doing here it's kind of hard to do that at their meetings they're set they're fixed to your point getting on the agenda is you can't just call them up and ask to be on the agenda uh for

160the most part but but i think the chamber would be a good place those are local local folks here and and you get businesses that are willing to put up uh supportive overrides in their business i know always been very very so if we support that chamber i think that might be and again next year we may come back and say that that wasn't good let's try something different you know let's try a different organization but maybe the chamber would be the place the two different chambers buckeye and goodyear and put one one a quarter be okay that would give you one one a month and you'd get one one month off if that pleases the board that's my ratio yeah that's i i think that's a good start okay and i think miss bixer

161was wanting to add at 8.1 yeah i think uh doctor's questions are real well i asked one what would you like to take out well my understand your uh at least the discussion we had here tonight about the principal evaluation instruments we have one in place now that's workable so i'm suggesting that that be something we can put on a back burner for a while 4.2 and because of that perhaps 4.1 so i'm here you're wanting to add 8.1 and then remove 4.2 correct and possibly 4.1 because they're connected the 4.1 talks about the survey instruments applied directly to the principal and if we're already doing that and we're happy enough with that why don't i just leave it for now so to be clear that this is still in our strategic plan it just

162wouldn't be prioritized by the board as the the top things that you want to make sure happen right i'd advocate for leaving them in just because um i mean principles as we're talking about strategic leadership principles are key in that and so while those items you know is it really going to make a huge difference i'm not sure but kind of that fact of we want to recognize the importance of the principles that that's kind of why i would recommend leaving them in well i'm just suggesting if this buys some time that we wouldn't normally have so instead of working on this project we just go with what we have and maybe the next year come back for that but you're right the leadership on the campus is the key okay the addition of 8.1

163um since student achievement we've broken out in the subcategories if we put that in as a subcategory it's going to be a 7 based off of that can we combine it with one of the other categories versus having it it's separate category makes sense yeah so with this to me and this is just the way i'm seeing it is 8.1 would become a project um that i actually wonder if 8.1 would take the place of actually um or come into strategic leadership well no that's not right where we're kind of working with the high school i wonder if it's a good community connection one that it follows yeah i'm trying to figure out where it where it lands but i i fully believe that that is a project would it would it not fall under

164high expectations for learning because we're establishing baseline data of student performance at the high school district so it would be a carry-on of our high expectations of learning for learning should get them through a good part of their freshman year if we've if we've held ourselves to this high expectation of learning then we can follow that up in the same area and say well did you do good your freshman year were you prepared okay i'm just not excited to have that as a subcategory to get a percentage of the funding if that makes sense this is your instrument so have it match up exactly with how the strategic plan goes you i think just attach it to one of the other goal areas it if you want to leave it in with implement a system

165of supports for the whole child and you know how they're prepared for high school you want that to fit in there if you want it to fit in as part of would it fall under hl6 i think it could loosely fit in there i can support that all right why don't we do it okay the new 6.3 but we're not we're not going to track it as a performance right is that what you said paul you don't you don't want to track it it'd be a project to establish some kind of baseline and and you're interested in that perception data of the student so some type of a survey if they aren't willing to do some type of a survey we will look to see is there something else that the district can provide us

166my only concern with i like where you're going with this mr jensen my thoughts though are we well prepare the student for their freshman year of high school and the wheels fall off the bus up there for whatever reason because they have whatever happens i don't want that to come back and hurt us here so that you know to hurt to hurt an evaluation it's kind of out of her control the freshman year could be a rough year a lot of things start happening and i'm not sure that that we can to me it'd be put performance on that but it would be very interesting to track i'd rather just track it for a year or two and see what it does before we tie it to your performance pay but make it a tracking

167because right now we don't even know if we can track this what if we do this you have an interest it's a project it's not really a kpi at this point this you've got to establish something in a baseline i'll begin working on these things we've agreed that it'll come back in december with how we're doing as a district and if there's anything you're wanting to adjust up or down or in or out to december you still have that opportunity before the end of the school year with some additional information from the high school and their cooperation i think that sounds good are you good yeah i like what you're saying about adding it to one that exists that way the statistical impact is a lot less which i agree with i think that's a

168good idea okay so can i just clarify i i think it's everything that's here with um including 8.1 becoming 6.3 adding attending i don't think i wrote it down properly one meeting per quarter for um outside community organizations did i get that right yes lions and the chambers buckeye chamber and goodyear chamber okay so everything that's a good start okay are we there i think so anyone want to take a crack at it good luck brave i'll make a motion to approve item 8.6 superintendent school year 2022-23 performance goals and evaluation performance compensation um as presented with the two editions um as the old 8.1 on the document with 6.3 and attending community meetings as stated and also taking the percentages up to an even five percent yeah so instead of 30 right increases by

1695 oh yeah under high expectations 801 all the increases to 5 second so we have a motion and a second all those in favor brian abstain he said uh paul aye paul hi michael hi i am also and i should approve 4-0 with one abstaining item 9.1 agenda topic requests anybody i just have one and um this is a bit of a sensitive one so um mine is with the new school year starting i was wondering and i'd like if we could have this done possibly for the first september meeting of presented in executive session the district's plan for active shooter ah yeah we better get ready is that something that could take place at the september meeting i know that there's coordination that's why i ask of between the different law enforcement departments that's

170why i asked that question okay thank you and thank you that's going to require three different law enforcement agencies right yes it does yes sir mcso buckeye and goodyear yes i agree i think we need to it's sad that we need to be prepared for it but it would be more sad to not be prepared and again and please clear it with legal but i believe that we have the authority to take a look at that within executive session for obvious reasons and thank you for that uh upcoming board meetings uh dr schuff i believe you had asked about possibly um another board meeting that we may be needing well hr is busy as ever and looking to potentially have us an extra special meeting virtually again just for the approval of personnel and consent

171agenda types of things if you'd be willing to do that preferably friday afternoon i don't know what the earliest you all are able to do it on a friday afternoon so 5 30 works for me i don't know about the other board members for me michael paul ryan yeah i should be able to make it i'm traveling friday but i should be back okay just kind of like we did before so thank you i would um also just note that you all are um invited to attend our opening schools it's on your calendars already um just we'd love to have you participate and be there to help us greet all of and welcome all of our teachers and staff back it comes to item 11.1 uh you know entertain a motion to adjourn the meeting

172i haven't made a motion yet tonight but i'll make that one thank you motion do it during the meeting a second [Laughter] so we have a motion in a second all together all those in favor say aye aye aye opposed the eyes have it show that we adjourned at 8 13. [Music] the