PUSD Governing Board Meeting - April 7, 2026

001But it was for a good cause. So we are calling this meeting to order. Welcome once again. Microphone. >> Hello. Can you hear me better than that? I really don't want to be on that loud. That's all right. Once again, welcome to our meeting tonight. We appreciate you all being here. Thank you for waiting those couple extra minutes. We were a tad busy, but it was for a good reason. And let us all stand for the pledge of allegiance at this point. Brett's going to start us. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all >> and hopefully forever. All right. Number three on our agenda is approval of the agenda as

002presented. Do we have a motion to consider the agenda as presented? >> I'll make that motion. >> Do we have a second? >> I'll second. >> All those in favor of approving the agenda, please signify by saying I. >> I. I. >> Any nays? >> Passes 5. All right. Approval of our minutes. Do we have a motion to approve the minutes from the study session and regular study and voting session from our meeting on March 3rd and our special study discussion session on March 26th of this year? >> So moved. >> Do I have a second? >> I'll second. >> All those in favor say I. >> I. I. >> Do we have any nasses 5. All right. Let's move on to number five. Approval of our donations. We would like to hear about our

003donations from Jen. Right. I didn't scroll to the page. >> Okay. I have I have the one. I can give it to you right away. >> I'm good. It'll scroll here in a sec. Page 22. It's not loading. Do you have yours up? I do. I have it on page 22 here. >> I might have it on my tablet in the second. Oh, I have it on my tablet. >> Great. >> We'll get there. Okay. We had one donation from Bill and Cindy Gone for $150 from Lou Benetone for $100 for the PHS Hall of Fame. Both of those were for PHS Hall of Fame. Lori Hobick for $1,000 to the Family Resource Center. Mary Bronson for $3500. Uh, she donated a vehicle to our PHS Auto Club, Arizona Educational Foundation in the amount of

004$500 to Lincoln Elementary School, A+ award, a donation from Howard and Gail Stein in the amount of $50 for PHS student activities. And another one from Clark and Carla Lash in the amount of $50 also for PHS that's for the indigenous club specifically. And then Yavapesca Indian tribe $1,000 to the indigenous club. >> Excellent. Thank you. Do I have a motion to approve those donations? >> I'll move. >> Do I have a second? >> Second. >> All those in favor of approving the donations say I. >> I. >> Any nays passes 5. Once again, we thank all of our community members for making those donations. Those are pretty awesome. All right, we have some presentations tonight we're excited to talk about. Our first one is from the Launchpad. Um, I've personally been there several times.

005It's a pretty fun place to hang out. So, ladies and gents, it's all yours. Don't forget to introduce yourself. All right. Hello. My name is Sulie Sherman. I'm a sophomore at PHS and this is getting presented by the Teen Advisory Council at the Launchpad. I'm Bola Shelby. I'm a junior at PHS. Um through our connection developed by the teen lodge member award. Thank you Rebecca. Um the teen advisory council has been invited to present the better together project um that we have been developing at the world beautiful business forum in Athens, Greece. Um their event is from May 7th to 10th. So, at this at this meeting on the second day, we will be providing a lunchon and we will be hosting a better together style dinner for all of the guests that will be

006coming to our lunch. And this allows TAC to spread our goal of civil discourse to an international level and hopefully get to see other people's perspectives on it and maybe give them some ideas for things that they can bring to their hometown for helping communication. >> Hey, there you are. >> All right. So, like I said, my name is Julie Sherman. I'm a sophomore at PHS and I've been a part of TAC for about two years and TAC has allowed me to work on my better on my public speaking skills and also just to gain confidence in my values. that's really helped me to see how much I value certain things such as communication and specifically just sitting down at a table with people of all different ages and different perspectives and the value of

007having that conversation and getting to see where everyone comes from. So, I'm super excited to bring this to Greece and get to do that at an international level and see how the cultures change, the these conversations that we have and everyone's perspectives. So, I'm super excited. >> Okay. Hello everyone. My name is Saba. I am a senior at Prescuit High School. Um, I first joined TAC after I was put into the table lead position at a better together before I even knew what TAC was, what it stood for, anything. Um, I was just like thankfully thrown into that lead role. Um, and after observing the teens that were running this project, again, just a super quick uh run through of what Better Together is. It's uh the teen advisory council u noticed sort of a

008disconnect amongst the community specifically with communication. So they started um this project after taking a few surveys from the community um created a community dinner. So there was we had quarterly community dinners where we would get together and talk about specifically controversial topics um with people from the community of all sides of the political spectrum and um different age groups, different racial backgrounds, cultural backgrounds um and get together, talk about these uh controversial topics in a civil manner. Uh and we had a team lead at each table. Usually that was a teen advisory council member. also a teen um talking with people from our community. And so when I was put into this position, I well I observed all of the teens who were leading this and I thought it was they were doing an

009amazing job and so I wanted to become part of that group. I later became the president of the teen advisory council and I'm now currently the vice president. Um and now we get to take this opportunity to the global scale because communication and lack of communication is not just unique to Prescuit and our community here but it is something that's shared um at the international level. So now we get to take this project to the international level um and sort of we don't know what effect this is going to have but now we get to see what effect just a small group of teens in Prescuit may have at this level. So that is really exciting for us and we're really excited for this opportunity. >> Yeah. So like I said, um my name is

010Bola Shelby. I am a junior at PHS and I've been a member of TAC for just over two years now. Um, I was originally uh attracted to work with TAC because I heard of the work that they were doing in our community and um the lack of healthy communication between people that disagree in Prescott is a matter that's pretty near and dear to me. And um I was really excited to help them with that. And um in joining TAC, I got to really like put myself out there in the community and work on skills that I wouldn't otherwise. Like u I found myself public speaking, leading discussions, and um those are skills I'm really grateful to have now be developing and something I don't know if I would have found the opportunity for otherwise. So,

011it's been really great to um get to know the whole team and been working on that. Um, we've been running TAC since around 2021. I think we've definitely made a lot of progress um with the dinners, but um there's still work to be done in the community and um I think the values and ideals of like um community in the face of disagreement and finding um value in the views of people that you don't agree with is really important to just spread as much as we can um going forward. And I'm really glad that we get to bring our ideas and um better together projects to Greece and show it to a whole new group of people. >> Um my name is Ella France. I'm a junior at Pres High School and I joined TAC

012around two years ago, give or take. I don't remember. But I joined TAC because I saw my sister was originally in TAC and I saw the impact it had on her and all the people she met and all of the like relationships she was able to form and I thought that was super impactful and I was really looking forward to doing the better together project because it helps us have a youth impact and a youth voice in a set setting relating to um controversial topics I would say and being able to like conversation where people are talking respectfully and having like important conversations is really helpful especially when a team is leading it. Um, being able to bring that to Greece is really, really cool because we can both take back experience from that and

013help change TAC or change the launchpad and we can also change the way that the people at the business forum, which are mostly business like men and women um, and be able to teach them that youth voice is important and that they should really um, think about how that can change the way they operate. So, that's really um, we're doing in Greece and it's really cool to be able to experience the conference as a whole. >> Great. >> Hi, I'm Maya Austin. Um I'm a sophomore at Basis Prescuit and I've um joined TAC about a year ago. Um, I really was looking for a way I can make an impact into the community in the community and um, with some recommendations. TAC was um, an amazing opportunity. Um, I remember applying for TAC and what

014one thing I was really hoping to um, accomplish was to better my leadership and communication skills. And fast forward to this year, I truly believe that I've achieved s such. Um I think that through this better together project, um I've been able to plan and lead and um just help the community out. And I've really seen how these better together um projects have made an impact in my community. And I'm really looking forward to how these better together this better together project will make an impact in um internationally. Um I know this better together project will give youth a voice in some mature conversations. Um and I believe that will uplift the youth and the future leaders um of internationally to speak up for what is right um through these dinners. And so I'm really

015looking forward to how this will make an impact internationally um as I've seen it make an impact in our Prescuit community. >> Okay. So at the conference there are various other um activities and breakout groups that will be happening um led by people and business leaders from across the world. So we will be participating in a lot of those and ours is one of those activities uh that people will be able to sign up for. It's almost full. Um so that's really exciting too that knowing that these people are really um excited to hear our uh voice and our impact and participate in this activity. Um so we will be having that lunch with about 75 people. Uh the dinners that we have hosted in the past have had up to about over 200 uh

016participants in our community. Um, so again, we're so excited to just bring this um small dinners to this uh global uh conference in Greece. >> I want to say one more thing. Um, we are so so grateful for the PSUSD board, you guys, and especially to Prescuit High School's administration, um, for being so accommodating and exciting for us. Um, excited for us. Um, we are missing a lot of school and two very important weeks of school, um, with finals and AP season. Um, so this is a really big commitment for us and we're really grateful um, for the accommodations that are being made being made for our group. So, thank you all for that. FANTASTIC. >> QUESTIONS, COMMENTS? >> We have some questions for you as well. >> Do you mind if I go first?

017>> Oh, we know definitely. >> So, great job. This is really exciting. Um, I think you know, like you said, thanks to the administration for helping you get to this point with school and everything. So, I have a a couple questions. What can you give us an example of some of the topics that'll be included in your lunch >> and then what challenges do you see compared to the dinners that you've had here? What kind of challenges do you anticipate coming from an international audience I guess? >> Yeah. So, uh the questions that we usually had at our dinners here in Prescuit were very localized not only to Prescuit but to the United States. But those topics may be very different than um the issues that are concerning those internationally. So we've been doing a

018lot of research and we're talking we're trying to sort of expand our questions to be more universal. Uh the entire conference has an overarching theme of belonging. Um and belonging is something that everyone can relate to for better or for worse. Um so those are going to be some of our topics are related to that. There's also an overarching focus on artificial intelligence um friend or foe. Uh so that's again another thing that we're going to be talking about. uh you want to talk about >> um I think the main challenge we're facing is being able to lead the conversation rather than spark it in the group because normally at better together dinners in Prescuit some people are a little bit more shy to like speak their truth and everything and at this business conference

019people are coming to speak so we instead of having to like take it out of the people we're trying to just lead it to the sense of belonging instead of going on tangents or getting too political and just like really focus on belonging and that's the main thing we're focusing on. >> Thank you. >> Good. >> Great. >> I was just going to make a comment in that as an adult I've often found that communication and discourse is often even more important than consensus. So, I really really appreciate the fact that we have young teens in our community that are learning that as a skill and really working towards not just finding an answer or reaching consensus, but really truly understanding where the other side is and how to speak civily to one another and

020talk about solutions but not necessarily be demanding. So, I really appreciate what you're doing. That was again one of the main focuses of our better together dinners wasn't to come to an agreement but to more of just come to the consensus of agree to disagree and that it's okay to have different opinions and that's part of diversity and that's something that we um welcome in our community and so that it's not about convincing someone of your own opinion or trying to bring someone to your side but just to uh civily talk through these controversial ideas. >> Yeah. Very mature perspective. >> Very mature. >> Very. >> And you all looked beautiful in the newspaper today. >> Yes. >> It was like I've seen these people before. >> Great jobs. >> Awesome. Are you guys still

021hosting dinners locally? >> Yeah. So, our better together project is coming to an end and we're now focusing more on the teens in Prescuit community. So, we're sending out surveys and seeing what the teens in our community need. Um, and so that's more focused on like mental health and social media and stuff like that. But this project has impacted Prescuit so much and it's impacted the teens in the teen advisory council so much that we are going to make it an annual dinner. So every November, this November specifically, there's a dinner and you all are welcome to come and encouraged to come and so yeah, we'll have a annual better together but not quarterly like we did before. Wonderful. >> That's amazing. >> Congratulations. I think that's so amazing. Especially going to Greece. That's awesome.

022How did this opportunity come to be? Like how did it end up getting noticed? Do you know about that process? >> Yeah. So, um mainly, um Rebecca, a Launchpad board member, um was at a similar conference to the World Beautiful Business Forum in Mexico City. Um I'm so sorry, remind me of the name. Tatch the Hatch Foundation and um a group there called the Steelcase Foundation through her heard about um the better together project and what TAC was doing and um foundation was already going to the World Beautiful Business Forum and they invited us um to come along with them as like a plus one kind of deal. >> That's so awesome. So, >> well, but um we're coming under the Steelcase Foundation to the forum. >> That's awesome. >> Anyone else? >> Congratulations. Congratulations

023to you all and thank you so much for coming tonight. We appreciate it. >> Thank you. All right, moving on to 6B. Maya, I think you have a presentation to do for us tonight. >> Hi. >> I'm going to miss you. By the way, >> you know, I feel like I'm getting set up because last time I was here, I went after a bunch of sweet kids as well, and you can't ever really hold a candle to that. Nice job. >> Um, so I'm Maya Bazook. I'm the exceptional student services director. Thank you for having me here today. Um really just giving kind of an overview. Want to leave time at the end for questions to have an open discussion. I've heard there's questions about special ed. So um I think I'll just start with

024some key concepts and then we can go from there. Um just want to start off reading kind of our vision that's been collaboratively come u come to us. Students with disabilities are at the center of all we do. Through collaboration, inclusive practices, and datadriven decisions, we support each student in learning alongside peers in the least restrictive environment that meets their unique needs and strengths. Just want to start off with that framework. Um, and then kind of what I'm going to go over is talk to everyone about our team structure here, the roles that we play, and how they benefit PUSD as a whole. Some of the big changes from a couple of years ago that kind of explain where we're at now. That leads us to a a conversation about our continuum. Um the new

025programs that we have and I'll do kind of a little summary and then we'll talk about some questions. So this is our crew. I know I'm alone right now, but there is a whole bunch of people that support ESS. Um and our office is located right back there. Um so I'm the director. We are fortunate to have two instructional coaches uh as well as the compliance coordinator. So they have their own slides. I'll explain their roles a little bit more, but I wanted you to see all their wonderful faces. Um, this is Emily Frankle, our administrative assistant. She makes sure everything is running smoothly in the ESS office. Alma Kleinfelter is our Medicaid billing coordinator. Medicaid's very important. It helps generate funds for the school districts. And Cat Kudson is our records clerk and our

026schedule for the district scheduler for the district for ESS. Um, so the important part to know about our compliance coordinator, this is a really unique role. We've had it in this last year. It's it's so important um for a number of reasons, but a big one is that we get this annual audit um from the state. Next year is going to be a really big one, cycle four. Um, so she's come in and really taken the regulations from the state and has already started auditing us, which is great in a in a really supportive way, right before the scary one comes. She's making sure that all of our paperwork is compliant, um, and that everything is aligned with the regulations from the IDEIDA and legally sound. Um, and she also really supports teachers and make

027sure that they're feeling comfortable about that paperwork piece. Um, Medicaid, like I mentioned earlier, is very important. It supports district-wide processes. The funding generated from there, it goes into the discretionary fund. It helps with the whole district, not just for special ed. It helps the whole system um with reimbursements and it helps to sustain our service model. Um two years ago, we started with we started to have instructional coaches thanks to Kelsey. She kind of led the charge on that before I started. super amazing to have two coaches that are helping out um preK through four and five through 12 with that delineation. Our coaches are because this role can't be everywhere. They're the boots on the ground. They're the ones that are out there helping with instructional practices, trying different curriculum, really kind of

028helping to bridge that general education and special education relationship that's so important. Um and just a true support uh for teachers. So, we're so glad that we have those um those coaches with us. And it it begs to the uh portion where we really want to ensure because we really think of our special education students as general education students first and special ed is really just this like service that supports um that supports those standards. So, our coaches help to emphasize that in working with our teachers and helping to build those partnerships because when we come to IEP meetings, we have certain roles that have to be there. Um, and it's much more than just the teacher. So, we focus on alignment with general education instruction, uh, support to grade level standards and core instruction

029with our coaches. Um, so part of the changes piece that I was referencing earlier, really cool. Two years ago when I started, we got this office over here, PUSD everywhere can be everywhere and anywhere. And so they found a spot that made sense for them. And then we were able to come over here and it's made a huge impact on the service model. Um, coming here, we were able to strengthen our collaborative efforts and just easy access to leadership. I if I've got an issue, this world, the ESS world, collides with all of these leadership folks constantly. So, I'm running up problem solving. We can just connect with one another. We're just able to streamline and problem solve much quicker. So, it was a really good move. Good job. Um, so, and again, it's just

030increased that efficiency and reduced the delays that I think were previously a little bit of a hindrance with that previous location. We're able to consistently communicate across sites. Um, so and there's just more alignment between special education and general education just overall. Okay. So the next big change that happened after we moved here was kind of coming through and visiting sites. The first thing I had to do was go around and talk to principles, visit sites, understand the programs. They're really different now. They have different names, um, different focuses, but the goal is to increase our services for more and more students. Um so we have sort of a wider continuum and it's changed after doing an extensive needs assessment working with lots of teams. Um we were able to really refine our our model

031for um the district and we also wanted to make sure we were really flexible as we were creating programs and I'll explain that a little bit more in these other ones. So, we created a new continuum and um it it took several months, lots of collaboration and these are sort of the main in-class um in-person models that we have at this time for ESS. So, we offer in-class support. We have a program called resource extended resource steps rise and pathways. And that's going from our least restrictive to kind of our most restrictive. So, the in-class support is kind of just like what it sounds like. That is where um we are supporting students in the classroom. It ideally and most of the time we have gened and special ed working together. They're planning together. Sometimes

032they can um take turns teaching because the specially designed instruction piece can actually be taught by a special ed teacher or a gened teacher. And it's kind of nice because then we aren't singling out certain kids in class. we're able to do it in a nice seamless way where sometimes GenEd students need help on certain concepts and that special ed teacher can help them too. And it's really this great way to provide support in the gened classroom and it's they're they're with their peers and they're not having to leave um their general ed uh setting. So again, that collaboration piece is really vital there. Then we have resource which is and I'm kind of going through it. It's the next step out. A little bit more restrictive, but still one of our least restrictive. And

033when I'm referring to restrictive, it's about access to non-disabled peers. Access and gen edge. So, it just goes from from this light amount to a little bit more with each one of these programs that I'm referencing. Um, so resource provides academic support for students um needing a little bit more assistance beyond general education. And often it's students with learning disabilities or students that might have issues with organizational skills and have like OI, other health impairment with ADHD. Often those are the areas and we're trying to target skills in those programs. So they might pull out for a little short amount of time into a special ed education classroom and get support. Then we have one more step over to extended resource, a little bit more support. These are students that might be farther behind, a

034little bit farther behind academically or have more significant behavior needs. Um, so it's really focused on a little bit smaller groups and more support in the classroom. Students in this setting may struggle with communication issues, um, have emotional regulation issues or have problems with social skills. And so it really this program can be we call it an AB or C level of support which means they could have less or more but it's generally a little bit more intensive the needs when they come into these settings. Um the next step over is steps. This is what we consider more of a a specialized learning environment previously called self-contained where you're kind of more in a in a setting and you're not as much out there with gened. But things have changed a lot and I'll kind

035of go over that in the end. So just because I'm sharing these programs, it doesn't mean that a student who's in STEPS is in STEPS all day. It it's very individualized. It's based off of IEP teams. They might take these different programs and it could be a blend of steps and resource or a blend of gened and we individualize. So that's why there's no eligibilities listed here. It's not like all the students that have, you know, you know, a certain eligibility like a mild um disability are are supposed to be in the STEPS program. It's it's there's no category that's assigned to it because we want to keep it flexible. Um, and then RISE, we have I I came to you all last month to try to do an a curriculum adoption. We're in that

036process for students with this is the only place where we talk about a specific category, but we left it open in terms of autism and similar needs just because students with autism do require a specific level of support, but we do have it open so the IEP teams can decide if they need um it's an intentional teaching practice that's in this program where um they might need help with more sensory skills. Uh the routines are there. there's a big visual um there's a big visual emphasis on the learning and it's all evidence-based and so if kids need that level of support then teams come together and say RISE could be a good um could be a good program for that >> is RISE on one campus is that or or >> so RISE is currently

037in on three campuses um that's a good question because not everything is everywhere >> um but RISE is we have a program that's K4 at Aaya Jud and then we have the five 58 that's over at Granite Mountain. And then we have 912 over at Prescuit High School. >> That's a good question. Okay, so this the next one over this one's a little bit confusing. It's called Pathways and it's actually considered a a private school placement on a public campus. This one's heavily uh regulated by the state. we have to turn in an application every year to um be able to have this program. So, we're fortunate that we have it. These are students who are on grade level, but they struggle and they have significant emotional needs. Um and they do have to have

038that eligibility category to be in that program as a state regulation or we will be in trouble. So, just so you know that it's kind of something that doesn't have as much flexibility, but all the other programs are POSD created where we have it. Um but this program is focused the students are on grade level academically but they are focused on social skills. We um we heavily train the staff in there on our Boytown uh classroom management program and that's what we implement to be allowed to do this program through the state and it's the focus is so the students are in this self-contained setting but they earn points and once they earn a certain number of points they earn their first out class and the goal is for them to exit the program but

039they have to earn points at you know a certain number of points and then they exit after they get all of the points to be out in gened. fully. Um, and then the last one that is not I didn't put it out there on the original first slide because it's not um our in-person model, but just did want to share that this this one is starting to I had a conversation with Clark this week. I mean this and with Miss Torres, we're starting to see um a need for for this coming up a little bit more frequently than I think we have in the past in terms of uh students that may have um mental issues at home uh or illness or temporary conditions that might be happening at that time and they need to

040learn from home. And we really like having this option so that students who do qualify um are able to get, you know, a continuous education in the homebound setting. We're fortunate we have a teacher that can drive out there or sometimes they meet in a different location. Sometimes we do it online. We just are flexible. But but I did want to share that this is something that we offer when students have sometimes they need surgery or there's a medical issue. We do work with kids so that they aren't missing any instruction. So, homebound is a model that the IEP teams can come together and decide upon. Um, so just overall, I know I talked fast and I kind of went through the summary and I'm sure there's questions, but I just want to really emphasize,

041like I said, eligibility doesn't drive services. This is our continuum. We've sort of broadened our um, we've broadened our scope for each one of the programs. We have a larger bandwidth. Um and then we really heavily rely on teams to come together and look at data and decide where what is the appropriate program for that student. But um like I shared it is individualized and eligibility doesn't doesn't mean that the student automatically like a student might have an eligibility of autism. They're not all on rise. We have students with autism all in all different programs in gened on 504 plans in every one of the programs that I mentioned. So, just again emphasizing that teams come together, look at data, and make those decisions. Um, we currently have 580 students with IEPs as of this

042morning and 60 students with 504 plans. And the 580 with IEPs doesn't include private school. I hope you don't ask me a ton of questions about private school, but I will answer them. It's there are 23 that are um that have private school um eligibility. They have ISPs, so they don't have IEPs. the different model because they're private. Um 60 with 504 plans and just overall wanted to just come to you all and share the good things that we're doing and the big changes and kind of some of the names of the programs that have evolved and answer any questions you all might have. >> That's it. Questions and thanks. >> I am totally impressed. This is a huge topic. This would be like if I asked Maya, hey, can you give us a presentation

043about, you know, Chicago or cars or the National Park Service? There's there's so many different aspects and there's so many different facets. I feel like you did a really good job hitting the high points and setting your setting us up for some great questions. >> Tell me a little bit more about Pathways. Where is it located? I think I know. But >> so Pathways is we have a K4 program at Lincoln. Okay. And then we have a 58 program at Mile High. Um and then we have a 912 at the high school. But we are looking we're allowed to put in I'm putting in an application to do a variance so that if so that we have a little bit of an overlap at each grade level meaning we we learned right we we do

044these programs and we learned we learned that there were some fifth graders that may have benefited from staying in at Lincoln instead of moving over to Mile High just certain things like maturity size different interests. So, we're going to be put I'm putting in an application to ask the state I put it in in May if we can um have a little bit of an overlap so that teams can can talk about it and make a decision. We may have a fifth grader who's ready to go to Mile High and in that event teams can do that, but I'm asking for a variance for each one of those so that we have an option. Nice. with that number of 580 IEPs. Can you give us any insight on I mean that's what like about 15%

045of our student population is on an IEP. Is that about right Brian? >> Thanks Brian. >> About 14. >> Um >> yeah very yeah 14%. >> 13 and 15. >> Yeah. So I was curious is that typical statewide and nationwide? Are we seeing that um to be the case? And what is it compared to maybe even five or 10 years ago? If anyone just inherently knows this information, if you don't, I understand. I'm asking things that it just seemed higher to me than I expected. I think >> your 504 number seemed lower to me. So, I don't know. Like, is it maybe more readily available to people than it used to be? I don't know. I'm just curious. You know, this is a big area that I like contemplate all the time because I I

046it's so first of all to answer your question about the percentages. I think it's pretty comparable to what we have going around the the state. I would say the red flags come in if you're like at 20%. >> Okay. >> Just from what I've heard. >> Good. >> Um but a little bit higher than it used to be. I don't know about what it was 10 years ago. It's a little higher than last year. But in terms of like why it's increasing, I I often think about it. I wonder sometimes if some of our younger kids are maybe not as exposed to as much because we do find that there's a lot of identifications for our youngers coming in through child find. You know, when we were kids, we played with Play-Doh and we were

047outside and we talked to people. A lot of kids now, I don't know for all, but I'm noticing a little bit of a trend. I think technology has had an impact. I think there could be impact from COVID still kind of trickling through and I just I'm seeing that there's less students that can elicit the language that I think they could years ago. There's less communication. There's less fine motor development. >> Right. I suspect that, but I don't I can't prove it. >> Right. Can I add a little bit to that? So, um this is a statistic that is calculated in our A to F every single year. So, as we're looking at that data, PUSD is under the state, but that number over statewide is increasing every single year. So, the percentage of students

048with IEPs in every district is increasing. >> Is it just a data point in our ADF or or is the grade affected by the percentage in a positive or negative way? I mean, like how does that >> it is a data point. If we are underneath the state, then we get points for that towards A to F. If we are over, then we don't get points. And so, we pretty consistently get points for that. But it's also one of those really hard metrics of we don't want to underqualify, we don't want to overqualify. So we are qualifying every student as needed. And that kind of lands where it does. Um that's not a statistic that we can >> Yeah. It feels like something that shouldn't be incentivized one way or the other. But >> there's

049a few >> we all think that about a lot of things, right, that happen in our >> within a percentage point of the state in terms of the percent of our kids that are on very very similar. Mhm. >> I think we've always felt as a board too, we don't want to push kids out of these special programs into gen ed all the time because we might lose points >> when it comes to the A through F category. So, I think that's really important to know as a board that we feel like it's more important that we reach each child where they need to be met and not worry about points. >> We never makes bed decisions based on our A through F grade ever. I' I've never been a part of a conversation where

050that's even been a consideration. We look and we see what does this kid need and we do that and then when we look at data later on we see how that impacted our grade but we're doing what's best for kids first. >> Exactly. >> Maya, how are you finished? >> I am. I am. Yes. Thank you. >> Um how does the structure that you've outlined here compare to like our neighboring districts um in the area? And is there any impact with this structure on outof district students coming into our district or requesting to come into our district? >> Great question. >> So yeah, good. It is a good question. So they do I mean these are names that we've created. So they're PUSD names, but the local area and I think of Humble and Chino.

051I talk to those directors frequently because we all share kids. Um, so we have all shared our continuum and everyone has something pretty similar. Um, but I do appreciate that because when they transfer in, there is a whole process. Again, teams, we rely on our psyches heavily as well to help us to look at that and kind of figure out where the appropriate um, program a student would thrive most in is. Um, but I feel good about what we have. I I I am seeing a lot of students transferring in. I think people are hearing about what we have to offer. I feel like we have a really nice wide continuum of offerings. I think we have a little even maybe even a little bit more than our neighbors. Um but comparable programs that are

052there. So we're able to make it work. I mean and generally we have a a transfer process and we we accept the student. We have 30 days to amend the IP. So sometimes we'll we'll get the student and really try to figure out what works, collect some data, and then it is fluid and we want it to be fluid, you know, to make sure that we're continually moving students where they need to be so they're in their least restrictive environment and with gened peers as much as appropriate. So >> and our teams are good at that. >> Lastly on that, I I'm curious about the ISPs because I know that we're required to provide >> I didn't want you to ask me about this, but Okay. All right. And not not to put you on

053the spot. >> No, no, I know I do know a lot about it. It's just it's just a tough one. >> It because that's a resource issue for us and but we have to provide those resources in my understanding for students that are not part of the district. So, how are you managing >> and clarify a little bit what we're talking about there because most of us know maybe some board members are not as familiar. Certainly there's members of the public that have no idea. They'd be blown away to hear what you're about to share with us what what that means. Okay. So, okay. Blown away. That's a lot of pressure. >> There are people who are >> so Okay. So, so ISPs, I guess I'll just share. So, students that live in Prescuit boundaries,

054we have a child fine obligation, right? Anyone who lives in Prescuit, we are required to identify, test, evaluate, and provide data and identify those students that may have special needs. >> Even if they're not going to our schools, >> even if they're not going to our schools. And um >> even if they go to another private school that >> their private school, even if their families like say you have a family that lives in Chino Valley that sends their student to a private school in our boundaries, we are obligated to test those students. They're called parentally placed private school students. So we're obligated to do the testing. Um we not obligated to write IEPs because only public schools implement IEPs. Um so the the families once they get the evaluation data, the family can go

055to the ESA office and get that group B weight uh depending on the different eligibility or the family can take that take a medical diagnosis and go get the ESA information. So that's like one thing that's state money ESAs. Whether or not they get that is really not of our concern, but we do have to do the evaluation for the ones that live in Prescuit. Um and then the student. Some families want to take it a step further and get an ISP, which is an individualized service plan, and that's the 23 students that I mentioned that we have. Um, that is when we do have an obligation to provide a service to address their special need. Um, the way that that works, that is a separate pot of money. It comes out of our equitable

056services portion of our IDEIDA, federal grant, totally separate from ESA. So families can choose, do I want to stick with PUSD, do I want support? Um, and then they get to choose from sort of a vendor list, but we do provide that service and we we provide either speech services or we provide tutoring to those families and we work with the schools on that. We have meetings for that. We are responsible for writing the ISPs, implementing them. The private schools have no obligation to do anything. So, but it's a separate pot of money. It's federal money separate from ESAs if they choose an ISP. Just >> must be a huge pot of money that fully covers the resources that we need to to provide those services. Yes. >> So it's not it's a portion of

057our IDA funds, but the but what we do well okay so that's separate. The evaluations we get nothing for. That doesn't come out of our federal money. That's just our obligation. Prior to this year, we we had a psychologist whose main portion of that person's job was taking care of kids who families had chosen to send them to a private school or who didn't even live in some cases in Prescuit's boundaries who lived in Chino and their family chose them to send them to a private school in Prescuit. We're on the hook financially for all of this testing is talking about. Go ahead. >> And they get the ESA. >> So that's a separate that's that's one of the options after the testing is done. Yes, >> that was the original purpose of ESA. >>

058Exactly. was this it's now been universalized to everyone. It's just every I mean anyone can get an ESA but the difference is is when you qualify for different special education categories then there is a group B funding that's like a multiplier that goes that you multiply times the standard ADM that any gened student would have and the families can take that money as part of the ESA but none of it comes to us we don't have anything to do with it whether they take it or not is none of our concern but when they come to to me and they want an evaluation that is that comes up >> we provide service >> people want service and they want that eligibility and there are certain ones that are higher weighted than others. Um, but it

059is two separate pots. Like I said, the ESA versus the ISP. Not every family wants it. A lot of them are like, "We're happy at our private school. We don't want anything from you." Um, but 23 of those families do. And so then we have to provide services. >> Sorry to put you on the spot. I just I just No, it's not. I just >> I want that to be publicly known about this additional >> I honestly feel like I could do a whole other presentation on just the private schools because it really is a complex system. It it shouldn't have to be, but it has become that. >> Yeah. >> I was crunching numbers because that's what I do. >> Just so you know, this year we have 525 ADM of students with uh

060an IEP. So you know once again ADM is a student enrolled from the 1st to the 100th day. >> Back in 2019 we had 415. So six seven years ago 415 we now 521. 521. That's 25% increase. Our ADM total in 2019 was 2600 and this year it's 3450 which is a decrease of about 4.1%. So, our population has decreased 4.1%. And our special ed and number of IEPs have increased 25%. >> That'd be more. >> Did you do that in your head? That more part? >> The more part of it. >> That's the more part. Yeah, he's he's good at this. >> Oh, greater than, less than skills. >> More. Other questions for for Maya? >> Any questions, comments, concerns? >> Thank you so much. I listening to you tonight. >> Very thorough. Thank

061you. >> Great overview. >> And I'll see you again next month for curriculum adoption. >> There you go. To hear more about >> she's moving on to 6C. We are going to hear from Kelsey about our recommendation to adopt the modern language curriculum at the high school. And let's do it girls. All right. Good evening. So we are here with a different kind of curriculum adoption. Um we are actually looking at modern language which has been really fun. and it's been something completely different that I haven't done before. So, tonight I do have Andrea Pope who's Spanish teacher at the high school and Jessica Ke Phillips who is the instructional coach for PHS along with our future freshman or sorry, future Badger modern language mascot who's visiting from France today. >> She's too cute. So,

062>> this is Jessica's daughter. She tried to get us all to dress that way, but we figured it'd be cuter if she did. So, um, thanks for showing up, Penny. We're glad you're here. >> So, at the high school, we offer a lot of modern language courses. We offer two levels of Spanish with one and two, but then we also offer two dual enrollment level classes with 101, 102, and 2011, 202. And then we also offer two levels for French and German. Okay. So why now, right? Um our materials are a bit outdated. Um which is maybe not that uncommon. Um but really the fragmentation of the resources provides like um these gaps. It doesn't provide um we have these gaps in the resources that we have for the students. So the teachers are supplementing

063so many materials like we don't have the resources we need to teach the skills that are required by the state standards. >> Oh yes um the lack of the structured support. So I'm on this third bullet. Um so uh we really want the students to learn language not in isolated ways like just learning how to read it or just learning how to write it but across all the skills that the state requires and through all the modalities which is like how they're learning it and the curriculum that we currently have doesn't provide that um for the teachers in the department either. It was interesting when we started this um conversation to hear what they were using and to hear some of the examples that were in the text that they had were honestly a little

064comical. Um kids didn't even know what some of the things were that were in those texts because they were so outdated. So it is time. >> Yeah. So big picture goals these are the same for every single adoption that we have. It is to find high quality standards aligned evidence-based curriculum. Um, we want all students to have access to the same um, content, knowledge, and skills, whether it's in Miss Pope's classroom or Miss Gillis's right next door. U, we want consistency and that, uh, systematic progression of skills from content to content. So, for our timeline for the adoption process, we started actually last April. So, Jessica was working with the modern language department to identify what curriculum options are out there and what do those teachers want to look at. So then we had our

065first meeting in November of this year where we went through our same process of creating a rubric of what do we want to see from our next curriculum? What are the components that are important to us? Um we spent some time evaluating each of those potential curriculum options and narrowing that selection down to two. And then in third quarter, each of our modern language teachers spent um time teaching one whole unit from each of those adopted curriculums. And then in March we had our final meeting to make our final selection and our proposal for you. Um so with this process we had our committee of our entire modern language department. So Spanish, French and German teachers, our instructional coach and our administrators from the high school who were helping as a part of that. Um

066and I will say that Yamapai College instructors were also consulted as a part of this process just because there are those dual um enrollment classes that are offered at the high school level. So before we looked at curriculum, we wanted to establish what exactly we wanted from a curriculum. So some of the things that we were looking for is its alignment to standards. We also wanted to make sure that the pacing was balanced. Um we also wanted to ensure that there was a variety of resources that acknowledged the four modalities with reading, writing, speaking and listening as well as the integration of culture that was authentic based on on the the um language speaking countries. >> No, you're fine. Um the other thing that we were looking for was the assessment piece. So not only

067a variety of forms in which to assess um but that they would actually assess those four modalities. The other part that we were looking for was practice. Making sure that the practice was varied so that students would stay engaged but also that that practice would prepare them for the assessments. And then the last bit that we were looking for was uh scaffolded resources. we've got a wide range of abilities when they come to language classes, really any class. And so to be able to scaffold for those different ability groups was really important. Teacher materials um and then digital access as well. So these are the four publishers um that we initially looked at um before we chose the two curriculums to pilot. And that's the one we chose. That one vista higher learning. Um >>

068this was just for Andrea because we had a hard time speaking with >> just just for me. Um um I've never been a part of this process and I have to say it was um pretty exciting because um our whole team so everyone that Kelsey mentioned but really just like the department and then the professional learning communities within the department we were like meeting so much more often. Um so I felt like it was like exciting for me like to collaborate with my colleagues. um but also that we could really then like fine-tune the evaluation criteria that um Jessica mentioned and I think everyone was excited even though it is like an up and down process for sure. And then um these are the curriculums that were chosen for the three different languages that we

069offer at Prescuit High School. Um also very exciting is the opportunity for us to continue collaborating if um after proposing this it gets chosen um because this is all within the same publisher. So that really helps us have more opportunities to align and like fine-tune what we're doing and focus on student learning because even though these are different um languages, we're really practicing the same standards and um the same kind of like uh communications and I'm back. Okay. So why Vista? Why was this the best choice for us? So after piloting this was the one that we chose. Um so the curriculum is structured which is really helpful but also incredibly flexible. Um so it has variety, it has differentiation and it has student choice. Um the differentiation um it's interesting we were able to

070in that piloting period collect some data and just with the ability of this curriculum to differentiate like some vocab. Uh we were able to see that like students vocab scores on like mini quizzes kind of like skyrocketed like in the same like third quarter. So it wasn't like from the first quarter to um the third quarter. And then also student self-evaluation on like the standards like how they were um meeting with um student examples, the state standards. Almost 100% of their examples came from this curriculum that we piloted as opposed to the other one. And again um it's integrating all the modalities. It's um highlighting diverse voices from the Spanish speaking world or from the other languages um those places that speak those languages. and abundant is um maybe even an understatement. Like it's there's

071so much resources which is what you always want to be able to like have that choice both for the um instructor style and then for the students to choose. And then they're all centralized which also like really has lowered the students like nervousness about accessing maybe a curriculum that might be a little more rigorous than they've seen in the past or that may be a little bit unfamiliar. um they're like they bought in essentially. So increased vocabulary growth, we kind of talked about that. Um the built-in assessment options are great um because the teachers can edit them and again the students can see them right in that same platform and they have some um opportunities for like autograding including like AI assisted which is really helpful if it's something like simple um that um can

072give like really immediate uh feedback to the students culturally relevant. So there's like accurate authentic resources in these um target languages that we're that we're uh teaching. And it's the only publisher that offers curriculum for all of these three languages that we teach. From being a person who was just really facilitating this process, this last one was one I was most excited about. Um because as we were going through our first few meetings kind of hearing their different experiences with these curriculums and how they were interacting and then in our final meeting where we started talking about Vista and they were all bouncing ideas off each other and sharing resources that they found. I was like I'm so glad this was the best option turned out to be the one that had all three different

073languages embedded because of what it's going to bring to that entire department was pretty exciting. So, next steps. Um, this is a previous step, but we already put curriculum on public display. It's on the table right outside. So, the first day was April 1st. Um, and then June 23rd, we'll bring this back after that public display period and ask you to then vote on it. If it is approved, um, in May, nope, sorry, that should say June. In June, we will purchase new curriculum. We will start to revise the district instructional guides, and then when school starts, we'll do training on that new curriculum for all of our modern language teachers. And so that's all we have for you questions. >> I had one question for Andrea. I think I I think you answered this.

074I just want to make sure I heard you clearly. The assessment questions that the students are doing in this these three programs are similar to the state assessment questions. >> Is that what you said? >> Yeah. Like the standards for the state standards. Absolutely. Okay. Like they're directly aligned. And the current curriculum that we have, it was published before um Arizona Okay. Um adopted the um current standards that it has. I'm not sure when the previous curriculum adoption was, but yes, absolutely. >> Just want to double check. >> Yeah. >> Are there other language options if our district were to our school was ever to offer another language? For instance, we used to offer Japanese with Mr. Clark Tenny um years ago. You know, different languages that may or may not become available to students

075>> through the same publisher. >> Uhhuh. >> I'm not sure. more but I couldn't >> they have more but I couldn't name them. I do know that um at least one of the publishers that we saw didn't even have all of our languages. Um so that is all that I can share about >> was that one of your um parameters in the beginning is that you it was mandatory for you to have all three languages from the same public. You're talking about how potentially useful that is but that wasn't necessarily the direction you needed to go. Right. >> Yeah. We're really looking for the best resource for each turned out. >> Turned out the best German one was this publisher, the best Spanish one was, and the best French one. That's awesome. >> That's amazing.

076>> Yeah. Which is really like interesting how we all came to it from different um from different starting points essentially. >> So I guess maybe in to address your question, if they did start up Japanese again a couple years from now, one possibility is they could look, does this publisher have a Japanese program? They could look at the textbooks they currently have or they could look at a third option for that potentially. Yeah. >> So, beyond a textbook, is there have we ever had anything that has had this many resources tied to it? I mean, is it just left up to your imagination? >> No. Andrew, you want to talk a little bit about where you're pulling resources or you have pulled resources from? >> I know my kids do Dolingo. >> I mean, um,

077yeah, there. So I think we have like you know a current curriculum which is actually the um the same the same publisher our current curriculum in Spanish it's a different publishers for German and for French but the entire like online component or the entire like um auditory component we don't have access to. We don't also don't have access to any of like the visual um component like the videos and stuff. So, I mean it's just like um YouTube um things that are approved, you know, for the district to use. Um there's like resources that we're creating on our own, of course. Um there's um like I'm looking through newspapers that are around um in Spanish for example, and then I can maybe like plug them into AI and then with my own help kind of

078differentiate them to different levels because those are like, you know, three different levels that like I teach for example. um- which is a lot for sure. And then also um the college offers a curriculum as well. So it's kind of like you know I would say like maybe five different kind of core places that I have that I'm like taking and kind of putting together. >> So this will give you more focus is what you're saying in this. >> Yeah. And it was interesting because it was so overwhelming the whole process of like searching through um all exciting but there was a lot of work to kind of like search through and look at with the rubrics these four different curriculums. But then when we started to pilot, specifically this one, I was like, "Oh,

079it's like easy now." Um because it was all in one place and there was so much stuff to choose from. And again, having that student feedback that they were actually evaluating their own success. I mean, unbeknownst to them um with this piloted curriculum like was very exciting for me. >> That's great. >> I don't know if I answered your question, but >> Oh, you did. I just want to see if there's any changes from when Brett and I took German class with Fra Kron and uh and she did a whole section on Detoten Hosen, right? The the the heavy metal band from German. So So I'm glad that there's a lot more streamlined curriculum these days or potentially. >> Thanks. I have a question about uh the language curriculum and some of the application the

080apps that are available on the phone like Dualingo and how does that work into the curriculum in current learning situations? >> Yeah. So um I think there's a lot of opportunity for students to like access the language outside of the classroom. I mean more for example with Spanish or more for with like a particular like um smaller community or family environment that students might have. like we do have students in our district uh per them that speak you know French at home or Italian at home or German at home which is very exciting. Um but I think some teachers include those like apps as like ways to like study or access the language but this curriculum has those apps already embedded in it. Like so for example there's like an app similar to Dualingo that's

081called Quizlet and it's like you can study the vocab, you can like gamify it, you can do flashcards, you can do quizzes and they have their own Quizlet but the students don't go anywhere else. They just like click on the thing that says vocab and they do another click and then they're just studying and it says like oh these they already know. So they're going to take those out and give them the words they don't know. So that's like very exciting again for language teachers. >> Any other comments concerns? >> Are these textbooks are they still like physical huge textbooks or are they online? It's both which is also very exciting. I'm very excited. So there's like um on the online platform there's like the student copy which is like the virtual test text and

082they it's just like a click to like click on the video so they don't have to like then go to YouTube and wait for it to load for example if it was a video on YouTube or they would click on um that page in the text that says like vocab and then immediately the vocab opens there. And then there's the the teacher copy which is on the Vex it's online as well. they're doing their homework or potentially some of their assessments or their um interpersonal um communication pieces either in the classroom or at home um through this same like one portal. And then there's a physical copy of a textbook for the classroom for example because some students learn better with a physical um book. Sometimes it's a teacher preference, sometimes we don't have access

083to internet, things like that. >> Awesome. >> Yeah. I just want to wrap up with one final thought and that's, you know, we've brought quite a few curriculums to you over the the last few years. First of all, because we finally have capital money where we can do that. Um, it's a lengthy process. It's a lot of work, but it's worth it. And I mean, hearing Andrea's story over and over, I mean, how much time she was spending finding the what she was going to teach. By having a curriculum that gives you the what, now teachers can spend all of that time on the how they're going to do that and really monitoring student progress and building that experience for them rather than spending hours and hours just finding resources. So, it is such an

084important process and it's it's a big investment, but to watch teachers being able to kind of make that transition is totally worth it in my book. >> Any more comments? We good? All right. Excited to go out and see what the stuff looks like. Yeah, that'll be fun. All right, let's move on to information only items. 7A, summary of current events, Mr. Superintendent. >> Okay, super. As usual, Sarah's got a handful of slides ready for us to look at some things. The first thing I think we're going to be looking at, there we go. Is um uh this is right around the last time we met. I think there was a flag ceremony that they do at Lincoln on a monthly basis. And he's Oh, look, there's a Golagoski in the background there. That's fantastic.

085Fantastic. And they they covered a number of things in this particular assembly. They had they had their typical flag ceremonies they do, but then also a little skit that they like a full-on play that they did and talked about their A+ designation that they recently got and then celebrated their their um read to feed program that they had done. So, it was all pretty cool. And then, do you have the message? Great. This is what like three minutes long, something like that. >> 32. >> It's less than that. So Mark Kelly, they as part of their um read to feed program, their theme was space theme. And so so uh Mr. Brusso reached out to Senator Kelly's office and said, "Hey, we're doing this. If the kids meet their goal, would you be willing to

086do a congratulatory message?" And he said, "I don't have anything else to do. I'm just running like 150th of the country. I'll do that for you." I thought that's pretty cool. So the audio on it earlier was was real low. I'm not sure if it's if we're going to be able to hear it super well. Good. Okay. >> Hello, Lincoln Elementary School. I'm Senator Mark Kelly. I want to take a moment to tell you how proud I am of all of you for being part of the reading and feeding challenge. You guys are doing something really special. Every day you pick up a book is a day you take charge of your future. And by turning your reading into support for local food shelters, especially those in Prescuit, you're also helping families in your community.

087And that's real leadership. This year's theme, launch into reading, your space adventure begins with a book. That's one that I especially like. You know, long before I was an astronaut, I went into space. I was a kid who was curious about how things worked. I read about airplanes, science, and astronauts. Those books helped me dream bigger and showed me what was possible. Years later, I had the chance to serve as a Navy pilot. I flew the space shuttle as an astronaut four times and now I represent Arizona in the United States Senate. And it all started with learning and with reading. Reading is your launch pad. It can really take you anywhere you want to go. So keep reading, keep asking questions, keep exploring because the skills you build today can open doors to extraordinary

088opportunities tomorrow. Your adventure is just getting started. and a huge thank you to all of your teachers and parents for making this happen. That >> was cool. So, >> I thought that was that was pretty awesome. >> Um, for him to be able to take time and and do that for our kids. Um, I had somebody who expressed a concern about now wait a minute, he's of a certain political party, not the other one said this has absolutely nothing to do with that. We're focus right, we're focused on reading, we're focused on space exploration. Here's a guy who represents that pretty well. So, I thought that was neat of him in his office to to accommodate us that way and a nice honor for Lincoln. Okay. Uh let's see here. So, the next piece, this

089is our Prescuit High School mock trial team. A lot of people ask, you know, why don't you have anything like mock? We do. And they uh competed in a regional competition recently. Did very very well. I think they have a a handful of different teams that competed in different things. And as it says there, they were on the offense at one point, on the defense at another point, etc. and they're moving on to the state competition at the end of this month, isn't it Sarah? April, I can't remember 24th or something like that. And we're we're excited and proud of them. And their sponsor this year's new sponsor, Mrs. Cat Vandermark, who um has been had been teaching social studies at Mile High, moved to Prescuit High School this year, and just took on a

090bunch of things that Mrs. Lee had been doing in the past and is doing a great job. She's just knocking out of the park. We're super proud of these kids. >> Back to Lincoln. Uh, another this is this is the Arizona Education Foundation that sponsors the A+ award. And again, it's different from the A throughF letter grades that the state board of education has been doing for the last eight years or so. This is something that the Arizona Ed Foundation's been doing for over 40 years. And again, super proud of of the way that link has been honored. They had some folks come up that day. This is the the um their official award of the A+ designation. And then I think on the next slide, there you go. That's That's a keeper right there.

091That picture. That's pretty neat. The entire elementary school out front. >> I stood on a ladder to take that picture. >> Did you really? You took that picture? >> Yes. >> Oh my gosh. That's fantastic. >> I did. Teresa's like, "Will you take the picture?" And then there's a ladder. There's all I'm like, "This is well above my skill level." So >> Well, good. Hopefully you didn't go any higher. Photo is really a miracle. >> You brought them all in. You did great. >> I learned recently our our liability insurance doesn't cover any activities that were more than 10 feet off the ground. So hopefully you kept it to 9 and a half. >> I definitely did. I would never go down to >> or at least just don't fall off the ladder either way,

092right? You can do whatever you want over 10 feet as long as you don't get hurt. So there you go. Um this is not maybe as exciting for some folks, but this is a long time coming. So our our Granite Mountain campus was intentionally built to be wide open to anything and anyone. We have bobcats and Havalina that wander through every once in a while. What we don't want to have wandered through is somebody with ill intent. And it's I'm not sure if you can see in the slide on the right you can see kind of the the rail metal fence there off to the left of that that's a new section of chainlink fence that we've got that's eight feet tall. Prior to that there was just rail um and it's not even really

093fencing. And multiple time I was there one time watching somebody say, "Oh, it's just too inconvenient to go through the office. I'll just step over this rail fence." So we we had spent a fair amount of money on security things at this school, hundreds of thousands of dollars, but people could still walk onto campus. And so we we talked a lot about, hey, if we're going to get a bond, this is perfect for the bond. We don't want to spend money out of what would have been the bond in advance. And I was just like, we're doing this and we're doing it yesterday. I cannot have a situation where any idiot can walk onto this campus anytime they want. So we spent $30,000 and got the fencing done all the way from the front entrance

094of school there all the way down to the property land fence. And American Fence did it for us. Did a great job. um was really able to retain the the natural features that the kids use and the learning spaces and whatnot. So, we're really glad to have a little bit of additional security at Granite Mountain. And then this is one of our students at Prescat High School who's involved in their um Adam, what's the name of the class? Is it fashion design? Is that what it is? Fashion design class. and as that's a one of our CTE classes and part of that there's a there's a statewide competition for things and she uh competed in the fashion construction um uh uh competition and won second place in the state overall. So, we're pretty pretty proud

095of Virginia there. And then I think this is our last thing. You know that our our plan when we first got the billboards up was to change them out every once in a while. We had our AE designation as a district for a while. We advertised that for quite some time. And then we had our our different uh leaders who uh came out of PSUD that we were advertising for a long time advertising that outcome of the district that kids go on to great things after they're in PSUD. And then we've shifted to a new marketing campaign that's focusing on all the different programs that we've got available that are probably absent in most of our other uh schools in the area. >> Thanks for including Terry Pimton. >> I was just going to say

096the same thing. I miss seeing you up there, but Terry Peton's up there. Actually, Andy had to negotiate strenuously for with Mr. Pam. He had everyone. >> He was a little bit more modest and uh was like, I'm not sure if I want to be a part of that. And said, yes, you do. Yes, you do. >> It's just a thrill to see him up there. >> You know how how aggressive Andy can get. So, he was able to to push that across the finish line. So, we're we're pretty pleased with this. We were going to put a picture of a psychologist uh testing a student who doesn't have anything to do with our schools as one of the other things that we offer that other people don't. But we decided no, that's that's maybe

097not as appropriate. So, this is what we went with. That's all we've got. >> All right, let's go on with the governing board members. Mr. Brett, anything to report? >> I've just spent a lot of tennis courts this uh this last month and I got a son who's playing varsity tennis. It's been a lot of fun. >> And I noticed that there's a wire that goes across our tennis courts. It's kind of annoying. So, we're going to work on uh finding $40,000 to reroute that wire. >> Thank you. >> And you haven't been hit by a baseball going over. >> No baseballs. Wait, we did almost get hit by a softball coming. >> Oh, softball. Is that the softball one? Yes, I almost got hit by a softball. >> No, it was great. It's a

098great facility. I know that those tennis courts have been recently updated and it's a fantastic fantastic facility and I think um Even the away teams appreciate the nice facility that we have there. So >> that's all I have it for reports. >> Mr. Stan, >> uh just one thing attended the previous to the banner and when Jen stood on the the ladder, several of us were at the um the celebration the night before and greatly attended and you know just >> so fun. >> There's there's a great great vibe about just the A+ and just it's great that they boast it and and as they should. Um, so yeah, I love seeing it. >> All right, >> Mr. Andy, what's up? >> Uh, I was able to attend the art exhibition at Prescuit High School

099for our district art students, which was once again incredible. I mean, so much talent. Uh, was able to go to the Lincoln Family Festival the night before. Um, and today at PP PHS, I was in the hallway and was able to see our honors chemistry class taking rockets out to the field that they were going to shoot off >> with vinegar and part of their So, just kind of an allaround cool thing to see. Um, >> and that's it. >> That's it. >> Well, no, actually, sorry, one last thing. I did I did speak to our CTE director today as well. Um Tiffany and and just curious if so there's testing that's done for our CTE students as well. And she mentioned to me that our auto shop is has their test scores last year

100were the highest in the state, number one in the state. our film and media. I I don't know if she said it was 90% or 100%, but they have a pass rate of 90 to 100%. >> And there was one other class, maybe it was a fashion class, that they have a testing rate of 90 to 100%. So I, you know, as we talk about testing and why aren't our students doing better, this is not reported and I think this is data that needs to be made public that our career and technical education students are at the top of the state in testing. Um, so hopefully we can get that data and use it in the materials we put out to the community that our students in career and technical education. >> That's a that's

101a great idea. We've talked before in here that our our advanced placement testing data from this last year was stellar as well. And yeah, people can continue to focus only on ELA and science and math. Those are those are core pieces of what we do, but that's not all of what we do. And yeah, I think that's a great idea to be more intentional about including that in the reporting that we do. I appreciate that. >> I think that's one of the reasons why I like the student presentations. The more we have students from CTE come and the more we have kids from AP classes come perhaps and talk about what they're doing, I think that gets out to the to the large group of people we have here tonight. But it's just I think

102we need to celebrate more. >> Yeah. >> Of our the things that we are doing well and the great kids that are going through our schools. >> Right. >> Jen, anything? >> Well, I was clearly at Lincoln um for both events. I got to borrow a friend's son and take him to the festival the night before and um just really fun to watch the kids just have a ball. And one of the PTA moms said one of her favorite joys was handing out pizza to kids and saying and kids saying can they have more and they never allowed to have more and they were allowed to have as much as they wanted of cookies and pizza. So they were pretty excited about it. Um, and the event was really great just to hear uh the

103next day how everything came together and the students were so excited. Um, my other thing isn't really I got to do it, but my son Mason was one of the students that went to Spain >> this spring break and I am just so grateful to Cat Hammer and the other teachers and leaders that took bravely all these students to another country. I I mean it was something just to leave him at the airport was scary to me. And she like embraced it all. It was incredibly well organized. She communicated perfectly through WhatsApp with a parent group that gave us photos all throughout the trip and just kept us up to date on all the neat things they were seeing. Mason loved every minute of it. Had a fabulous experience. So it was really great for

104him to get to go. So, I highly recommend it and I am thrilled that we as a school keep doing this and keep sending kids and next year it's Japan. I don't know if my kids going, but we haven't talked that far. We thought we'd get through Spain. See what happens. Okay. A couple things I did as well. I went to the Lincoln A+ assembly with Jen. I got to I took got to go see the Mile High and Prescuit High School choir presentation which was amazing. They're doing their final spring one. Their final spring one will be Broadway, which I can't wait. That's going to be so fun. I went to a volleyball game last week, which was kind of fun. I'm still not quite up on the rules. It's changed so much since

105when I played volleyball, but it's fun to watch. And one of my most exciting things at the high school, I went to freshman night where prospective freshmen from eighth the eighth grade came to see what was going on at Prescat High. I was overwhelmed with the energy in the room and the work that the teachers had done to make these presentations of what we have at Prescuit High. I mean, they went all out. It wasn't just go meet a teacher and say hello. It was they had presentation boards. They had activities. It was just so full of energy. I think Adam would agree with that. It was like on fire the whole building. It was so exciting to see kids. Parking lot was full. I had to park out way past the teachers closet to

106even get a spot which should have told me immediately this is going to be pretty pretty fun activity. It was amazing. If you haven't had a chance go next year do the freshman know not to step on the badger since this >> absolutely >> there's a fence now but >> thank you for that. Just want to make sure. >> How about Shay and Jackson? What you got? >> All right. So, I also went to future freshman night for S Club. I was at the booth. I saw a lot of you. That was really awesome. I met a lot of really great people. So, that was amazing. Um, S Club also S Club is an all women's service project club. Yeah. Anyways, so S Club also uh participated in the but creek restoration which is basically

107Presley College is putting on exactly that the BU creek restoration to restore the creek by the campus and we got to go and help out and we shoveled wood chips stuff like that. We had a great time overall. We're also doing a thrift drive for St. Vincent Paul right now which super awesome. I think that will be wrapping up shortly. I have a lot of clothes right now to bring, so I'm really excited about that. Um, also tomorrow is the Lions Club dinner. It's a 4.0 thing. I'm not really sure about the rest of it. We'll see what happens tomorrow, but yeah, I'm super excited about that. >> I will see you there. >> Mr. Nei, how many of our students are being honored as having a 4.0 or higher GPA? We have we have

108more than will be able to attend because they only have 100 slots for kids there. But yeah, we have I believe that we had this year 64 kids >> who qualified under that 4.0 which is pretty wild. We should see >> in the 40s high 40s. >> We've had in the past kids are you know they've got a baseball game that evening or a commitment someplace else or what these are some of our most involved kids in addition to being really sharp uh kids. So yeah, it'll be neat. You'll be there as well, right? We've got a couple board members and myself and you that'll be there with you, Shay. So, we'll be cheering you on. >> Thank you. >> I'm also going to be at the Lions Club. >> Uh, but so, uh, >>

109I didn't want to ask just in case it was like 3.98 or something like that. >> Go ahead. Go ahead. >> U, but the Bayia Jud scholarship um, opportunity at PHS was just due today. So, I know a couple people at least who applied for that. And then the senior splashing game starts on Friday, so that should be fun. Um, little scary, but fun. Um, oh, and then prom is coming up, so that's exciting. >> Yeah. >> Good. All right, let's go on to 7B. Community comments with shared with the governing board. Does anybody have anything to bring up? Looks like Brett does a list. >> He's got a list. >> So, I talked to one community member that wanted to know why we took all the American flags out of the school classrooms. And

110>> shoot, I People weren't supposed to find out about that. >> And in our um our study of the policies today, I have some now I have some data to send to her. And that's not true. We didn't take the the uh the American flags out of the classroom. So, not only did we not take them out of all the classrooms, we didn't take them out of a single classroom. I don't know how stuff like this gets started. It just drives me up a wall. >> Go ahead. Sorry. >> And we have them in all classrooms. >> Yes. Is the facts. >> Yes. Okay. That's a great clarification. And I will respond to the community member. Um, I also had another community member that talked about one of the rants and raves about in the

111courier this last month about poor test scores and um, she she was a little more astute than the average person and we talked a little bit about how um, there's a different level of accountability in some of the other schools and um, she is a proponent of public education. And another thing that she said that I really liked, we talked about um when we're going out for the bond and the override and how how if we want if we want to recruit professionals and we want lower weight times at our physicians office that we need to strengthen our our schools. And she said something I really liked. She says she says we need to let them know that we are all connected. We're not in little silos. the retirement, the like people that are raising

112children, the the uh but but she says, "We need to let everybody know that we're all connected." And I loved that piece. And then I I talked to another parent who was at the freshman night and they are actually transferring from another school in our area and their freshman went there and rounded a corner and one of the upper classman said, "Hey." Called him by name, gave him a high five, said, "How you doing?" and how that just made this future freshman just beam. And I loved the culture of that night. I I thought it was I thought there was a lot of good energy there and uh neat to see our upper classmen put their arms around uh our entering freshman students. And that's all I have about community feedback. >> All right. Anybody

113else have anything to share? Yeah, I had a parent um was concerned about uh class sizes at Taylor Hicks uh particularly third grade going into um next year and you know got they have four boys in the district um and very active and she's a former school teacher herself but great great family uh but she she heard that you know the class size maximum was 35 but obviously that's the high school and so exactly so >> that's just the class where we took the flag out of the room classroom. >> So, we discussed that I and I actually encouraged her to reach out to you, you know, to kind of get so and I because you're so responsive and and whatnot. So, um that was good. And then we all uh received a uh message,

114great message um from a um a parent who has a daughter going to Lincoln whose grandmother graduated from PHS in 1926. And it was just amazing um that you know she just is filled with joy that you know there's this history and this tradition and I think I'm sure we were all moved by it and and for me my response to her and I didn't include everybody for for you know open meeting law violations. Um but Janelle's grandfather Dr. Taylor Hicks graduated in 1927 so they obviously were classmates and at the same time so that was kind of a neat deal. So >> that's it. Wait, Andy. >> Um, I was just going to say the same thing about the email. Her response back to me was that um her grandmother uh went on to

115be an educator and a school librarian and that her schooling here in Prescuit definitely set her up to do that. So, again, kind of those it's just those connections that you see families, generations continuing their education here in this community and and that's something I think to be proud of. The other thing was um in doing some volunteer work over the weekend, couple weekends ago, talked to a lot of people about who had questions uh about funding in the state of Arizona. And um you know I think there is a lot of concern out there about when you actually get into a discussion about well I didn't know that private schools don't have to test uh their students on the state standardized testing and yet they're receiving state funding and so there's a lot of

116questions out there and a lot of lack of knowledge of what's actually happening. So I think our our In upcoming discussion, we'll need to make sure that that information is shared widely about how these things affect us. >> I don't really have anything new. A lot of the same conversations around finances. I get a lot of questions about that. >> I would say on a regular >> basis. Same with me. mostly um a lot of people not clear on the difference between a bond and an override is what I've heard a lot of of just chitchat >> that's easy >> so that's um an easy one to talk to you about it's pretty simple >> all right >> moving on eight the consent agenda for those of you that don't know all the items on

117the consent agenda can be approved by one motion saves a little time and so let's take a look at the resolutions do I have a motion to include all the items that are listed on the consent agenda at this time. >> So moved. >> Do I have a second? >> Second. >> Do I have a show of hands or an I or whatever? Those in favor say I. >> I. >> Those opposed say nay. And passes 85 to zero. I always so close to getting through tonight without a yes. All right, let's move on to the study and voting session. Miss Sarah, do we have anyone who would like to speak on that? >> I do not. We do not. All right. All right. Well, let's move on to 8B1. Well, we will look at

118consider approving the service trips to Kenya and Mexico as part of the Interact District and that will be presented by looks like Melissa correct. Yes, of course. Hello. I am Melissa Monday. I am a PHS teacher. I am also the um interact club um adviser. This is my very first year. I am very excited especially because I have two daughters who are um part of the club. >> And for those of you who don't know Interact um the the name actually is inter international action and we are a community service club. Um we um collect mobility devices throughout the year as one of our projects. And then um we are also sponsored by Rotary. Our specific sponsor is the Sunup Rotary. Um they are amazing to collaborate with. Um there are 529 Rotary Districts around

119the world. Our Rotary District here in Arizona is the only one that has an international leadership training and service opportunity. This includes um allowing students to apply to um go to either Mexico or Kenya. Um and they get to go and they get to take the mobility devices that have been collected um like walkers um uh the wheelchairs um and the crutches and they get to take those that were shipped either to Mexico or Kenya and they get to help um distribute those to those in need. Um the team that goes to Mexico um does more of the fixing and putting together of these devices. Um and the team that goes to Kenya does a little bit more um of meeting the locals and and communicating with them. So um they have a a program

120where our students can apply to be ambassadors. We have had ambassadors for the last five years go to this um be be um part of this program. Um last year we had three ambassadors. This year we again have three ambassadors. I think is amazing. We have our our high school um is the one that has the most ambassadors. I think um that's something that we're really proud of. Um, so this year we have um a current sophomore, my daughter is gonna go to Mexico and then we have two current seniors um who are going to be going to Kenya. Um this is not just a trip where they get to go and and just you know do fun things. It's the the purpose of going is this leadership and this community service. They meet weekly

121up to this event and they um learn about the culture and they learn about how to um provide leadership locally. So, it's a really great program. Um the entire program costs about $60,000. Rotary is very committed to um this program. Each of our students has to raise um $1,000 and on their own and then they also like our clubs all raise money as well. Um, so the Mexico trip, they go for about um about 10 days. Um, they leave on June 15th. Um, Kenya is a little bit longer with travel. Um, they are going to leave around June 26th. Um, and they're very, our students are so excited. They um it's it's such a great opportunity for them. >> Yeah. >> I had one quick question, but I just didn't know this. In Kenya, it

122says that the first week of their time will be hosted by Prescuit College. >> Yes. Prescuit. Yes. >> Prescuit College. >> Yeah. They have a a >> Did not know that. I thought that was pretty cool. >> Yeah. And they the students um they they rotary here works with the Rotaries there. So, it's not just random people that they go to. Um it's actual Rotary members and they have um they stay in really secure locations. >> That's very cool. Very cool. Other comments about that? Okie dokie. We need to Where am I at? Do I have a motion to approve our service trips to Kenya and Mexico as part of the Interact District 5495 ambassador program as presented by Melissa? >> I'll make that motion. >> Do we have a second? >> Second. >> All

123those in favor say I. >> I. Any nays? No. Passes 5. All right. 8B2 consider approving an overnight camping trip. Adam, you're up for PHS to the San Oh, this is for Bradshaw Pines Camp, correct? >> No. >> Yeah, I think you have to hear me twice sadly. I apologize time for that. >> First Bradshaw, then San Juan. Okay, >> that's right. Yeah. So, first we have our uh yearly junior ROC camping trip um out to Bradshaw Pines. Um it'll be a total of about 50 people including chaperones going there. Um they've been doing this for a little bit, but uh now that uh it's a requirement for overnight trips, we're asking for your approval. Um but this is a big one. They get to do some learning. They obviously get to have some fun

124as well. >> All right. Any questions, comments? Do we have a motion to approve this overnight camping trip for the PHS JOTC students on May 1st, 2026? >> I'll make that motion. >> Do we have a second? >> I'll second. >> All those in favor say I. >> I. passes 5-0 and Adam's up again to consider approving the out ofstate travel for the challenge club to the San Juan River in Utah from April 8th through April 12th. >> Yes. And so, um, well, first of all, I apologize this didn't come in front of you earlier. It should happen. >> Tomorrow little >> I was trying to see which one of you was going to notice first and Jen had it immediately. So, >> WELL, I THOUGHT IT WHEN I READ IT, I'M LIKE, "WOW, THAT'S

125>> NO, I'm just trying to be funny." But no, uh, this is one that is has been a traditional trip. This is like the highlight of the challenge program. These kids come back just so proud of what they've accomplished. It is a very, very special trip. And I think that uh somewhere along the lines, the uh consistency of coming in front of you and asking it slipped through the cracks. So, we do apologize for that. Um, so we are asking that we can uh have them head to the San Juan River. Um, 14 students. I believe there are also five adults who would be on this trip this time around. Um, so it is a really neat experience and I got I you know I don't always get to get tons of feedback on this.

126I got to talk to a student who went last year who I don't know that had really participated in a lot of challenge items before and um she described it as lifealtering like it was that special of a moment. Um and I think that it's just one of those things where they got to experience something so special that will stay with them forever. And I think that's why we stand in front of you asking for these experiences for our kids. Any questions? >> Is this a similar Joe Howard did? >> Yeah, I'd love to a few years ago. Okay, great. >> We could do that next year. >> Joe went on this one before. >> So, I know that we have ACT testing and Aspire testing coming up. Are these all sophomores and seniors going

127on this or? >> Uh, no. We do have a couple who are going to have to do makeup testing, but we've already worked that out. >> Um, yeah, it's just a natural thing that happens when it comes to a high school our size is. We'll have a few who will have to do some makeup testing. But yes, for those of you who don't know, tomorrow's a big day for Prescuit High School. ACT for 11th graders, 9th graders, ACT Aspire, and uh we're going to knock it out of the park. >> 12th graders get the day off. >> 12th graders have at home learning >> at home learning. >> Um they will have they will have assignments in every one of their classes to take care of despite what the two of them are hoping right

128now. >> Do you remember approving a day off for seniors? That would be up to you. >> We're going to check in with you two tomorrow. >> You have a calendar. Any questions? All right. Do we have a motion to approve this out of state travel request for the challenge club to go to the San Juan River beginning tomorrow to through April 12th? >> So move. >> Do I have a second? >> I'll second. All those in favor say I. >> I. >> And it passes by. >> You have probably done a lot of >> I was ready to tell them to turn that bus around. All right. Can't miss those testing. All right, moving onward and upward B4 8B4. We're being asked to consider approving the variance issued by the Arizona Department of Education

129waving the requirement to make up a school day because of the snow do snow day closure on Friday, February 20th. And that will be Mr. Clark. >> So moved >> and seconded. I think you're you're aware of the situation, right? We missed a day of school because of the icy road conditions and and streets department and whatnot getting with us and saying you shouldn't you shouldn't do this. Turned out to probably be a really good decision in terms of student safety, but it means that we miss one of the required 180 days, knocked us down to 179. Applied to the state for variance because we're way over the required instructional hours throughout the year. They said no problem at all. that officially the board does need to vote to to adjust the calendar and accept

130the variance that we've been offered by the state. >> Do we have a motion to approve the variance? >> Still moved. >> Seconded. >> Second. >> All those who approve of the variance signify by saying I. >> I. >> Any oppose? No. Passes 5. All right. 8B5. have a chance to consider adopting our new K4 math curriculum. I don't know how much interest we've had out there. I've been out there about four times looking through the books and I am very happy with what I'm seeing. So, >> I think you were one of the few who looked at it. J. Thank you. Yes. Uh we had no public comment. Um >> None at all. No. Um so no public feedback. I know they could have done it online or in person. Um so just a

131quick reminder for you. Um last month, no two months ago, the committee brought to you their final selection which was Amplify Desmos. And so if you go to that next slide, um just a few of the reasons why this was the selection from the committee. Um first of all, moving away from Engage New York, which is entirely a free online curriculum with very minimal supports. It was a challenge now that it's no longer supported online. Um so Amplified Desmos, it is coherent. Um, it is standards aligned. I will tell you our teachers love it. Um, I think they'd be upset if we tried to take it away from them at this point. Um, they're invested. It It engages students in problem solving, discussion, and sensemaking. When we just talked about modern language, how it's taking

132teachers are not taking so much time in what they're teaching. They're now focused on the how they're teaching that content. And this really brings all of those best practices for math into it um with le that excellent lesson structure. So it's really makes sense to students. They understand the flow from lesson to lesson. Go to that next one. I need to go to that one. So um differentiation again is built in. So there's on level supports, there's intervention supports, there's enrichment supports, there's embedded screening tools, so assessments, progress monitoring tools. Um it does combine both print materials and digital materials, which is really big for kids now. They need that that both modalities. Um within there there's teacher guidance for this is important. This is a big difference between engage New York and Amplify Desmos

133because um Engage New York did not have teacher supports. So there was no instructional strategies. We could put this in front of a brand new teacher or a veteran teacher and if they follow along they're going to be doing an amazing job. Um there's family supports which is great. How often do we hear parents say I don't know how to do this math. I don't understand what's happening. So there's support so that they can help their students at home and it's just it's user friendly for both students and teachers. So if this is adopted, our next steps are um to purchase the curriculum. We would start that process probably later this week and we would we're already looking at dates to revise our instructional guides so we fit the pacing and the flow of Amplify.

134And then when school starts um back in August, and I love being able to say August this year instead of July, um we will train our staff on Amplified Desmos. >> Yes. Any questions? All right. Do I have a motion to accept our new math program as outlined by Kelsey? >> I'll make that motion. >> Have a second. >> Second. All those in favor of adopting our new math program signify by saying I. >> I. >> Any noise? No. Adopts 50. Awesome. All right, moving on. Let's see. I think I should probably read this one. 8B7 as it's written. This is a pretty >> AB6 as it's written. Thank you, ma'am. >> You're welcome. We need to consider, discuss, amend if desired and if deemed advisable to adopt a resolution ordering and calling a special

135bond election to be held in and for the district and authorizing our chief financial officer to comply with certain sections of the Internal Revenue Code. Clark and Brian. >> Okay. Brian and I have spent I was going to say discretionary time. We don't have a lot of discretionary time, but a lot of a lot of our time, a lot of our work time over the last little bit and in conjunction with Sarah getting with um elections uh >> consultants, that's the word I'm looking for. Thank you. Lawyers, etc. about what we need to do. >> I'm starting to feel like that this process is intentionally complex and not just u casually complex, but either way, it's complex. Uh, but we we've got some sample ballot language for you what it would look like for for

136a bond. This has been vetted by the attorneys and whatnot. And as it mentions here, you you can amend any of this. So I Sarah, help and Brian, help me out. I haven't I haven't looked through. Do we have the figures the initial figures of 20 million in embedded in this or not? >> You do. >> There you go. Super. So that's that's of course up to you. We This is a sample. This is a template that that you can use. If you like it the way it is, fantastic. You say, "Hey, we want to do two million." Fine. If you say, "We want to do what's standard in Arizona. We're going to do 100 million." Also fine. You've you've had discussions around this, >> right? Our total bonding capacity, Brian, remind me, $493 439

137million. >> Yeah, it's just north of $400 million. >> Yeah, I think it was $439 million based on the property values in Prescuit. The total amount of of property wealth that there is. I don't think you're looking at that amount. and and actually that would for the first time ever exceed our we'd have resources exceeding our needs, but we're looking to come in pretty skinny I think from discussions that the board has had. So let you discuss and determine what you want to determine and ask any questions you've got. >> Anything to add to that? >> No, I'm just really interested in hearing your conversations. And >> we've done a lot of discussion already. Do we have any further comments or questions or concerns before we actually vote? >> Um, is the is the wording

138in here I mean I've looked through it but >> not with a fine tooth comb. Is there is there anything we need to be worried about in here that needs to be changed or is it kind of a standard boiler plate that comes out >> in the resolution? You mean >> Y standard, isn't it? The resolution specifically comes from our council >> and I can speak to that a little bit. >> Yeah, I'm sorry. >> We can't. >> No, you have to ask in advance and applied to do that. You can't just >> I'm your Mr. Gil. >> Oh, of course. Of course. I apologize. That's right. That's right. Please do. >> This is This is Jim. He just >> Hi, Jim. You can say whatever you want. >> Yes. Thank you. Thank you. >>

139Thank you. I can leave too if you want. >> No, no. We're super glad you're here. I apologize. I forgot you're gonna try to join us. Thank you. >> Yeah. Um, uh, good question. Uh, first of all, I'm Jim Gil with Gus Rosenfeld. I'm your election counsel in this context, but also your bond counsel. Uh, and I have been for many years, happily so. Um, so I was involved with your prior bond election back in 2015, I believe, and, uh, your failed override not too long ago. But, uh, in any event, good question. Uh, that ballot language you're seeing was taken pretty much from Arizona statute. Okay. Um, all those bullet points. It's uh it's what voters are used to seeing. Um and we don't deviate much from it. Uh and the parameters in there

140to focus on really are the $20 million and the bond shall not exceed 12% interest rate. Of course, your banker uh Stifl Nichols will tell you that the market is way under. We price bonds today at like four and a half%. But that's today's market. Who knows what it'll be next year. And then of course up to 20 years, which is the statutory maximum under Arizona law. Uh can go up for 20 years. And that's typically what most school districts do. Uh the name of the game really is managing your tax rate. And Stiful is really good at that. And so they'll they'll they'll massage it, if you will, the various maturities over that 20-year period. So to do the least damage, if you will, to your tax rate. >> And that's where those uh

141tax rates came in the in the tables that I shared and amended after we did sit down and have a length meeting with with Stifel as well. >> And Jim, I have to apologize. We were on a a video conference earlier in the week, but your camera wasn't on, so I didn't I didn't uh put the name with the face and the role. Thank you so much for being >> I'm notorious for that. But yeah, and but I'm here tonight uh happily. So, um if there are any other questions on the resolution, it is our kind of standard form. Um you might question a couple things. We talk about uh a possible allmale ballot election. We're just preserving our flexibility if something happened at the legislature or uh whatever reason or with the federal government

142for that matter. Um, but again, this is our standard form. We have you setting uh the deadline for uh the receipt of procon statements by the county as August 7th. That's the county's deadline. You really don't have any input, but the statute says you have to say that. So, that's why we have you saying it. Uh, because this is a bond election we're addressing first. The board does not have the opportunity to submit a pro statement. You may do so as individuals, but not as a board. It's a different answer when we get to the override. The board is required to submit a pro statement. Oddly enough, that's just the way the statute works. >> Interesting. >> So, I'm sorry. >> Oh, I'm sorry. >> Oh, I was just thought that was an interesting fact.

143Thank you, >> Jim. If I'm I apologize if I'm remembering correctly on that point, the district though is is asked to submit wording for the for the information pamphlet regarding the bot. >> Yes. So, um assuming the board approves it tonight, our next step is to turn toward the voter information pamphlet. Uh you might recall every household in the district with a registered elector will get a voter information pamphlet that we draft. Uh both the district and the county and steeple will have input on. It's designed to be the kind of a one-stop shop to provide folks with election information. It tells folks what the district plans to use the bond proceeds for um over the over the three-year spending period of the bonds. um how much it's going to cost them with estimated tax

144rates and an estimated bond maturity schedule. So, it's all built into the pamphlet and plus the procon statements at the end of the pamphlet. Hopefully, few cons, hopefully lots of pros, but you know, that's up to voters how how they want to submit them. Uh but the takeaway on the procon statements, they are limited to 200 words no matter who submits them, whether it's from a board member or anyone. Um and uh also the voter information pamphlet is pretty much prescribed by statute. So we don't add a whole lot. There is a little bit of room. Uh we've seen some districts build in frequently asked questions to make it a little more user friendly. So it's not just, you know, five paragraphs in a row of text. Uh so we've seen that uh with some

145success, lots of bullet points, things of that nature. But we'll get to that if uh assuming you want to go forward. >> Okay. So based on what I'm hearing, we're approving both sets of language whether this is an all mail or inerson depending on what happens with >> Yeah. So basic good question. So basically the board is delegating to district administration to work with me and the county >> and then to conduct the election however the county is going to conduct the election. In theory you could do the election on your own. I don't think a school district has done that in many many years decades. So we all work with the county and fortunately you have a very good county. We work with Yavapai County every year >> for at least two or three

146school districts. It seems like uh last year it was the turn of the districts north of Mingus Mountain and they all did overrides successfully and this year it seems to be the districts south of Mingus Mountain that are looking at bond elections including you and possibly Humboldt and possibly Camp Verie and and maybe some others. So, um it's been a good environment lately in Yavapai County. So, we'll see. >> Okay. >> Um I would just want to bring out the table that Brian provided to all of us. um what we have worded in it at this current time is $20 million and the average it changes over the years. I don't know that everybody understands that. Um we have a sunsetting bond so it'll be a little different in the beginning and then it changes

147throughout time but it averages to be $25.60 for the average homeowner per year. That is an annual amount. Correct. >> Correct. That's for what we uh took a $650,000 market home and had I think it was a $360,000 limited assessed value. Um turned out to be that average over the what Steve >> did as the as the number of years for the bond. Correct. >> Can you tell us again, Brian, how much bonding capacity we have as a district? >> Once again, uh it's based upon the property value. Um, and so we could ask for a bond north of $400 million. So 436 I think it is based on last year's >> assessed value of our of the properties within Prescuit Unified. >> Yeah. And we see other districts doing certainly far more than 20

148million. You gave us rates though for 20 15 20 30 and 40. Uh 30 million being $39.85 85 cents a year and 40 million being 52.91 a year. I just want to like make sure our public is aware that they don't necessarily see what we see in this moment, you know, when we're thinking about it. >> Can you tell us what kind of impact $20 million can have and is that a significant enough impact compared to the >> I'm interested in this answer. This is that's an extremely loaded question. >> I like to set him up for some hard ones. If our state adequately funded education, then 20 million is probably adequate. Um it would be able to provide us stuff that um we have lists of, you know, a things that we need to

149do now versus, you know, all the way down to Z, which is last on the list. Um unfortunately, given that it's only seven or so years ago, nine years ago, that they started um bringing back the uh district additional assistance or capital funding. Um $20 million will get us through the next time we need to ask for a bond which may not last to just like the 2015 we will not pay that off until 2033. this one based on the projection schedule I think it what's the last year does it say that on that not >> 4748 >> yeah 4748 I think we whoever is administration at that time in the late 2030s are going to have to ask for a bond again >> it's just with prices with construction with with our buildings averaging

15080 years old and it's not like we're in a position to even ask the school facilities board for a new school. Um our costs are just going to keep on going. We finally are able to do you know have curriculum which we have a cycle for that. So everything coming to you in front with curriculum is going to probably be cyclical in five years the same curriculum other seven years. So so my answer is absolutely not. It's it's not a it's not sufficient. I think it's what we could get our voters to say yes to and um and our list has more things than probably what that 20 million would would get us. >> That was a really roundabout way of answering that question. >> It was very good. Thank you. >> Yeah. >> Anybody

151have anything they want to add to that? Are we still? >> So, just as one example, a point of comparison, you've seen the list that we've shared with you of potential bond projects and how we said these are kind of a priorities and B priorities. I'm just looking at how many lines of A priorities we have. Oh my gosh, I think there's 48 different projects we've said if we have bond money, we have to do that. And one one of them, as an example, is new lights on the on the baseball field at Prescuit High School. That's one small area of one of our campuses. something that gets used periodically. Those lights will cost us the bid that we've got is for $981,000. That would be 5% of the entire bond would go to that.

152Is it going to spread around to everything we need to do in the district? It it's absolutely not. I would agree with Brian, but you need to think in terms of what do we need and what's likely to pass or what's not likely to pass and balance those those things in your mind. >> That's what you've been talking about for a while. just I mean if you think $20 million um one GenEd bus will be 1% of that money >> and that's today's prices >> and you're aware that one of the buses we have on the road regularly has over a quarter of a million miles on it. >> We need to replace our buses. Now that's not common. That's not all of our buses, right? We got many buses that are newer than that.

153One of the buses that we press into service that's working okay, but it's not going to work okay forever. It it'll need to be replaced. So, what am I hearing you say tonight? Are we still happy with the 20? Are we thinking we might want to increase that? >> We all of our previous discussions have been pretty much based on a ceiling of 20. >> I like 20. And I like being able to go out and tell the community that we're still very conservative with their money. >> Absolutely. >> This is extremely conservative. It's their money and uh we can be confident in the fact that there's no waste in this district. >> I like 20 million. >> Stan, >> absolutely. >> Andy, >> I Yeah, I think this is I The thing I was

154going to say is like we we continue to butt up against this idea of, you know, not another dime until our test scores improve. >> I think this campaign right now for the rants and the people. >> I told my plants at home, I'm not going to water them again until they get greener. Well, >> once they get greener, then I'm going to start walking. >> On that note, you know, you don't ever hear that with road construction. Nobody says not a dime more until these roads are repaired. Well, you're not going to repair the roads without money. >> Um, it's it's just such a >> and it's it's similar to serious argument, >> Kelsey's Mississippi miracle thing going around. They put a ton of money. >> Well, and that's that's people don't know that.

155I would love to go for a higher amount because we need it, but the fact is it's just it's it's not a serious argument because there will never be test scores high enough for them to vote to increase taxes so that we can get the funding that we need. Um, so I'm okay with 20. I wish we could do more, but realistically I just don't think it's an it's an argument that's winnable. >> Jen, >> I agree. >> Okay. I reluctantly agree. >> For what is worse, since we have the press and some of the public here, our test scores are pretty good. We're we're in the top 20% in the entire state, despite of the fact they're starving us to death. So, if they stop starving us to death, we could probably do even

156better. But as is, we're all right. That that's a red herring argument in multiple respects. I agree. >> And that's why I say it's an unserious argument because there is no winning that argument. We we cannot have a good discussion about that because it's always going to be your test scores, your test scores, your test scores. When we can talk about the improvements we've made, our our class grading all on the system that they want us evaluated on is not up to their standards all of a sudden when we need additional money to pay our teachers to put the facilities in good order. So, it's it's a frustrating argument and I'm tired of having it, but we need to have this >> done. >> Yeah. And and you know, and and hopefully upon the the

157yes vote and you know, people will see what's on the list is adjust things to keep kids safe in an environment that they can thrive, keep up with technology because it's going to ever change. What we have now is not going to be the same in five years. And so, you know, it's kind of like, you know, Maslo's hierarchy of needs. It's really it's it's those basic things that we're trying to keep up and provide for our kids so they can learn to their potential. >> And in in all of our newly adopted curriculums, we're looking for a really rigorous curriculum and we're going that way. That's the way our teachers want to go that aligns to the standard. So, we're doing what we need to do. >> But when we pay for that, we

158can't pay for furniture. >> That's correct. >> We got to get some money for furniture. We need both. We do have a question. What happens if the bond doesn't get passed? >> We don't buy all these things. >> We try again later. >> Yeah, we'd have truly we don't have contingency money for the amount of techn even just technology. The amount of Chromebooks and Charts that need to be replaced just at the high school is beyond our budget. And and >> we don't have answers. >> I've heard people in the community say, "Why didn't you set aside the the money the state gave you for that?" The state didn't give us a dime for that. Not a dime for those things. That's why we didn't set it aside. This is this is the funding mechanism

159for that kind of thing. And if it doesn't doesn't happen, we just have to >> get by until we can ask again. And >> well, actually, Shay, I think the the best answer is is we will do absolutely our best that every student will not feel >> the pain >> that >> we're pretty good >> because that's what we're good. We're good at not showing the bleeding. And sometimes it's to our detriment because people think that we're just doing fine with what they're giving as second funded, lowest funded state in Arizona per pupil. So we we'll make it work because that's what we do. >> We'll make it so the kids don't feel we're in >> the kids always come first. That's how we are built. >> Everybody up at this table is built like

160that. The kids come first >> and we suffer the consequences. All right. Are we ready to vote, children? Yes. >> Yes. >> Okay. So, I'm going to read the whole thing again. 8B6. Do I have a motion to adopt a resolution ordering and calling a special bond election to be held in and for the district and authorizing the chief financial officer to comply with certain sections of the Internal Revenue Code? >> I will make that motion. >> Do I have a second? >> Second. >> All those in favor say I. >> I. I. >> Any opposed? And that passes by 50. Good job, guys. >> So, and just to clarify, the figure said at $20 million as is in this template. >> That is in here, right? >> Great. >> All right. on and onward

161and upward 8B7. We need to consider adopting a resolution ordering and calling a special budget override election to be held in and for the district and declaring the deadline for submitting arguments for and against the election to the Yavapai County School Superintendent by August the 7th, 2026 at 5:00 pm. Any discussion on this one? And we're looking at the language is 7%. I believe >> the template that we've provided you is 7%. Again, that amount is completely up to you. You're not that's not predetermined. >> We have the numbers on that. >> And the only thing I would add to that is that the maximum under state law is 15%. As you probably know, um most districts are at 15%. Um so 7% is an unusual number from my perspective, but certainly legal. >> Um

162and again, it's all it's all about the tax rate. Um the math works however you do it. you know, whether it's 7% or we my my point is it's good for 5 years it's 7% and then it phases down. So the math is in here uh in that second recital will show you what the phase down looks like. Uh but when you're starting at seven the phase down gets pretty small by by year seven. So but that's entirely you know up to you what number you want to choose. Uh we have seen odd numbers if you will like 7% before. It's just not that common. >> And we did a 4.66% in 2015. That was really odd, >> but it passed. So, and and the year before we had done eight. >> Yes. Right. >>

163In 2020, they upped it. >> I mean, in 2013, we did eight, I believe, and it did not pass. So, then we went with 4.66 in 2015. >> Yeah. The whole point of the 4.66 and 15 million in 2015 was to have the exact same tax rate as the sunsetting bond that was uh from 2000. So, >> that's where the odd number came from. And you had talked conceptually about if you if you do go for 7% which again is up to you. 5% of that toward staff salaries all staff I think is some of the conversation that you've had. Again you can completely go a different direction if you'd like and then 2% of that allocated to each school on a basically a pro per ADM basis to bring down class sizes. we'd have

164enough for roughly two teachers worth, two full-time equivalent uh positions at the high school and one at each of the other schools with a little less at the smaller schools, Lincoln and and whatnot to to again if we've got very large biology classes this year and large sped classes, Adam could say great, that's where I'm going to allocate it this year. I'm going to hire another biology teacher, another sped teacher, etc. If third grade at Taylor Hicks is actually going to be larger than usual, which I don't know that it will be, but if it were actually going to be larger, Kevin Hilton could say that's where we need to hire another teacher and that would be built in with that 2% if you choose to allocate it that way. >> Is that spelled out

165in this tech in this resolution? Is that is it that detailed as to what we how the 7% will be broken down within our budget? >> No, not within the resolution. Um when we get to the voter information pamphlet um there's a table uh where we're required to disclose the expected use in the first year of the override proceeds. >> Okay. Is that something you see regularly is that the uh the raise is is incrementally less so that you have opportunity to reduce class sizes and other in other ways and make sure we're >> Yeah, that's what I tend to see. Absolutely. And what I also tend to see in the pamphlet is um and this is a fairly recent development. I would say over the past 10 years or so, a district will often

166make the factual statement because within the pamphlet it is factual only, not opinions. Um you you could factually describe what the impact of not getting this override through. So what might be on the chopping block, so to speak, if the override doesn't pass. >> Uh yeah, districts have been doing that uh without challenge uh lately. But again, it's got to be factual. Um, and it's got to be what the expected cuts could or would be. So, um, district administration can consider that. Uh, but we've seen it quite a bit, you know, as the budget gets more challenging, you know, statewide. >> Mhm. Well, and I appreciate the governing board's thought process with the 7% with the essentially a 4.97% raise from the 7% override only because we have seen our community not do a continuation

167in five years. And essentially, if we did do the 15 and win all the raises >> in five years, we would have to come up with onethird of that money generated every year for three years before it went to nothing. And without staff pay cuts, I don't know how we would do that. >> Yeah, it's hard enough not to get a decent pay raise, but we've talked about this before. A pay cut would >> be devastating. >> Really, really difficult scenario, which to, you know, retain our best teachers. >> A lot of staff would not even have been here when we when the vote happened. They were new hires and then all of a sudden, oh, by the way, next year you came into the district and you have to take a 10% pay cut,

168>> right? Yeah, there were a lot of us that were here when we had the >> this froze for what was it? Eight years. >> Eight years froze. >> Yeah. >> Except for one for teachers and one per class. >> Yep. >> Any more >> favor the seven% >> stand seven? >> Absolutely. Seven seven. All right. I think I would just want to since I said it in the bond side, I want to make sure it's mentioned that it's a $53 impact to our our tax impact on the average home impress. >> Correct. >> And and that'll be made clear in the voter information pamphlet. There's a whole schedule uh that tells the voter uh what the impact is on the average residential uh single f single family property, commercial, industrial, agricultural, all the different

169uses and we can assign different amounts. The statute is has particular amounts we have to have, but we can have other amounts in there as well. Uh we often include the average and we also uh include 100,000 uh just to make the math easy for folks, right? So there are different ways to do it, but um we make it clear what the what the estimated uh tax impact will be. Just a couple of other things I'll mention on the form of the ballot attached as exhibit A, you'll see in big bold letters, budget increase, yes, budget increase, no. And that's what the voters going to see that that increase because that's required by statute. My point is that if if this is successful in November and we come back to you in four or five

170years down the road before it starts phasing down, you won't have that word increase on your ballot four or five years down the road. You'll say budget continuation >> and that could be read differently by the voter perhaps more favorably that we're just continuing an existing override. So just most districts do it that way. They'll go back to their voters every four or five years. They never want to get near a phase down and but lots of districts have uh voters electorate who approve everything they put in front of them. So I understand all all districts are different. So but just consider that in the timing you if you if possible you'd like to avoid having to use the word increase in the future. >> Yeah. >> Well, and I think if if our fiveyear

171hadn't been 2020, we very well may have had a lot more success than we did with it being the 2020 election and co and all that was going on. >> That said increase. I mean, it did say increase. It did not say continuation, which >> Oh, ours did say increase. >> It did because they increased from 4.66 to 8%. So, it was not a continuation. It was an increase. >> It was a tough year anyway. I don't know that anything would have gotten by. >> It's a different time. And this >> and I think we have a much better um we've seen our our voters supporting education more in recent years than we than we used to. I believe >> and I have so many positive conversations within our community that I think we're all

172believers that our community can do this. So, >> I think I agree. I think the 7% is the way to go. Um, and making sure people, you know, we just have to make sure people understand that it could have been 15, right? You know, we could be asking for a lot and we're trying to be very mindful of our taxpayers dollars. Yeah, I I think that's an important point. You know, watching what happened last year with the other side of the mountain in those districts, they were very deliberate about their numbers. They didn't ask for extort um you know, extra on top of it. Um and I think that really resonated with the voters and we want to do the same here. So, we're learning lessons from you know, adjacent districts as well. So, well

173said. >> Yeah. Yeah. And there there could be room if if you want to do that um in the pamphlet to even mention the statutory max is 15. You know, you're only going for seven. That's factual. So, you know, just consider, you know, you you can make that. I've not seen that argument made, but you know, I wouldn't call it an argument. It's just what the statute says. Right. >> So, we could consider saying that. >> And you mentioned that we as a board will h will are required to submit a pro statement for the override portion. Are we as board members also allowed to individually on the override as well? >> Question. You you you may as individual citizens, as voters within the district, just like anyone else under the same terms. There is

174a limit though. There's only 10 prostatements uh and up to 10 constants that will be in the pamphlet. You as a board get the very first one. Um and we'll be back to you with a very short resolution approving that uh by the county's August 7th deadline. But you as individuals may do so as well. um just as long as you're not using district resources to do that. You're using your own time, your own postage, your own uh email, what have you. Uh so no district fingerprints on it at all. That's a statute 15511 where we can't use district resources to influence an election. So you're doing so, but you may use your board title uh if you want. Uh that's perfectly fair game. Uh the same rules for district administration, they can do the

175same. Um so as well as local politicians, we often see that with some success. uh if the mayor or a supervisor or a legislator for that matter want to submit on behalf of the district, we we often see that on the pro side. >> Are we limited in the same way on the bond with 10 and 10? >> Yeah. Again, it's a quirk of a statute. Um there is no limit on the on the bond side. So, >> what a weird world you live in. I don't even know. >> They weren't drafting those two 15491 and 15481 at the same time. Uh we've submitted that comment to them to fix it and it hasn't been fixed. Interesting. >> Is it the Is it the first 10 or how how >> Yeah, technically it's the first

17610 that gets submitted to the county. So, it is a bit of a race. >> Um but you as a board on the override side will get the first one. >> Okay. Thank you. >> Sure. >> As a board, but and they're one of the >> and you are one of the 10. >> Right. And and it may not be as strategically wise to have our voice heard again if there's nine other supporters in our community that will come forward. Right. I mean, let's hear from other also pro >> statements versus taking all of those spots for when we already get the first spot with our voice. >> Yeah. >> Is there a way though to I mean, you'd hate to leave one of those spots and have a poor, you know, poor statement. You

177know what I'm saying? Like, do we do we help try to manufacture that by getting people with with titles or can you not do that? >> Well, uh, good question. not as a board uh but as individual citizens um you can uh but again you're not doing it as as a as a as a board. We have seen cases where board uh members run the pack uh for example. I'm not recommending that but we've seen it done successfully because the the the statute as well as the attorney general's guidelines from uh 2004 make it clear that this board does not lose its civil liberties. You guys have the same liberties as anyone else to engage in political activities as long as you're not using district resources, >> right? >> You can do like a Black

178Friday thing where you camp out outside of the county office >> and you just turn them >> and then just, you know, got nine people that are pack chosen, >> right? >> Tournament. >> When we when I was on the pack in 2015, we were very strategic about pro statements. I don't think I knew that we were limited to 10. I don't remember that from then. >> Well, the county will police it. you know, it's Yeah, it's in the statute. So, the county will just cut it off at some point. I I've heard I haven't heard of Yavapai County. I've heard from some counties. >> Uh there there have been some efforts at larger districts where the pro statements all look the same. It's just one that someone drafts and then circulates and then a

179bunch of people submit the same exact one. At some point, the county stops putting that one in the panel because it's the same one. So, they have some discretion and they also have discretion to police them for uh factually inaccurate statements. That was a fairly recent change because there was some stuff down in the valley where folks were making sarcastic statements and >> they didn't know how to read it. But now they can be more assertive and the statute requires them to uh police uh non-factual and they'll actually have an engagement with the whoever authored the pro or con. Usually it's on the con side. Um, and have some discourse about how it might change. >> Nice. >> And our county office was excellent at that in the 2020 getting factual information from statements that

180were were submitted. >> Yeah, that's wonderful. So, just really quickly, if Brian, you have these figures again for a $650,000 home, if we go with a $20 million bond, if somebody approves that and they approve the 7% override, what's the total amount of tax increase that people are are looking at? I think it's also important for people to >> It's right around 76, $77, $78 just $79. >> Okay. Super. And this is the assessed value, not Zillow's price. >> No, that's that's a market value. That's a market value. >> And it's 10% of that limited assessed value. So >> that's what people would be taxed on. Yes. Yeah. >> For a a 360ome,000 limited assessed value house, which is right around in the 600,000 market value. >> So that's a figure that's of note to

181me as I'm thinking of talking points. Another one is we've we've mentioned earlier the the override ask is less than half of what you're statutoily allowed to ask for. The bond ask is less than 9% of what you're statutoily allowed to ask for. You are coming in really skinny and really conservative. There's a lot of conservative people in this community and hopefully they'll appreciate that and support what you're doing rather than rejecting. Any more comments? All right, I'm going to read this whole thing as it's written. B7. Do I have a motion to adopt a resolution ordering and calling a special budget override election to be held in and for the district and declaring the deadline for submitted artic arguments for and against the election to the Yavapai County School Superintendent as August 7th, 2026

182at 5:00 p. Ma'am, >> I'll make that motion. >> I'll second. >> All those in favor say I. >> I. >> Any nays? And the motion passes 50. >> Do we need to make a mention that we agreed on 7%. >> That's what's in the >> that's in the template, but yeah, it's worth clarifying that verbally as well. >> We should probably Yes. >> Do I need to restate that? >> No, because it's in the verbage. >> I think it's clear it's in the resolution. If you want to change it, you would have needed to be very clear that you're changing it. >> Thank you so much for coming and for making the trip here and it was very helpful. >> Oh yeah. Yeah. My pleasure. My my editorial I go to a lot of

183schoolboard meetings. This is one of the most collegial groups I have seen. It helps to get out of the valley for sure. But this really good for lots of reasons. >> Well, and we're sorry we almost threw you out of the meeting earlier. >> I shouldn't have put in the bouncer. I I was in another I was in your lobby taking another board meeting in uh on my laptop. So that's why I couldn't come in early and say hi. So yes, but it was good to be here tonight. When I was here about 10 years ago, you had a bond framed in the lobby at your office west of here. I don't know if that bond has made it over here. It was from 1906. >> We had it upstairs. >> You've got it upstairs.

184Okay. Because I have a photo of it. I just love it. It's before statehood. So that's awesome. >> And it was good, I think. Right. >> $1,000. Exactly. with $60 authorized dams, little coupons on them. Yeah. Yeah. >> Oh, that's so cool. >> All right. >> Well, thank you. >> Thank you for coming. >> Thank you so much for coming. Travel safely back to the valley. >> Hey, Jane. Can I just say given this is my 22nd year as administrator in this district, I just thank you. It is a privilege working for a governing board that believes in what we do and our community so much that you guys just did what you did for our staff, for our students, and for our community. So, thank you. You know, it reminds me of what we

185that the kids from Launchpad said. It's that communication with each other and discourse and it doesn't necessarily always lead to consensus on the board, but it's conenial. We get along with each other and we submit different opinions and we always manage to to come up with the I think the right decision and it's refreshing. >> You have different things. So much better. >> Yeah. Thank you to you guys. Seriously. >> Right. So much better. Right. >> It's better together. >> Yeah. >> And it's with the right with the right people together, which we >> He's a happy Michigan man. >> He is. >> Yes. Go Michigan. >> He's going to be happy for like a week after that game last night. >> Said at the at the last special meeting that we had, I think

186just keeps resonating with me is we have to do what's right for our students. >> That's right. and that, >> you know, no matter what we think of the numbers or anything like that, we have to think of what's best for them first. >> And I think we're trying to do that. I think we're on board with that. It's it's truly amazing. >> Yeah. >> All right. >> Now, the hard work begins. >> Yeah. >> Information and discussion items. Mr. Moore, the summary report >> As presented. It's good enough for me. >> That good enough for you guys? Do I do I have to do we have to have a motion for that? >> No, I just think so. It's just a discussion item. All right. Do we have any ideas for future agenda items

187that you would like to see? Um I'm always in favor of kids. You know, I don't know if we could ever do an AP things somehow where we have a presentation of what we offer in this district and what sort of students we're >> the kids are going to sit up here like I'm studying. I'm studying. >> Might not be able to come. I'm not sure people are aware of how many AP classes we even offer in this district. >> Right. >> 13. >> I don't know. Yeah, we know that. But do does everybody else know that? >> I don't know. I don't know. >> Is that what you like? Would you like >> I don't know. Would anybody else consider that interesting? >> I think kind of the AP or gifted all that, you

188know, that what do we, you know, what do we have going on? That would be something. I can't um volunteer my own child because he would kill me. But I think if anyone wanted to come and share what their experience was traveling to Spain, >> I think when we can highlight opportunities like that, >> um I was in office and I said he was going to Spain with school and one of the workers there is a PHS grad and she's like, "Uh, we went to Charlotte Hall Museum and what's happening that he's going to Spain?" It was just very great. But we afford them amazing opportunities through our district that I think is pretty spectacular. Again, I'm not sure my child would ever be willing to actually >> get up and speak. However, oh, he

189would do a fabulous job, but his willingness may not be there. >> Okay. Um 83 meeting dates. Our next regular study and voting session is on Tuesday, May 5th at 5:00 pm. We'll have a Do we have a No, we're done. We are done with >> We are done with the with the trust. Okay. >> We'll have to go to to vote on it. >> All right. With the study session. >> All right. Study sessions are done. So, we're set for May 2nd at 5:00 p.m. There is a professional development day on Monday, May the 4th, the day before our meeting for half day for students. Anything else? For the good of the order, we are adjourned and it's only 8 o'clock. Brett