001forgotten. And so he or she, I think it's a he, um, has a meeting with cakes and all kinds of good things. And they sit around and they talk about how they can advocate for their school. part of the district. They talk about um equip playground equipment. They talk about more teaching aids. They talk about getting more funds. And uh they are kind of um I think they kind of divide themselves from the rest of the district instead of unify themselves with the rest of the district. >> Kind of a little special interest group maybe. >> Special interest group. And uh >> and then uh they talk about why that might not be a good idea. Okay, very good. Yeah. So, he goes around the room and says, "Hey, tell us what you think. What
002should what should we strategize on together and whatnot?" Okay, very good. Any other input on that? Great. So, then the the author of the book says, "Hey, there's there's a better way to go about this." And what what are his suggestions? What does he have to say about that? What are the options? Who recalls those? Well, I was my only comment would be I think we all realized that when we campaigned to get on the board, we might have had certain groups supporting us and our platforms, but once you're on the board, and this is pretty common sensical. But you represent everybody, every constituent, wheat. You're probably missing is what they're suggesting here. You may think your school board members to represent your supporters. But in reality, just exactly like Jaden said, once you're elected,
003your job is to represent everyone. South Park, just like here, right, South Park Town's really economically depressed, only several million dollar homes in the South Park. So, that's kind real similar situation there. No, if we're not here to represent one school or one uh you know, political ideology or anything like that. It's everybody, right? And we've talked about this before. like 68,000 people who live in our school district. The options that they came up with were you continue to meet with them just frequently refuse to meet with anybody there with those folks but really just focus on getting mention there's nothing necessarily wrong with that. If you've got, you know, a potentially uh difficult campaign coming up, you can certainly have a a core group of people that you work with to to work on
004that. That's separate from this issue. And then the last two, I said both four and five had uh elements of what would be good options for and five. Uh hold informal meetings with interested constituents from the entire district from time to saying, "Hey, I'm going to be, you know, the Raven every other Tuesday from 6:00 to 8 if you're interested in talking with me about, you know, what something school district don't hesitate to come by and making that widely available to people not you know the six people who've been coming to your house or last one meet talk by phone with anyone in your district who wants to talk with you which I think is the approach that each of you take any other thoughts around this one I underlined for myself as far as
005the superintendent's lessons learned what did I let's see yeah if if there was somebody who came to me and said hey I was talking with these six people and they're really interested in this specific issue um and they feel like you know this issue is not getting attention and other things are talk with them and and point out hey that we really need to be looking at the big picture together so let's this is part of that let's do it and um you know assuring a school board member who says that you know the district's rich schools are getting more attention or more resources than the district's poor schools say let me look into that and see you know there's facts to back up that assertion that's important because what we want to do is
006everybody equitably. So, those were the takeaways that were supposed to be for me. Anything else on that one? We've kind of seen this in some school board members and other school boards in current areas or the past and seen that it doesn't really end up working well for for constituents at large. So, I really appreciate the the approach that I see each of you have taken from the very start of your service on the board, which is to not only say publicly, I'm interested in what everybody has to say, but to to walk that talk as well. That's super cool. >> Part of it is what I got from it was just kind of in the example what they recommended was you do represent everybody, but part of that is you become more educated on
007>> on the duties of the board and then more you get and while you may go into the campaign, none of us know the job before we go in and we're not getting all the information. So to be able to pull yourself aside and then you can reasonably have a discussion with somebody um and take their, you know, listen to them and then really point them in the right direction or figure out the best way to respond, you know, like chapters 1 through 14 guides you to do. Great. >> Any other thoughts on that one? >> Yeah, just that please, you know, uh the idea of representing everybody and what's been brought up before is that I'm listening to the taxpayers. Well, everyone at this table is a taxpayer in our district. So, they may
008not have the same opinion as who you think is giving you that that view. The other part is not account what our staff and parents have to say just because they're working in the schools or they're involved in the schools. And I think that has happened in the past too. We've discounted teachers because well they work for the district. Of course they're going to be supportive. Okay. But that's their point of view and they are a taxpayer. So we have to listen to those things. We can't just take one slice of our community. Great thoughts. Anything else? Okay. So, number 16. When I read the title initially, I got a little bit of heartburn because we our our board has been kind of accused of this recently, but then as I read the the scenario,
009it it actually fits in some ways. We'll get to that. Okay. So, the the title is minimize public input, right? We've had some people in the audience in the last six months, you're minimizing public. That's a terrible habit. So, what was the the scenario on this? >> I think he's a lightweight because he's only got 18 three minutes for each triple that in a meeting there. So, um >> we've also had four meetings. >> The temporary meeting, >> Sam was out of town. Somebody else sat in his chair that evening. >> Yeah. out of town. The next person in line, they say, sits in the sits in the seat, calculates the amount of time it's going to take for three minutes per person at 18 cards and midway through realizes that they're allowing too much
010time for speakers. And that creates unrest in the audience and board members personal situation as well. >> Yeah, great. I think in my mind there's a number of missteps here. First thing though that I thought was interesting that this board does what this hypothetical whatever in our book does what our board call you don't have an open call to minimizing That wasn't first of all longer, much longer, right? Instead of saying policy Okay, I'm next. I'm next. Sorry. This might take whatever. done it twice. More than 30. >> I still wake up in the middle of the night. No, those It's a good opportunity to hear what people have to say. Yes, for sure. So yeah, our board is always approach. Any other thoughts around that one? >> I just have two thoughts that weren't
011really brought out in there. But I think >> I think whenever you are responding based on fear and you need to check yourself and figure out what you know what's my motivation and then I also felt like the leader of the meeting was focused on himself in the middle of it. You squirm a Your mind focuses on the thought of running a smooth meeting. It's your responsibility, your fault. You have to do something. You remember the board policy. It's all focused on you instead of focusing. Absolutely. A lot of emphasis in the last page or so, especially the superintendent to be public apps about what form that should take within our meetings outside our meetings as well. my perspective. what the public has to say. Literally every email or text's important that is public. awareness.
012Thanks. So, next month number 17 and 18, run your own district survey and argue with a hostile speaker. I can't wait. had a chance in properly like to call this PUSD governing board meeting to order for the 9th of September. Welcome everybody. I'd like to start with the pledge of allegiance. Would you lead us in the pledge of >> allegiance to the flag of the United States of America to stand for? Item 3 A uh consider approving the agenda agenda. We'll take a motion to approve the agenda. >> I'll make that motion. >> Motion. Do we have a second? Second. Motion second. All in favor say I. >> I. >> Any opposed? Hearing none. >> Item 4 A. Consider approving the minutes from the study session, book study, and regular study and voting session meeting
013of August 5th, 2025. >> Can I get a motion to approve? >> Make that motion. >> Motion. Uh, do we have a second? >> I'll second. >> Motion and seconded. All in favor say I. >> I. >> Any opposed? Hearing none. Item 5 A, summary of current events. Mr. >> Great. a couple of slides here. Very good. So, uh, one of the first things most of you were able to attend our convocation. We often do that before the school year starts, but I think as Kelsey came up with a good idea, what if we did this a little later? Boy, we got a lot of positive feedback about that from teachers who were getting their classrooms ready and others who have trainings and things that they were doing. and really appreciated that we did it
014as part of our first PD day. There is a picture of our own Robertson and I think our keynote speaker Mr. Bennett Senator there was really nice SF had a nice spread for us at the beginning 400 or so employees come quick nice way to kind of kick off the great we had number what about a dozen folks organizations that came shared things with our teachers. Not just, hey, I'm trying to sell you this, but here's here's some services and things that we provide for you. insurance carrier benefits providers ESI which is the organization that people substitute for school districts wants to come back to the school district as a retiree quite nice thanks to Sarah organization there helping organize that morning didn't do a bad job at all your cheers and whatnot. got things
015started off well and the education foundation again came through with Desert Financial Credit Union donated gift cards to our folks who had reached milestones right in their time of service with USD who were the longest had Amy Chartier as our longest serving we were able to go and visit her in the class next recognize her students as well. So on year 36 with us and she mentioned to us that she had two years prior to that. So she's been doing the teaching thing a good long time. I admire that. So it was pretty neat. And then the second part of that day was 85% of that day was a really really well organized professional development day for our teachers that helped us hone our craft and learn some things that we need to know. Kelsey,
016can you speak really quickly to the brain training that we got to do? >> Sounds a little scary. Yes. Um, this right after convocation, we actually had all staff members stay at the high school and we don't do this very often, but we had all of our K12 staff received the same professional development on science and how does memory work in order to retain information in the best possible way. What teaching strategies can we start to align to that to get information from immediate memory to longterm memory. So, it's all based off of the new classroom instruction that works for that is what our teacher evaluation is based off of. That's our instructional model. So, it fits in really nicely. Um, we're going to be doing followup trainings around the phases of learning. Now, we
017know how exciting stuff. >> That was a big part of the day for nearly every one of our teaching staff, including our pair professionals. Pretty cool. Thanks for that. Other couple of things that have g recently this last whatever it was Wednesday through Friday down in Phoenix or in Scottsdale or Paradise Valley some place right on the edge of something at any rate as the law conference and a couple of you were able to be there and Jane I'd be interested if you have takeaways questions things what I'm doing about this or I heard this or whatnot please reach out let's find a time to talk about that see if we can bring back what you learned of the certainly have already started to do that on the district level doing that on the DT
018level as well. some of the takeaways. First day was all about school safety and last couple of days were about various schools issues new things and good reminders like almost every law conference we all came away scared to death. And then last couple things um the after tomorrow are our 911 memorial recognition ceremonies at several of our schools. So if you got time event questions about what's happening when be happy to talk with you afterwards about particip We love that. And then last thing I want to mention, a lot of us know the family sad go members. Yes. So this last month I had a chance to attend a candid and I also attended funeral and just really impressed with the way the community rallied around that situation. It was neat neat our leadership there
019digital just which is awesome. Tragedy is hard. It's a blessing. And then I attended convocation. There was lots of good things that were said. Jane represented us well. She a couple things that she said was that public schools are the bedrock of our community. And I love that she pointed out that we accept every child. That's import. She also encouraged us to be brave, be bold, and be kind, which I loved. Mr. Bennett told the faculty and teachers, staff, of the district to thank you, hang in there, and keep up the good work. And then Clark had a great concluding remarks where he reminded us that small changes improvement, reminded us of gains the power that our lives for me personally my first time ever going >> I was able to to the high school
020teacher night. It was very good. I actually found a room I was telling telling you that night. I found a room I've never been in in Prescuit High School, which was pretty shocking. >> Um I didn't even know that area of the school existed. So I'm like, "Oh, Mason has a class here." Okay. Sadly, so did Ally. Apparently, I didn't go, which I later realized it was co years, so we didn't get to have those kind of nights. So I felt better about it after that. Like we had it, how did I not know? Um but it was very good. And I felt like all the teachers, it was a very hard day at PHS that day with the loss of Owen. And I felt like all the teachers just really showed up for the
021kids and the families that came. It was very, very impressive. It was I expected it to be different than that and maybe even a lot of teachers missing. And I was really impressed with how many people stayed and talked to the families that were coming. So, it was good. Um, otherwise, I missed convocation. I was gone for a couple of weeks, so I missed the That's really the one thing I got to do before I left. Same type of feedback. I think it went really well convocation. Kudos to everybody involved. I think it's a great model. I don't know. Um ASBA law conference said, really good. There were a couple of things that wasn't happy with presentations. I think Mr. Neely and I can talk about that. Um, I would like to speak to you
022about an idea of something we might want to take on as far as an advocacy that we can do. Um, but the the law conference was excellent and as tired as you get listening to lawyers, it does tire me out incredibly. Um I just want to make a plug also for upcoming county meeting with Thursday outing at the high school library. We'll have discussions about a lot of things that are up funding lawsuit. issues affecting schools and then >> the sorry and I did meet with uh Mayawell our directors. I try to meet her once a month but uh this was our first time this school year and just There's talk of declining enrollments in districts somewhat in our district as well. Special edi students that are attending private school or charter that doesn't provide
023the services that their student needs. Those are resource intensive for us and creates us and the only way to handle that is to have better our staff that they possibly can. Maya is working with YCSA to try to manage evaluations and screenings for eligibility. Hopefully this and she's also trying to private schools on how to serve these local kids that use our services but aren't one of the things she brought up to come not require There are some things that we can do to try students at private schools that are legally entitled to and I'll be doing future meetings with her visiting other schools in the district to see some of the restructure that she's led. My husband just texted me. >> That's what Sarah's >> We had to fix something earlier and has changed
024the link and Sarah's fixing the link online right now. >> So watch what you say. >> I also went to the law conference with that are here. I was a little apprehensive about going because I wasn't sure whether I would enjoy it and I found myself enjoying it more than any other conference I've been to. I was fascinated with the way the laws are written and how we react and deal with um also the convocation. This is kind of funny. My mantra always has been be brave, people be kind. And I thought that was me. I made that up. that way. The next day I went to the teachers closet. >> I had a stack of so >> either that or you're a major trend set wonderful to see all the kids back at school
025and that's pretty much it for me. always been a big slacker. So >> yeah, but uh just at Lincoln, you know, obviously our kids there and plan on going to the 911 ceremony here this Thursday. And then just, you know, last Saturday was soccer Saturday, right? a lot of people out in the fields, a lot of kids and uh just uh three different people approach and one of them is a special as a well there's a grandmother and a mother student their kids are getting to hear comments. I had a couple this month. One of them, they're different. They're different community comments than normal. One of them was somebody asked me to go watch a video about school lunches in Japan. Maybe our superintendent might be able to give us some information on this. Um,
026and she was certain that I would find the video that she watched and I I'm not sure I found it. I watched three videos on school lunches in Japan and they seemed delicious. I was hungry after watching them. And then I had some advice on going into the classrooms more as a as a school board member that I have to be in the classrooms to see what the teachers are experiencing. And and then I had another community member give me the exact opposite advice. Stay out of the classrooms. You don't belong there. It's none of your business. And uh so I'm still trying to figure out where my place is. I probably lean a little bit more towards for my own community. And I'll I'll just chime in real quick if I can. And I
027think Sarah's reached out to you each of you to to set up a time where we can go and tour each of the schools that you're leazison for kind of give principal and have them tell us what they're most proud of, what their greatest needs are, what we can do as part of leadership, governance team, I should say, to support them. And in addition to that, you always give the princip In response to message I got superended today. I did I did um think that maybe we ought to send a message to the community about the time to talk about this but I think it requires some coordination public but um I think have some communication from the board. I think that would be helpful and I'm willing to write a rough draft. I just
028don't know how we would be from the board. I think all of us had all of our kind of our thoughts school but I don't know how to do that one thing that administrative direction it pieces of more than one other >> only thing I would say about that was I think there's a lot of anxiety out there right A lot of people seem to think this is a done deal that we're starting next year from now and that we know all of that is a little bit just mention the fact that we understand some of you are anxious and not going to do something like it was just >> logistically could it be I think it's just we need to pay attention to their anxiety people like that in this case I think a
029lot of people would be easy easing their minds a bit weought's Okay. >> And then we'll have a rough draft that we can talk about and say I don't like this. I like this. >> Or if you could respond to just make sure >> I didn't get a lot of feedback this month. Um, other than I would have to say a lot of just friends and things the other parents in the community felt like was a great um really just kind of parent discussions that I've been able to have recently. Um one in particular I saw a parent who's a friend of mine at fries and we talked a little bit about the school board and the thing that we have in common is just this belief in how great our graduates are. And so
030we both said really needs to get out there and I mentioned that we're trying to do more of that foundation is helping us again what they're doing after that I think the foundation set up to do that and I hope they would take over. >> I didn't have much at all this month. Couple just parent interactions but nothing that wasn't solvable with a little bit of common sense and that's it. Oh teacher I would say more as opposed to the general community more teachers at the teachers closet which we had a school started. It's just nice to look at it from a different role and see how teachers have started out well to be really enthusiastic and very positive and that's good to see. I just see what the teacher comment I did have one
031parent reach out to me and um it was it was kind of cryptic on exactly what she was asking but that had to deal with their children and the custody issue but I again I wasn't sure what she was asking but I know she was by a jud response after my initial response was Dr. took care of it and uh she felt like she was heard and they came up with solutions. Um and then she left it with we could meet any we'll move on to the consent agenda item 6. Are there any items that we want to highlight or pull? >> That would be me. I would like to pull approving the donations as presented so we can individually thank the donators. >> Any other items? I'll take a motion to approve the consent
032agenda item 62. So we have a motion. Do have a second. >> I'll second. >> Motion second. All in favor say I. >> I. Any opposing? >> All right, let's take a look at our donations from this past month. We have one from Front Stream, a donation in cash of $1325 for Lincoln Elementary Administration. We have a donation from the First Congressional Church in the cash amount of $150 for outdoor education. We have a donation from Christine Bathl the for the PH Hall of Fame. I'm smiling back there. We have a donation from CMC Neptune of cash for $972 for again the high school athletics. We have a donation from Susan and Raymond in the amount of $1,000 for the Lincoln Elementary. And we have a donation from Susan and Raymond again the amount of
033for Lincoln Elementary Administration. And lastly, we have a donation from Steve Blair for $1,000 to go towards Discovery Gardens. >> That's it. >> We appreciate you all. >> We'll take a motion to approve item 62 agenda to consider approving the donations presented. >> I'll make that motion. >> Motion to have a second. Motion second. All in favor say I. I hear it stud. We'll move on to item 61. Consider approving to serve as student representatives of the USD governing board for the 2025 26 school year. Okay, great. So, Mr. and I had the opportunity to visit with a number of applicants. We've been doing this for I don't even know 20 25 years maybe. We've had student representatives on our governing board as you are aware but a lot of people aren't aware of that's
034pretty unique. Not very many school districts do that. It's not written statute anywhere. just something that our board decided to do years ago and I think we can all agreeable to have student perspective directly in real time about a number of things plus just to see great kids we have in our schools we talked before they're not necessarily you know the average kid that we get in they're kind of top flyers this year we had a number of top players more than I help me out if I'm wrong more than I can ever remember apply for for kind of the two positions that we've settled on useful great kids all kids. It was it was super hard to uh for us to determine maybe these two would serve best, but we spent some good time
035talking more in addition to several other candidates. These these kids have something kind of special about them. on our board this year. So propose to you members that you accept them as student representatives voting but with a lot to say and maybe impact the way you see things and the way that you vote about how we run our district based on some of their >> questions. I would just encourage you both to don't be afraid to give us your perspective. Don't be shy. Just let it out. >> These two aren't shy. Let me just tell you that when you have an opinion, it's really important that we know what >> welcome. Uh you'll have a spot on the agenda next month from what's going on as well as you'll find any question feel free of
036Let's take a I'll take a motion to consider approving Shay Moore and Jackson Kleinman to serve as student representatives on the PSU governing board for the 2025 26 school year. >> Second. All in favor say I. >> None opposed. All right. That's fantastic. If you look, if you look carefully, >> the letters on your plaques are actually slightly larger than the letters on the governing board members. I don't know if that's intentional, if there's a meaning behind that, but it's a thing. So, We can have you officially participate from this point forward if you have any comments or questions or suggestions. But I think that you want to say something real quick. >> Yeah. Just share with us, you know, what was your interest and then a little bit about >> uh so I learned
037about it because that this was like a position because my sister did it two years ago. and uh she and I just have very different views. So, I just thought it would be cool to bring my perspective because I I really value my education and I've had a lot of opportunities to further it. So, if I could be like a voice to help other students get that, that's kind of what attracted me to interview for this. >> Um, honestly, I almost didn't apply for this position. I was really worried like I wasn't going to get it. like why am I going to apply in the first place? And then my friend talked me into it just because I really appreciate leadership. I went to Hobie a couple years ago. If you don't know what that
038is, it's this youth leadership program that the high school set up. I was nominated by Miss Cherry who no longer works there sadly. And I got to go and it was an awesome opportunity and honestly that just really inspired me to apply for this position. I've lived in Prescuit my whole life and I really just like appreciate the town and I want to put my All right, welcome again. >> They were both outstanding in their just I mean we'll probably learn more about activities they've been involved in in their academic record other months as as things come up. But in addition to that and that was the case almost for everybody, right? We didn't look at any any students kind of resume so to speak or letter of interest and say what the heck at
039all. They were like whoa whoa whoa. one after another, but these two just really kind of rose above an outstanding group of applicants in terms of the way they came off. That's something. All right, moving on to item 6B2. Consider approving the international travel request from Miss Katherine Hammer, teacher at Prescuit High School to take PHS students to Japan over spring break and watch videos. Maybe they'll experience real lunch. It's possible. We don't even know. Um before I dig into this, can I just tell you guys how proud I am as the principal of Prescuit High School to have Shay and Jackson involved and thank you for accepting them. They are going to do wonderful things and I'm just really excited to have them here and the way that they represent Prescuit High School is
040something to be exceptionally proud of. So proud of both. Um so we are talking about another one of those amazing trips for our kids. Um, this time we're already looking at 2027 and a trip to Japan. Um, the biggest thing I would tell you is that none of this has been finalized on how many kids. You know, they're still in the recruiting process of figuring that out. Um, but they're looking at somewhere between 15 and 70 students and one chaperon per every six students who travel. So, and then this would be happening over spring break in March 227. You guys have any further questions for me? I always do my best. >> I was looking at the kiddo,00 circle there, didn't we? Yeah. >> So, I was just curious about How much money do we
041expect the students to bring up their own? Any idea? Just, >> you know, I don't know for sure, but I would tell you that I have heard that when these students are able to do some of the fundraising pieces and things that knock down that price, um, they feel like they're getting this trip at a really nice rate in the long run. We've rarely had any students who didn't come back thinking that they just got so much out of it. Um, so I don't know if they're being fed or if they have their own uh money included. But um Oh, never mind. I think Mr. Tenny knows all about Japanese lunch. >> Sorry, that's my last one. I apologize. I'll stop. >> I do. I actually led this the very itinerary they're doing two times
042as a as a teacher myself high school in addition to another trip to Japan. So, and the way that EF tours works is yeah, they stay in um hotels that provide breakfast and usually pretty hearty breakfast and then they provide dinner. restaurant or some other similar place in the evenings and the kids are on their own for lunch. Some kids, you know, bring a bunch of energy bars with them and do that. Some of them say, "Oh my gosh, they have McDonald's in Japan. What is that?" That kind of thing. So, um, it's up to what they do. But you can you can get a reasonable amount of food lunch most places including Japan. >> Video today said that lunch cost $294. So that that wouldn't be atypical in a school at all. That would
043be pretty atypical out, you know, from a street vendor or a McDonald's or, you know, something like that, but a little bit more than that, but but not a lot more. So there's no reason a student should have to go with that. So yeah, lunch is not provided on these, but they do it themselves. The other thing they're asked to bring is if they want to buy souvenirs, money for that, and then there's a certain amount of money for a tip for their tour guide, sort of expected in addition to overall fee, but Adam's right. $5,300 for seven or nine days in Japan is a steal. That's that's pretty good. >> The kids also have quite a bit of time to pay for it. Mason's going to ins it's quite a while that have $160.
044It's not like they have to come up with that right away when they sign up. They then are put on a payment plan for the rest of the year until they go. So it's almost a full year that you have to pay it. So >> it makes it much more manageable for families. >> I think so too. And I would just say that the demand and interest tells me that it is well worth the time and effort to make it happen. >> They're doing a much better student to chaperon ratio than I ever did. I'll just tell you that we're flying by the seat of our pan. >> When was the last time you went to Japan? >> So that's a good one. I actually had to ask that question. I think was that I
045think it was five or six years ago was the answer I got as well. So it was um yeah it has happened but it's been a little bit since the group went and so they were looking for another way because again the demand and interest in a Japan trip sounded like it was very high. >> I think I know the answer to this but I just want there's not any type thing. So our students are not this one is clearly a tour unlike the sister city Germany thing that happens yearly that is the only thing that we have that is truly like an exchange. These tours are trips to experience culture >> and the board has asked questions about you know safety you're going to look like is it safe I don't know etc. Those
046are legitimate questions always. I can tell you that much safer than they are in terms of crime rates and property crime and whatnot. We had kids on our trip who left a camera on the train got evacial like all the school trips that they go on are very beneficial. Like my friend just went to Rome in the past trip that they did and she had an awesome time. She never would have been able to go without the school. So they're very beneficial to like exploring the world and seeing other cultures. >> All right. Uh so we'll take a motion to approve the international travel request from Miss Catherine Hammer teacher at High School to take PHS students to Japan over spring break 2027. >> I'll make that motion. >> Do we have a second? Second.
047All in favor say I. >> I. Any opposed? >> All right. Thanks. Um, item 6B3, consider approving an IGA between the Arizona Department of Education and PUSD for project momentum AC. >> Yes. So this IGA is with project momentum. Um that is through Arizona school accountability department. So this is for any school who received less than a C letter grade. Um so this is really an agreement with my high middle school and project momentum to be able to work together based off of their letter grade from last year. The good news that I have to share with you is we've made substantial improvement based on all of the things that have been implemented at Mile High. they were a D school. So, we anticipate them being higher than that in the upcoming year. We'll have
048more information to share with you on that soon. Um, the timing for project momentum is very off. I think that's the best way I can say it. So, we've had a whole school year pass of us making improvements. However, this summer we were notified that Mile High would have to work with Project Momentum this upcoming year because of that school accountability component. So, I've been working with Ashley Tetro over at Mile High and her principal coach partner. Um, but what this is for is to allow Mile High to take advantage of some funding to provide some professional development for their staff. So, it's $7,000 worth of funding. Um, one of the other components is Ashley is working with their principal partner on specific goals. The great news is I mean we really are ahead of
049the game. Um, there was a lot of improvement and changes made last year. instruction culture environment that already address some of the things that project momentum is going to address. So we feel like we're we're in a good spot and now it's just going to be continuing to fine tune with that partner. There is a potential there's not a lot of detail from the state on this part of the yet but the students at mile high might have to take an ELA and a math benchmark assessment. So one of those would be one grade level one would be the other. So it wouldn't be every student assessment but we have more information than that currently. Um so right now just approving this IG allows Mile High to take advantage of the $7,000 funding um to
050offer some professional development in an area that they choose to help them continue to meet their goals. I think you just answer my question $7,000 to go for professional development and language teachers and The nice part is it they can send them to training or they can bring trainers in um and they can train everybody. So they're going to really be able to fine-tune those areas of growth for them. It's not they're not starting from scratch. So they'll get to choose some instructional strategies or they give us money to go along with it. >> All of the above. >> Yes. All of the above. Um so it is mandatory from the state because my high received a D letter grade um a year ago this time >> based on the previous two years >> two
051years ago. >> Yeah. So timing doesn't feel great just because you know a whole school year has gone by. Um if this was last year at this time it would feel differently. So I think that would be the only reason it feels maybe a little punitive but it's not. We're taking it as we're just going to continue to grow and and we have somebody from the outside who has worked in some larger districts in Arizona and she can provide some insight and some guidance in a way that we don't get. >> Is it a new program or they've been doing this with schools in the past? So, Project Momentum is not a new program. Um, actually humble their entire district has been with them for a couple of years now. Part of that was optional.
052Part of that was because it was a great funding opportunity. Funding has changed a little bit with that. Um Arizona currently now this is their model for school accountability. So any schools humble had a couple of schools in that category. They were eligible for district funding mechanism before they got overion. So this description in the relevant information where it says fund teachers and professional develment. Andy, you're HR. How many how many teachers can we get with $7,000? >> Okay. So, all these things that they say, hey, you can do all this stuff. Not quite that. $7,000 is nothing to sneeze at, you know, some decent training out of that. And >> the timing is just weird. I think we've shared with the board offline. We can share publicly, but we got our scores numerical scores
053that will translated five or six years again. If that's the case, >> well, we anticipate my high to be and they're very Is there a good reason to do this? >> So when you go on the Department of Ed website, you look up a little exactly what you're going to do. So I'm assuming that as a district, we have a choice. what kind of professional development we feel would work best for our teachers. So, it's up to us. >> Yeah. And this does look different for PUD than it does say for Humbled who's part of Project Momentum. Um, again, they're in a multi-year process. This is a one-year process. So, even within Project Momentum, that looks different from what they're used to. They're used to coming in and sustaining that support for multiple years, and
054that's not the case here. So, we just have a one-year requirement because that letter grade. We know that that's not going to be the case again. So, they will be off that cycle after next year. Why we got less funding, but also why it's going to look a little bit different. And I think AD's got some work to do to fine-tune all of the expectations because it's still not entirely clear. This is a new partnership for a new what are some of the things that they have implemented to try to >> yeah great question so project momentum is gear it is the framework is around six gears and so you've heard us talk a lot about professional learning communities um there's four essential questions within professional learning communities those four are the core gears for
055project momentum which A lot of the things that we're doing fall right in line with project momentum already because we've been implementing professional learning. So it is what do we want students to know? How would we know that they're going to learn it? What instructional strategies are we going to use to help provide instruction? What are we going to do if students don't get it? What are we going to do if they do get it? And how are we going to continue that momentum? So those are the six questions are really centers around those are >> there things that high points that they got from the state for letter grade a couple years ago were not great points this year were great that there's a lot of components and a lot of them I mean
056most districts who start with project momentum are not in place because we took so much initiative last year so last year mile high did adjust their schedule entirely so they created longer so that they could have more time for instruction. They really focused on that PLC model where teachers were meeting regular regularly to collaborate to look at data. We also implemented those common formative assessments on essential standards. Um and then they're looking at data from those formatives in order to inform future instruction. So that's what teachers are working on on those Friday afternoons. Um a lot of districts who start with Project Momentum don't have formative assessments in place. They don't have that collaboration schedule already. Some of them have to really start from the ground up and rebuild. So, we're in a we're in
057a better spot. So, we're really looking at fine tuning the processes. Uh we'll take a motion to consider approving an Arizona Department of Education and PUSD for project momentum a support. motion. Do we have a second? >> Second. All in favor say I. >> I. Any opposed? Um item 6 information discussion items. Brian, chief financial officer has prepared the school board. In comparison to last month, much has changed. Item 62, ASBA and the trust model policy program discussion. All right. Good evening. Um, I get to uh talk about the wonderful world of polic and uh our policy model policy program. Just to remind everyone last spring uh we came to the board uh with some suggestions. We kind of looked at the trust model policy and said we're seeing some things in this u program
058that we like and we think we may want to consider. The board said let's let's get some more information. We have uh both asba our current polic program and the trust come together provide all sorts of information and then a couple months ago we said what are we thinking and there's still some questions around that and board asked us to dig in a little bit more ask questions from the real perspective of how how it looks at the district level and so that's what we've done the last month or so and when I say we it's kind of everyone up here we all took various components of it. We reached out to some other districts and uh got some got some information together and so that's that's what we're going to talk about here. So
059with that being said, okay. Okay. So, we we've looked at both uh the ASBA program and the trust model policies and uh you know, we talked about it several times. We've kind of revisited making sure that we still feel this way. And right now, the district administration is recommending uh that we make a change to trust model policy. But we want to want to explain why that is. With that being said, I want to be real clear that that doesn't mean we want to break ties with as as all together. We great partnership with ASBA mentioned we just went to a conference put on by as great partnership. We want to continue that partnership. But the model policy specifically is the part we're looking at making a change. Wanted to have you consider a few
060different pieces here. So uh next one I want to just review why we have this model policy service in the first place. I think a lot of you have seen these um advisories come through every few months and have an idea but want to want to revisit that. The next one we did reach out to several other districts who have gone through this process and got some feedback from them. So share that. Uh obviously cost is a component we for this service. Look at that. Uh site navigation is component that both from administration standpoint, from an employee standpoint standpoint. We want to make sure we're looking at all of those components. Obviously, we want to look at the policies themselves, how they're organized, the content of them. One more. And if decides to move forward,
061what that transition process So, so starting with why do we have this policy service in the first place? You know, there's a there's a few up here that kind of sound similar, but as you really dig in, they are they are pretty different. I'll say expert guidance, the idea that we don't have lawyers on staff that can be dedicated to looking at not just laws, but um all the different changes that are happening. So whether whether it's a a legal change or just a policy that we have in place already that we want to say what is this really saying or how does this apply to this unique situation that we're facing. So having having experts that we can reach out to and provide us guidance on that up-to-date policies as I mentioned laws are
062always changing. We want to be able to have legal experts who can be monitoring what the legislature is doing or what the federal government is doing so they can look at our current policies, craft new ones if necessary, provide that uh to us in a timely manner. Uh risk reduction not again I'm sure you know many of our policies aren't based just on the law itself. Some of them are just based on what's going to help keep us out of trouble. What is going to you know, what's best practice, what's best for kids. So, uh, having having people that can be looking at those things and helping us reduce those risks is a huge advantage of having a policy like this. efficiency. Again, we we have people that uh are experts in a lot of
063areas, but having somebody that can provide this to us in a timely manner is much better use of our time, like I said, having us dig into it. Connection. Uh what I mean by that is it helps connect us to other districts. Other districts are often going through very similar issues and having partnerships with those other districts who have a similar policy. We can borrow from their ideas. We can the trust can also bring those together so we can learn from their policies. And the last one I have here, service, not mandates. They're they're a partner. They're here to provide us a service. They're not saying here's a policy that you must do. The good news about this is the trust provides this but so does as very pleased as a great job with these
064things as well. It's not that we are unhappy with the service that we've been provided but again when we looked at both of these policies both of these programs side by side overall we felt that the trust might be a better fit for us but again overall as also provides all all six of these items. Any questions before I move on? Okay. So, as I mentioned, we we did start by uh reaching out to other districts. We wanted to make sure that uh we weren't kind of jumping into something that hasn't doesn't have kind of a proven track record. Uh right now, uh there are 47 other districts in Arizona that are using the trust for their policy advisory. There's large ones as you can see here. Mesa and Chandler, I believe, are the the
065two largest districts in the state. I think Gilbert's like number five or something. There's mediumsiz districts and there's also several really small districts. So, um this this applies to really districts of all sizes. Uh we did uh reach out, like I said, got some feedback from other districts on kind of their experience. And I'm not going to read all of these. I want to just kind of list several examples here. I know you all can read, but uh and thank you Sarah is the one who reached out was communicating the most with some of the these districts. But uh one that I I do want to point out is that second bullet there, that idea that our our current um district council, our district lawyer is is part of the trust. And clearly when when
066they are also involved in some of the creation of these policies, they're going to have a much deeper understanding of it. They're going to be able to refer to it much much easier and kind of see the nuances of them. I think Clark, Mr. Tenny mentioned a couple presentations ago that when we first started looking into this, we were looking at a policy around staff student boundaries and reached out to our attorney and you know, he was pointing this. We had no idea that he was the create that policy. He wasn't pushing for us to move in this direction by any means, but uh provided that this was an example. So, having that expertise certainly helps. But as you can see from some of these comments, uh overwhelmingly comments from these other districts were very
067positive. >> Andy, can I ask you a question? >> Yeah. >> Have you sought comments from districts that have remained with ASBA? I don't know if you can share any that that you heard that said no not going through. So I don't believe we had any that okay that you mean started that process and then decided we're going to stay with that. So, I mean, I know I know what the districts that are staying with the trust are going to say, >> right? But it would be good to hear what some of the counter arguments might be. district not >> I'm not aware us what Yeah, the trust is the uh Arizona liability schools risk and retention >> risk retention. So yes, thank you. Um so yeah they they their primary purpose is of course
068risk prevention and production. We want to make sure that that's again using our attorneys. That's the goal is to make sure that our policies, our procedures, our practices are covered by anything we shouldn't do insurance provider for school district. >> Other questions? Okay. So when we started uh looking into this uh the cost difference was significant. Um we were seeing that $500 versus almost $5,000 and that jumped out while this is a this could be a huge savings. It also raised some questions to kind of say well why such big difference are we not getting the service that we would expect. So in the process of reaching out to the trust uh we we asked them about the cost and they did share that their uh expectation or their plan right now is to be
069increasing the the cost over the next several years partly for that reason of making sure that they are staying up to date and have enough staff on hand that can respond to the growing membership. But overall you can see the breakdown of where it is and with that uh that increase. It's still a significant savings. We we realize that um the difference here is not going to make or break the district. So this should be the final determining factor, but it is still point out. Any questions on the cost? >> Have they mentioned anything about in the email it said in year four? Is that to stay at that level. >> When I spoke, Lillian is the one of the main ones here. She's she said they're planning to cap it at that >> I
070don't think the trust. We expect an increase when our current agreement ends in July from ASBA. >> From asthma as aware of anything. >> Yeah. >> All right. So, one of the things hopefully you all had a chance to uh play on it a little bit. experience the differences between the ASBA policy navigation and the trust. I'll start with just a few comments again both of the comments speak to the same things that they felt that the site navigation was much easier and the second uh comment here the platform is so much more user friendly for updates and navigation. I want to kind of distinguish you know, obviously navigation, whether you're an employee uh who wants to jump on and look up what the policy is for something uh administration who wants to review that
071board members. Updates on the other hand uh is typically would be Sarah um as changes come up maybe votes on a change and it goes back to Sarah to make that update. We're going to talk about what that looks like differ. I was going to kind of click through the two examples here. So maybe we can do that. Has anyone had a chance to to look at the two example? I'm sure you're familiar with the asba policy bridge. Anybody had a chance to look through the trust portal? Okay. So Sarah, if you want to click on let's start with just the policy bridge. Hopefully this is somewhat familiar to you, but again we have the list of all the different districts that are currently using the policies. having scroll through and find our district firstwhere.
072Then it breaks it down for the various sections. Obviously, it breaks it up brings up whatever policy is. You can see there's quite a few uh it provides both the uh coding that we've not everybody loves the uh the lettering that is used in this but that is kind of how they do it. Uh if you're familiar with the the policies that you're looking for you can kind of scroll through until you find it. There is a search oh there's that one too. Yeah. and you can uh enter keywords and phrases into that. One of the things that we'll note here, it does pop up um kind of the title of the policy and you'll see in the trust it looks a little bit different but that's that's kind of navigation printing uh from uh
073this printing and saving is a little bit difficult but I think most people figured out how to work around that and get >> hit right now and then >> yes. >> Yeah. So, you got to be real careful on that. >> Sometimes if you're wanting to share a policy like a link to it can be difficult as well. I've had times wanted to share with an employee saying here's the polic You have to kind of download that feedback about >> Yes, absolutely. Yeah, I've heard that they several factors, not just on the on the portal itself, but they're take some feedback and make adjustments because they similar. >> So moving to uh the trust portal now. You know, one of the things I liked at times with uh the ASBA policies is to say, "Oh,
074here's all the different um districts that are using this, and I can look at other districts, see what their policies are. Are they the same? Are they different?" Um if you, that option is available here as well. If you cl on the little down arrow next to where you wrote minutes, it shows all the different uh districts that are available. So, you can also search by the other districts. Is do you know is there a way to access so if you if you wanted to look at a at a district that is not part of trust, how do we access their policy to see if it's >> that is not part of the trust, >> right? would they be part of as then? >> Yeah. So, if they're part of ASBA and we're no longer
075utilizing ASBA's policy services, can we still get to their policies? >> This is correct. Okay. >> Right. The question is the trust question >> the trust also >> I don't believe so I I believe uh you have to be a subscriber to be able to access >> so you can see just the layout uh broken kind of by chapters like we're in chapter one district. >> Okay, maybe maybe not then. Maybe I was thinking uh so as you click through in my opinion it's a little easier to just see um the different both the chapters and then the individual in each of those chapters. I've been going obviously to chapter four quite a bit and see the various breakout. So you can see they they kind of break out each category um give kind of
076sub subcategories within that. And so just the site layout I found to be much easier to navigate. Sounds like that's what some of the other districts have shared as well. We'll dig into a few of those as well. Um, again, this is more of a content issue, but I feel like the the titles are a little more clear and easier to identify what policy you're actually looking for. Okay, let's go back. Policy updates. >> Absolutely. particular, >> right? Yep. This is uh it's really similar underneath the policy itself. >> Is it all the same policies like for each district that actually participates in the trust? the other thing that you were showing us, it seems like they're all district specific. >> It's a great question. It's a little bit of both. And so, uh, as
077you click through really both, uh, ASBA and the trust, you'll find so like >> there'll be uh some policies that have the copyright there and that means uh the ASBA provided that policy and we adopted it just word for word. we were always able to make changes if we'd like. Uh and so many of our policies are that copyrighted policies. They're exactly the same as other uh districts. And then but some of them are not. And some of them we say we want to add this. We want to take this out. And in those cases, our policy will look different. That's the same process for the trust program as well. So some will be copyrighted and some Especially Do the programs just send out one big policy and then each district makes changes to it
078or do they say here's a good guideline and then build off of it based on the district. So what they do is they will have um for each of these categories they'll have a set of policies that they say here's what we feel is a good baseline. You can adopt it exactly as is. Um you can make it or make adjustments. Some some of the policies we we have to make some adjustments because it's uh based on very specific district um kind of practices. But uh they will provide all of them and then as adjustments go forward, if a law changes, they'll say um hey a new law has come up. We're going to adjust this one polic. Here's an version of that. And then you'll see throughout the year what we'll be doing is
079we'll be bringing some of those adjustments to the board. The board will look it over can accept it as as presented adjustments to it and then we'll make our own questions. So again I just I don't want to spend too long on it but the navigation of the site itself. Um the other I did want to mention was the uh kind of the updates I mentioned a little bit before. Let's see here. Oh, I'm jumping ahead a little bit. Um so I think one of the questions that was asked earlier uh was what do those uh updates look like? Um and so you've seen the the ones from Asba before. Um, actually go back to this. Overall, uh, it the the trust updates are pretty similar. They're really not that different. Um, they're they're updated
080approximately quarterly or as needed if something comes up again at the state or federal level. Um, but overall the format very similar. Um, again, it starts with kind of an introduction where the change is coming from. Um, it gives a little description of the the actual law that's or or other changes that might be changing, a little summary of what the policy change is, and then it gets into the actual policies that um just like with asthma, there's areas that might have a strike through. There might be the new sections that are underlined. Let's say this one doesn't look like here's an example, right? Um a few little edits. But again, overall very similar to uh what ASPA has provided and you're all pretty familiar with. One big difference though is the process itself uh
081of what what is asked of u Sarah. And so in the with Asthma when policy change needed to take place, she shared with me today what two three pages of instructions on how she needs to log in and what she needs to click here and make all these edits and changes. And um when she reached out to the trust and said, "Hey, do you have a similar guideline on what the instructions look like?" Their response was, "Just send it to us and we do it for you." And so it's a much simpler, easier process to update. So if there's a policy change and whether it's from the trust itself or just one we decide on our own that we want to implement, uh send it to tell what needs to be done. So that that
082part itself is a process. >> Are you saying that like so the big discussion we had you know was January February about changing policy and we took a couple months to decide on that public comment policy. Yeah. So we would say this this is what we want. You write it for us to the trust and they would send something back or we doing the word smithing like we were in in that session >> we would have the option to word smith it oursel >> um what I'm what I mean by updating I mean the inputting into the system Okay. >> Yeah. >> Okay. Okay. So hopefully you had a chance. Uh Sarah shared with you a breakdown of several kind of >> Are we fighting each other? I let them out. >> No. Oh, I
083was just clicking through the slideshow. >> Okay, I'll let you. Yep. Okay. So, uh we had Um we each kind of took an area and uh looked through it. U they provide a crosswalk that kind of shows what as policies are, what trust policies are just to kind of give you give us an idea of where the similar similarities are. I took the one around staff code of conduct. Clark looked at the student code of conduct. Brian budgeting and Sarah looked at the government opening law and uh went through it. We we found, you know, kind of our general uh thoughts about what the similarities and differences were. As you can imagine, there's lots and lots of policies, there's lots when you're comparing both of them, there there's twice as many. Uh and so we
084actually used AI and just kind of tried to get a a summary based on what it shared. And that's that's partly what you you have uh in that document. It it was very it was very interesting to see kind of its feedback that it provided. Um overall though uh we wanted to you know that was one kind of perspective. Uh what we what we did though is we said okay now looking at the differences from these what are our big takeaways? what are we really feeling like uh the trends are between all these different policies and actually I want to show one one kind of of the main takeaways here and hopefully you've all had a chance to take a look at this but this part alone right to me is uh one of the
085key reasons here you know we needed all those different policies and regulations and and the trust had essentially won. Um that somehow was able to get the key elements into it. Now when you look at it the breakdown you often found this kind of a mix of the trust provided the trust policies I should say um provided typically more concise um a breakdown. Sometimes it was more detailed, sometimes it was more broad, but uh it kind of got to the key points of the policy a little bit more clearly, concisely. So, yeah, I apologize. >> Right. As the >> right, we have trust here and obviously the differences. And so these these policies in just the governing board um more or less were covered in a more concise policy with the trust. I'll jump back
086to the one I was looking at as well. Same thing, multiple policies with summarized for the most part with a one policy that covered staff code of conduct. So that and I'm happy to dig into any of these if anyone has specific questions, but I know you had a chance to look at some of this already. So, overall, our takeaways were the trust policies were more concise uh yet detailed and prescriptive. They were a little bit more here's what needs to happen versus kind of broad scopes of information. We have um again we already mentioned this but the ability to uh navigate the website see and understand the the trust policies. My big reason for kind of leaning this in this direction is you can have the greatest policy in the world but if it's
087too hard for an employee to understand uh or it's it's buried so deep in all these other policies and regulations and exhibits uh then then it's not necessarily going to be an effective policy to implement and uh as we've already kind of mentioned obviously driven by our attorneys helping to create this it's more focused on limiting liability what I found with this was in both both examples but I found it much more common in the ASBO policies I would pull up and I think there's even one that I might be bringing to the board in a month here. Uh there's a whole policy that is just there's no real what I would call district policy. It's just kind of restating what the law is. Um and which is we need to know what the law
088is, but it's not necessarily for the board to decide. I I've seen policies that says, you know, the local police department will do this, this, and that. It's like, well, that's not for you to decide. That's the law. that um and other things like that. So there's many parts of the asba policies that are helpful in terms of providing information about what the law states but u but at the same time kind of vary all our more specific district policies. So that's partion parents. got both You might look at all resour Guess to to kind of piggy back on that a little bit though. Um, you know, I question their minimizing liability aspect just from personal experience when we had our curriculum issues and you know, when when it first came up that someone was
089filing an open meeting, our lawyer, part of the trust said, "No, no, this is this is not going to happen. Turns out that they were wrong and we were found liable. So, you know, I I I just like at the law conference have a hard time listening to lawyers talk so much about the law as if it doesn't as if it's just a neutral thing out there. and and We got bad advice. We paid the price for that. Luckily, it wasn't a severe price, but we did pay. So, that's that's part of my concern. attorneys actually there was a penalty attached to it wasn't I just still I guess I mean our lawyer said yeah it's fine follow the lawyer And it was just kind of like, oh, but the law says this, so you
090got to do this. Three weeks ago, you told us a different story. So, you know, I'm a little different. You can't just say, well, lawyer said this. With that said, I want you to know my role is provide our district. I just want you to know questions and my concerns. I appreciate I appreciate. Yeah, they uh I think the main folks that are writing it uh have a team of attorneys that are also reviewing it and making sure that it compies with law. So it's not that I don't want that to I'll just emphasize in a way this if anyone else wants to jump the primary reason, but this this idea that the trust policies are more concise and clear for for us all to be able to say what is this really saying because
091I'm sure some of you have seen some of the policies that have come to you in the past and it's pages and pages and pages and pages and what is this what is this even saying exactly what's what's buried in here? Not that there's not going to be uh detailed uh policies with the trust as well, but uh in general we found that it was more concise, got to the point more clearly. So uh obviously uh that I wanted to share with you if if the board decides to move forward with this what this process would look like and uh we certainly don't have the the details figured out specifically, but if If the board were to approve it, um we would ask the trust contract be approved in the coming month or so. Uh
092we'd use the next several months after that to uh really do kind of a crosswalk between our current policies and the recommended policies with the trust and see how they're similar. Are there are there things that we want to, you know, add our own components to? For example, a couple months ago, we we had a polic about animals in schools, right? We have specifics that we say we want this so that those elements are reflected that go through that so we can have policies that we feel are appropriate for Pres and then um we did reach out obviously the trust has a lot of support that they'll provide us through that process uh and we've also got I'll say commitments or support from other districts that If you need help with this process, they happy
093to help us with that as well. Uh with in the spring then uh we be bringing you the actual policies uh to look over and review. We have to look at what the communication with the rest of the staff would look like so everybody's on the same page when it comes to it with the idea that they'd be ready to implement by July one of next school year. So uh with that I'll I'll kind of ask if there's any questions, but two kind of ask if there's general direction that you'd like to provide us going forward. Seems like subscription. discussion tonight. I would speak this pinto is great. Pinto has been getting us from point To be very broken down something wasn't like >> Do we have any idea of the amount of hours it
094will take Sarah to to make this kind of a switch and what the expectation is as far as what have other districts experienced as far as time on task is there's a cost to that right I mean our time is not free so do we know what to expect there. And then bring that Sarah questions. Sarah policies are policy. If they're copyrighted policies, we couldn't take pieces of what we have in our existing policy if it wasn't something we wrote. if it was what Asba had written originally because we don't rewrite the whole thing. Generally, we add or subtract a few things here and there. >> Those other items are protected by the copyright of ASBA. So we would have to take and just take the changes that we made and we can move those
095changes into the >> currents. All three of us started. There were a lot of districts turmoil organizations. So much time. meet the law which also making this year. It's a long process because of all the policies they have to go through. I mean, it is process. >> Is it likely since doing that that as a board we would be having all of those changes presented to us anyway, right, for us to review? So, we're probably going to go through that process either either with the trust or with asthma in the coming We have they've already my view is I think as far as timeline We wouldn't change either way. If there's obviously next month that will be time to look over a little bit more, dig into a little bit more in the next month.
096Feel free to reach out specific questions or Andy had some questions that we got answers to. There's additional questions. I can reach back out to either of them. >> The only one I would have is if we can find a district that may have considered going but chose to stay with the reason because we know what Flagstaff say. We know I'd like to hear what >> you might be able to reach out through your group and say is in this situation >> right I think let's bring it Um let's move on to item 6C3 request for future agenda items. mentioned one and then >> you want to have a discussion it sounded like about >> what communication put out to staff members and parents information issue right away I'll be honest I've not run into
097anybody who's panicking said I heard this but I have heard secondhand people said wellformed I have on the other hand like probably 20 different people almost everywhere I go people said whatever the paper but we haven't communicated about that we probably should it's a high interest hey what do you think some people think it's been silenced hasn't been silenced. The information out there you've heard from various people need to get something out. Okay. Just building off what you said about the worry and stuff, all of the kids that I've talked to at PHS when there were kind of rumors going around that we were going to be moving to that, they did there were concerns that they had about it. They were definitely a little worried. >> Okay. So, >> I I when your email
098to us came out, you mentioned some different options. Um, I s you said this earlier. If we all give our feedback to you and allow Sarah to take all of our feedback, this is what the board has come up with and then send it out for us to review. I don't know. >> It's not a voting so much as it is a board >> and as long as we all approve the communication at the end. >> You because yeah that would be a platform where none of us are discussing it >> correct >> each individually responding without each other I mean I think the public knows we don't ever email all of us on an email like that never happens but we don't ever see each other's emails or responses to things we would get
099a response out a little faster than if we wait for another meeting there's a lot conflict between us that we could definitely instead. >> I've heard back from three of you already and and not exactly the same feedback but overlapping enough that I think when I hear back from the other two of you it's great variance from that I'll get back to you and say here's what I heard what you think and we may need to agendaize it but but if it's kind of overlapping we can go with what we talked about which is you know one person come up with a draft goes through Sarah back out So rather than communicating with each other directly, which is not okay, communicating through Sarah or myself can be done and you can come up with a
100final draft of something that reflects all of your thoughts about what you want to share. That's one thing that could work >> for younger students. Do we have like I'm assuming that you guys are in favor of doing >> that's that's why we're trying to put a communication out because some people are assuming >> people don't realize that we actually >> other than we've had some really good discussion about it but we we really haven't made the decision and so people think there's decisions made but I think none of us have fully committed one way or the other >> in from my perspective I feel like system would kind of hurt younger students or parents that can't or necessarily stay at home moms like for example my mom works my dad works so when I
101was younger if this would have been implemented before day system I wouldn't have anywhere to go after school and I think that that's a big concern >> yeah we we actually have to be careful about discussing it in any more depth because it's not agenda as for today I'll just tell you that's something that came up and did the draft plan that the board has come up addresses that some place where kids go on Friday. You probably don't mean after school on Friday, but a lot of different factors, but >> there's a ton of things to keep in mind. That's really good feedback >> and we and we've done a lot of sessions over there. So, that's what we're trying to lay out is that there's a lot of information out there that'll be so
102that route. If we find that there is many different you know opinions or direction then we'll reserve the right >> right now you're giving us administrative direction to take one of those >> I think the most important thing right now is that might be timesensitive to let people know that this is not this is not a decision this is just a survey that went out to see what interest the public had in going that way And I think that's where the misinformation coming. So that to me is one of the most important things. >> If you love it, take a deep breath because you haven't decided. If you hate it, take a deep breath because you haven't decided. >> Any other keeps pretty good minutes. We need to take a step in that direction. We
103need to have a discussion about it. >> Yes, we're moving into fall. October will be next >> and that might be helpful to communicate with a school and Would you like us to add that as a discussion item first >> first public discussions of what you might do? >> I don't know. >> One could impact the other. But yeah, you might reference it, but since you haven't had any real inepth discussions, best to be clear, one could impact the other decision about either hopefully we'll have a really good soc October 14 right after spring break at Taylor still doing their lunchon >> and it's your hero They'll do it kind of between the PHS one >> if you wanted to catch all three >> and then the heroes lunchon I think you got started right
104>> that's that's a pretty neat opportunity as And there's discussions in each really quick up until this year it was mandated by the legislature that K through 12 some discussion happened and they changed the law this year and said that doesn't really make a lot of sense through 12 still mandated 7 through 12 that you don't have to be a kindergarten teacher says well let's talk about >> we can talk about Yeah. Right. Right. There's there's super age appropriate things that happen. Thanks everybody.