PUSD Governing Board Meeting - November 4, 2025

001I'll have to get Dave, are we good? Dave, we good. Thanks. I'd like to welcome everybody uh here and thanks for being early. But so five o'clock we do a book study on the board. So you get to listen in on the book study. That's exactly right. Yeah. Hey, Chris, good to see you. All right, so we'll get rolling. Okay, great. Thank you, President Golagoski. Appreciate that. And those we've got a lot of folks here that are are here as guests this evening, whatnot. We really appreciate our our familiar faces and our faces who are here maybe for the first time. We'll try to go through this really quick and then like Stan says, at 5:15, we'll get rolling on the main important part of the meeting. So, we go we're we've been going through

002this book, which is about being a good school board member. It has a kind of a funky name, how not to be a terrible school board member, right? And so it's got these scenarios, I don't know, there's 30 of them or something like that of things that a hypothetical school board member did that maybe not such a great idea. What could they have done better? And so we're looking at chapters or terrible habits, right? Number 19 and and 20 tonight. Is that right? Yep. Did I get those right? Okay, good. Um terrible habit number 19 is confide in a reporter. So they're obviously suggesting that's not a good plan. What what should we do instead? Who can who can maybe summarize the scenario for us? I'll do it. Um, so school board member's name is

003Richard and they had school board meeting the night before and they had talked about extending the kindergarten day and Shirley Sherman calls him while he's on his lunch at work from the Tri City News and she's really just looking for a sound bite, something something that'll make her article pop. And so she kind of he he's busy. He doesn't really have time, but he he she asks some questions and she pushes him and and uh he finally says something about um the price projections were screwy and but it was really kind of a short brief comment and on the next day on the front page it says superintendent's plan called screwy and anyway it was it was Just make sure that never happens here, please. I'm looking for a way to to insert that somewhere,

004but not career person isn't here because I was going to give her a good sound, but she I think she does. Yeah, she she's often covering other things conference. She I know she always watches these afterwards, so let's let's let's be thoughtful about what we say. Um no, that's great. Really good summary. And um then it gives some options of what this person might have done a little bit better, right? Uh warn the reporter. You're in your noisy cafeteria at work. You're a little unfocused, so your answers might not be up to par. Just say that and then go ahead with the the phone interview anyway. Number two, before you hang up, say, "Oh, by the way, I was speaking off the record." Okay, that's number two. Option number three, um try really hard to

005focus and answer the reporter's questions. That's kind of what this person did here in the first place. Number whatever four I guess listen to the reporter's questions but insist I got to call you back later. I gota have some time to process. And and number five don't even answer the call. You know it's a reporter from the courier or from the Tri City News or whatever. Avoid that one. So what did what did the book suggest is the best uh approach and why are the other ones not ideal I guess would be the next phase of the discussion. Don't answer the phone call. No, [laughter] but I don't think it was. It definitely was listen to the reporter, but really the noise the noisy room was part of the the scenario as well. Yeah. Um,

006but I think it's really more to be thoughtful on what you're going to say. And when you're distracted, you may not have and you're surprised, you may not have the the right answer. So, just kind of collect your, you know, thoughts as more of of what the the best option was. um and then you know answer where you may not you know one you may think you're answering really well and this scenario says hey they're going to pull whatever information kind of highlights or maybe sensationalizes the article. So, um, you just have to be real thoughtful in in what you're saying. And also, don't don't consider yourself a pal or chum with a reporter because, you know, it may not be the same angle that's that you're presenting. That's great. The um, one line I

007underlined was conflict is always a good story line, which I thought is very true. You have to be careful when you're talking to a reporter that you're not creating conflict between you and the other board members in particular. And I thought that was probably not the best way to handle it. Good good thought. Anything from the other options, the the ones they said are not ideal that stood out to anybody else? What What about saying, you know what, I'd like this off the record. That's never gonna happen anyway. [laughter] Everything's on the record. Yeah. Well, fair enough. And and this this suggests I think I mean the way it's supposed to work ethically with journalists is if you if you establish that upfront it's they can use the information but they're not supposed to attribute

008it to you. But how how a reporter goes about that you never really have control over that. And I think that's even if you're speaking to constituents or reporters or colleagues you always have to be very clear that if you're you are talking as an individual board member you are one out of five and it's your opinion. It's not the opinion of the entire board. So, you have to be really careful with that or the district, right? You need to be careful that you make that connection that I'm speaking to you as B, not necessarily for the Okay, good. Which is kind of the off the record, but a little bit different. Did this scenario suggest that you shouldn't be speaking with the press? No. No, absolutely not. I I would endorse that. I think

009if if you know if you have a reporter that gets with you on something, as long as you do the things you've just talked about, which is, you know, make make clear that that here's my personal opinion, I don't have any problem with that. We've had board members in the past and I'd be a little worried about what they'd say, but I I have full confidence in this group to to share things that reflect well on the district and on yourself individually. And and you're right, you don't want to speak for the district unless unless the board has asked you to do that, right? you've asked me to do that and and we sometimes, you know, have a designate on something to write something up on behalf of the board, a first draft or that

010kind of thing. That's certainly appropriate. But okay, I I will say this, um, we get pinged by the news media periodically. Was it last week? Last week, I spoke with 60 Minutes and and I we regularly get calls from the courier for things and whatnot. I don't know how 60 Minutes is going to, you know, spin things or whatnot, but but the Courier has been really pretty good over the years. I I have a high degree of confidence in them to not just try to sensationalize things, right? I don't this this scenario kind of uh presented a situation where it looked like the reporters kind of, like you said, out to get a little sound bite and make it make it pop off the paper, whatnot. Occasionally, we'll get a headline that doesn't seem to

011match real well with the content of the article. We'll go, "What the heck?" Uh but the the content of the articles is generally pretty good. They generally do a good job reporting what's going on and fortunately we've got good things going on. So we're we're we're we're fortunate to have that kind of news media in town in my opinion. Any other thoughts about this one? You know, one thing that I've learned over time just especially being on the board is I when they ask questions, I feel like I always provide a lot of information and they take a [snorts] fraction of it. That's the thing. That's for sure. I mean, case in point, went to the Halloween um uh parade down at the courthouse. Had all these great things to say. And what did they

012take out of it? My wife was also did the the parade [laughter] when she was a girl and that was it. But I had all these other profound things to say. That might have been the most important thing though. It is actually. [clears throat and laughter] No, that's I I have found that absolutely the same how they distill everything they hear down to, you know, what's going to fit in their article. That's that's a a real skill, but sometimes you feel like I just devoted 40 minutes to that. [laughter] One sentence. Oh, I hear you. Good. Okay. Do we want to move on to the next one? Is that all right? Okay. Terrible habit number 20. Garner public support. Now, that doesn't sound like on the surface of it a bad idea. Who can share

013this scenario with us? You want to do it? Go ahead. Anybody want to do it? This had to do with a board member who wanted to support a plan for an afterchool arts program at a school and he wanted to pilot at one particular school and he had a blog. This board member had his own blog and when he that's Chris Stapleton on my phone. Sorry. Oh wow. Okay, [laughter] that sounds pretty good. I'll go on. Just ignore him. He's pretty smooth. Sorry. that's a bad thing. So he on his blog, not only did he say why he wanted the community, his constituents to vote his way, but he also gave them pointers of what to do when he came to the board meeting. And he also mentioned by name the board members that were

014not in favor of what he was promoting and that he gave them bites. I thought he gave his people bites to come come to the school board meeting at 7 o'clock be ready to talk about these particular points and I just thought that was totally uncalled for. So is that kind of what it was about? I'll turn Chris off right now. One one other salient point I thought it brought up was that this person had tried to make their website look kind of official like it was it was u sort of um sharing information on behalf of the district and not you know this is this is Andy Frier's personal website with his personal opinion his family you know etc. We've we've had a scenario in the past where we had a previous board member

015came up with a website and used the district logo and and whatnot and it it kind of wandered into this territory maybe a little bit. So, okay, good. So, it it obviously said that's not a great idea. And so, the options it gave were don't blog at all, close down your website, uh clarify your websites provided by you rather than the school district, and provide clear links, clear links, excuse me, to the school district's official websites. U lots of options here. be less heavy-handed in your blog, invite comments on your blog, or just keep on doing what you're doing. You have free speech rights that no one can take away. There there's some truth to or, you know, merit to each of these. It was suggesting which one is the best option. Number three, which

016was again what? Yeah. Clarify your website that it's provided by you rather than the district. I think that the caveat to that though is we all have to be careful that we're not using official district yeah um logos or making it look official. You know, we can we can certainly have a website that talks about what we believe in and and all of that, but it it should not be linked in any way to the school district or Yeah. If you start off by saying as a member of the Pres Unified School District School Board Yeah. I want to share the following with you. That's a little different than There's some thoughts I have. Right. Okay. Great. Yeah. And you're right, Jane. The approach that you took with kind of lobbying against your fellow board

017members, that's that's pretty rough. It was It wasn't importantly, it wasn't suggesting close down your website, you shouldn't be doing that at all. Not at all. Nothing wrong with that. Communication with people is great, and that's one way that people communicate really well these days. But they said a lot here about not just one-way communication, but two-way communication, right? Any other thoughts or ideas about this one that we should To me, one of the most important points was this board member was going into the board with his mind made up already. He the it hadn't even come up yet for discussion and and he already knows exactly how he's going to vote and he's and he's getting people to sharing that with the public. Right. Yeah. We we uh you know, we need to come

018into the board meeting willing to listen to another point of view and and then make a decision. Right. And this was suggesting that there there's some ethical questions around taking the approach that you just described there, right? having your mind made up, sharing with people in advance. There there's some language in uh state laws around public meetings that suggest that if if you're sharing how you're going to vote on something before you're even listening to the the arguments and voting and whatnot, you're wandering into some real gray area as far as the way that the public meeting process is supposed to work. So, yeah, great great point, Brad. I appreciate that. Anything else? Okay, great. Next, next couple of ones that we'll do next month. Let's see. Sign a petition and ignore minor conflicts of

019interest. So, we'll see what's uh what's a bad idea about those. Great. Thanks you guys. Well, thanks everybody. We will start promptly at 5:15. So, if you need to go drink um can tune in and then we start at at 5:15. Thank you. November 4th uh PUSD regular governing board meeting. We're going to start off by doing the pledge of allegiance. So Shay, would you uh lead us? Yes. 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. Thanks, Shay. Thank you. You bet. [laughter] All right. Item 3A. um consider approving the agenda. Has everybody got a chance to look at the agenda? We'll take a motion to approve the agenda. I'll make that

020motion. Motion. Do we have a second? Is it all right if I mention about chairs really quick? Oh, yeah. Yeah. If if you've just arrived in your in the lobby and whatnot, we've got a couple of presentations and a good handful of us are probably everybody's welcome to stay the whole time, but probably most of you would be bored to tears if you stayed the whole time. So within about 10 minutes we're going to have a lot of shifting and there'll be places to sit etc. So don't rest assured we're not anticipating people will stand the whole time. [cough and clears throat] So go ahead. I'm sorry. Great. All right. We have a motion to second. All in favor? I. Any opposed? Hearing none. Item 4 A. Um consider approving the minutes from the study

021session, book study and regular study and voting session meeting from October 14th, 2025. Can we get a motion? I will make that motion. Motion. Do we have a second? Second. Motion second. All in favor say I. I. Any opposed? Hearing none. Item five, uh 5A, challenge coin presentation for the PSD facilities grounds department. Um so I ask that uh our department, it looks like we have all Do we have all 17 of uh everybody here? Chris, we got most. Holy moly. All right. Well, we just first we want to thank you. You know, our our average uh age of our facilities is 77 years old and somehow you guys keep us afloat. [laughter] It's amazing. [applause] You know, Chris, it's not gone unnoticed that you really have created an amazing team. um you know the

022the your team has you know they have skills and trades behind them. It's not just you. They came to the table able to do multiple things. Fix HVACs, um take care of the grounds, uh look at anything that breaks within our facilities. And it's tremendous. You know, from the plumbing through, you know, all the pipes that we have to the walls to the roof, um you know, anything can go wrong and it does. And you guys are out there. You guys are out there early in the morning putting salt out, whatever, keeping us all safe and our kids safe. So, it's just more than than you guys cut turning a wrench. You guys really care about the facilities and you care about PUSD and you care care about this community. So, we just want to

023say thank you. So, we have some coins here. These are our challenge coins. It's from the governing board and I'll ask some of the board members to kind of go around and we just like to shake your hand as we're presenting those. So, thank you. So, if you're part of the uh facilities team, would you stand up and then we'll uh we'd like to shake your hand. How are you? Yes, sir. Fantastic. We want to get a group picture outside. Did everybody get a coin? B Prescuit Mile High Middle School student update. We've got Tama Tommy Harasa and uh Grayson Tetralt. Welcome fellas. You're not on the grid iron field. That's the last time I've seen both of you together. Wow. That's awesome. The floor is yours, guys. Okay. Good evening, everyone. We'd like to

024thank you for coming to listen to our presentation today. My name is Thomas Sarasa, and this is my peer as well as my fellow seventh grader, Grayson Tetra. And today, we will be informing you about how our days go at Mile High Middle School, as well as the many extracurricular activities that Mile High has to offer. I think one of the best parts about Mile High are the exploratories. The exploratories that I take are Spanish and peer tutor. In Spanish, students can learn a new language and they also have the opportunity to decide if they want to take it in high school. The Spanish teacher, Miss Goldson, teaches Spanish in a different way by speaking the language and having you pick up on it just like you did with your first language when you were

025a baby. In Spanish, we learn to read, write, interpret, and even speak Spanish. This is different from traditional Spanish courses because it's not requiring you to look at a translation sheet and memorize the language. Tommy and I both take peer tutor. Peer tutor is a a course where we learn to better communicate with our peers and we help other kids do things that they can't do on their own. There are als there are also many other exploratories like art, STEM, band, PE, choir, life skills and broadcasting. Besides exploratories, there are also other traditional courses like algebra, speaking and listening, language arts, social studies, science, and many other math classes. Of these classes, I currently take algebra, speaking and listening, and language arts. In speaking and listening, we make many presentations and we do Socratic seminars,

026which is a different method of teaching that requires students to teach each other through discussion. Speaking and listening also teaches students to become great presenters and speakers and it helps them speak in front of large crowds just like what I'm doing right now. [laughter] We go over standards like citing text evidence and comparing and contrasting texts and we also do many of the other Arizona state standards. Tommy and I both take algebra as well. Algebra is a class where we learn to solve multi-step equations with variables, graphing variables, functions, exponents, and many other algebra state standards. I also take social studies. Social studies is a class where we learn about the Cold War, World War II, World War I, imperialism, governments, and age of enlightenment. We also learn about many other um uh standards for

027social studies. Um our teacher Mr. Fton is one is a very good teacher by he he gives us examples by uh modern day time. One of the many reasons to get good grades in these classes is because Mile has many sports to offer like flag football, basketball, wrestling, volleyball, cross country, mountain biking, cheerleading, and track and field. of these sports. Grayson and I both do flag football right now and we plan to do basketball in the winter. I do these sports because I have fun playing them, but I also think that they build great teamworking skills and leadership skills. Our coaches for our flag football team are old SRO officer Leven, our current SRO officer Gallons, and the Prescuit High School custodian, Coach Kareem. They don't have to do this coaching job, but they choose

028to do it because of they love the kids and they love the sport. So, they do it out of to get the enjoyment out of it. But if you have missing assignments or don't behave in class, then you could get put on probation or suspended for one game, which Miss Tess does a very good job on keeping an eye on. [laughter] You will not be allowed back onto the team until you get turn in those missing assignments or get out of trouble. There are also after school clubs that students can take like gardening club, chess club, interact club, and many other clubs that students can choose from. There's also a student council that helps make the mile high campus a better place. In student council, the teacher, Miss Winter, does a very good job at

029teaching kids how to run a school snack for after school sports, coming up with ideas for the assembly and spirit week. These are the many courses and extracurricular activities that Mile High has to offer. Thank you for your time and thank you for coming to listen to our presentation this evening. Is there any questions? I have one. Tell me a little bit more about peer tutoring. So peer tutors. So in that class we help with like the best kids who like like have teachers that help them with like their like some kids can't read and we help them with their reading. Some kids can't solve many math problems. So we help them with math and yeah excellent. So it's special needs kids that you that are your peers same age as you go in. You

030kind of help them to learn like you're learning. That's awesome. Are there any other questions? I I'm interested. Are you both seventh graders or eighth? Yes, seventh graders. Seventh graders. And you're taking algebra now? Yeah. Holy cow. So, the other question I had was I mean, you blew me away, but um algebra was like the worst subject for me in ninth grade in particular. So, I'm I really kudos to you for doing that. the Socratic seminars. Can you tell me a little bit more about that because that's a concept that I think is really unique and forward for middle schoolers to be looking at. I'm I'm just curious how that goes for you and what you think of it. So, it was invented by the Greek philosopher Socrates and it's a pro or it's a

031method of teaching where students are in a group and they speak to each other and they teach each other uh through a group discussion about a certain topic. Do you have an example? Yeah. Um, so in my teacher, Miss How's class, uh, we have a table and all the students sit at those this table and my teacher will have a topic beforehand that we discuss and so we will all have our notes and like evidence to back claims and then we all go around and we speak in a group. One that you've done so far. Yeah. Oh, we've done one on the effects of music and the good effects and bad effects of social media. And do you have to research that to come up with your own opinion and then you you defend your

032opinion with your with your peers? You research the topics beforehand and then about them in the seminar. That's awesome. Does your teacher tell you what to think about these things or does she give you the the tools to learn about it yourself and come up with your own opinions? Uh sometimes she helps us but most of the time she just gives us a reliable site and then we do the research on our own. Okay. Super cool. What do you guys do in your your STEM class? So, in like STEM, we uh we don't take it this year, but I've seen kids tell me about it and it's like kids in it will they're like making projects and like learning how like aerodynamics of like a paper airplane and like how to build a paper airplane

033to make it fly further than a normal one. Um, very great presentation. You both did great. I was just wondering either of you interested in running for the president of the United States. [laughter] No, too much. Well done. Yes. Very good. Hey, hey, gentlemen. I mean, you blew us away. Great presentation. You obviously did a lot of work. It's you're very comfortable up there. It shows you you obviously do this in class as well. So, I commend, you know, what we're doing in the school that that you're not just learning, you're standing up and you're presenting, showing that you you really do understand the subject matter. So, your delivery was amazing. You obviously spent a lot of time understanding and memorizing what you're going to say here tonight. So, it's not gone unnoticed. And we'd

034also like to present you guys with uh coins as well, if you don't mind. That's pretty nice. [applause] We'll play the video right now, boys. Hold on. Oh, okay. Okay. Thank you for your questions. Now, we have a video on how a middle schooler's day goes. Oh, fine. Nice. Welcome to Prescuit Mile High Middle School. This is a day in the life of a seventh grader. Oh my god. All right. Even if we're working on the whiteboard, he's still getting here. He's going to read to you about little girls, don't you? Kittens have to go to school. It's the law. It's also working. No, you're not. [laughter] Don't you bark at me. I knew you were my problem. There's also like Turn on flame. Look at this little bead. Hey, that's not nice. That was

035a really You want me to put on the How's this Megan doing? Wait, hold on. I need time. Go time. Go, go, go, go, go, go, go, go. Let's go. Good. Good read, mate. Thank you for checking out a day school. Hi. [laughter] [applause] Good. So, it's fun to see how proud the board members were. Super neat to see how proud parents were, but man, did you get a look at their teachers faces while they were presenting? That's fantastic. Way to go, teacher. [applause] [laughter] Thanks, fells. Great job, gentlemen. That was excellent. All right. Uh moving on to uh item 5C, early childhood education CTE update and uh Lucy Zbeic. Hi, I'm Lucy. I'm here to give a presentation on early childhood education 2 and we take this class at Discovery Gardens at Taylor Hicks.

036So I'm just going to give you some basic background about myself. My name is Lucy Zbeck. I'm a sophomore at Prescuit High School at PHS. I'm a 4.0 0 triple threat athlete in advanced classes. I'm in clubs such as S Club, Youth Alive, Interact Club, and Badger Buddies. This year, I was also selected to be in Salt, which has allowed me to work with even more kids in early education through MAP Force. My future plans, I aspired to get my doctorates in sports medicine to become an onfield sports medicine physician or get my bachelor's degree in education to teach at a Christian elementary school. Who is currently in the class with myself? It's me, Allison Bates, Lacy Draper, and Marley Hershey, who are all cheerleaders for PHS Spirit Line. Carolyn Westerman, who is a PHS

037golfer, Scarlett Rose, who mountain bikes for PHS, Jasmine Melia, and Taylor Reed. Our experiences together, we all took child development, or ECE1 as it's now called last year, which made us able and prepared to take this year's course, ECE2. So, I'm just going to talk a little bit. These are some of our kiddos at Discovery Gardens over at Taylor Hicks. You can see some of us in here. Marley's up in the top working with the toddlers on the box, which is kind of just helping them with some of their fine motor skills and working on just placing things and everything like that. You'll see a lot of pumpkins because this was taken during October. So, they were working on what makes a pumpkin. So, starting from the seed and growing to a full grown pumpkin

038that we actually got to carve with a lot of the kids. You'll see me in the middle there. We're pretending that the classroom's a swimming pool, working on that imaginary play and just allowing them to fully like express themselves in the classroom. You'll also see some of your outdoors events. So like they love their bikes, their little motorcycles they call them, and then slides and all the fun stuff that they enjoy with that connection to ECE1. I feel as though early childhood education one with Mrs. Halford prepared us for this class on a more cognitive level. This class we really spent a lot of time working ages 0 to five on how their brain's developing and what they're really looking at and how they're understanding things because it's more than just reading or talking with

039each person, but it's their brain developing and how they're really working with a peer or with an adult and how they understand things like that. Um, the best parts of my mornings at DG. I love I absolutely love all these kiddos and I love getting to work with them because at this age, you get to see how much a child can really grow. And like this is the most in my opinion, this is the most they'll sprout in like their whole lives because it's literally going from a 2-year-old in the toddler room who can barely form a sentence for you to a 5-year-old who is writing full sentences and able to explain their thinking to you. the worst parts of my morning. I think the hardest part is how little time I have with these

040kids that I am so deeply attached to. We have three weeks in each classroom worth of 45 minutes Monday through Thursday. So, we just get that selective time for that week and for those three weeks and then we move on to the next classroom and the next kids. But during this time, you really get to grow with each child. Like I know some of these kids life stories at this point and it's just really cool that I get to connect with them in such a way. My gratitude. I am so incredibly blessed and grateful that I got to be a part of the first year of ECE2. It has been a phenomenal experience and Mrs. Tenny has made that very enjoyable for all of us and the girls can all agree that we love this

041class and we love being able to work with these kids because a lot of us that's what we aspire to do when we grow up. Nice. And that is my presentation. Does anyone have any questions? On like Fridays when you guys aren't at these schools, what do you guys do? So Fridays, as many of you know, are short days. So we have about 30 minute class periods. We work with Mrs. Tenny at PHS and we get to go over more of like curriculum ideas. So we use the Discovery Gardens like their actual like curriculums and stuff like that. and we get to work on some of the stuff that a real teacher would look at as they're lesson planning or designing a classroom or things like that. Is the class one semester or do you

042will you do this all year? We will do this all year. Nice. Will you just keep circulating through the different classes? Uh yes, [laughter] I think so. We're also working on getting into Taylor Hicks because early childhood education is from preschool, which we're working with now, up until third grade. So we are trying to kind of adventure into those older classes. Nice. What about transportation? Did you get yourself to and from Taylor Hicks? So we get ourselves to Taylor Hicks just as if it was going to school and then we have a bus that transports us from Taylor Hicks to PHS and then once most of us are sophomores so once we can drive then we'll transport oursel. [cough and clears throat] What what comes after this step? If you wanted to continue as a

043junior or senior, are there classes for you? We've slightly talked about that about taking ECE2 again because as far as right now, ECE2 is the we just created this off of ECE1, right? But as of right now, ECE2 is as far as the class goes and you're hands-on with them. Like most of our CTE classes, it's a two-year course that they go through, but yeah, I mean, there's a possibility for sure, right? Yeah. Is there a is there an early childhood ed program through Yavapai College? Yes, I believe so. If I may, [laughter] so I clearly did not need to introduce my good friend here, Lucy. I've known this one since first grade. Um there is an MICTED program um through Yavapai College. It is primarily online and that's why we fought hard to get

044it double board approved at the mic TED level and then this board approved it two years ago. And Miss Bailey remind us it's one of how many CTE programs that we have based on Prescuit High School's campus? This would be I think 11 in addition to about 30 others that kids can take through the CTE district. Correct. Fantastic. Yep. So many. Well, Lucy, we thank you for the impact that you're making on, you know, especially the younger kids. So, one thing I learned through First Things First is over 90% of the child or our brains are developed before the age of five. So you're making a huge impact whether I know you know that but you know more so than these kids and these parents get to you know get to enjoy. Also you are

045on the flag football team. Is this correct? Yes sir. And you do play defense correct? Yes sir. And you were the reason that we beat Bradshaw the other night because you were the defensive spy that held him to 10 plus yards in the second half of that game. So Lucy, firsthand, she's a defensive juggernaut. So [laughter] well, and we would also like to present you with a coin for all that you're doing for our kids. Thanks. Great. [applause] Really quickly, I just wanted to say awesome job to both of our presenters, especially you boys. I know it's really difficult to come in a room with all adults and speak to all of them. And for you, Lucy, and for you two, I really encourage you guys to apply to be schoolboard representatives in the future.

046Nice. Yeah, great. [applause] What a treat. All right, we'll move on to item 5D, uh, Prescuit High School Quarterly athletics update. Missy Townsen. So, thank you for letting me come and um kind of give you a little update on fall sports, which are kind of wrapping up. We've got a couple of them in uh in the playoffs and ending their regular seasons just occurred and we've had a couple that have already made it through state. But really, I just wanted to um make this something where quarterly I come in and talk to you or actually three times come and talk to you after each season because I do think that it's important for the school board um to understand how important education based athletics is and the role that that plays at the high school

047level as well as the middle school and the other schools with their activities that they have. Um I'm very passionate about education based athletics. I want um our community to understand that what we do at the high school level is we do prepare students to win and you're going to see evidence of that in the presentation. But we're also working really hard to make sure that our student athletes leave Prescuit being better people from their experiences playing sport through character development, through lessons of doing hard things and recognizing that those complement each other really well and help prepare them for the future. So, um, just to kind of give you a little idea of how things are going and how they went for the fall season, we had 367 student athletes participate in a fall

048sport. We had 33 coaches. We had 10 programs, but if you break down to teams, that's 25 teams. There were 186 regular season games played, 89 home events that we hosted at Prescuit High School. [laughter] Um, there were 6,275 digital tickets sold for the fall season. That does not include cash sales. That's just digital tickets. And there were 512 season passes sold so far um for this school year. So you can see that we have a lot of people coming through Prescuit High School to come and watch these um events. It was kind of funny. I had uh one of the um the head guys, I don't even know what his title was from Sparklight come to me today. He's like, "Hey, I had one of my VPs come to the Bradshaw Prescuit football game

049last week." And he's like, he came up from Phoenix for some reason. I don't know who he knew, but he said, "We want to sponsor you guys." I was like, "Okay, let's make that happen." So, as soon as they came and see what we're about and what the facilities are like and what the crowds are like, they were like, "Oh, okay. We get it now." We had actually asked them for money earlier in the year and they kind of just dropped it and then all of a sudden they came back to us. So, we're excited. Just to give you um we're going to go through all 10 programs. So, bad mitten just finished their season on uh Friday night. Uh they finished the regular season 14-0. They were the section champions. They made it to

050the final four. We did have a state champion runnerup Abby Daniels. Um and then we had our state uh runnerup doubles Annabelle Courtney and Claire Long. Um an amazing program, really strong coach again came through. They lost in the last set in the third game by three points. It was down to that close and it was at the school that was competing. I feel like if we would have played that same match at Prescuit, I think we might have been able to squeeze that out. Um, cross country is heading into sectionals on Thursday. Um, and then they will be at the state meet down in Phoenix on November uh, 15th. So, we're wishing them luck this week. Uh, as you heard from Lucy, uh, our girls flag football team is continuing their domination that they

051had last year. They also just finished their regular season um, yesterday. What's today? Tuesday. Yesterday. Um, they're 12-0. Um they're currently ranked number one in our in our division. Um we will be hosting the first round of the state playoffs at Preskit on November 12th at 6:00. Um and because they uh won, they also are the Grand Canyon region champions for the second year in a row. Um so kudos [applause] to them. Uh football team uh struggled this year with injuries. They finished the season four and six. Um they played really well. hard-fought battle against Bradshaw last week. Um kind of got away in the fourth quarter after we continue to see more injuries go down. Um I wanted to quickly share um Brilan Johnson, one of our running backs for the football team, um

052had an amazing story and I'm calling him I already told him I your hands down going to be my can do male athlete of the year. Uh Brilen, if you guys don't know, is the national Bearback um high school rodeo champion. And um shortly after one of the games a couple of about a little over a month ago um he was at a Willox High School um rodeo and in the shoot his horse reared back and it broke his back um to the point where his spinal cord was shaped like this because the broken back was pushing on his spinal cord. He had emergency surgery um had the doctors miraculously were able to go in unsure if he was going to be able to walk again. um and they were able to put um basically

053his back back together with rods and pens and they told him within 3 to 6 months he's going to be back 100%. Um this young man was on the sidelines last week against Bradshaw cheering on his teammates walking has already made it through physical therapy where they're telling him he only needs doesn't even need to come every week. He can do it as needed. Um it's an amazing amazing story. He's an amazing young man and he's only a junior so he will be back hopefully next year not only rodeoing but playing football as well. So just a really neat story. It is crazy. [applause] Girls golf finished their season last week as well. They finished 10 and0. They were the section champions. Um they finished [clears throat] 13th as a state as a team for

054the state for girls golf for our um for our division. and Carolyn Westerman, who you heard her name earlier, she's part of the ECE, too. She qualified for state as the 12th seed and competed there last week. Um, kind of tough to compete against some of those country club schools, private schools that win uh all the state championships like Xavier College Prep. Um, but our teams are amazing and and go out there and compete, our boys and girls, which takes us to boys golf. They also qualified for state. Um they were also the 12th ranked team in division 2. Um this is the seventh consecutive year our boys golf team has qualified for state and previous to that we had very rarely qualified for state. If we did it was mostly as an individual, not

055as a team. So just really proud of that program. Um and every year we've had two or three of our boys golfers go on and play golf at the college level. Often being recruited to go play at Embry Riddle. We anticipate seeing several of these golfers that are seniors do the same thing. Our mountain bike team this weekend just finished. Um they finished fourth overall in division one. Um and we had two we had a state champion uh Bridget Farnsworth. She was state champion JV1. And then we had a state runner up uh with Laya Sawyer who is a freshman uh for girls. So really proud of that program. Again, continuing to grow in numbers. We have some some amazing support from our community. Um more coaches, volunteer coaches in this program probably than combined

056for all the volunteer coaches at the high school. Um which is amazing to see. Um but just really proud of how hard they work and the type of kids that we get to participate in this sport is just really cool to see. Our swim team is heading to the state tournament this weekend. Um we have seven individual athletes who qualified as as to um based off of their times and then we have six relay teams who qualified. So they will be representing uh Prescuit High School on Saturday with a handful of them. They do preliminaries on Friday and then the actual state meet will be on Saturday. Um we anticipate all of them making it to Saturday because of their current rankings. They're high enough that they'll be automatically doing that. So, and then girls

057volleyball who are getting ready to play here in a few minutes. Um, they are currently ranked number nine in the 4A with a record of 14 and three. They are playing a playin game tonight because they sat right at that bubble seat of having that that away game tonight. So, we are playing Walden Grove from Sorita um tonight. And when we win this game tonight, we will be playing Thursday night at the high seed game, which will most likely it will be um Cactus Shadows um on Thursday night at 6:00 down in the valley. So um really proud of the volleyball program and all the things that they've been doing. Um some tremendous student athletes playing in that program. If you haven't got to see a volleyball game, I encourage you to to to do

058that. I also included Spirit Line because they are one of our 10 varsity programs. And it's funny cuz when I first started I was like they don't compete at the state level and I was like asking people like what should I put on here for and then it was all of a sudden I had more things to say about spirit line than I did about all the other sports. But I want to just give them some pretty big kudos. They cheer at every single home football game for all the levels. They also traveled to all the varsity away games and cheer. Um they cheered at uh most of our FL home flag football games. um they perform a new routine each week that they that they um cheer at a at a game. So each

059time that during that week, they're spending that time um preparing routines to dance and entertain crowds at all of our halftime games, which they do a phenomenal job. If you haven't watched those, they're incredible. Um, we had three athletes, Allison Bates, Bridget Deort, and Phoebe Bugaran all attended a USA cheer college combine uh a couple of weeks ago and had a lot of college coach interest for them to come and cheer um in college. Uh they perform at both of our per our pep assemblies as well as the one we just had last week with that was on TV with CW7. Um and they did like a whole promo for us uh with the spirit line. And last month they also hosted a youth night where they had over about 90 youth cheerleaders at that

060game that they had cheering with them and um doing halftime shows. So they were partnering with the community that way as well. Just how proud I am of all of our programs. Um as you can see uh out of our 10 programs just a lot of success with these kids. And that doesn't come uh it comes with a lot of work on their part on the coach's part. Um, but really just this community support for athletics has been wonderful. Um, because these kids really are highlights and getting to hear them. These are my future student athlete leadership team members. I can already tell. Um, so I'm pretty excited to continue to see them coming up through the high school. Um, and just giving them more opportunities um, to showcase their talents is really what we're

061all about. So, just wanted to give you guys that update. And if you have any questions athletics wise, I'm I'm here until the next presentation. [cough] [applause] Thanks, Missy. All right, we're moving on to item 5e, AP test scores. Mr. Neely, can you beat that, Mr. Neely? [laughter] down. No, I mean, you want to talk about some tough acts to follow. Full picture of being a student in PUSD and PHS. I just love it. And I get to be a little part of that next um by showing you some of our data about our advanced placement courses. Um we're actually going to look at it over the last five years and I think it'll uh speak for itself. Let's put it that way. Um I did want you to have some insight into what we

062have to offer. Um we have had other AP course offerings along the way. Um, but these are the ones that we have consistently had. Um, the newest one being AP environmental biology. That one is just getting started this year. Um, and then we have plans to get AP physics back in the rotation very soon. But otherwise, you guys can see all those wonderful offerings that we have. Um, they really are available 9 through 12 in some cases, whatever it's worth. Some of them even to freshmen. We don't have a ton of freshmen taking them, but it does happen. Um what I really wanted to show you was just this first graph which is the percentage of total AP students who score a three or better. So for those of you uh you know these are

063national tests um that are taken. It's a score of one to five depending on um the mastery that the student shows in the content and we've done extremely well for years. You know I mean the last two years of 59% of our kids getting a three or better is something to be exceptionally proud of. This past year, we had 79% of our students who took tests take receive a three or better. Now, you probably look at me and go, "Well, that I'd assume we had less tech test takers." Nope. Um, we had way more test takers. So, here's what I want you to see. Um, you see the total AP students across the top. We had the largest that we've had throughout that stretch with students taking AP courses. Um the number of exams obviously

064co coincides with that meaning that 351 exams were taken. Um AP students with scores of three or better 182 of those um were able to go through and score a three or better. So you can see the progress. Um just something to be so proud of. It's just one of the examples of the growth that we've been making. Um, but I think this says so much about our amazing students and our amazing teachers who are putting in so much time and effort to make sure um that we find that success. And so 79% of these tests have the opportunity to receive college credit um for that AP test, not to mention what that looks like on a on a application for college or whatever it happens to be. Now, my presentation was not as fancy

065as Missy's and I was super jealous about [laughter] it. So instead you got a balloon question mark because I thought it was kind of funny. So um do you guys have any questions for me? I just have a comment. It's so so often we hear comments from the community about test scores. It's the the big deal for them as although all of us know that's such a minor part of a child's education in PUSD. When I see this and I say we have ammo now that we can actually use to show the community that we're not just test scores, but if you want to just look at our test scores, we are I would put these kids up against any school in the in the state. I think it's absolutely incredible that we have scores

066like that for our AP. So, I'm so proud of them. Our athlete, I bet a lot of our athletes are in this group as well. Absolutely. Adam, what do you what do you attribute that to? I there's so many different things they can do. Early college, they can, you know, there's there's early college, but there's also dual enrollment. I mean, there's other ways to get college credit. Why are these why is two over 230 students choosing to go the AP route when they could go the regular college route? What do you what do you think? Well, you know, I don't know that it's one outweighing the other. I'll be honest. You know, we have 30ome students involved in the early college program at Yavapai College. We have dual enrollment offerings all over our building. I

067think what it really states is just that we've been able to lift the level of expectations, the results, and these students are taking advantage of what we have to offer. I really think that it's related to consistency all the way through in our schools. um you know when you're looking at curriculum adoptions and standardsbased learning and these are pieces to the puzzle that are all part of the picture of each of our students finding their you know educational journey by the time they get to us and hopefully this type of success is an example is AP for every kid no but I will tell you that the motto of AP is that anyone who's interested in taking it can take it and again I think that says something special about the fact that we're finding

068a way to make sure these kids are successful and Again, I would just reiterate just amazing students and amazing teachers who are doing this work. Yeah, no doubt. I also think it's because there's so many different offerings now. You know, it we didn't used to have this many AP options and so kids can just find something they're really interested in and even if they're not maybe typically what would fit the box of an AP kid necessarily because they love it or they love the the instructor, many of them I I've had children choose AP gov because of the teacher, right? like I mean they choose because they're they like the subject matter, they like the teacher and they know it's going to be a good experience. But with that many offerings, it's really awesome how

069many more kids get to be involved. As someone who has taken both dual enrollment classes and AP classes, personally, I can say that I do prefer AP classes mostly because I think the teachers are amazing. For example, Mr. Tislock, Miss Holly, they're outstanding teachers. I think that they have amazing programs and honestly AP classes I feel like are more they seem like they're more doable versus an actual college class. Yes, college classes. For example, I took dual enrollment biology and I also took AP Lang last year and I just found AP Lang much more enjoyable. Honestly, I love dual enrollment biology, but I just loved the way that the class was set up for AP Lang and AP classes in general. Shay, you didn't think it was intimidating to go AP or is that kind

070of changed? Is that AP classes for me at least were never really intimidating but dual enrollment classes were definitely very intimidating [clears throat] for me. Yes. Wow. It's amazing. And I think you'd get a mix of feedback from that. Depending on the kid, depending on what their plans are, what their future looks like, what their interests are, they find different different scenarios for themselves. And again, that's our job, right? Just like you got to listen to Lucy and talk about an amazing CD pro. Those are all examples of what our job is, which is we provide something for everyone so that they can find their place, they can find success and you know we can move them on to whatever is next for them. Shay's a wonderful example of somebody who's found great success out

071of the offerings that we have. Yeah. Well said. I can ask one question or suggestion. You know, at the end of the year, we always know we get data on how many scholarship dollars our students have earned. Do we ever see how many credits have our students earned? Like the number of credits AP students earned, the number of dual enrollment credits, the number of uh early college, the number of CED credits that our students have earned collectively across the the years. That would be really fantastic to see as a cohort of these students going out that they're not just and and some of them may not even be collegebound students when they graduate, right? They may have earned a certificate to go to work as a welder somewhere, but they've still earned some some higher

072education credits. I think that would be really amazing to see that. That's a really good point. You know, it's it's interesting because obviously AP we can we have to make [clears throat] assumptions that they would receive those depending on where they're going and how that works. But you're right, we could put it together. And actually, in a minute, you're going to hear about A throughF scores, which include career and college readiness data, which I would tell you that I feel like I know a lot about how many credits we're getting because I do go through and do that every summer. But I'd love to see what that number looks like. I I can't even try and guess at this point. It's that it's that big. Yeah. Adam, you touched on this a little bit, but

073I'm going to ask you a leading question. Do you get kids who come to you basically unprepared and then you just make them into top AP level students while they're at prescuit high school or or does it go deeper than that in PSD? Yeah. No, I would repeat the fact that I think it's this consistency throughout our schools that allow these kids to be successful. They are building on those skills throughout their career in in school and by the time they get to high school hopefully we lift that level and continue to help them grow and that's why they land in spaces like this. and wherever that takes them beyond. Right. I have a just curiosity question. Um we we look at our data and we have most of the Prescuit population going to Prescat

074High School 9 through 12, but in some of the early grades they have other options that they choose to. Um, do we keep track of where they've done their K through eight or K through six and follow those kids and are they in the are they needing a little extra help? Are they excelling? Are they the ones in our AP classes? Are they the ones I mean uh can you speak to that question just a little bit? Yeah, I mean I don't know that we truly track that at this point. I mean we have the data of where they transferred in from. You know, we can look and see transfer history. Did they move from Mile High to Prescuit High School and prior or did they move from another school in the community? Um, obviously

075we have kids move in. We have all sorts of different things. Um, so I don't know that I can give you a fair assessment of that, [laughter] but um Oh, Kelsey's ready. So, sorry. No, I I just saw the mic move and I got nervous. [laughter] Go for go for it. Okay. Um, we do have some data from our A tof process that shows how students do if they've been with us for three years, students who've been with us for two years or one years. The longer that students are with us, the better they do perform is what our data has historically shown us. So, I don't it's not necessarily where they went to school, but I can tell you that we do have data to support that. We got some very telling data, especially

076at the elementary school level where that's a little easier to track. We got the five years in a row. we can see which kids have been with us five years and how they did on their fourth grade test and kids who joined us, you know, the year before and how they did and and there's a significant difference in the time that we've looked at that. Yeah, that's a good question. As someone who did go to another school for elementary school, I went to Prima Vera for K through 4 and I don't get me wrong, I think Prima was an amazing school. It really set me up to be the person that I am today and to have just the determination that I have today. But honestly, when I started at Granite and Mountain and went

077to Mile High and Prescuit High School, it presented a lot more opportunities for me. And I think that that is the person why I am the person I am today. Well done. That's good feedback and embedded in your question is is a truth which is that we we've got kids that will go back and forth sometimes. They'll be with us for a couple years, they'll go someplace else, they'll come back. Right? So there's all kinds of dynamics there and and there is a a difference in quality in some of the different schools in town in terms of the academic rigor at least. There's great things happening at all the schools, right? But we get some kids who come to us and they're just ready to take the next step and some kids that clearly there's

078probably been a little bit different focus at the charter school they're at or whatnot. So it's kind of a mixed bag and and hard to track too because there's so much moving around. It used to be right. You'd start school and you just go through you would K through 12, right? Through through Prescuit schools. Kids like that are relatively rare these days. We had at at the um at the high school graduation this last year, you had 300 plus kids graduating and we asked kids who'd been with us K through there were actually a fair number, what 50ish kids, but it was it was it was a small minority of kids who'd been with us all the way through. And some of that is people moving into town, right, for the terrific hot job market

079and press getting the low prices for houses. But [laughter] a lot of kids have have rotated in and out over the years and we find that there's there's especially one um for-profit charter school in town that's kind of a revolving door. Families will go there and go whoa and come on right back to us in a lot of cases. Thanks. Thank you guys. [applause] All right. Item 5F A to F letter grades. Kelsey. [snorts] She has handouts. I do. All right, those are some hard presentations to follow, but I do have some exciting information to share with you um about our letter grades from last year. So, as you know, we took state assessments last spring. um started to get data back in May, most of it in June, and then letter grades were released

080end of July. We weren't allowed to re release them publicly until now. Um they were approved last week and they are official as of last Friday. So um here is where we ended for each of our schools um for the 2425 school year. And so again, lots and lots and lots to celebrate. So all A's and B's um every single school either maintained or increased their letter grade from the year before. And that's not an easy thing to do within the system of A to F in our state. As we talked about before, it's very complicated. Um there are times where with our school structure, it's challenging to maximize the amount of points um just because of how our schools are configured and how they calculate some of these scores. And we can talk about

081those in a bit. Um the other piece that I just want to remind you of is last year we went through pretty substantial change when it came to instruction. Um so we have been moving towards a standardsbased system for instruction and for grading which means we're also really we've increased the rigor within every classroom and that takes some work. We're also implementing new pacing guides that went along with that a new assessment system um and in some cases brand new curriculum. What you typically see with that much change is what we call an implementation dip where you you know you're you're struggling through things trying to figure out this new system, new curriculum, new process and you might see a little bit of a dip before you start to rise in scores. Well, we didn't

082see that which is very exciting and that tells me that we're on the right track. We've really been looking at a lot of data to make sure we're making the right decision. Students are responding to what we're asking them to do. And this is just one piece of that proof that we are moving in the right direction. Um, our schools worked really, really, really hard to get to where they're at. So, [laughter] anytime you see them, celebrate them because again, this is no easy task. Can I ask a really quick question? Yes. So, when my kids came home with a C, I knew that was average. And a B, I would have said, "Yeah, it's pretty pretty good." And A is like, "That's that's what you should be doing." Are those the descriptors that the

083state gives for A's and B's and C's? Do they say A that's what you should be doing or do they call it something else? And B is it yeah that's pretty good or they call it something else? If you don't remember I think I might remember. Yeah. If you're looking for something [laughter] okay. All right. Help me out here. B means highly performing. If there's a school that's that has a score to be there a highly performing school and A means distinguished or excellent. And every single one of our schools is highly performing or distinguished or excellent. C means like performing. Yeah. is perform adequate performance I think is what the the phrase that they use. Yes. Thank you. Yeah, you bet. Um the last thing to mention on this is when you compile all

084of the scores, you get basically a GPA for your district and our district this year ended with a B. We were at a 3.42 GPA. So we were this close to being an A district. Um so we that's our goal for for the future. But um we're really really happy with where we're at. This is the second highest we've ever done within this system. So we had one year where we were collectively that a district. Um we were only I think a tenth of a point higher than where we ended this year. So not not too far off from our best performance ever. Um we got some communication this morning from the Veil School District. Um, as you remember, we're part of Beyond Textbooks with them and they were celebrating that the average score for

085all of their partners was a 3.02 GPA for districts and we are substantially above that. And again, they have told us since the beginning that we're not their typical district that they work with. Um, often time they do work with districts who do not have the resources and the support that we do um or who are underperforming. So, we have always been kind of a standout within their system, but we just continue to to be that. So that was that was really a proud moment too and we said okay we're we're doing really good compared to even more of our peers. That's great. And that's year two of um Veil with us. Wow that's great. Yes. So just as a reminder um these were our scores or letter grades for the last few years. Um

086one of the constraints within the A to F system and how it's built is there are es and flows um especially with our grade band structure. So you can see in 22 that was our highest rankings year that we've had. Um we did have a dip in 23 and then we have corrected that for last year. Um but again every school either maintained or grew within their letter grade. So I want to remind you how ADA F is built. Um so K8 is a separate model than high school and alternative school. So for our K8 model, 50% of their score is based off of growth. 30% is proficiency. Um 10% is acceleration and readiness. And I'll go through what each of those are in a second. And then 10% if you qualify is based on

087the performance of your EL students. Um so what did that look like for and how did they compile this for our K um 8 scores. So here you can see proficiency levels. This is 30% of our grades. Um what you see here is that first top is third grade um proficiency on AASA. Now one of the things I want to clarify because you might see what the state has used as a term called passing rate. I think it's misused um and I don't really appreciate how it's being used because I think it's misleading in a lot of cases. um it really takes out this partially proficient number but these partially proficient students are not failing and there is a misconception that they are failing. Those students have a lot of skills. They are very close

088to being on grade level. They just have a few gaps. That is different than minimally proficient. Minimally proficient students are probably most likely below grade level. They've got more gaps. But what ADAF F does that I appreciate is that it takes into count these partially proficient students in their score. So as they're compiling this data for students who are proficient you get a point level of a one. So that's that's the goal. That's the target. For highly proficient students you get a value of a 1.3 for each of those scores. For your partially proficient students you get a six score for them. And then they compile all of that together. And that's how you end up with um the points for average proficiency. So when you add in all of our students who are partially

089proficient, proficient, and highly proficient, our kids are scoring pretty well. Now, don't get me wrong, we still have work to do and we are not letting up. We are still continuing to push and move forward and and working to grow. However, we are seeing these numbers increase from year to year and that's our goal. We want to continue to grow within here. So, Kelsey, this isn't a percent of kids who passed. No, it's it's the way that you just described it. Yes, that is something that the state uses um really as a media clip um a sound bite. And this is different. This is the A tof process that is very different than that. So, this was our ELA proficiency for third through 8th grade for last year. And I just want to point out,

090I mean, look at a bio third grade. they have a ton to celebrate. Um they had 80% of their third graders who were proficient on that assessment or pretty close to it. Um that is not easy to accomplish. There's not many schools or grade levels within the state that are able to accomplish that right now. So they have a lot to celebrate. However, what does that mean for next year's fourth graders? Again, 50% of this model is built off of growth. That's hard to get. This group, this is where we're seeing some of those es and flows. um they don't have as much room to grow and we'll go through that growth component here in just a second. Yeah. So, if they don't do better than that, which is spectacular, as fourth graders, we won't

091get very many growth points and they may not get you you may have seen an anomaly already, right? We've got three elementary schools. Two of them are A's, one was a B. I hate that it distills down to a single letter, but you're seeing that the the B school is the one with the highest proficiency so far. It's crazy. So, is the state addressing that problem at all? because there comes a point where if you have a proficiency of 80 or higher, it's pretty darn hard to get better the next year statistically, right? So, does the state take that into account? Not currently. No. No. Um the process is what it is. And again, here's where one of our constraints are for our K4 schools is we have the majority of this letter grade for

092our K4 schools is built off of our fourth graders. Because again, 50% of that grade is growth. you don't have growth for your third graders because it's the first time they're taking this assessment. So again, here's one of the constraints to our our configuration. Is it worth addressing? Maybe at some point. However, the state is currently going through the process of revamping the A tof process um and the calculation and the formula of what that looks like. We don't know what that looks like yet. My guess is we probably won't know until after state assessment how we're going to be graded. Um, so they're working on it currently and we're trying to stay as with it as we possibly can. Does that make sense? If you got a typical school with a K through five

093configuration or K through six configuration, there's twice or three times as much opportunity to show growth in those grades. All of our growth points are in the fourth grade basket, so to speak. So, if our fourth graders nail it compared to how they did the previous year, love it. If they don't, it it comes out showing that the school is not, you know, a great school with the how it distills it down to a single letter. I don't like the system at all. Right. Yeah. And if you have third graders who perform really well, it puts a lot of pressure on that fourth grade team. So, here's our proficiency for math for third through 8th grade for each of our schools. Um, again, we've got some grade levels here in the 80s or high 70s.

094[clears throat] Uh, math has been an area that we have really focused on in the last few years and we are seeing that growth. we are seeing our ELA scores dip a little bit um or not grow as much as we would like and we are addressing that currently. Um but the other really exciting thing is that we are going through a math adoption right now for third through third and fourth grade. So they will have some updated resources that will help them continue with the momentum that they have currently. That's a huge improvement in five and six if I remember. I can't remember how we did the last two, but it's a big sixth grade and eighth grade particularly were the two places that we showed the most growth. Okay. And I've got some

095exact numbers for you here in just a second to show you what that growth looked like. You know, I think also that Well, Lincoln School stands out to me. Like the growth from third to fourth at Lincoln in both of these subjects is pretty impressive. Yes. Yeah. Yeah. They they showed some great growth. Mhm. And you'll see how that paid off for them when we break down their letter grade here in just a second. So growth, this is the really complicated calculation. So I want to remind you how this is calculated from the state. Um it is not just did the student improve in score from year to year. Um so again, this is one that's impossible for us to predict. We never know what this is going to be until the state gives us

096data because they take into account every child within the state and we don't have access to all of that data. So let's say for the prior year um all of the students in the state who scored a scale score of a 1050, they're lumped together in one group that following year. So they are one group and they're only compared to each other. So whoever scored that same score. Oh, there we go. So the following year they get a new score and then what happens is they rank them in order. And once they do that they then break it down and assign the category that has low growth. Um and then they assign points to that group. The one who has average growth and they assign points to that group. And then high growth they assign

097a different point value for that. And then they compile that together and that's how we get a growth score for each student. So each student gets a one through a three based on where they fell within that cohort. So again, we can't predict this. Um we have no idea what's going to happen until we get this data from the state well after um state assessment has happened. Questions over growth. Does this make sense? What are these scores based on? Are they based on like our test scores or Yeah. Okay. Yes. So this would be say their um AASA score in math um and then if they do this separately for their ELA score. Okay. Good question. So, EL proficiency and growth. This creates or this compiles 10% of the letter grade for K K K

098K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K8. Um, in order to qualify for these points, you have to have 10 or more students in this category. So, what you're going to see as we get into each school data, some of our schools don't qualify for EL points um because they don't have 10 or more students who fell into that category in their school. Get the 10%. Say that. They don't get the 10%. Right. They don't have enough at each grade level. Yeah. Can I ask a clarifying question? Isn't that interesting? So, if you have a school like a Bay Jud that's got about 500 kids

099and there are 11 of them that are English language learners, how they do on this test makes up 10% of that entire school's grade. Yep. That seems a little off to me. Yes. And if they're So, those 11 students would compile 10% of the score. However, they're also calculated in multiple other areas as well. So they actually end up counting for 15%ish of an entire school's grade. Yes. If you have a huge cohort, this method probably makes some sense. You have a very small cohort. This method makes no sense. And we tend to have pretty small cohorts of EL students. Yes. Kind of like a punishment. They Well, if they do super well, it's it's a reward, right? They have an outsized influence on our letter grades. There's no question about that. Right. Yes. And

100this data is not compiled from AASA data, which is the state assessment. is actually compiled from the Azela assessment. This is something that EL students are required to take every year and so it's based on their proficiency and growth within that assessment. So that assessment is um really addressing whether they're proficient in the English language and that's what they're looking for. But they also show up as you just mentioned in our overall scores for how we did in math or English or whatnot because they take those tests as well whether they're English learners or not. Yeah. So if you don't qualify the qualify for the EL points, it's not a punishment. um you're actually calculated your final score out of 90 instead of out of a 100. So there there is no downside to uh

101not having this acceleration or readiness. This is an additional 10% of that overall score. Um there's a few different ways that this is calculated. The first one is looking at third grade minimally proficient percentage and they just want to see are you decreasing the number of students who are minimally proficient based on um this the cohort from the follow or the prior year. So, if your number is decreasing your percentage, you get a bonus point for that. Um, they're also looking at grade eight highly proficient. Um, for that should say math, sorry. Um, they want that highly proficient number in eighth grade math to increase. So, if you're increasing from the prior year, you get points for that. They also want to look at eighth grade math. If you are minimally proficient category, the percentage

102of students is decreasing. So, you're moving them to towards proficiency. you get additional points there. So, third grade reading, eighth grade math are two of the most challenging subjects and that is where students tend to struggle the most and so they built these components in as an incentive to put some extra emphasis on those two subjects and grade levels. The other piece that they address is chronic absenteeism. Um, so in order to qualify for these points, you students can't miss more than 10% of the school year, which is 18 days. If you miss more than 18 days, you're considered chronically absent. Um, but your percentage just has to continue decreasing from year to year. So, as long as your percentage of chronic absenteeism is decreasing, um, you will get points in this category. So, all

103we got to do is convince the parents to get their kids out of bed and to school. Never have them be sick. Don't go on vacation. we get those points. Um the next piece is the special education inclusion percentage. So they really want to make sure that you are getting students into the general education classroom as much as possible. And so as long as you are performing better than the state average, you get points here. This is a moving target that we again don't know until we get af data back. This is not something that we can track. So we don't have a hard target for we've got to be under this percentage. We're we're guessing based off of where the prior year number was and this has been around 11% of the school population.

104The interesting thing is what we are seeing across the state is the special education numbers are increasing in public schools and so every year that number continues to grow. So we're having to really watch um what our percentages are. But again, we're not making decisions based off this number. We're still making what decisions based on what's best for each individual child. If they need to be in special education, we provide them with those supports. If they don't, we try to get them into the gened classroom and off of an IEP as quickly as we possibly can. So, I see you're not playing games. No, you're not trying to move a special ed kid into gen ed when they shouldn't be there because you'd get extra brownie points. Thank you. That would help us if we

105did things like that because of this. There's there's an incentive to kind of play the system, but you're exactly doing that. We never do that. We look at what's best for kids. Yeah. And we're really fortunate that our [clears throat] entire leadership team is on that same same page. We understand that doing what's best for students day in and day out is a little more important than that letter grade that we see. Is it important? Absolutely. Are we do we take it seriously? Absolutely. But we're not willing to do things like that um when it comes to kids. So the last piece for acceleration and readiness is subgroup improvement. Now this takes all different subgroups from ethnicity to special education to EL students. And if those subgroups are improving from year to year, then you

106get additional points for each of those in ELA and math. And again, that's an area where we're choosing not to single out specific groups of students in order to get points. Here we are looking at each student individually and growing each one. um based on where they're at. There are bonus points in K8. Um they can earn up to five additional bonus points. Now, the really nice piece about bonus points is these are added as whole points onto your percentage at the end. So, they get you a little extra bang for your buck. Um the two ways to get those are special education. Um, basically again this is how the state compares to your total percentage, not just in the general education classroom, but how many students on your campus are part of special education.

107And again, it just compares you to the state. And then the second piece is science proficiency points based on how well students did on the science assessment. Um, here's an area that does hurt our K4 schools. they're not even eligible for these points because these assessments are only given in 5, 8, and 11th grade. Um, and again, it's only two and a half points, but you'll see some of our schools are pretty close to that mark where that two and a half points could make a big difference for them at some point. So, that's how it's created. Um, what I'll show you next is just being able to compare each of the different components from school to school. Um, now when you look at the proficiency and stability proficiency, um, I don't have data for

108you on the stability proficiency tonight because that's a pretty complicated measure. However, that is the data that we talked about, um, earlier that shows how students do, the longer they've been with us. And again, we're we're pretty strong in that category. The longer students are with us, the more successful that they are. Um, but you can see here that proficiency is not necessarily [clears throat] the indicator of a letter grade. Um, and that's because it's only 30% of that overall. Um, and what you see here for proficiency, like for a bio, they got a 21.47. That is not the percentage or the number of students who are proficient. That's just the number of points that they've earned. It is different. Um, so it's not it doesn't calculate that actual proficiency percentage. Um, you can also

109see for growth, we had Lincoln for the second year in a row earned 100% of their growth points and that is what has made the difference for them. It's how they've been able to maintain being an A school. That's that's pretty spectacular. It's spectacular. You look down the state state data, there's not too many schools in that same situation. No, it's a really hard thing to do once you get an A to maintain that A within this current system. Um, you will see for EL proficiency and growth that both Lincoln and Mile High did not qualify. Um, but the three schools that did qualify almost earned all of their points, which tells us that the EL instruction that we are providing students is helping them to become more proficient English language learners. And then next

110I'll show you each individual school and highlight some of their celebrations for this year. Um so this is Abaya Jud. Um Abia Jud went from a C letter grade to a B letter grade. Um they had pretty substantial improvement and some of the areas that they did grow were in their growth score. They went down a tiny [cough and clears throat] bit in that proficiency level, but again, I expect that to look entirely different this upcoming year based on the data that we are seeing currently. Um, but they did grow and that's because they were able to also decrease the number of third graders who were in that minimally proficient category by 16%. That's not a small number. That's a pretty big number when it comes to decreasing that number of percentage of students, especially

111because there's not a ton of students in that cohort that they're looking at. um they decreased chronic absenteeism by 4% and then they were also able to have subgroups improve pretty substantially in English language arts and that's how they were able to go from that C to that B this year. Lincoln Elementary School stayed at an A school. Again, not easy to do. Um what you can see is they did have a dip in proficiency. This ties directly to Jane what you were saying just a second ago. You had high performing third graders. That growth score is only fourth graders. They just dipped a tiny bit. However, their growth score means what they're doing for kids within each cohort. They're performing better than kids in that same cohort across the state. And so maximizing that

112that two years in a row is pretty miraculous. Um but that right there is exactly why they have an A letter letter grade. And um other than that small dip in proficiency, they stayed exactly where they were in the last year. Um so sorry, let me highlight these other two pieces. But fourth graders had a 17.73 increase in proficiency from third grade. So again, that's huge growth numbers from a group who was already scoring pretty high. And then for math, it was a 3.78 increase and then a decrease in chronic absenteeism by 3%. Next we have Taylor Hicks. They had quite a bit of growth as well. Um they last year were the heartbreak story because they missed an A by 610 of a point. Um they were so close. We dug through every piece

113of data that we could to see if maybe there was one thing that was off and we couldn't find anything, but they missed it by just a hair. So, they did a lot of proactive things to improve scores and you can see here they had great uh proficiency. They had increase in uh growth and that came from really that fourth grade group. They increased their ELA proficiency by about 7.4%. So again, when you compare and you look back at Lincoln and they increased by 17% tells you how big of a jump those Lincoln kiddos had. Um they decreased the number of third graders who were minimally proficient by 2%. They decreased chronic absenteeism [clears throat] by 3% and then they really targeted math instruction and they were able to see all students improve but they

114were able to see those subgroups improve enough to earn some of these extra points. Next we have Granite Mountain. And again, they did a lot to address their letter grade as well, and they are continuing to be a B school. They scored very similar to where they were last year. I expect this to look different next year as well. Um, their data coming back is so far pretty strong and we're seeing some really good things as far as that proficiency number increasing, but we did see that grow last year. Um we also saw you know great celebration here is that sixth graders there were almost 71% who were proficient in math. Yeah. So I can tell you Miss Tetro is really excited about that to get that group of seventh graders in this year and

115they're seeing kids come in with good skills um for seventh grade math. um they earned 100% of the points possible for EL growth and proficiency which is great because they didn't even have anything to compare to last year. So the students that they do have in that cohort obviously that instruction is being effective. Um so they did see a good jump in scores from year to year. Um and most of that is based off of that um EL growth number which is a little misleading because last year it was out of 90. This year it's out of a hundred, but overall percentage they did increase by just about 1%. Um, what about chronic absenteeism with granite? So, if I didn't highlight it, it means it probably didn't decrease, which means it might not have gotten

116percent might have stayed the same. Okay. And then my high, this is the school that honestly I'm most proud of and how they responded to a rough year. I mean, they had a D letter grade the year before. Um, and they had we we had a lot of change within our district last year. They had the most um they they took that letter grade and they said, "Not again. This is not happening. We're not okay with that. We are better than that. Our kids are better than that. That's not going to be who we are and they're not going to let that define them." So, not only they do all the instructional things that we just talked about, but they also revamped their entire master schedule. They created semesterbased classes. They've did things like the

117speaking and listening class, which is great. Um, and it paid off for them, right? They they are really proud of what they did. So, they had a big jump in proficiency. Um, again, it's not where they want that number to be. They're continuing to move that, but again, as Mr. Neely said, this is not just a mile high data concern, right? That those skills start being developed in elementary school through Granite Mountain. So, we are addressing all of that systemwide to continue to see that trickle up all the way through the high school. Um, one of the things that they really looked at was those acceleration and readiness. They went from scoring zero points to getting all 10. And the thing about acceleration readiness points is there's not just 10 points available. There's actually like

11824 points available in this category, but it caps you out at 10. They would have gotten most of those 24 if they were allowed to get them. Um, but [clears throat] it capped them out here. So they really responded in that category as well. Um so eighth graders overall had a 5.21 increase in math proficiency. Again, eighth grade math is probably our biggest area of need. It is one of the most challenging across the state as far as scores and outcomes. And so we're starting to see that needle move, which is really exciting. Um and that data honestly looks even better this year. So we've got the right teachers in the right places with the right curriculum. their their crews in um they also doubled the number of students who are highly proficient in math.

119Again, that is no easy task. That is the again the most struggling cohort um or course and they doubled the number of students in that highly proficient category and then decreased the number of students who are minimally proficient by 14%. Which means they're moving the direction that we want them to go. They're moving towards proficiency or highly proficient. They also addressed chronic absenteeism and that number decreased. And then they had substantial improvements for subgroups in both ELA and math and then maxed out those points and beyond if they could have. So they have a lot to celebrate. They're very proud. They've done a ton of work. And what's most exciting is a lot of that was teacher directed um change and momentum. So next is Kelsey, can I ask a question really quick before we

120move on to 9 through 12, which is stellar. If if I'm a community member hearing this, I might be surprised by how much of this a letter grade that's supposed to define a entire school with a single letter of the alphabet. How much of it is based on a snapshot from one day of testing in the spring? I mean, it seems like virtually everything, right? With the exception of a couple of potential bonus points for reducing chronic absenteeism and how many special education kids you have in certain classes, literally everything else is from one day snapshot of this. how how much of the if if if I'm a typical community member and I see a a single, you know, shorthand B or an A or D or whatever for a school, I might expect there'd

121be things like like maybe support for families, how how that looks at the school or the school culture or the variety of programs or the quality of programs or uh safety or parent satisfaction. How much do those things factor into these letter grades? Zero. Okay, that's Does that seem curious to you at all that that's the system we have in Arizona? Uh, yes. And this is part of why, again, this is a data point, but it's not what we invest most of our time and energy into, right? We're we're looking at moving every single student and helping them grow and reach proficiency, but we know that that's more than one day in time, right? All of those things that you heard about earlier from sports to extracurricular activities to you the school culture, those have

122a huge impact on overall success and performance and student achievement. It doesn't take into account students who might know the content but aren't great test takers. So, there's lots of different pieces that create a positive school and this does not accurately reflect them. But, it's one point of data. I think that's super well said. I think we have a lot to be proud of. How our fourth graders tested in math on April 18th last year, right? That's super cool. It It's great. I love it. I'm proud of that for sure. I'm really proud of our test scores and what our kids showed as far as academic achievement that day. But man, there's so much more to it and a system that distills everything that 500 kids and 40 teachers do out of 180 days of

123the year and a bunch of great PTO moms and, you know, everything else down to one letter of the alphabet. I just I have a hard time getting my head around that. Agreed. So, next we have our 912 model. Um, this is configured a little bit different just because of the different expectations placed on a high school environment. So, in this case, 30% of that score is based off proficiency. Again, 10% is off of English language learners if you qualify for that. 20% is based off of graduation rates. only 20% is based off of growth which is a pretty big difference from the K8 model which is 50%. And then college and career readiness which is 20%. So here is how our high school performed last year. Um I'm going to do a quick overview

124of this but you can see they were solidly in that A category. Um the cutoff is 82 to 100 is an A and they're sitting at in the 90s which is a huge success for for our high school folks. Um but really where the magic comes is comparing to how they did the year prior. Again they were one of our two schools who was able to maintain an A from year to year. And even within that they had a lot of really substantial growth um again which is not easy to do. So they increased in overall proficiency. So, their ELA proficiency increased by 7.68%. Now, let me also clarify. This is not a representative of all of our high school students. Should say that first. Um, this is based off of some data from our

125nth graders who take ACT Aspire. The majority of this is based off of ACT that our 11th graders take. So, this is data for those two cohorts. Doesn't take into account our 10th graders or our 12th graders except for graduation rates um and the college and career readiness. So, the majority of proficiency and growth is based off of 11th graders taking these assessments. Kelsey, we have every 11th grader take the ACT. Does everyone have to do that now in Arizona? Every 11th grader has to take it. It is our state assessment. So, yes, they're required to. Okay. Yeah. And that's different. It used to be optional. It used to be just for those collegebound students, but not that charter schools, private schools. Charter schools, yes. Private schools? No. No. Okay. That's my thought. So, they

126had a small dip in growth. However, when you see proficiency increase like that, that's that's exactly what you want to see. Um, they did increase their EEL proficiency and growth numbers and they were also able to increase their college and career self-reporting [clears throat and cough] score. And tell you how much of a hero Mr. Neely is with that data here in just a second. But again, within having an A to increase to uh their A again this year was a pretty big accomplishment. Then we're looking at doing that again this coming year. Start to get tricky. I mean, it gets to the point where you can't statistically get any higher. Can I ask another leading question? So, it's obviously very hard to get A's, right? We've been talking about that all night. Of of

127the large high schools in Yavapai County, so the PHS is the third of the of the last four years that they've had an A and they barely missed an A couple three years ago, right? How many other large high schools in Yavapai County have ever received a grade of A? Do you know the answer to that? I think I might. We got it. Zero. Yeah. So, only high school in Abai County with an A. It is super hard and PHS is nailing it. Three out of the last four years, including last two years in a row. They've got a lot to be proud of here. And not even just barely an A. I mean, solidly an A. They're really strong as far as their overall score. There's a lot of good education going on across

128the county. I don't mean to suggest our neighbors are not doing something great. They are. They've got good kids and good teachers doing good things. PHS is just special. Correct. 100% agreed. Um the other big celebration in here that you'll see is the last two years they've completely maxed out graduation rate um points, which means they're doing exactly what they need to to get as many students to graduation as they possibly can. We've got some additional data to share about that here in just a second. So graduation rates, this is a confusing data point. Um I know you see four, five, six, and seven. Sometimes we do have students who take longer than four years to graduate. Um there's a variety of reasons for that, but they do get different point breakdowns um based on

129how many years it did take for them to reach graduation. But again, we are at the high school. They are getting kids to graduation a lot of the time on time and if not on time, they're getting them there, which means and goes a lot. Um what you will see here the overall graduation rate um that is not the same as the graduation rate that the high school uses and calculates. Um and that's because of all of this different waiting and the breakdown that you see here. So if you were to look at actual graduation numbers and cohorts, it's actually higher. And then the college and career readiness data, this is data that Prescuit High School has to self-report. So poor Mr. Neil spends weeks, and I'm not kidding, weeks over the summer compiling all

130of this data. Um, if he wasn't as good at spreadsheets as he is, I don't I can't even imagine how long it would actually take him. Um, and he has learned this system so well that every year this data continues to get better and better and better. Um, so you can see that they has to report on everything from ACT scores to how many families are filling out the FAFSA. Um, are they meeting benchmarks for the ASVAB? Are they completing CT CTE courses? Tons of data that Mr. Neil has to compile in order to get these points and it's worth it, but it's a ton of work on his part. We hired him for all kinds of other reasons. It's just icing on the cake that he happens to be the math former math department

131chair and nails this to the wall every year. Yeah. I think he got roped into this before he was principal, too. He [clears throat] was He's been doing this for some years. Yeah. Yeah. Which is too many. Yeah. Kelsey, can you go back to that one? So, a lot of these aren't either or. It's just right. So, if somebody does the FASA, obviously, someone's going off to um you know, sec education and then CTE. I mean, you're kind of doing either or, but what if they do both? I mean, is is it checks a block? Wow. The system is built that the ideal number is a kid who does high academics and CTE. Those are the maxed out points that you can get for each child. Oh, thanks. or some version of right where it

132says they passed a college 100 level CTE pathway course or other college type credit do they do you add up how many credits they received and is there additional points for that or if they passed one it's the same as if they passed eight sorry no you're good there's like a there's a limit on each one so you can get a certain number of points in each one of these categories that she could showum But you know like CTE college courses I think is maxed out three or four depending on what it is. So they took you know if they ended up getting 12 different credits completed they're they're going to stop at that. So our kids who are in early college like for instance that's what they're earning all year. It's limited still and

133when you're doing the calculation. Gotcha. Thank you. This is complicated. I'm really glad this part is not my job. um it's a lot of work. So the high school can also earn these bonus points and again these are tacked on as whole points to your percentage your final percentage. Um so again same for special education bonus points comparison to the rest of the state science proficiency points for those 11th graders who are taking the ai and then also you get bonus points for students completing the ACT Aspire as a ninth grader. Um, let me go back because as you can see from 24 to 25 and I didn't highlight this and I should have, but those bonus points have increased for them. So yeah, they got three additional points this year added onto their percentage

134which is a big deal. And then we have the alternative model. So this is for our Genesis students um in that program and this is our dropout recovery. This is our really kind of our last last effort to get kids to graduation and they data is assessed very differently. Um so 15% is proficiency, 10% is based on our EL students, 10% is on graduation, 30% is on growth to graduation and then that 35% is that college and career readiness similar to what you saw for Prescuit High School. Um, I will tell you I I could not be more proud of what the Genesis program is currently doing. Um, you can see here from their data, they don't qualify for proficiency score. Um, now again, that doesn't hurt them because it's not part of their overall

135calculation, but they have to have more than 10 students in that category. Now, Genesis is mainly 12th graders, and this is based off of the 11th grade ACT assessment. That's why you don't see that data here. Um, however, you can see in all these other areas, they're doing really, really great things. When you compare to the prior year, um, they're almost maxed out in academic persistence. They've grown in credits earned. They've maxed out and on track to graduate. Their graduation rates improving. Their college and career um, self-report data is improving. I mean, their overall score has improved. So for them to be a B school um is really really impressive. But I think what's most impressive is the support that they have implemented that they're offering Genesis students. So increased communication especially the closer they

136get to that graduation target. Um and also the amount of supports that they've built in for those students. They were able to graduate 45 students last year. Um so they were gra they graduated half of the students that were in their program. Um, Mr. Neil, have you ever seen that many students graduate from Genesis? Not even close. And we've, you know, we've had a lot of work done in Genesis, but that is the highest I've ever seen. Yeah. So, they have a ton to celebrate. These are kids that in any other place might not have ever made it to graduation and 45 students. So, that to me gives me goosebumps and it says, you know, we're in this for the right reasons. We're moving kids and helping them to get to that finish line. um

137for those who are willing to put in some of that work. Yeah. Kelsey, do you know how that number like does the the accommodation school at YCSA are they rated the same way? You know what? I'm not sure. Do you know that? The accommodation school. I would assume yes, but I don't know the answer. You can find out. I'd be curious how we compare because not a totally similar population, but somewhat similar. I mean, kids that are at risk and you know, finding another alternative way to learn. So, yeah, that's a great question. I'm not entirely sure, but I can find out for you. Nice. So, as we look at all of our assessment data, it's always good to get some comparisons to where do we fall based on where our peers are at, based

138on where the state is at. Um, one of the really exciting things is we typically outperform when we're looking at fully proficient and highly proficient. That's what this number is. Um, the schools around us, we're almost always above the state in these proficiency levels. Um, and some of them it's we're we're above in quite a few areas. So, again, we are outperforming our peers in a lot of areas. Um there are definitely areas that we continue to track and work on and we we're putting more resources and more time into that, but we are seeing a lot of success um across the board. Same thing is true in math. Um math is the area that across the state I think we have the most work to do and districts around are in that same boat.

139But again, we're either right at where our peers are or we're outperforming them by by quite a bit. Um, one of the pieces that I think here when you look at our proficient, highly proficient from last year, one of the big celebrations is that sixth grade um, proficiency number. They were at 51% were either proficient or highly proficient and the state was only at 30. Um, so we are outperforming them by quite a bit. Those teachers did an amazing job and overall I mean we are a top performing district letter grades or not. Um when you look at where we stand for ELA we are in the top 17% of schools in the state. Um when you look at math even though we've got some work to do we're in the top 19% of schools

140in the state. Um, so when people say we're failing and our kids aren't doing what they need to, I disagree. Um, I think within our system that does have some flaws, there's some work to do. We're not going to stop. Um, I think there's also some work that needs to be done looking at these systems as well. And there is starting to be some conversation around that. I'm not sure how much um traction that's going to get, but I I do think that that's a part of this puzzle as well. So action steps. I'll go through these quickly. I know I've been talking for a long time. Um, we are continuing a lot of the action steps that we put into place last year. We are standards aligned instruction. We continue to refine our pacing

141guides and that is teacher driven. We are not doing that for teachers. Teachers are the expert in their content in their field. They are deciding what is most important. The thing that is different with pacing from last year is the state has decided for third through eighth grade that they're going to identify essential standards that will be tested at a different frequency on state assessment. So will be more questions on those standards on the assessment. So we looked very closely at what are those essential standards and where do they fit and how much time are we putting on tracking how students are doing on those because they will be assessed more frequently. Um we're continuing with common formative assessments here. One of the things that's different from what the state does is our state assessment

142is one day one time. Our CFAs are common formative assessments are not. These are five question quick checks that students are taking. They have the one opportunity. If they don't show proficiency on that, they have another opportunity after some additional instruction and then they have a benchmark later to see if they've retained that information. Professional development. We continue to focus on the professional learning communities. Really, all that is is collaboration. We want teachers looking at data. We want them creating action plans together. We want them learning from each other. And you can see that that's happening when you just saw what mile high was doing. They are truly looking at students [cough and clears throat] as their all student all of their students. And this is what has changed that for them when they're focusing

143on these four questions every single Friday afternoon. you know, what do we want students to learn? What do we what do we do if they have learned it? Or sorry, how will we know if they've learned it first? What do we do if they haven't learned it? And what do we do if they have? So again, it's making sure that expectations are clear and that we're meeting every learner right where they're at and continuing a plan for them so they continue to grow. We're also focusing on the new classroom instruction that works. This is something that you've probably heard a few times within our district. We have used um classroom instruction that works or CITW is what we typically call it for short. That is our instructional model. It's what our teacher evaluation tool is

144based off of. Well, a couple years ago they came out with the new version. So updated the big game changer here is they really focused on brain science first and foremost. How do we as humans learn? Now, let's take that information and figure out how to put instructional strategies to that in order to help students not only grasp information, but retain that long term. So, we have started this year with brain science for all of our staff. What is that? What does science tell us about how the brain works? And then now we're in the initial stages of now what are those instructional strategies that we can use in the classroom to support that? It does go handinhand with instruction or with standardsbased instruction. So, how do you take one content area and get students

145to really master that? That's how those two are woven together. So, the six phases of learning, those are those instructional strategies. That's what we're right in the middle of right now. So, next Monday, our teachers will be learning about phases three and four, and then we'll work on phases five and six later in the school year. We're continuing to focus on math instruction. So, K4 is looking at new math curriculum. My hope is to in this early spring bring you a potential proposed uh or potential curriculum. Um we're continuing to train our 9th through 12th teachers in the [clears throat] new math curriculum that they got this year which was our envision curriculum. And then we're in year two with I Ready for grades 5 through eight. So continuing to support them. They actually started

146the year um with some more indepth PD on how do you use the data within um I ready to really support teachers or to support students sorry and then we are continuing with a math stipen for fifth through eighth grade math teachers. So again that has been our most challenging grade band and where we have the most room to grow and again it's not just a PUSD problem. This is across the state. Um those are the areas but really focusing on professional development really focusing on them learning from each other. One of the I think most successful pieces that has come out of that I'm sure you saw in the mile high video there were students standing up at the board working together in groups. So they have done um professional development from it's called

147building thinking classrooms where you're empowering students to be those problem solvers. It's no longer just sit and do 15 math problems to show that you're proficient. It's how are you working together to strategize how to solve a math problem. Kids love it. Teachers love it once they get into it. Some teachers are a little nervous at the start because sometimes it can seem like a little controlled chaos, but once you start listening to what's happening, kids are talking about math and they're really thinking about how the concepts that they're learning interact with each other and how they can use those to solve real world problems. So, it's pretty exciting. If you're able to ever see one of those lessons, I would highly encourage it. Um, they're also doing a lot of coaching support with that

148and those peer observations are embedded in that. So, they'll go and watch another teacher and they'll have a coach right with them who will be talking about, okay, here's what that teacher is doing. What do you notice this teacher's doing? What do you see students doing? Um, and we are seeing really good results primarily at the seventh and eighth grade level with this math stipen work. We're continuing to focus on engagement, making sure that all students are engaged every class period all day long. We want them not checked out or doing other things. We want them really invested in what they're learning. Continuing to address chronic absenteeism. We know that students perform better if they're in school consistently. Um, and those are our big just a few of the action steps. I could go on,

149but uh those are some what we're doing to highlight just the A to F scores. I threw a lot of information at you. [laughter] Really good question. Thank you. I'm sure. Yeah. Kelsey, I just have a few questions. Just want to um So, so how many years have we been evaluating this criteria specifically as that it's been kind of this standard the A throughF criteria like where it's where did it stick? How many how many years would you say? So that's a little bit of a challenging question only because we were doing this pre-COVID it had come out this structure I want to say 2017 maybe 2018 but it changed a few times or no well it they kind of took a pause in during COVID years when we didn't have an assessment one year

150um and then they didn't give the assessment the or we didn't have data the following year so there's been some gaps in it I will tell you it wasn't until maybe three years ago that I felt like Okay, we've got a good grasp of this. Again, it's so complicated. The business rules are about this thick for each of these uh different criteria in order to figure out. So, it it takes a long I felt like I was studying for a statistics course or something like that in order to really get that figured out. And you're saying that it's going to change again? Yes. Okay. And who's doing that? Is it the State board of education. Um well, they're the ones who approve it, I guess I should say. So there is a group of um

151professionals with AD who are working on a proposal for the system but the state board is the one who approves it. Okay. And then who's evaluated public charter? Yes. And that's it. That's it. And are and are they published are they posted publicly for public and charter? Yes. Okay. That's my answer. Okay. Yes. So those are on AD websites. I've actually seen them on different news outlets as well that post a link to that spreadsheet that you can look at. Okay. Thanks. In regards to the high school and how we get graded, is it based on um for example, if someone decided to take the SAT, is it based on those scores as well or mostly just ACT scores? So SAT is part of um the C CCRI data, the stuff that Mr. has to

152submit, but the proficiency and growth is all based off of the ACT scores. Why is that? Does it not take into account grade point average or things like that? So, that's just a part of the different uh data points that have to be reported on. That's where you get that 20%. Um, but because Arizona has approved the ACT to be the 11th grade assessment for our state, it's based off of that data. So, the other data is just a small portion compared to ACT. Okay, good question. I think. [cough and clears throat] All right, guys. We've been going for two hours strong here. Okay. Can I make a 10 second comment? 10 second. Yeah. And then we're going to take a five minute break. I love that. There's a lot to be proud of here.

153Hopefully, you're proud of what you saw there. Every school is doing great things. There's there's something that all of this uh work has in common, and she's standing there at that podium right there. I I can't think of a better person to be leading this work than Kelsey Secore. Thanks, Kelsey. appreciate you. [applause] All right, we'll take a fivem minute break. Mr. Tenny. Okay. 20 minutes or less on this. I promise. No. So, we we had our sip and saver uh recently. Jane was there. Jen was there. It was it was terrific. And they brought in $100,000 over $100,000 this year. Terrific. You can share more about it. That's first question or the first set of slides. Our uh food service folks did a a canned food drive. Particularly timely given what's going on on

154the federal level and people losing SNAP benefits and whatnot. But what was the total? Sarah's got it here. 1,131 pounds of non-p perishable food items. And Taylor Hicks had the most 381 pounds. Oh my gosh. Yeah. Yeah. Yeah. Exactly. the the food service folks made and they had a little little uh barter system with them. Um at the just this last week um Prescuit Area Business Awards, they always have an educator of the year and this year the educator of the year was our Taylor Hicks principal, Mr. Kevin Hilton. Hey, so that was fantastic. Those guys arm wrestled afterwards. Yeah. [laughter] So there was that. Uh what do we got next? Oh, trick-or-treating. So, our our Discovery Gardens kids come through the district office every year was super cute and a lot of our staff

155members will also dress up and kind of theme things and super cute. Oh, there's uh Lincoln does a pumpkin carving contest every year and Sarah Kelsey, did you go over as well? Sarah and Kelsey went over and there were two of our distinguished panel of judges over there. It was everybody won and everybody was happy. The Lincoln Parade stand will probably touch on this more. We got some great photos of that and there was a there was a cool theme. We had Cruella Deville leading all of the different teachers dressed up as her 101 Dalmatians. So that was that was a fun impress she walked to those shoes for that long. Our Discovery Gardens um folks also saw this federal government issue coming with SNAP payments not being fully available to people and so they

156just reached out to families and teachers and said, "Hey, would you help out? Could we get a little food cover going?" And and that's what they uh pulled in. And one day my wife brought a handful of things and it just they got a bunch of their people in their community said, "Hey, there's other people not as fortunate as me and there's usually a safety net there for them that's not there right now. I want to step up." So super cool. I think that's it. That's it. That was pretty good. Was that less than 20 minutes? Well done. All right. Can you just mention the audit result because it's a tribute to I should you have a picture? I don't I don't say stuff unless there's a picture. [laughter] Go ahead, please. Please, please. Just

157last last week, our um the Heinfield Amiche, our independent audit team, uh did their second visit. They always do one in August and and and one in October. And and the totality of the audit is is is what gets presented in in front of you. And so this year um we ended up with uh with only seven findings, which single digits is um I can't remember. We've been in single digits. I think five years five years in a row we've been in single digits which is kind of that according according to the I mean I have to say according to the to the auditors that's unheard of. They don't they don't deal with anybody else who consistently is in the single digits for there's thousands of rules we have to follow over tens of thousands

158of transactions and and they found seven places where it wasn't perfect. So I just want to mention just because it's a celebration of really everybody when it comes to all the rules and regulations and so just another tribute to how Prescuit Unified you know does exemplary work from every level. It's great super cool. Good job right again. No everybody I know you never take the credit. That's true. We should have touched on it there. Yeah the dressed up and questions with us. All right. Moving on to item 6 A2. Um, governing board members. Brett. Yes. Thank you. I went on a school tour on October 15th with uh Mr. Tenny and we went to Granite Mountain Upper Elementary School and it was uh it was fantastic. I came away with there from there with a

159with a greater understanding of the culture of the Granite Mountain upper elementary which uh we spent a lot of time in this in the sped program and it just touched my heart that that we are focused on every child every day doesn't matter their background doesn't matter their capability their capacity their potential we uh will design a uh curriculum for them and uh loved loved loved that Um there's a lot of creativity and flexibility going on all around the school there and there was definitely a can do attitude. I loved how they were striving to to be better every day. So that was my that was a summary of my of my school tour there. And then on the 30th, October 30th, I went to lunch with Mr. Freyer and Judge Carmen and Mr. Tenny

160and we talked about bond and override. And I left there going, "Holy cow, that's a lot of work." [laughter] Um, and uh, but with a determination that this is what is best for our community, best for our kids, and it's and it's worth and it's worth the effort. But it's going to take a lot of coordinating, a lot of different um parts of our community to to unify together to make this make this happen for our kids. Yes, sir. Great. Yeah. Jen, uh, I was able to go to the sip and saber. We just met, right? Like I feel like I didn't do very much, but I don't feel like we met that long ago. Um I was at the Sip and Saver and I can't believe it's our 10th annual Sip and Saver. That

161is crazy that it's been 10 years and um it's one of my all-time favorite things to do. So I'm trying never ever to miss it and I'm super proud of what the foundation is doing for the schools. And that's really all I did. Yeah. I mean, I have um also been able to have some meetings regarding our bond and override and getting some community input there, which has been really helpful. Excellent. Andy, um real quick, I attended Flag Football uh against Flag Staff, which was a super exciting game to watch. Come back. It was Yeah, they won with 22 seconds left on the clock and scored a touchdown to win. Was amazing. So, really proud of of what they're doing. um did the walkthrough with uh Mr. Neely and with Mr. Tenny. Um things that

162stuck out to me, the culture at PHS, the the number of options that they've had and we talked a lot about the AP scores and the ACT scores and the improvements there just it was just really refreshing, you know. Um, I attended the NHS induction ceremony last week and want to shout out Shay who was inducted into NHS at that. Congratulations along with [applause] what about 30 other students. Um, really nice ceremony, really good to watch. Um, attended Mile High and toured ESS with Maya Caldwell. Um, again saw a lot of what our presenters were talking about with the peer program at Mile High, which is amazing. You know, seeing seventh and eighth grade students working with the students in the ESS program that really stuck out to me. Uh, I was abs also able

163to attend at least a portion of it. I kind of go incognito, so I wear a hat and sunglasses, but I I watched the the Lincoln Halloween parade because it's just so cute. It was so much fun. So, but I was there. That's great. Yeah. Awesome. Jay, I spaced the the ceremony. I completely spaced it. So, I'm coming to your meeting on Friday. Okay. So, I'm going to the National Honor Society meeting on Friday since I totally spaced it. I went to with Clark, we went to AJ, walked the halls that I know so well and it's still just as exciting place to be as ever. And our student enrollment counts going up at AJ since fall break, 10 students, which is awesome. Um, I got to go to Discovery Gardens with my guitar and

164sing with the babies, which was the highlight of my month. So, I'm going to go out once a month and just we do all those little songs that vibrant speckled frogs, you know, all of that stuff. That was very fun. Um the I went to a budget meeting with at Discovery Gardens as well with what's happening with Brian was there and Andy was there and Clark was there about numbers this year and how that might affect what's going on and I think they have their they know exactly what they're doing there and not too worried about that. And last but not least, the teachers I don't know if you know this but United Way gave the teachers closet $5,000 this year to buy more supplies for kids, which that's a lot. We didn't think we

165would get anything from them. We turned out we were too or very organized. That's why we got it. Like they we we knew where every penny was going to go by the way the room looked as opposed to just a chaotic mess. It's pretty well organized. So had a lot of teachers there last week. 35 40 teachers there last week and that's good for me. Go ahead. That was plenty for me. Uh I also did um a visit. Mine was to Lincoln. So with Miss Prusso and and Clark and I I echo what Brett said that you know it's we went to every classroom and it doesn't matter the the rigor the structure that the teachers did not stop when we when we went through. I don't know if you guys got that too and

166it was like they those kids were engaged. We had first second graders sitting in rows and just what they were reading and saying it was it was unbelievable. And I and that's this is from like a first or second year teacher that you know I mean just just always always impressed. Um but I also kind of was able to piggyback because a week before I was able to do my parent teacher conference at Lincoln, right? and then and really see the cognitive formative assessments in action and the and the way that the grades are and as a parent receiving seeing what their scores were or what they um well I guess their grades were and then the retach and kids are talking about retach and it's not you're retaching you're retaching if you do well

167you're retaching if you don't do as well every they don't know the difference it's unbelievable how the breakout is and the kids are just it's part of it, you know. So, very very well done there. Um and learned that Miss Baruso is actually working on um Lincoln school to be a a letter A school. What is that school? A plus school. It's a big It's a lot of work, right? And so she's doing a lion share of it that pun intended. Lincoln lions and all. So, um, no [laughter] one got that. Yeah. Was able to do the flag football game and I I tell you, Lucy was the difference in that second half. So, I'm not kidding. She was un she was the spy on defense. It was unbelievable. Um, when then went into the

168volleyball game. So, it was just like a circus. We were just able to go from one to the other. And then, and then the next night watch uh our football team on channel 7 state televised. And the one thing that stood out was just how they captured the tradition of Prescat and Prescat High School and the kids and same things we were doing in high school, they're doing it better. I mean, they're just it's magnified. It's so it's just they captured community and and it was cool to see that sitting in your living room, you know. So, it was just just amazing deal. Um then also went to the Halloween uh um uh walkound and I just love all the costumes and the kids and everything else. So that was amazing. And then just as

169a precursor and I think we have a little video here, but this morning I went to So it's Veterans Day um next week and I just want to highlight what what we're teaching our kids and what we know. And you can see this is this is a presentation this morning that I went to for the first graders and and this was put on by the teachers and then just to see it as we visit the schools to see how this resonates with every level that we go to. So for Veterans Day, all the things that the events that are at the schools, the letters that are written to veterans, to the VA, um our high school students, this how reverent they are um at the with the national anthem and at ball games. It's just

170we're in a unique spot and Prescuit teaches our kids, right? And so this is just one example um if I may. America. That's young Galagoski on the corner reading the screen. So [laughter] he needed words. But but you know I mean think of it. God bless the USA sung at our in our public schools. I just want our community to know that that we this is this is these are our kids and and we're doing a tremendous job of of raising them. Right. So thank you. Okay. So speaking of tradition, I was a Lincoln Lion. I can envision sitting on that black top at a flag ceremony singing this song. So, thank you. I'll be back. [laughter] Awesome. I love it. Thanks, Kelsey. Okay, so um item 6 A3, governing board uh representatives. So, you

171got the whole floor. All right, so Missy Townsen did steal some of my points. Yes, there was a big football game, Bradshaw game. That was kind of a tough loss. It was a little bit of a hard watch for me, but that's okay. Um, we're also having D2 state for swim on Friday and Saturday. Friday is prelims and Saturday is sectionals. And last Saturday, we also had a two-day meet Friday and Saturday, which was prelims and sectionals again. And our team did amazing. I think we had about eight swimmers go into finals. And all of our relays made it to finals. They did a great job. I think that the majority of people our relay actually I forgot about this the 4x100 relay which for those don't who don't know that means that each swimmer

172does four lengths so four back and forths kind of thing and that got I think for the girls I believe it ranked number three so we got a medal out of that so that was awesome um last week I did a whole bunch on Wednesday I was able to go to Lincoln Elementary School for kindergarten for Matt Force and if you don't know what Map Force is it is peer-to-peer drug prevention program and we got to talk to kindergarteners and that was awesome. I don't remember what class it was but it was just awesome to see all the kids and to see how great they responded to us being there. Um today actually for interact club which for those who don't know it's a service project club that is based on doing community service throughout

173the community. Um, we went to Lase's retirement home and we handed out retirement cards of not retirement cards, fall cards that we made at our last meeting, which was a couple weeks ago. Um, we also recently had we had an S- Club service project, which I'm sure you guys remember what S Club is, but if you don't, it is a division of Star Optimus International. So, it's an all women's organization that is focused on service- based community projects. Um, we went to Evergreen Village, which is also the place that I work and where my great-grandfather lives. And we were able to sit down and spend a couple hours with the residents painting pumpkins for Halloween. And we also colored a couple pictures. And they came up to me. I worked on Monday, and they all

174were super excited about it and were telling me how much they loved it and just how great of a time they had. We also had trunk or treat on Thursday. I'm not sure if anyone any of you came, but it was amazing. I saw such great floats. S Club had an awesome float. I'm a little biased, but I think it turned out amazing. I personally believe it was the best float out there. We had all these colored pumpkins on Martier's car and it was just amazing. Yeah, it's been a really great month. Oh, it's great. Great report. All right. Um item 6B, community comments, share with the governing board. Uh Brett, I I uh didn't I might have missed an email or two, but I didn't see any emails come through from the community. I

175did have a short conversation with a mother who has a daughter at Taylor Hicks. She was struggling at a previous school. She didn't tell me what school it was, but she said since her daughter has moved to Taylor Hicks that she's thrived. She's felt like she's got the attention. The people there were listening and and uh she was just really appreciative of uh of Taylor Hicks and their and uh the way they've [snorts] taken care of our daughter's needs. So, I was touched by that and uh and I just wanted to pass that on. Okay, great. Um, my son Mason has a tutor in town that has been tutoring in Prescuit for a very long time. My much older son Evan was tutored by this same gentleman many years ago. And um, so he's tutored

176in math PUSD students for years and years and he wanted to he actually came out to my car just to thank me. Not that it was me that did this, but for the new math curriculum. He is thrilled. He's amazed at the difference. He feels like it really pushed Prescuit so leaps ahead of where we have been. It's been a struggle as a tutor to try to tutor around a curriculum that doesn't really match the things, you know, without a lot of resources. He's just thrilled. He thinks it's made the biggest difference for all the students, Mason included. But he's very, very pleased. Yeah, it was really good feedback. He has a lot of experience. He's been doing this a very, very long time. Yeah. I I talked to that same tutor this last month

177and um now that you mentioned that and he told me one of the teachers at Prescuit High School gave homework over the break. I assume he was talking about fall break. He said, "I loved it giving homework over the break. I think it's I think it's wonderful. We have some great teachers there." So [laughter] yeah, she's shaking her head. It's terrible. Yeah, there's there's multiple perspectives that [laughter] um more positive. I just I was able to talk to a a parent at the flag football game, a guy who was actually from my class in high school and he's got two kids at at Prescuit High School right now. Um, and he couldn't talk enough about the teachers at Prescuit High School. And he's got a son that's doing AP courses as well as CTE courses.

178And so he's one of these kids that Mr. Neie says, "This is a this is a high point earner for me because this kid takes the AP exams, he does the CTE programs, and he doesn't know what he's going to do, but he may have all these AP credits and end up going into a trade when he's finished because that's what he loves." So, it just this parent was so pleased with the teaching and that the accessibility, the the willingness to stay and do what they need to do with the with the students, with the parents. He's very happy and his his daughter is a JV flag football player and is doing other things at the school. So just very involved and I and I have to say I don't think that this parent was

179very sold on PUSD when his before his kids started going. I think what has happened these last few years has kind of turned him around. So it was a really good really good exchange. I have nothing. No one. No, no one contacted me this time. Well, I have a very recent one and um and this has to deal with um a buy a jud. This is in the early stages, but um just the PTA has raised a lot of money to help alleviate the issue of of balls going into Williamson Valley. And it is a safety issue. Um and it's been like that for many years. And I think that they're doing a lot of work there. I just think that we can we know enough people and enough community members that we could probably

180pull something together that they don't have to waste their money uh hardearned money and they could put it on different things. Um so we're going to tackle that projects that we love to do. That would be good. So but it's you get us some new turf there as well. Yeah. Right. Yeah. I think after the Fiesta Bowl, if you like the Fiesta Bowl logo, we could probably put it on there. What do they do with that turf? I don't know. But figure it out. We'll figure something. Okay, great. All right. Um, I think that's it. Then item 7A, consent agenda. Um, does anybody have any items that they'd like to pull or highlight? Yes, I would like to pull 7A2 and acknowledge the donations independently. Okay. Uh, any other items? Okay. Uh, I'll take a

181motion to approve the consent agenda minus item 7 A2. I'll make that motion. Motion. Do we have a second? Second. Motion second. All in favor say I. I. Any oppose? Consent agenda passes. All right. Item 72, Jane. All right. We just had three this month. We had one from the Yavapai Regional Medical Center, $1,500 to the Prescuit High School Athletic Department. We had a donation from the Rotary Club, the Frontier Rotary Charitable Fund, $4,000 for the family resource center for their winter wellness event. And we had a donation from the Abaya Jud PTA for $1729 for a newator at your school. Did you know that, ladies? No. Oh, well, there you go. It's It's It's already in the teachers lounge and it's Oh, it's already in the teachers lounge. It's been there for a little

182bit and this is making it officially PUD property. Nice. All right. Um, can we get a motion to approve item 782, approving the donations as presented? So, moved. Motion. Do we have a second? Second. Motion and second. All in favor say I. I. Any opposed? Hearing none. All right, item 7B. Do we have any um one that would like to speak? All right, moving on to item 7B1. Um consider approving the following overnight travel requests from Prescat High School Athletics. I won't read them off, but looks like Adam, you're going to do it. Okay, Adam's off to ory's off to the game probably. Yeah. Awesome. All right. All right. Yeah, just for the sake of time, you'll see that there are quite a few upcoming uh overnight trips um you know, all related to our

183sports teams and some of the activities they have in have coming up. All of them in state except for the Disneyland, which is welld deserved, right, for the bad mitten team. Yes, that is a celebration for our bad mitten team. Okay, that's what I was going to ask. Everything else is a winter sport activity and then [cough] little fall sports celebration for Badman. Okay. And all supported by the booster clubs, which I think is fabulous because it cuts down on the amount of money that the kids have to spend. Pretty neat. Again, sense of community. Absolutely. Okay. Uh then we'll take a motion to approve uh the overnight travel requests from Prescat High School Athletics as presented. So moved. Motion. Do we have a second? I'll second it. Motion in second. All in favor say

184I. I. I. Any opposed? Hearing none. Um item 7B2. Consider approving the school's facility oversight board terms and conditions for acceptance of monies from the building renewal grant fund for PUSD school sites. Mr. Moore, I recently. So once again, the the process is is you put in an application for a deficiency and if they say yes, that is um the preventative maintenance has been of such that you're supposed to and it's something that has been wear and tear. It's not an insurance item. Um anyway, so Mile High's gym's floor is b is just separating and it's it's buckling a little bit in areas and so we took lots of pictures and I submitted it and they did say yes, this is a deficiency. So now it starts, you know, it may be replaced, [cough] you

185know, by 2033, but uh no, actually I'm asking for it to be repaired and not replaced because we think that it can be for a lot lesser of a cost. So this the terms and conditions are front of you as that first step and then once you uh approve them, I'll submit and then it'll be just waiting for funding. This was the floor that the Phoenix Suns put in, right? Um many years ago, under a grant. Yeah. Yes. Yeah. And so did a lot of the wear and tear happen when we did the work on the gym like from scaffolding just over time. Just over time. Okay. Any questions, comments? Then we'll take um a motion to approve the full school facilities oversight board terms and conditions for acceptance of monies from the building renewal

186grant fund for PUSD uh school sites. So moved. We have a motion. Do we have a second? Second. Motion and second. All in favor say I. I. Any opposed? Hearing none. Item 7B3. Consider approving the IGA between Yapai County Education Service Agency and Prescuit Unified School District number one regarding the title one part D grant funding. Mr. Tenny. Okay. So, you may recall about a monthish ago, we called you into a special board meeting to to look at um an agreement with with uh the county for pass through funds for the for the juvenile detention center school to go through PSD. They'd never done that before. The state had always had the money go to the county and the county oversaw that did the reporting and whatnot for that grant. The state was insistent. Nope.

187as absolutely has to be through PSD so as to not hold up their funding and allow them to continue to provide educational services to the students who are there. We got the board together and and time frame that the state said we needed. You you were great to say sure whatever we need to do we'll we'll do. Since then the state has gone back and said actually we're not going to do that this year. So, they're going to go back to what they what they've always done, which is to have the county oversee that. And this is essentially just changing it back to to what we've had in the past. So, this will u preempt the the uh the acceptance of the of the uh previous agreement that you had and and have a different

188uh kind of agreement as noted here in the agenda. Prevails for this year at least. We'll see. We'll see. Good. Any questions about this one? We already discussed that. Um, okay. We'll take a motion to approve the IG between YCSA and uh PUSD number one regarding the Title One Part D grant funding. I'll make that motion. Motion. Do we have a second? I'll second. Motion second. All in favor say I. I. Any opposed? Hearing none. Item 7B4. consider approving the IG between the Greater Phoenix Educational Management Council, uh, Arizona Educational Management Council, what do you call it? Jeff Gippy Mac. Guppy Mac they say. Yeah. And, uh, PUSD. Okay. Super. So you probably know our our principles and and other folks are parts of professional organizations where professional development is available and where there's networking

189and information that comes uh about the legislaturator's efforts on behalf of schools etc. And I'm I'm part of well many of our administrators are part of the Arizona school administrators association for example you folks are all part of the Arizona schoolboard association. Brian's part of the Arizona school businesses school business officials association. I'm actually the the leader of our rural Arizona schools coalition that we we don't pay any fees for directly from PSD and I'm I'm also part of the our Arizona schools association that we do pay a fee to be part of that. Anyhow, there's a couple of benefits that that come like I say part of its professional development, part of its networking and information uh sharing and and a part of it in some cases is lobbying on behalf of schools with

190the legislature to try to affect change. There's one other organization that we've not been associated with in the last couple years and I've I've talked with several superintendents recently. We say this is this is super valuable. It's kind of a parallel organization to ASA, Arizona School Administrators Association. The the thing that's unusual about this is instead of just me saying this is great, the board has given me um discretion to to join professional organizations actually part of my contract. this organization says, "Hey, if you want to be a part of us, fantastic, but you need to run it by your board first and get your your um attorney to sign off on an IG with us as well." So, just bringing that to you. If you have any questions, I'm happy to to answer it.

191Sarah, do you remember the the cost for a year? It's relatively nominal. It's in the 500 or less per year uh range and it would just be you, right? Yeah. Yeah. I, you know, behalf as a representative of the district, we would become part of the Greater Phoenix Educational Management Council. Any questions? All right. Um, we'll take a motion to approve the IGA between Guppy Mack and uh, PD. Well done. So moved. Second and seconded. All right. All in favor say I. I. Any opposed? hearing none. Welcome to Guppy back. Thank you. Thank you. It's mostly the large districts in Phoenix plus some large districts around the the state flag staff. Humble's part of it for instance, Yuma, etc. has a lot of districts in it. Um item uh 7C1. Uh Mr. Moore has chief

192financial officer has prepared this prepared the school board summary budget report for your review. I will be crooer than Kelsey's presentation. So has presented [laughter] just to do a comparison of I didn't time the two but I think that was quicker I mean it was close I just give it to you thank you very much Jen do you have any questions [laughter] actually I should just stare and wait awesome not an answer thank you item 7C2 bond and override discussion Mr. done. Okay. Super. I don't know how much time you want to spend on this tonight. We still have you kind of a long runway before we're there. And given the time, you may want to abbreviate this conversation and have it uh next month. But I'll I'll tell you a couple of things. Brian

193and I met recently with some folks who um their businesses to uh help support and manage and oversee um bond issuances for for school districts. We have some information that we got from them that we can share with you uh if you'd like. as well. We had a brief conversation online with a gentleman who does consulting with districts on overrides. The key things that he typically does are he gets with um boards in advance and and there's usually a fee for, you know, some information that he can provide and support that he can provide. And then oftentimes if a board doesn't say, "Okay, now we want to move uh actually we're going to we're going to vote to move forward with a bond andor override." Then that person of that gentleman often becomes employed by

194a political action committee that forms uh in the wake of the board's decision. So, and and we have him scheduled to to visit with you in person at the next board meeting. So, you you may want to postpone some of this conversation until we hear from him. He'll give you some options and you'll have some questions, but wanted to share that with you as well. Like Jen said, we've been reaching out to several different and and a couple of you mentioned different committee members who were part of the the previous successful bond and override election. Some other folks who can give us some good input. One of the things you may want to discuss tonight briefly or at length up to you uh is if you want to have an advisory committee formed to give

195you some some um uh direction some advice basically on uh if you do go for bond and overhead. It sounds like you're leaning in that direction strongly how much for each one and exactly for what and it might be useful to to get um input from some people who are pretty passionate about this. Absolutely. And if if you do move forward to that, I want to be one of the leaders of that. And then some people who are like, you know what, that that's not my thing. I'm not going to knock doors for you, but but I represent some people in the community who aren't keen to pay higher taxes, and here's my input. So, kind of blend all of those voices together and see if you can come up some good advice for you.

196If if you'd like, I can help you form that. I've reached out to principles already and and asked them to get with me two to five names of people that they think might fall in that former group, people who might be passionate about helping things move forward. We've visited with some community members already who who might provide additional um information as well. So anyhow, that's that's what I've got. I'm happy to answer any questions, but you you have whatever length of discussion you like at this point. So you're suggesting it would be about five people. Is that not necessarily? So, I've asked each principal, can you give me two to to five names of people at your school who might be a part of that? So, we we can kind of choose from that whatever

197you want. If if you want 10 people to get together some afternoon, we can do that. You can give me administrative direction to pull [cough and clears throat] people together in a meeting, I can do that. We can do that online for a little bit. But I' I'd like those folks to be able to talk through it and have maybe a couple board members be part of that. Not not the whole group because we'd have to go through the the meeting posting piece, but a couple of you there to hear firsthand what those folks have to say. That's that's one one place we could start the ball rolling. But if you've got other ideas, super open to that. Just whatever you want to do. That's that's my job. Big part of my job for the

198next little bit is to move forward whatever you want to do with this. So, I think um our advisory committee could be smaller than our pack committee, right? When the time comes where there's a pack involved, that committee is usually a much larger group and and a lot more boots on the ground, so to speak, to really get things accomplished. But I I love the idea of having an advisory committee that comes from all different areas of the community, not just our schools, um but throughout the community, so that we can get a really good pulse on what's tolerable and what we can do and what's going to make the biggest impact for our students um and see how we can what you know what is that sweet spot that we can manage. So I

199like the idea of forming an advisory committee. Um, and then that committee, some people will probably continue to go on and help form a pack and others may not. You know, they just may choose to help us kind of identify what we need. And I believe that was very much the case in the past. Not everyone who sat in the meetings about what to ask for uh stayed involved necessarily during the pack portion. Sure. So timeline is always never want to get behind in that timeline. So, so for an advisory committee, what do you all think? Do we kind of start figuring that out? Wait for the next meeting at this point. Wait for what's his name that's coming up? Paul Eulan is the gentleman's name because the he consults on a lot of bonds

200and overrides all across the state. The reason he's not here tonight is because there's 15 districts who are contracting with him who are getting election results as we speak. I I I'd like to see it happen as soon as possible. I mean, I I feel like we're I know you say we've got a long runway, but we're a year away from this election and and I think honestly I feel like we need to get this group going pretty quickly, but we're limited on that committee with only two board members at the most because of open meeting. Well, um not necessarily. Probably, you know, some of the input we received recently was if the board is going to establish a committee, we're going to have to post for that anyway. Um, and in that case, I

201guess there's no reason we couldn't have, right? I think through this, there's no reason we couldn't have as many board members as we're interested. Anyway, if we're going to have public, so for the committee that you guys are, from what I've heard, planning on assembling, how are you going to account for diversity such as race factors at um what was the other one? Economic factors, stuff like that for the committee members. Yes. Yeah, as as far as ethnicity, my guess is it would be pretty representative of Prescuit, which is kind of what it's in this room for the most part. There's certainly exceptions to that, but I I don't know that we would intentionally try to find somebody who's Asian-American origin or whatnot. I'm not sure that ends up being value added for this committee,

202but if others feel differently, certainly open to that. And then yet, you're right, we'd want to have some people who are probably in an economic situation where they say, "$87 a year? I got that? No problem." And some other people say, "8 $87 a year? Are you kidding me?" Those voices in the room would be would be useful. We're kind of thinking kind of a diversity of of backgrounds in terms of or at least I was thinking in terms of, you know, what they do in town. Maybe some people from city council, certainly board members, and some people from the Republican women of Prescuit and ETA. I mean those those types of groups in addition to some very keen uh active volunteers in our schools in terms of moms and dads and others maybe. So

203that that kind of thing. Yeah. And probably some people who are commercial property owners and various other types of property owners because it impacts them differently and hearing their impact you know their perspective I think is also important. Yeah. in in terms of groups that you know our intent it's really you know it's really all the different types of groups that we have representative within an election right so we talked what Mr. Lieutenant talked about, but there's also, you know, uh, professionals, there's firefighters, there's civic leaders, there's civic servants through, you know, throughout the community. There's who does vote. We do have to reach the retirement community. That's very important. We also have to reach parents. We have to reach the business owners and and we want to put that's who we have to reach.

204You know, it's the voters. I don't see race. I don't see anything contributing to anything as far as, you know, what we're tackling. It's going to be, you know, who votes in this community and who are the entities because we have to convince them that this is this is the right thing that we need to do for our schools and for them and for right and for us to be a thriving community, you know. So, um that's that's what I see as far as this advisory committee. [snorts] Um and then who will be part of the pack? So, what's a way that you guys are planning on advocating for these bonds, overrides if you decide to to put them on the ballot? How are you um planning on advocating for those? A lot of it

205for the bond will be really for the facilities and our aging. You know, what we need for schools. Um we really [cough and clears throat] have to put our minds together on what is important for the override. You know, what makes sense. We do want to do we want to keep talented teachers here. We want to make sure that, you know, they're compensated correctly. Can we put, you know, what else do we need within the override? That's the advisory committee is going to tell us a lot of that. What is that dollar amount? And but it's we've learned in the past it's, you know, let's see what the list is that you want to to buy, what's important, because that's what our our cons our our voters are asking for and we owe that to

206them. And then we can show at the end yes for dollar for dollar this is what we spent over those years right and I think you might be asking how do we let's assume we're going to try to go for bond how do we go out and advocate like do public meetings um signs the pack right it's a political action committee once the board decides then the political action committee is formed and that committee is in charge of of getting the word out and impacting the community in a way that is is you know from fundraising to educating all of those things will take place once we make a decision but this initial committee is to help make the decision correct give you advice to five of you make that decision yet do you maybe

207this again I'm going to get I'm guessing 20 different names from principles over the next at least 10 I asked him to give it to me by noon today but we all forgot about that so I'll ask them to give it to me by noon tomorrow and I'll have a bunch of names if you've got ideas about people again from a kind of diversity of perspectives um who you think would be good to reach out to that'd be great and I can get you a whole list and then you can kind of give me some feedback [cough and clears throat] those folks who you think would be good to have there to have a discussion together we can give a little bit of brief information about what bonds and overrides are where the school district's

208at what needs we may have and and then talk about you know kind of show Brian's calculator if you've got a typical typically priced home $650,000. Holy smokes. In Prescuit, we go for a 5% override. That's going to cost you $33 a year. We ask for a $15 million bond that's going to cost you an additional $54 a year. Is that tolerable? Are those the right figures? Should we be high or should we be lower, etc. And then bring up what we talked about, you talked about great length last time. You asked for a 5% override. That's awesome. 10%'s better. may not pass. But but if we go back five years from now and people say no, 5% we can maybe find a way to absorb within the district and not cut people's salaries. 10%

209you'd be cutting people's salaries and that would be disastrous for this district. So share that with people and then get advice from them. I don't know that they all have we'd have to come up with a process for you know how to distill different voices there. But we could we could do that. Do you want to share some names with me? Do you have other ideas? You tell me. I'm happy to take your direction and we'll make it work. I think it'd be good to share those names with you through another forum than here. Okay. Yeah. Yeah. Yeah. You know, I don't I don't want to put anybody on the spot publicly at this point. I I think we can share names with you and you you with your staff can make the determination of

210who you think would be okay. That's just my opinion that you've been as well when I haven't Would that work too? Yeah, I sure will. Yeah, because they're also kind of signing up for it, too. We want to assume. Yeah, we'd want to reach out and tell people, here's what we have in mind. Are you interested in in meeting, you know, a week from Thursday for an hour and a half? [laughter] And I guess before bringing that up in a public meeting, I think we want to agree. We don't want to do that now and have people say, "Hey, I heard your name on the board meeting. What am I doing?" If you say Haley Reader, she might be super excited or she might be kind of upset. So don't say Haley Reader in front

211of Haley Reader. Just as one example. So once we get there, there are some folks like Haley have already. So once we get this this these names to you. Yes. How do you call it or don't you? So yeah, great question. I'll take your direction on that. If if you want to do what Andy just suggested, which is say, "Hey, choose x number of people from that list you think would be a good mix of opinions." Happy to do that. If you want me to share 30 names with you and have you say, "Here's my top 10 picks and see, you know, who are the top 15." There's any number of ways we can do that. Okay. And I'm happy to again take your direction on that. Could do that between now and then our

212next meeting and then we kind of say this is what we kind of decided on. I'm I'm hearing a sense of urgency that I kind of share. I'd love to get some names in the next three days, make decisions in the next five for who to reach out to and and set something up two or three weeks from now before the next meeting. So, you've got some initial feedback that you can use at the next meeting to discuss further. Does that make sense? You all got I think so. There's your direction. Great. I'll I'll reach out to you with a reminder email to share some names work for you, but I'll I'll follow up with principles as well. We'll get some, you know, PTA moms and dads and others names. Yeah. If you know parents,

213awesome. I think we're going to get some pretty good parent names. If you if you know additional people who you think, oh my gosh, I go to church with so and so, or this this guy works with me, he'd be great. Or, you know, this guy parked on my front lawn the other week and I hate him, but man, he'd be a great voice on that whatever you want. on this this level committee I mean this initial advisory committee is do you think student voices are important at this level or do you think that's a bigger the bigger committee that's a great question I would think that some older students would be I mean we don't want third graders to try to No we could get some some some kids like Shay who are obviously

214pretty sharp and have thought through some angles on this and could [cough and clears throat] input that again 100% up to you but I'd be happy to work with Mr. student piece will be really important when we get the pack organized% and we want to get out the vote and we want to get them all registered to vote and and I makes a big difference. If you do end up wanting students to be a part of it, I would love to be a part of it if that is something that you guys want to do. Sign her up. [laughter] She doesn't do enough. So, let's just put one more thing on her plate. I I agree 100% with what Brett said and I saw a lot of head nodding as well. if if a pack

215forms, having students be an integral part of that is likely going to be beneficial to the the school district. I think at this point is, you know, do we want to think about student voices in this initial Yeah. If you're looking at percentages and property taxes, whatnot, not too many students are going to have a lot of context to share meaningful input there. But, but if you if you want to include them at this stage, absolutely. I'm happy to do that for sure later on. For sure. A big part of what goes on later on. for sure. Amazing. Thanks, Shired. Anything else? Names. All right, I'll follow up with you. We'll go from there. All right, we'll move on to um item 7C3. We know we're going to have a visitor for anything else future

216agenda items that I love having the students here today. Yeah. Okay. I would love to try to include maybe at least one. I know it came for a longer meeting, but really I was kind of talking to Jenna the break. It's what we're what we're experiencing is we've kind of created an avenue where there's a lot to highlight and a lot of other schools besides our beyond our CTE want to have a platform to say this is all the great things we're doing too and we witnessed it tonight. So I think we could do that. You know, I'm curious and I think we've missed our chance to do this as a presentation at a conference, but I wonder what other districts are doing if they're bringing groups of students in to talk about things like

217this and to share, you know, and giving our giving our students in the district [clears throat] a chance to kind of do that professional development type of thing. So, we have there are very few districts in this state that even have student representatives. That's unusual. Students presenting at board meetings, my understanding is that's fairly common. Is it okay? But students being a part of the discussion at the DAS is fairly uncommon. You're one of few. Sh going to the convention next month. We could maybe even just individually as we're networking, ask other boards. It'd be interesting how they include students network. No network over there at the conference. I don't know if we're all going but weren't you talking about being doing a breakout session for Keystone at one point? We talked about potentially doing

218that. Yes. Okay. Yeah, we're we're past the deadline to be presenters this time, but they've asked us to present about our volunteer program and I think presenting about our Keystone program. There's a handful of other districts in the state that are doing something similar. I can't imagine too many of them are doing it more successfully than we are. It's been pretty spectacular. So, yeah, we could we could get on, you know, next year's agenda. They're already poking at us to to present. And and to answer your question, I think each We've got four board members confirmed and a fifth a definite maybe for our maybe stand. [laughter] Knew that. It may be a early morning man who's trying to run a business and have young kids at home and do everything else in the community

219plus be our president. That makes some sense now. That's great. But yeah, if you can't make it for a day, that'd be awesome. So yeah, can let me just give some food for thought. The last I' I've had two or three discussions in the last few weeks with other superintendents and people and they say, "So, you meet twice a month, right, with your board?" We meet once a month. Are you kidding me? District your size, you meet only once a month. Like, yeah, I kind of like it. We meet for four hours, though. Yeah. So, [laughter] that's that's part of my point. One of one of the reasons that we're still here 3 hours after we started is that we meet less frequently than most districts our size. I if you ask me, do I

220want to come here twice a month at night and do this? The answer is no. But once you longer is good, great. But just know that part of part of the uh reason we have long meetings is because you're cramming two meetings worth of stuff into one meeting. So yeah, we basically we can blame it on Kelsey tonight. They were great presentations. They were well worth the time. Good things. If you want to do all these great things in one meeting a month, we can do it. But we're going to be here till 8ish and that that's good with me. Whatever you want, just food for thought. We're good. Okay. So, do we still like the idea of having at least one student or one school present? Yeah, you've given us direction, right, to continue

221to have CTE based uh plus potentially other things from the high school and I think even eventually to the younger kids about things they're doing, right? That was brought up in our our last meeting. Please start to do that. So, we had mile high tonight. get up and talk to. We'll see if we can get some granite kids and then when we if we go lower than that, we probably have like a principal with, you know, I don't expect too many fourth graders going to stand up and be as eloquent as you might be surprised our kids tonight, but maybe to come in. I think it could be Sorry, I was just say we might get a stool there for the lector. I think it could be like very invit in in a What the

222hell? I'm it would be very beneficial to have students from, for example, Lincoln or Taylor Hicks, even if they come in with a teacher to talk about the things that they've done. I think that would be very beneficial. Yeah, sounds good. I want to see the Discovery Darkness. Yeah. Yeah, [laughter] we'll do. We'll set those up. So, yeah, kind of the direction I felt like we got last time was let's continue the high school each each month, but then also have another school kind of in tandem that that works for you. Okay. I would love to see a special education student and it might it might be a struggle for them and uh I just think it would be it would be tender. Yeah, that's a neat idea. We hope you remember that. Let's talk

223with Maya about coordinating principles to determine what that looks like. I like that idea a lot. Yeah, they're awesome. All right. Well, let's uh we know [laughter] I've already apologized five times. Apologize. Yeah. as far as future agenda items etc. We just give us the short version and [sighs] short version is we reconfigured our district in 2016. My predecessor didn't update that with the state and it came it caught up with us in August. Um the grants management part of AD basically said our million dollars worth of ESA grants were going to be put on hold because what they had for the grade level bands of our schools did not match what's called the education organizational system with AD. So, I over a two-month period, we I I we cleaned it up. I And that

224was also the same time where we got Granite Mountain's name to be changed. Unfortunately, I did not did not think of the special self-contained classrooms that we have. I don't we don't call them selfontain specialized specialized learning environments um that have grades that are outside of the typical Grand Mountain and Mile High are the two. So, each of them has a program that's 5'8. So, right now we're not receiving any funding for students that are rece that are outside of the the typical grade bands. Um, but actually there's an urgency to this because special ed has to do what's called an October one report and you have three times to make it accurate. If you get to the third time, it's not good. Tomorrow is the first time you can make it accurate, but it's

225not because of this issue. The next time that we can submit is December 10th. which is only less than five weeks away. And if we don't get the grade bands to be fixed by then, it's going to be an issue and we'll we'll actually be monitored heavily um in our special education programs because it will be the second year that we end up in what's called phase three of correction of the 101 account. Anyway, long story short, I've already called in a favor with school finance. They're going to rush it, but it all starts with the governing board vote to have 58 at both Mile High and Granite. and then my work will start. But with Do we need to have 8 through 12 at the high school or did we leave that? No, I

226I've always I've also I've already asked because they're eighth graders and they're just taking a class. We should not have eighth grade at PHS. Um I was you know occasionally we have a sped through because the eighth grade will go to the high school as well. I've asked Maya for the grade bands of all of the self-contained programs and so if there is a if there is we need to include eighth grade with the high school. We should just so we don't have to do this again. Um, but even before this, all of our elementary schools were f K5. He just mentioned we don't have to because they're just the one class. But yeah. Yeah. Not for the geometry class. It's not their home school, but there are some sped kids for whom the home

227school becomes something outside of their grade bands. So any So by me fixing something, I didn't include a thought process about grade bands in the in our uh specialized learning environments. And so timing is really of the essence. And so I'm hoping Can we do this now? No, we can't. It's got to be agenda meeting. We can When's as soon as we can? Thursday. The Thursday. We can post tomorrow and have you get together on Zoom on Thursday. Yes. If that works for you, it'd be three voting items. One for each school. Um, boom, boom, boom. We can do Thursday after four or noon. Say after four would be fine for me. Noon would not be fine for me. We We unless unless people get home insistent on being part of a ministerial vote. All

228we would need is three of you. Of course. Yeah. Totally up to you how you want to. Anytime. Thursday is good for me. Okay. Do we have three then? There. That's cuz he's retired. Jealous. [laughter] Jen can do it at 4. Is that what you said? I can. Four or noon anytime. Would you be available for couple minutes Thursday or not? Totally okay if not. Sorry. Let's see. Um, don't have my schedule in front of me. So, I I mean, I might be able to shuffle things around, but wait, how about just the three of us? Have you got three for sure and a possible maybe? Does that work? I can do 11. Let Does that not ring? Where's Where's yours? 12. [laughter] Forget it. I could do three in the morning. 11. Jen, what

229did you [laughter] say? I said noon or noon or 4. I'm just running a meeting that whole day and so I can do it on Friday. We can also do it Friday. We could also do it Friday. It really is this week because as soon as you vote more open on Friday. We can be more open on Friday. How does noon on Friday work for people? No. Still open. Andy's like I'm open for the next five weeks. I'm Andy Freyer. You guys are filling up my calendar right now. [laughter] I'm telling you. Can we get three on Friday? Yeah. One, two. We I am in a meeting but it's with only two people and I can on Friday for 10 minutes. Absolutely. In and out. Is that I'm a maybe still we we'll reach out

230to all of you and just I just have to go to the national I have to go to your meeting at 1210, right? Can't miss it because I actually not going to be there at that meeting unfortunately. Yeah, we have state so I'll be in Phoenix. Okay. So I have to go to that National Honor Society meeting at 12:10. We'll have you off by 12:10. Do you want to get jump on at the high school? We can come. Oh, jump on with them. Jump on with who? Would Adam, would you would you be able to make a computer available for Jane if she stopped by the high school at noon? Incredibly large screen if you're aren't you going to run it from here? I'll just come by here. But you might not be able to

231make it to the high school by 12:10. Oh, what time are you doing it? They're going to do it 12. Oh, I'll be at the high school. on high school 12 and then you can 12 your office be there on Friday the 7th correct 12:00 Adam's office we got at least at least three and if the if additional people can make it awesome if not you're off the hook you need to stop laughing over there [laughter] like 1 2 3 Okay, got it straight to the Oh guys, but you're not going to be there. I know. I'll miss you. Sorry about all the rules and red tape around things. Appreciate it. Why can't we just help? I asked I asked whether an agenda item could be walked in and we're not breaking any law. The

232court said I don't see why [laughter] something that impacts the district. Nick straight. Keep us straight. Keep us in line today. Thank you so much for your time and I apologize. So beyond the meeting Friday, then our our next um regular meeting is on December 2nd. Uh professional development day on the november 10th and then Veterans Day on the 11th. So lots of festivities there. And then uh Thanksgiving break 26th through 28th and we're adjourned. All right.