PUSD Governing Board Meeting - May 6, 2025

001percent of us were different before. So, um whether or not we choose to to continue in that mode, I think that would be my recommendation, but but it's up to you folks. At any rate, the two the two uh terrible habits that it points out uh this week that we read over were number seven and number eight, like I think Stan mentioned. And I would add um well, there's already a subtitle for this book, but I'd add in addition to that, how not to be a terrible school board member or terrible superintendent because as you remember, there's a there's a lesson for superintendents in each one of these as well. All right. Um if anybody was able to read this recently, remembers off the top of their head, maybe you can summarize number seven for

002us. The scenario number seven, Mr. Mang or Dr. Mangum, you'd be willing to do that. Thank you. Um, I usually go by Uncle Brett, so whatever, whatever you Uncle Brett. Great. Great. That feels a little awkward, but all right. Um, so the first terrible habit number seven was asking for special treatment. Schoolboard members daughter, if I recall right, uh, needed to get a certain class and the dad wasn't sure. The dad, who's also a schoolboard member, wasn't sure whether she was going to be able to get the class. And so he kind of hummed and hawed about whether to call the counselor or the principal. Ended up calling the principal. And the principal was very busy. Left a meeting to go to take his phone call. And he real quick conversation, but he assured that

003his daughter was going to get the the the class that she needed. And the question was, how did he act appropriately as a as a school board member? Okay. Is that close? Anything? I think I think you pretty much nailed it from my recollection. What what are people's thoughts about this? One of the questions that comes to mind from for me is is it inappropriate for a parent, regardless of what their volunteer roles are, their professional roles are to call call the school and and try to make something work out well for their child. Is that inappropriate in of itself? Go ahead. I think it is from an aspect of once we became school board members, we were no longer on the same playing field as as we were when we were just a parent,

004so to speak. And I think parents still have a very large voice. And I I think our teachers do a really good job of at least my kids teachers I still have to at the high school do a good job of letting me like be a part of things and stuff like that and not making me feel like I can't be just because I'm at school board. But but I also don't it it can be challenging. I don't ever ask for anything special. I don't think I did before. I wasn't very good at advocating in those ways anyway. But um but I I think it does make a difference and we have to put on we it's not a hat we can take off and put back on. Fair enough. That's that's a that's a

005very legitimate perspective. This one the book wasn't like real clear on never do this. What's the matter with this? It was a little equivocal about it. Other other thoughts? Well, I can tell you that it doesn't matter really what you were before you were a schoolboard member because once as as Jen was saying, um, you know, I can speak from personal experience how it impacts some of the volunteer work I do. um and people responding maybe more quickly to things because we've got a school board member here doing this and I I I have to always say we need to separate these two things. But also you have to realize that you can't use that status to ask for special treatment or special favors. And that's a a line that you really need to be

006careful to walk. That's fair. That's fair. Any other thoughts about this one? Yeah, I mean, no matter how we approach it, we like in this instance, we're going to put someone in a compromising position, you know, where it could have been a simple conversation. We're still putting them in a situation where, God, dang it, I probably need to react um because of the school board member. And I we're all very conscious of that, you know, having kids in school. It's u it's a difficult position and and I find myself even the last couple years just pulling back even more as a parent because I don't want to put anybody in that situation. And I just feel like you're going to get somewhat I don't want to call it favoritism, but you're going to get a

007immediate response and that's not what we're here for. So there's two options in there or that I kind of saw, you know, and one was well in my case, let my wife do all that and and I think it's and and but I still think that's still this almost the same situation because there still are kids. So I don't even think that's even appropriate. But the other one is just let it shake out like everybody else. You know, you shouldn't have any type of special treatment. Well, I'll say a couple things. First of all, I admire what what you're all sharing. That's that's fantastic. Secondly, it is the case that if a board member asks for something, I mean, you're you're directly my uh employers. And if you say, "Clark, jump." I I just ask

008how high. So, definitely if if you ask me for something, and I appreciate I've never felt like I've been put in a position by any of you uh where you've asked for something that that was tied to your um your role as a board member that was out of the ordinary. Anyway, so that's that's been super for me. I've never had to parse my way through the ethics of that. Um, I I admire what you're saying and I admire kind of what the book is suggesting that, you know, let it play out. You're you're in a different position now. So, the optics on you asking for something are different than than somebody else. I I would go back to my initial question. Is it is it inappropriate for a parent to ask for something for

009their child at school? If it is, we have hundreds of inappropriate parents in town because I'll tell you the entire time that I've been a teacher, an administrator, a superintendent, I get asked all the time. What I often find myself able to say is I would do this for anybody, but I'll especially do it for you. And if that first part is genuinely true, I would do this for anybody. I find nothing inappropriate about about a doing that and b telling person I I appreciate you ask me. We've got a special relationship. We've been friends for years. Whatever it is. And so and as far as that first part is true, that's okay. I appreciate that you're very thoughtful and careful about that though. This scenario uh the gentleman started with this is so and

010so board member and couching it that is certainly probably less on the appropriate side. One of his suggestions as you say is if you have a partner a spouse or whatnot that person could ask on your behalf and that softens it and distances it a little bit but he also pointed out not everybody sees it that way. So it is something to be mindful of and um I I do I don't think it's inappropriate for a parent to ask for anything concerning their child. at any point you can always ask. Um it may not be a request that can be met but you can always ask. So I would I would say a parent always has a right to ask for something for their child. I I would agree with that and I would encourage

011you the three of you who are still parents of kids in our district don't entirely feel like you have to set your parent hat down. You're still parents and whatnot. But but I appreciate how thoughtful you are. I just had one quick comment. completely aside has nothing to do with really this topic because I agree with all you with I thought his example maybe if I'd been the book editor because I can't imagine at PHS someone who was supposed to be in an honors calculus class being denied that and put into a lower class because we had too many kids that wanted to go into the class. I thought that would never happen at PHS. We would make sure that didn't happen. By and large it's absolutely true. Occasionally we do have capacity issues in

012dual enrollment things or whatnot. We got it. It just is a matter of, you know, kind of first come first serve in those cases or random selection. But yeah, you're you're exactly right. In general, if somebody wants a more challenging option, we make that option available or any option really. That's that's what we're all about. So, I appreciate that. Good. So, the second will just go really quick. Terrible habit number eight. Disrespect a fellow board member who remembers the scenario. Okay. Go ahead. You're saying you do or don't? No, I just remember from doing it before. It was just generally that when um it was a confrontation at a schoolboard meeting. At the end of the meeting had been going on three hours, which would never ever happen here. We would never go back. But

013a school board member decided she wanted to bring a talk topic about um girls versus boys and how they're treated in the schools. One board member was tired and wanted to go home and started rolling his eyes and they got into a a verbal confrontation about what you think and what I think and it ended up being lots of things were said that shouldn't have been said and it wasn't a happy conclusion. So what to do about that? What what was the takeaway message from this? The main lesson from this one according to the author or you know on a personal level mutual respect for each other. Exactly. Play nice in the sandbox. Right. And I again I have to say I just really appreciate the dynamics of our board that the mutual respect is

014evident. The way that you uh interact with each other is terrific. This person got a little exasperated and the the gal called them on this wait there's something wrong here and they like you say sort of got into it. I can't imagine that happening here for a couple of reasons. First of all I I think you're we're all super careful with our body language and our wording and whatnot. And secondly, if somebody did uh do something that you felt crossed the line, the responses from you, I'm confident, would be would be better than my response. Let's just put it that way. Any other aspects of this that you wanted to touch on really quick? I like that he made a comment that uh the the face that he made making weird a weird face that

015he probably learned in second grade. I thought about Jane when I was uh when I read that. I thought she would never allow that. I taught them. You probably taught them how to make funny faces in second grade. How to roll your eyes at the principal. And the the recommended course of action here when the person was going on long and saying something you didn't really, you know, 100% agree with was was what? Ignore it or remember what they recommended? Well, they recommended, you know, kind of thanking the the board member for bringing up the the difficult issue and for saying maybe there's a way we can look at both sides of this in a future board meeting and come up with a real discussion over this issue as opposed to saying, well, what why

016don't you think the other side needs to have their their needs met as well? Absolutely. instead of shutting it down, looking at a future time to to tackle these. 100% 100% respond. You know, feel free to share your own thoughts about something in a respectful way. I I appreciated that they did not recommend just sitting quietly and enduring it. There's no no need or room for that either. I think this was this is a good reminder for me. the the superintendent takeaway here uh was that you know as we start off as a board helping set the tone I think we had some good training on that good discussions and our our recent retreat that we did also kind of touched on some of those things so I feel like boy I'm I'm blessed you

017know that we've got a neighboring district that just had a change in leadership and and there's a lot of dynamics to that but different dynamic than here I'm I'm really feel blessed to work with you all right So, so to for everybody's knowledge, so we have about three minutes before we're going to start our radio session. But before that, we have a very special person in this uh in this room this evening as she has been for almost every first Tuesday for how many years would you say? Lots of years. Lots of years. Um, and this person is Nancy Hudson, who uh has been an amazing reporter, not just for the greater Prescuit area, but really an advocate and um a friend and uh and just someone we're dearly going to miss uh not only

018as you know, personally, but but also within our our schools. Um, the stories you've written that highlight the tremendous things that our kids and our teachers do every week has been extraordinary. I don't think that's something that's done in every town. It's done here. Um, it's honest. It's uh it's uh obviously very well done. You're available at all hours and we make sure that we're available for you because we know that we're the information is important to get out there. So Nancy, we know we're going to still see you in the community. You've got grandkids here. We'll see you on the soccer fields and everything. Um so it's not a goodbye, but we would like to at least give you uh one of our governing board coins. [Applause] I'm sorry. Andy has something. Oh, well,

019I was I was happy to see that we had this on the agenda tonight because as as Sten was saying, we're all going to miss you and your professionalism and done and just how you treat us with care whenever you ask us questions or write stories. We really appreciate that and are thankful for all the work that you've done over the years. I've been very innour. That's right. That's right. Thank you, Nancy. All right, I think we could get rolling with our uh board meeting. So, I'll call this May 6, 2025 board meeting uh for the PUSD governing board. Uh we will start with the pledge of allegiance. And Carly, if you would lead us, please. I aliance to the Flag of the United States of America and to the republic for which it stands.

020One nation under God, indivisible, with liberty and justice for all. Moving on to item 3A, consider approving the agenda. Does everybody get a chance to look at the agenda? Uh, if there are no questions, I'll take a motion. So moved. Motion. Do we have a second? Second. Motion seconded. All in favor say I. I. Any opposed? Motion passes. Uh item 4 A. Consider approving the minutes from the study session, book study, and the regular study and voting session meetings of April 1st, 2025. Um do we have any discussion? Uh can I get a motion? I'll make that motion. A motion. Do we have a second? I'll second. Motion seconded. All in favor say I. I. Any opposed? Hearing none. Uh item 5A, career and technical education is San Juan River Trip. Miss uh Bailey and

021Grayson Schwarz and Jack Buckley. Hi everyone. Good evening. Thank you for having us. It's our last one of the school year. Um tonight we have underassmen. Uh, so that's a slight departure, but I thought it was appropriate considering graduation um in a mere two weeks. Uh, I want to introduce you to these two gentlemen this evening. Um, we have Grayson Schwarz and Jack Buckley. Um, I'm going to introduce both of them, talk about their CTE programs and also their uh, involvement in our PHS challenge program. and then I'll let them go through their uh presentations that they made. Um Grayson Schwarz is our sophomore. He is in his first year of our diesel program out at MIT10 out at Ruger Road. Um so that means every day Monday through Thursday, he leaves Presca High School's

022campus, goes out to Ruger Road and learns what? Well, he'll he'll tell you um in this two-year program. So he's completing his first year Um, students learn the fundamentals of shop safety practices. They work with uh truly premier to tools and equipment in a massive diesel shop. If you've been out there, you know what I'm talking about. There's literally a big rig up on up high. Um, they spend significant time on diesel engines. They work on suspension, steering, excuse me, brakes, electrical and electronic systems, drivetrains, and uh a substantial amount of time is spent learning about preventative maintenance. And more than 50% of their time is spent in what we consider to be lab work. Um, so this is Grayson's story this evening. And so he'll show you his presentation shortly. But while I have

023all of them up here, I'm gonna introduce Jack. Next is Jack. He is our freshman CTE student this evening. Um Jack is in Mr. Tooli's FMA program. FMA film and media arts. Uh Mr. Toli is standing back there in support. Thanks for coming Mr. Tolley. Um, our FMA program is housed at our Prescuit High School campus and it is a three-year dual enrollment CTE program that focuses on media, communications, and technologies. Students work to develop stories, script scripts. They apply cinematography techniques. They determine and practice roles and responsibilities for cast and crew. Uh they work closely with um the state-of-the-art equipment that is in our Badger Media studios where they make our daily uh our announcements and they perform and manage production tasks. They will be working to live stream our graduation ceremony. Um they

024focus on business practices, analyze legal and ethical issues related to the industry and they interpret film and TV roles. uh sorry film and TV's role in our economy. Additionally, students in Mr. Tulli's FMA program take part in this program, CTSO. So, each CTE program has a CTSO, which is um a career and technical student organization. FMAS is Skills USA. You've probably heard of this before. Luckily, uh, the regional Skills USA competition is held right here in Prescott out at Ruger Road, and Jack will show you what he created as part of the this year's Skills USA program with Mr. Tolley at the helm. Um, and then next I'm going to trans over transfer over into talking about our challenge program. Um, our challenge program is something that's been around for oh, since COVID kind of

025like 1819. Um, in early April, uh, these two students went on our annual challenge trip to the San Juan River. Well, there's other trips, too, but annually we do the San Juan River trip. The uh, weather proved to indeed be a challenge. They can tell you all about it. Um, but these super tough students reported having a great time. They made new friends. They problem solved. They got tough or they learned about the beautiful ecology and the natural history of the San Juan River. They prepared every meal. They cooked and cleaned every meal. They uh worked in cook and clean teams. They rigged and d-rigged boats. They took team took turns captaining our paddle boat. Uh they rode in inflatable kayaks. They set up camp. And yes, they even dealt with the infamous Groover. They'll

026tell you about that. Maybe you don't want to know about that. Um it's part of Leave No Trace practices. That's all you need to know. Um Mr. Dean and I got caught in a mess of a cottonwood debris strainer. Luckily, hero teacher Andrew Athetherton saved us uh pulled us out. Um we got stuck on boulders. We pingponged off canyon walls. Uh but we all persevered all while leaving no trace. So these guys were part of having a really amazing four days in beautiful Bluff, Utah. We saw ancestral ple puebloan ruins. We saw evidence of westward expansion as we saw the Mormon trail that's literally cut through Comb Ridge. So we we did it all. Um so with no further ado, I'm going to turn over the presentations to first Grayson and then Jack. Hi guys.

027How you doing? Good. How you doing? Um so I do diesel tech. It's just working on cars. Um, especially this first year, um, it's mostly the basics. Um, so we're not actually really touching the diesel motors yet. Um, we're just getting all of the surrounding aspects done. Um, so so far in my four classes, I've done preventative maintenance, electrical, steering, and suspension, and manual transmissions, which I'm all wrapping up right now. Um, none of this is really important. I just put this here so it looks pretty. So, this Monday I took apart this uh it doesn't really matter what it is. I took apart a differential. Um I just thought it was cool because I did it so close to this meeting. Um did it with another lady and it was just teamwork. It took

028two and a half hours maybe. Um pretty fun. I enjoyed it um a lot more than this. This is um horrible. Don't ever buy a 2011 to 16 Mustang because these transmissions are miserable. This took four weeks, I think. Um, but it was a good learning experience, especially with patience and working with it was a group of like six people that it took to tear this down. Um, it was a lot of fun once it was not on my table. There's also There we go. Um, Last semester I did auto electric which was so far my favorite class. Um we went through there's a lot of like just the paper stuff like what it's going to do. Um and then at the end we did I don't have a picture of it. I didn't think

029I'd be doing this six months ago. Um but we did boards which were about as big as this table and you would flip a switch and it would create an issue and then you got to go and figure out what that issue was. Um which is really helpful. It's Yeah, really the best way to learn in my opinion. Uh, and then with the classes, it has brought a lot of like ability. I have a shop at home, so I have a twopoint lift which lets me work on my car pretty much whenever I want. Um, so I've done everything on my suspension, control arms, springs, shocks, tie rods, uh, everything. put a bumper on, new lights, things like that. Um, I've worked on, we have a 64 power strip, which is a diesel motor. Um,

030it's the only one I've gotten to touch. Uh, worked on that. I get to help with like family things like doing my mom's oil, taking care of her stuff, aligning her car for her. Um, really whatever I I need to do. U, honestly, that's been one of the most like noticeable changes because before it was just kind of like it's a car, just does its thing. But now when I drive it and I do things, I can kind of tell what's happening and where. Uh, which is just neat. Here's more of it. Just tinkering. I like to touch things and change stuff, which inevitably breaks. But, uh, to the challenge thing, I love challenge. Um, I've only done the San Juan trip, but I want to do all of them this upcoming year. Um, I've

031gone twice now. I went last year my freshman year and then this year. uh for freshman me. I'm not I don't like school. It is not my thing. Um but this I mean is so much fun. I look forward to it. This year the email came in and I signed up like 10 minutes later. Um like I think the freshman these this year even said like it was really nice to be able to socialize with older people and um hopefully they're there next year. Um yeah to the weather thing even though it was it was cold the year before it was nice. We got to get in the water and like we'd walk up the stream and then float down and it was a good time. At this time you did you did not want

032to get in the water. It was very cold. But even still it was it was definitely my favorite trip so far. It's really all I've got for you. Any questions? I was just going to ask you just quickly, not a question, but the fact that you said you didn't like school and you're involved in CED now, I think is absolutely spectacular because now you have a reason. You've got something that you like to work with and we need more of that. I can't do that to my car. We may call you back up, but let us thanks. Hello everybody. Uh my name is Jack Buckley. As I was uh announced earlier, I'm with film and TV at the Prescuit campus, Prescott High School. And um yeah, I'm going to go over what we do. Um

033we go over everything you need to know how to film, what goes into a film. We've recently been doing a lot of movie watching up here, analyzing the film, discovering what they put into it, background, props, camera positions, lighting, all the above. Um, outfits. We have our uh studio room right here. This is where we get some of the uh announcements every morning. We have our editing room in the right bottom corner. And then we have a prop room in the right top corner. And we use all these rooms uh to get the announcements out in the morning every Wednesday and Friday. We also have done some bigger projects. Um like coming up we have a project. It's to make a three minute long video but it's going to be a lot of fun. Uh

034we are like I was uh here we go. Skills USA. So okay. Thank you. Uh just to that um we my buddy Robbie Figgins and myself were invited to do the Skills USA comp at 220 Luga Road and we had to work with uh the idea of why choose CEK. Um so we got four hours to produce this video, two hours for filming, two hours for editing the video and um this is what we came out with. we came out on first um for the that um applied and um yeah it came out pretty good. If you don't mind showing it now I would recommend CTE uh as a career and really in any any facet of CTE. Um there are there are so many jobs available for anyone in any career technical ed or

035a career in tech ed field. It's it's insane. You will all you will never be looking for work. You will always have a job and you'll get paid quite handsomely for all kids should probably be taking welding classes at any CTE class that they can give especially welding because of the hand rock control. They learn a trade that they can make a living at later on in [Music] life. That was it. So that was the video we produced and it came out really good. Everything that happened there was taught by Mr. to and he did a great job. This entire year by far, uh, film has been the period I always look forward to going into. It's my first period, but I enjoy it so much. Um, here, let's see. And then I There we

036go. Uh, the challenge program. Back to this. Want to get up? Come here. Come here. So, so yeah, like Grayson was talking about earlier, uh this is the PHS uh challenge program. It's a part of Azmouth Quest, which after these Azmouth Quest Foundation, this is who really put us together and got us started. They um help us coordinate people to go on these trips with us, help uh lead us and teach us different um life skills and all that. like Grayson was going over. Um here is uh this was the Aravipa trip. Went to Aravipa Canyon and hiked five miles in, five miles back out. Uh backpacking, three night trip. Um it was an absolute blast. And then we also have the San Juan River trip. Here's some more pictures of that. This year it

037was extremely cold. I started hailing while on the water. then snowing and it was definitely a challenge, but it was a fun one at that. Uh that's where I really got to meet you and it was Yeah, he's cool. Um, but it was an absolute blast and it really allows the students of high school to get out there when for say their parents or they just don't have the time to get out and don't have the funds to get out and do trips like this and they get to learn so many life skills that they otherwise would not be able to get and it's really quite incredible and I I've gone camping a a few times just on my own with playing with family. Um, but this is like three steps on top of that.

038It's so much fun. Um, and I believe that is yeah, that's it. So, thank you very much for listening and that was my presentation. Any questions? Any questions? I do have a question for you. So, I've seen recently that that Prescuit I I think I just saw this the other day is forming a film maybe building a film studio and bringing a production company to he Yeah, absolutely. Yes. I've been graced. I didn't like custom. working and what they've done is they've done re well as an example they they looked at the first class uh class at West Point and they try to determine who was going to graduate from the United States Military Academy And in the end they couldn't the only they couldn't predict ac the academics through academics who was going to

039make it through physical fitness who was going to make it or any of the other uh tangibles or intangibles. What they did determine is that those that make it those that succeed are those that have grit. And you guys in this program that's what you're teaching Miss Bailey you by the challenge program and all of you. You're teaching this. And so you're going to take this the rest of your life. you're successful. It may not be in the career field you're choosing right now, but it's because you've gone through this and you know how to be successful on a trip that reigns that you have to work together. And I think that's what Prescuit High School kids come out of out of Prescuit High School with is that grit. And I think after reading it,

040that was the one thing that resonated with me. That's who we produce, kids with grit. And you guys are shining examples of that. So, thank you for doing this tonight. Thanks, Grayson. One thing I just heard you say that I think we undervalue a lot is you learned what you didn't and often times in that area but things start to come closer together when we know what we don't want to do and that's a huge value and you a great skill and you learned I'm still good at this but I could do it better in this area you know so that's a huge Thank you and appreciate it. And then also, Miss Bailey, thank you for doing this every single every month. [Applause] Kids have an opportunity now to determine, hey, this is cool. this

041aspect of this that aspect not so much and to kind of be forming those those values what they're do next kids Yeah. Speak. honored to celebrate educators with you. Two and a half years. Um these are folks who were not and so part of the certification process was for them to work in class every from two to three hours once a week every week. our I can tell you the growth from the beginning of Keystone has been incredible. These teachers now are master teachers on our campuses like we take people do see these teachers in because they are amazing at what they have every opportunity that's and they have soared. So just our mile high teachers. So Cat [Applause] Vand we're make you really uncomfortable. A little dance. [Applause] Allison Mullen or give round of

042applause. From Prescuit High School, we have Calvin Otis. And we have Brandon Stewart. And so after all of their hard hard work these last two two and a half years, at the end of this year they will be fully certified Arizona teachers. So we are so proud of you. This has also been quite the journey because you're our very first graduate of Key our Keystone program. Um, so you've had to be a little patient with us. We were building the airplane in the air sometimes as we were going. Um, we were creating this as we were going through this with you with you. So, thank you for being patient with us. So there are a few other people I would like to recognize at the same time because this program absolutely would not have been

043possible um without our team of instructional and leaders program created it. They built it. They supported all of our teachers throughout this class, weekly coaching. Um, so first I would like to recognize our coach Emma teaching [Applause] me instructional coach Lisa Hosky. [Applause] And the leader of this program initially was Kelly Brad Street. So come up, Kelly. And not here with us tonight are two other of our coaches. So Jolie Tickner, who's helped create our curriculum, and Jessica Ke Phillips, who's our high school instructional coach. I just like to recognize them as well. I might have tricked you. That's all right. So, congratulations to all of you guys. We are so proud of you. I know this has been a ton of work, but you should be proud of yourselves just as much. So, thank

044you for all you're doing for our kids every single day. [Applause] Make sure to swing by the doors any the trust for policy program. We have Jennifer Mlen. Mr. Golagus, she's not she is out of town today, but thank you very much. So, Mr. President, members of the governing board, thank you so much me up to your community tonight. I really enjoyed uh seeing celebration and getting a little bit feel for how you do things at Prescott Unified. Clinton. I trust I've also been a school attorney for over 30 years. I work from guest Rosenfeld and I maintain that relationship as well. So I practice law part-time and then part-time I assist the Arizona Risk Protection Trust um model policy. So I'm going to go through a little bit of information for you about the

045model policy. Absolutely. Interrupt me, please. You have any questions. Um, we've had some conversations with Superintendent Penny and Miss Torres just about preliminaries, but we'll go through most of that information through these slides. So, the trust created model policy program about two and a half years ago. We rolled it out beginning in 2023. Um the reason that they created it was that they had certain members who were dropping their initial policy have a safety net of policies risk for your insurance carrier. And so they hired four different law firms to create nonpartisan um solution. scheme instead of scheme and generally to simply manual Sunday work. Um we had two goals in mind. Are you required to have policy under Arizona law or federal law or does it reduce your risk if you have a policisting

046policy manual about 600 and frankly it was more than I um we again we have five chapters the policy um model the first is really your board chapter your board work your structure So it contains things like open meeting lock requirements um your meetings um um policy development those types of things. The second chapter is the administration twoies one on the superintendent duties and one on the evaluation of the superintendent. The third is the business operations and that governs everything that we're CFO. So uh from budget to monetary Um for instance, records, technology, um safety, information systems. Um so the facility use those are also contained in chapter Three. Currently using the model program. The policies are public. I'm going to try to connect to computer and show you look like but there but I

047do have slides on the presentation that give you an overview. Um you can choose to policies as you have discretion to do that as the governing board and the platform will host them. from subject have created. So for instance union and they have a dress code manual for staff not sample policy model. So they we've included their dress code policy. This is the number of districts that are currently up and operating. We have about 41 up here. We have about 10 more 10 to 12 that are choosing to transition and will be up and live on uh July 1. It is my recommendation that districts move forward on their fiscal year. That's just easier. But we have accommodated and put districts up u midyear. So for instance, AI uh which is a large district in

048the southern part of the state went live a couple months ago. So midy year and we haven't had knock on wood any trouble for many of our districts any problems. Um, you know, we have bits and pieces where they're tweak their policies after using them for a while, but we have not had any legal challenges or concerns or risks that we've had to identify and change. Um, we do go through this is what chapter one looks like. I mentioned this is the chapter that most concerns your governance. So, it's got your board authority, your organization, use of attorney, conflicts of interest, all of your EEO policies, and then your rules of order, open meeting law, policy adoption. So that's what that would look like. Um you can as I mentioned you can put in district

049specific examples. So this is an example of one. This is Daart's first policy and it's uh recitation of their board goals. These are the districts that are currently using uh Unified High School Districts Elementary. Um these are the districts that are moving forward. And this is a a slide regarding where the districts are located with respect to use currently. The current program fee is $500 to join for next year. That fee um just went up $5 for next year. Um and the trust uh board, as you may be aware, the Arizona Risk Retention Trust is governed by members such as members from your district or other districts. And so they are going to in June considered a a more graduated fee. They also are going to consider um having a break for rural districts or

050smaller districts. Um that was important to one of the board members particularly. So we don't have we have the fees next year set. The fees after that will be set in June. Uh it may be a graduated scale. I do not think that the cost of this program will exceed $2,500 at any time. That's what I've been told. Um, if you decide to move forward, the way that you would do that would be you'd preserve the existing policies that you have. You'd work with our office to tailor uh incorporate any items that you want to make sure that you um have in your policy manual now that you want to transfer over. There's there's series of questions within the word documents that your administration would need to work on. Um, you would provide us with

051the executed agreements. you would move work with your attorney to make those changes and with our office and then it would be up to the board if you choose to move forward on how you would like to consider a roll out of the model policy manual. So do you want to do one big study session and go through the whole manual with your superintendent and your c and his cabinet? Do you want to consider one chapter a month? That would be up to you and and a timeline. And we personalize those timelines for all the districts and work with them to make for Sure. Sure. One one more. Okay. Yeah. Yeah. So, procedurally, if you choose to move forward, you don't have on your agenda approval of the trust model policy agreement tonight, but you

052would ask that that be put on a future agenda and consider that. Um, you can remain a member of ASBA if you choose to and still use the trust model policies. There's a differentiated fee for your policy work through ASBA and your membership. Um, other districts have chosen to exit. It's that's a board decision and within the board's discretion, but if you want to take advantage of the membership opportunities that ASBA offers, you can still do that and still use our model policy platform. Um, and so that um, if you don't participate in the prepaid legal system, you could use your general counsel that you use. Uh we also have from time to time it is a somewhat of a heavy lift for your administration to go through the manual um to go through the

053different chapters. Although it's it's not terrible. I had an HR person today go through chapter 4 and I'd done a lot of the leg work for it and she I just saw in my email that she's already sent it back. So took her a day to go through and make her decisions and ad. So um but I have another business superintendent who said she reserved two days for her staff to go through it and they called me day one and they're like yeah we're done. I said okay good. So, uh, you know, we try to make it as easy. We give checklists, we do crosswalks, we give whatever backup information you all need. Um, we also can give examples of things, um, for districts if they don't know. So, for instance, it's our recommendation in

054chapter 5 and the students that you have your class sizes listed out and connected to your teaching ratios. So, that that helps with open enrollment. But if you don't have samples of that, we can give that. And then once all the policies are transitioned, we have a two-eek turnaround to build the platform. So for instance, for the 10 school districts that are transitioning this year, we're asking that they be done by June 15th, so we can have two weeks to build their platforms and have it up and operating. And then we link to Micros, which I'm hoping to be able to show you. Then there's some downstream work. So uh when I was looking at the agenda for tonight, you have a lot of your policies posted on your agenda or on your website, as

055you should, your non-discrimination policy, Title N polic. So you'll need to change the links and the verbiage for those because you'd be changing the names of the policies. Um other items are hand handbooks, trainings, forms, um letter head that you use in the HR world, those kinds of things would need to reference the new policy manual. Um uh we do annual updates. We just issued one last week and it did go out a superintendent Tenny to all trust members in the Thursday update last week. Um it was our decision really to issue it early. It relates to three laws that are coming up um that won't we don't know the effective date of them yet. One is about mandatory reporting. One's about directory information and one is about the student cell phone use on campus.

056And it was my worry that um staff is going to need to address those issues over the summer because you have trainings you have to get on board. You have to update your student handbooks and most of that work is done in June. So, we've issued an update to address and provide changes to the policies and ch and sample procedures for boards to consider. Um, we also are available to do sitebased training. So, if you need some, you know, governing board, I first I really am impressed with the book club nature of your governing board. I've learned I've written down two books now that I want to get and read. So, um, clearly you're a board that values professional development. We can offer that through the trust um either through the prepaid legal system if

057if you would like to have something specialized like a title N training. I do a lot of trainings. I'm doing one um in a couple months for Queen Creek on um board roles, superintendent roles. So, and we've developed a board orientation program and we've developed um something for governing board assistants to train up governing board assistants. So, we have those models as well. And uh next step is we have a ton of information on the website. Uh we have these videos that absolutely crack me up because I don't think any of anyone's viewed them, but they were made and they're there. So if you want a deep dive into all the videos and hear from the legal team that created it, um the four law firms that created it were Gus Rosenfeld, Ud Doll Shamway,

058uh Chris Walker, and Dave Pyoli, who defend most of the um cases that are brought um or a lot of the cases that are brought against school districts. and then deacon McDonald down in Tucson. And so that is the information I wanted to present to you. And I don't know Sarah, you can help me. I have I sure do. Got it. And then I'm so sorry. While we're waiting, said it down to 220 policies, something in that range that have to do if they deal number one with Arizona State and number two that helps reduce risk to us. Correct. Correct. You started with 600 something. That's approximately how many are in the ASBA's manual. That was my question. Yeah. Yeah. And and when I say that number, it's policies and procedures. Thank you very much.

059All right. So, I'm gonna get on and This is um this is the trust model policy. So this is the platform for the model policies. This is what it would look like. Up here are the different various um chapters. So I'm going to click on chapter 4. It it would would go to the policies themselves. Um this is a policy that is unique to our policy manual staff student boundaries. So this was created by the attorneys that defend against sexual abuse molestation claims. It is attempting to hone in on inappropriate conduct with students. Um so we have that you know policy. These are links. Um they are live. They should go and take you out to the statutes. So they are immediately available to to for and frankly I end up using this as my

060research tool because it's quicker for me to find it in our policy manual than it is for me to use. So, it's very helpful. Um, we have a wonderful, and I don't know if Sarah, if you can type in the word boundaries for me. Um, and yep, you've got it. D A R I E S. There you go. And so, that's our search tool. If you click, if you push enter on that, it should pull up any policy in the manual that has the word boundaries in it. Um, so it's imminently searchable. It's can you can use the Google translate to translate it into a number of different languages. Um we have down here we have different form almost there. Here we go. Uh we have a we have form bank. So these are sample

061forms that we you know that you can choose to insert and turn your manual or not. Um this is an example of chapter 5. So it goes through the attendance your open enrollment statutes. It has optional policies. So, if you choose to be a Purple Star um school district or have a school that's using that, you can include that. If you don't, you don't have to. The longest policies are right here. Under the IDEIDA, you're required to basically reinsert the entire federal law into your policy. So, we do. Um and then, uh we go down to graduation, which you all would need. If you have um an online program, you can include that. If you have dropout recovery, you can include that. student rights, student code of conduct, student discipline procedures, um and then um

062various student rights that are held. So that's just an overview of the program. Um I can go back and show you these are again the districts that we have up. So if you take I'll just take Daarts because we went to them before clicks. This is they can link on their website and link to this. We've got their logo. Um we've got their specific policies. I has that many that are not um that are not tr you know that are not trust related but I know amphitheater does. So let me show you an example from theirs. So they have some policies like this personnel policy is not a uh trust model policy. So we've given it a a different number and we have it in their manual and it doesn't have the copyright on it.

063So you know that it's their own work and it it relates to something that was specific to them. So did the DART administration write that or did the trust write that? So this one is for amphitheater and amphitheater, right? Amphitheater wrote it. Um so I if you have in general um I I can assist. So for instance today loading up the dress code policy, that's easy. But if you want a policy on something like Flagstaff Unified was looking for a policy. they were had a community member and an interest in creating a more specific procedure about reviewing library books in their library. And we didn't I didn't create one for them, but I gave them three examples that we found or that others had used. And we um and then I worked I worked with

064their attorney who was Denise Lrit to get them that policy written. Okay. So you consult on that then after after the district writes that you can give them feedback and help them get the wording. Absolutely. Requirements. Absolutely. I always want to work with your council and your administration because I don't want to step on any toes, but I getting, you know, I do this all day and I do I've done it in the past, so I can absolutely consult and provide guidance or feedback. Kind of on that note, then is this your full job? How many people do just school policy? There are two of us. uh myself and Lillian Lee and I do it part-time. We, as you can see, we have about 40 districts. We'll have about 50. We're we are perfectly staffed

065for what we're doing. Um the Microscribe platform has great turnaround time. So, right now, we are really uh handholding and doing the districts don't have to put their policies up. They just send them to Lillian and I. We format them and we get them up on the microscribe platform. And we are we are fine doing that. The trust is a welloiled machine and if we need more staffing we'll be able to ask for that. So what do you think is the level? So if you have 40 going to 50 when you bring more does that affect cost to the consumer what kind of very good questions. The trust sees this as a risk mechanism for its districts. um an optional program. So they are um subsidizing it. Basically the board has chosen to subsidize it.

066The cost to operate the microscribe platform itself does not is more than $500, right? Um and so is you know whatever they pay me and Lillian, right? But they they are choosing to do that and I believe that they will continue to do that. They're eventually in June going to try to look at a more strument for school districts. But in terms of answering your question about when they might bring on more staff, I don't I don't see that happening and or the need for that right now. Um Lillian and I are able to give really good service and really good turnaround times. Um we were busy last May June because you know as with anyone with me as well they procrastinated waited you know we lot wanted to get and we have a couple

067school districts that are you know we are a little bit behind others adopted over the full year and they're right on track to have us. So we get busy but it's not overwhelming and it's not too much work and also a lot of it frankly is done by your administration and or your legal counsel. So one last question if you don't mind. No, of course. So, you said that you do annual updates based on legislation orders that might come out. Do you do advisories when those things come out? Like, do you reach out to school districts and say, "Hey, this is coming. Here are our thoughts on this before you actually do a formal." That's a very good question as well. Um, we vet the model policy updates with the same four law firms that

068we used. So there it's vetted. I definitely get input from um from experts, matter subject matter experts if it needs it. So for instance, we issued a policy advisory um last year about this time on fund balances which is super technical um yeah look at his face, right? Uh so but for me it was hard, right? And so I definitely hit up the business community and I know many of them. You know, we have Scott Thompson who's Mesa's business superintendent on the trust board. So, I got him and Lana Barry and others involved to make sure that it was correct, right? Um and we so we will definitely vet that with respect to the cell phone policy that we just issued. I ran it by an assistant superintendent who had asked and had an interest

069in it. We also used a model that Daart had developed over the year to um provide a sample for you to consider. Let me I can pull that up. I think we have it up already. I should see if I can find it for you so I can speak to it. So these are these are correct. Correct. So this is a sample procedure for restricting cell phone use on campus that we developed that I coordinated with the assistant superintendent that you don't have to have right now and you probably won't have to have till October. But because I don't know how I don't don't imagine that any school district is going to want to start the school year without having this in place since it's going to have to be put in place in October

070or whenever you know it's 90 days after the legislature ends. So, so this is an example of what we did. And then and then we've got like this highlights. So, this has basically an away all day program for K8, but different restrictions for the 9th through 12th graders, but you could also as a board choose to require students to stow the cell phones all day if you wanted. So, that would be, you know, that's why that's highlighted option to extend the bub restrictions regardless of grade level. So, that's an example. So, we don't we don't I don't tell you what to do because it's your job. you're you're the policy makers, but I we definitely give you options and if this was insufficient or you wanted to look at something else, we could give input

071on that. Yeah, of course. We we end up doing about three updates a year. Um so this year it was Title N's mess. We issued an update. We issued this and we always do an update after the legislative session. So we did one in August, we did one in February for Title N, and then we just did this update regarding the three new laws. And then we also for instance on this on May 12th next week I'm going to do a webinar on this just so people who are interested can listen and and hopefully we'll have someone from the mandatory reporting changes are unique um a different use of school resource officers. So, we invite school someone from the school resource officer community to present with us. Um, if if the district is wanting to

072make a change, would that be really better to wait a year or is it something that can still be done this close to a time frame of trying to be in July or would that make more change? What would be the expectation of time? It's a very good question as well. It's up to you all and your administration. That's the truth of it. We've gotten districts up and running within six weeks. It's a push. We had we definitely had some of the small school districts um last year that we they didn't they wanted to do the work over the summer and so we got them up before their school year started but not by July 1. So it's feasible for you to do that still for next year but um probably easier on your administrative

073team if you took the whole year next year and adopted um for July 1, 2026. We had when we started out it was Daart and Queen Creek and they adopted midyear. So it's definitely you know an option. It just is messy because you don't have um you know if you do it fast some of those downstream items that I talked about the website the handbook. It's it you do have to take some time to catch all the references you have. But it is it's your choice and we can work at your speed. see any potential cost savings knowing that Dave is attorney. He's obviously doing great work here in that obvious trust polic. So I work well with Dave Pi. I present with him at the trust academy. He would likely rely on us to

074do some of the leg work and answer your legal questions. I don't the cost to have him assist would be through prepaid legal if that's how you employ him or through yourself. I'm not sure if you're a member of prepaid you are. So it's no extra cost to you. He would his his review would just be through prepaid legal. And the hardest I I will tell you the the very hardest chapters to for administration to move over are your leave policies. These are this is the general leave policy and this has this is very difficult because every school I am amazed by the variations in leave policies all over the state but they are real different and your leave your benefits what you pay out vacation sick leave all of that they're in different places

075so that this takes a lawyer to do. Um, and I Mr. Ply would be fine doing it. So, fortunately, our general lead policy is what? No, you're not that sick. Just come to work. That works, too. Thank you very much for your time. I really appreciate uh being invited here and enjoyed being with your community today. Do you have any other questions for me? Okay. Thank you so much. And I'm gonna give this right back. Um, we'll move on to item 5D, the 9 through 12 grade math curriculum adoption recommendation. Kelsey, good. That was quick. All right. Well, tonight I get to to talk to you more about some math adoption. Um, we've been working really hard this year with our high school team. This is really phase two of our entire districtwide math adoption.

076As a reminder, last year we did adopt new curriculum for fifth through 8th grade. We are working on high school this year and then we will work on elementary school next year. So, we do have some recommendations for you tonight. So, tonight to help present are a few of our committee members. So, principal Adam Neely, um, math teachers Jim Ryan, Sarah Logan, and Alina Green, come on up. This doesn't look So, the courses that we were looking at as we started this process were algebra 1, geometry, algebra 2, business, tech, math, AP stats, um, pre-calculus, and then AP calculus. So, those are the courses we currently have at the high school. And I'll let Mr. Millie talk a little bit about why now was the time to look at math curriculum. All right. So, um,

077first of all, I'm excited to do this because I to do this type of presentation very often. So, that's exciting for me. Um, also I will tell you that it's really exciting for you to get to meet some of these amazing Prescuit High School math teachers that we have. Um, so, uh, a as we go through here and, uh, move this one along. Can I Yeah, perfect. So, um, you guys may not know this about me, but I'm also a proud Prescuit High School math teacher. Um, taught math for a long time. Um, and I was part of the last adoption process in 2017. uh to give you some insight. um we were looking at curriculum I believe that had last been adopted in 01 or 02 and the standards had changed a lot but

078we didn't have any money to work with and so we did a free math adoption through 2017 and there was a lot to like about what we adopted but I will tell you that since then what we've seen is again some changes um with with standards and and aligning that is so key for our success of our students um and then I think the the biggest thing that came out of the the free curriculum that we were able to get our hands on was that it did not provide some of the instructional resources and strategies that really could take us to the next level. And so as these guys go through and present, they've worked really, really hard for this. And I think what you'll see is that it not only provides great things for

079our students, but it also provides great things for our teachers. And I think that that is a really nice mix for what we want to offer to take ourselves to the next level um with what we're doing mathwise. Um, and then the next slide here just shows some of our Oh, sorry. You put it in front. I can handle that. Um, you know, every time this comes through, you guys go through and you see uh district data and no matter how it's presented, it's obvious that we want have room to grow and math is a big area for us that we are trying to grow and you heard five through eight math adoption happened. I think that's wonderful. I know that Granite Mile High are doing amazing things to help our kids be better prepared

080as they get to the high school and this is the next step for us to be able to take it um beyond. Uh one thing I didn't mention too is that that 2017 adoption was for algebra 1, geometry and algebra 2, which means that all those other courses that you saw uh are looking at resources that are well beyond and honestly lead to teachers having to find open source items and things like that. And so being able to align this and better put this together is really the goal. All right, who's up? Mr. Jim Ryan. So we have courses like the business tech. It's most recent edition that we had to work with was published in 2006, but it was the sixth edition of the book. So the pictures had folks with cell phones with

081their antennas had folks balancing. My mom balancing their checkbook, but she was a bookkeeper and she loved that stuff. And that's not something our students are going to be doing now. So, we're looking for curriculum that's relevant, that's not outdated. Um, some of our curriculum wasn't as rigorous as we'd like it to be. So, we're looking for that. MVP and other things that we're using, if we didn't have the curriculum didn't have instructional practices that align, instructional materials that align with practice. And so, that's what we look for as we've looked at the different books that we've gone through. Uh so we're looking for good background information for them to go across from algebra one build to geometry build to algebra 2 the three courses that the state requires us to do. So that's what

082we're looking for and online supports for AP classes because they've been pretty much doing it through colleagues say hey this worked for us work and do this. So uh we started of course doing research on best practices continuing on and looking at the state curriculum and how these uh alignment of the curriculum that we as requested some samples of and we really delved into these um month after month, week after week and came across some narrowing of all of these curriculums to find that these are the ones that we wanted to pilot. And as we were piloting them, we would um have some data analysis alongside with um some conversations, what was useful, what was difficult to use in these curriculums because we had their online version as well as the hard copies as well

083as supplements and see what was included in their uh curricula that they were offering us. We were able to ask these publishers questions and um our students, we would also ask them questions, you know, how did you like this? You know, what was difficult for you to do during this curriculum pilot? And it really helped us decide to narrow down to probably just the one that we came to. And now, so there's only the four of us, five of us here. Um but really it was a team effort to to go through this whole process and all the teachers were 100% on board and committed to seeing like what would work and what wouldn't work. Um everybody was committed to piloting all the different things, trying the online stuff, trying the textbooks and everything. Um

084so like we really had to dig into the the state standards which I think was just good for us to do as a refresher and and see what aligned and what didn't align. And we were also able to look and see like um um like if a brand new teacher came in and we just handed it over to them, how successful could they be just like taking it and running? So, I feel like we did a really good job the teachers doing that. One thing that I really loved was um the three parents from the community who came on really early on. So, we got to hear, you know, what they were looking for for the parent side and take that into account. Um but this is our team and honestly, I think I think

085we really came to a good decision and it was a great team to work with. So Alina talked a little bit about the the process that we went through, how many meetings that we had, but when we started, we started with the same goals that we've had for every single adoption, and they were these three pieces. It's we know that materials have a direct impact on student achievement. We need high quality materials in front of every student every single day. Um we want students to have consistency from classroom to classroom. We didn't want that disparity of has great resources because teacher found something and this other teacher is scrambling to use old curriculum or finding different resources. We want that consistency and then also that continuum from grade to grade and content to content. So

086when we first started this process, we started with algebra 1, geometry, algebra 2, knowing that those are really the foundation of high school math and we wanted something that was high quality but that had that continuum. So, we were looking for a program that was consistent between those three content areas. Um, it's impossible to find all the rest. They're all aligned. Those are those are all differently built. But, um, as we started looking at curriculum, again, we used the same criteria that we used when we looked at fifth through 8th grade math because we know that students coming from fifth to 8th grade into high school need the same skills and the same backgrounds. We wanted them to have the same opportunities. And again, it was built all around these 10 practices that come from

087research around what makes a good mathematician, what do you need built into math classrooms now for our students to be successful? So, the most exciting piece was our conversation switched from, you know, what worksheets does this have, what what student support to what instructional strategies are built in, how is the material presented, and how are students going to interact with that? That was the majority of the conversations that were had when making final decisions. Um, it even got to the point where we laid out three different options next to each other for the same content, same skills and really analyzed in depth how those were presented and how students were going to respond to that, but also how that was going to impact future learning. So, all of these pieces were looked at. However, the

088standards and the content alignment obviously had the most emphasis when it came to coming up with a final decision. So, these are the four curriculums that we looked at. Eureka math down here in the bottom left. We had to eliminate that one right away because it only went through one. It didn't provide an option for us in geometry or so. So that was kind of out right away. So we looked at envision into math and reveal math back and forth all of us talking about stuff. We came down to not unanimously but that we wanted to try reveal math and into math first because those seemed the most logical to us. Resources seemed good. They were well thought out. We easy easy for us to find our standards in them. As we went through the

089year though, we realized that reveal math wasn't going to work for geometry. Just too far away from state standards. So that was our first one we piloted. We eliminated that one. As we got into into math, we like that one a lot too. But it was like what we thought was good at the beginning after we've had months and months of looking at curriculum was like just not as indepth as we liked. So we brought back envision to look more at that and did the comparison that Kelsey talked about lying down lessons from standard to standard. What's that look like across the board? Very helpful for us. So then when we got to it we came with this that envision although we didn't consider it at first gave us the that we needed gave us

090a variety of questions, gave us robust features in terms of online assessment and resources that we could level to our students needs in terms of where they are now, where we want them to be with more rigorous instruction. So that's why we think Envision is our our choice and we like it a lot for one geometry out. Kelsey, remind me, didn't we use Envision Math with the babies? I remember that was 2008 I believe. But one thing I do want to point out, so those of you who've been around for a few processes, normally we look at a lot more options. Typically, we look at anywhere between narrow it down. Um we when it comes to high school, there are not as many options out there because there are so many specialized math courses. So

091these are the really Like we eliminated that immediately that provided one options. So there's a lot on this slide, but really it it came down to kind of what Jim said is that we we started proctoring. It's it's one thing, you know, to flip through a book, you know, before when we have three books, four books in front of us and decide what we think is going to be best. And then when you actually get into the classroom and start using it, like everything opens up as to to what works and what doesn't work, what we like, what we don't like. And like Jim was saying, the the first two options, there was just some holes. There was some alignment issues with some of the standards that we found. There was some usability issues with

092some of the online features that we didn't like. Um, and so like Kelsey was saying, we kind of we really did look at the three books in one topic and like was like, whoa, vision's actually pretty good. And then we kind of started looking through a little bit closer and decided to then pilot that one also. So, we actually did get to use it in the classrooms as well. Um, and we really did notice a lot of the features that we liked. Um, a few of the highlights um that I would say is most important um one of my favorite features actually is a visual virtual nerd. Sounds silly, but um It's actually like a link, a video link that can be accessible to like parents and students at home. So, I get emails all

093the time, you know, from parents saying like, I don't I can't help my kid because I haven't done this in 20 years. And and now like there's videos, you know, that they can go online and watch. Um, so that's one of my most favorite features I would say. Um, also just like the logical progression of all of the material, like to go from like I teach algebra, too, so just like going through it just makes perfect sense. The order that they do it in, it aligns with the standards really well. Um, and has a really good statistics section in it, which I think is going to be a big push for algebra 2 in the coming years. Um, so that was great to see. And I don't know if anyone else has anything they really

094wanted to they liked about it to get. But I mean, again, we had a whole long list of them. And there's great features to all of the things that we tried. It's just that this had like the most great features. Um, and like I mentioned before, I really do think that a new teacher could come in and get this material and just go off and running, which I think is pretty important. So, I like that about it as well. So now we transition to the classes that we offer our seniors, people taking their fourth math requirement. Most of our seniors end up take, not most, but the biggest percentage take our business technology class. And that's the one that we had a resource from 2006. And so we looked at McGra Hills uh modern business

095math and the personal literacy one. The personal literacy when I read the title I was like, hey, that's going to be it. as we looked at it, it just wasn't doing the things that we hoped it would do that the business map does in terms of going through everyday kind of things like how do I check my paycheck to make sure I'm getting the right things? What's how pay what ways can I be paid? Am I going to be paid time and a half and get overtime? Am I going to be on a commission basis? Am I going to be strictly salary? How do I calculate that? So it goes through a nice progression of topics that are nice hands-on applications of math that they learn. So we particularly go a lot into percentages again

096because no one remembers how to do the percentages like oh how do we do that for benefits? How do we do that for if I'm buying a house? What's the assessed value of the house going to be? What's that going to be in terms of my mortgage? What the monthly payments going to be? All those things. So we've liked this um book a lot and the other thing that stuck out for us is all the real world examples that are in it. So the chapters start off with you know things from Proctor Game or Hershey Tosh can't think of Elon's name there Tesla thank you very much from the Federal Reserve from help and so we just loved the modern things that were there for us to talk about instead of talking about Blockbuster as

097being the example of a good running business. So another fourth year math class they have is um I was very fortunate that I had a great online resource when I first started teaching AP statistics and along with College Board I was able to squeeze by. But um when looking at both of these I found that BFW publishers had the Um, just like uh the emphasis on being able to use real world experiences is really key to the hook of a student especially their fourth year math and statistics is in everything that we do. My 301 goal if my p value is at zero I'm good. So uh I can get so um we won't go as into a statistics lesson but you know my students are able to use linear regression to see the best

098bungee jump of a Barbie off the bleachers of of Prescuit High School or also, you know, is the ACT scores which ones are better compared or um Prescuit High School. So, you're able to individualize and have autonomy with this. And I love the lesson that they have. What is the better uh crowd feature at a Taylor Swift concert? So students are getting real life and real world application and you know their everyday life and be able to use it whether the generic brand of chocolate chip cookies they really love the food ones um because I bring in the chocolate chip cookies whether the generic versus the um the the chips of hoys have more chips in it and which ones taste better. But anyways, that is what I really like about that as well as

099the online features with this one is really important, especially when they're really studying for the AP test, which is coming this Thursday. And they're able to review and get ready for that test. And that's important for them to gain college credit if they so choose. So, um, that's why I really like to use PFW. Oh, sorry. I was just going to ask since we're talking about AP classes, um, are do you finding the curriculums are maybe better focused on getting the kids through that AP exam and passing the AP exam? Like is that a part of the curriculum or is that still something that's kind of kept separate? So, um, College Board itself is trying to really come up with a lot of the reviews for that. They have videos for students to watch. I

100don't feel like they're as engaging as they are as in class. So, we have just gone through a six-w weekek process of review and we've gone through all of the units uh and then reflecting back what how they did and then so they take an initial practice test. They I have them grade it and then they go ahead and they start analyzing where they really need to put their focus and then it's individualized on how they do that. So, it's really important that they do they get that uh because every kid is different and I feel like with having these new curriculums for our AP classes is essential for them passing because that review is you know sometimes you don't remember everything that you learned first semester and taking a dual credit class you're taking

101it for a semester not a whole year and again essential for them to that um review. So, it looks looking forward hoping that we get that for all our AP classes. So, I'm new to the district, but not new to teaching pre-calculus and calculus. I've had um almost 15 years experience teaching pre-calculus and calculus um down in Phoenix. And when I got here, kind of to Adam's point, I pulled open the textbook that they use for pre-calculus, which is just an online textbook. And I was like, "Oh, this is what we used." Because it it it was frankly outdated and just not rigorous enough is what I found. Um, and so knowing where my pre-calc students need to be to be successful in calculus, I just kne I knew immediately I was like, "This is

102not going to cut it." Like this something needs to be better. Um, and so there there weren't a lot of different options um for pre-calculus but honestly I started going through this Pearson book um and I was like this is it like this looks great like you know it's much different even than how I've taught it they kind of ordered things a little bit different I was a little bit hesitant at first but I started teaching it and I was committed you know to trying it out and the order ended up actually flowing a lot better than how I've taught it in the past like the order the textbook put it in and my kids are really doing phenomenal honestly in pre-calculus and I feel like they're they're really ready to to get to calculus

103next year. Um, another thing that I like about the book is the online feature. So, I can give homework out of the textbook, you know, traditional, so I can grade it by hand or whatever, but I can also assign it online. And there is an infinite number of problems and students get the same type of problem but different numbers, you know, so it's not like they can cheat off of each other, which I like. Um, if they get it wrong too many times, it just automatically regenerates a new problem. So instead of like saying you're you're done, you got that problem wrong, they they have to keep on working at it and going. They can watch example videos. They have links to the textbook um just like like the Envision does. So they can do

104things at home. they can have their parents look over things if they wanted to. Um, but I mean I I really didn't see anything in the book that I didn't particularly like to answer like your question. So, we do pre-calculus um dual enrollment. So, it's not an AP pre-calculus class. Um, but there is an AP pre-calculus class and that's actually the book that I started out using before I looked at the other one that's not geared towards it. So, the calculus book is definitely geared towards AP calculus. So, it has questions embedded in that are worded like they would ask on an AP test and they have questions that are just worded that you would just need to be successful in a regular calculus class. Um, but definitely the online stuff goes and they have

105lots of review to prepare them for the test. A lot of different um things that they can use for that as well. So, yes, like calculus and AP calculus are technically a little bit different, you know, like it's not like we teach to the test, but the from college board are worded a special way. So they do word some of the questions that way to prepare them for that test. Um so and then the nice thing also about this book is that it's the same publisher as the pre-calculus book. So there is that same continuity. So everybody from pre-calculus can then go on to calculus and not have to learn anything new or have anything different. So that's our pick for pre-calculus and calculus. So, just as a quick wrap up, um these teachers spent

106an incredible amount of time this year analyzing textbooks and how students were responding to them, how easy it was to navigate. So, these are all of our final selections. I know there's quite a few to put together, so I wanted to make sure they were in one spot for you. Um, we do have currently all of these texts on public display. So, they are sitting on the table right outside the door here for anybody to come and take a look at. There's physical copies. And then in our board posting that is online, we do have digital access to the Envision textbook as well. So, you can get on and see the digital um version of that student text. And then where we go from here. So, currently those are on public display until June 10th.

107So, we're we're accepting feedback until that date. Um after that we'll compile any feedback that we have and on June 17th so our next board meeting our plan is to come to you and ask you to vote potentially on this and if that is approved um then in June um after that board meeting we would start the order process and then hopefully get that in teachers hands by the time school starts in July July 31st um and then provide training for our staff as well um during that frame and that is our presentation. Are there any other questions that we can answer for you? Have you had any comments yet? Not yet. And I can assume most of the teachers at the high school are on board. They like what they see. Yeah. So, every

108teacher at the high school who was in one of these courses was a part of our adoption process. Yeah. They were on that committee. And I I know and Sarah, I'm gonna put you on the spot, but we did we we did um minute or not in the minutes, but we announced the meetings. We've done all that public forum and minutes all that stuff. Pretty excited. I'm only asking because I don't want anything to derail if this, you know, the timeline if everything is approved. What kind of public participation did you have from these publicly announced? Actually, we did not have anybody in attendance. Um, yeah, just our our three parents who were involved. Yeah. Point of the question, of course, some of you went through this with us. We had a curriculum ad would

109have gotten etc. There was some confusion on the state level adoption some clarification came out around that. We decided be on the safe side post meeting. done since then public participation our curriculum adoptions has been essentially nothing everybody said if you got to have these posted because we're going to show up we're going to give you our no one no one doesn't we go through the process like they ask us to and either way we come out with really solid results the process that we've got of involving all of the people who this really impacts initially got the broad perspective is great parents involved in it You can tell from what we've heard tonight these folks have gone through. I mean this is even more significant than usual. Typically there's kind of one long phase

110and as you got through your first phase you realize we don't have what we want here and so kind of went back to the drawing board and and really can't I'm just really impressed with what you come up with. I think one of the things that I find astonishing is that you picked two initial ones for going back to geometry and algebra one too and then you had the foresight to go let's go back and look at envision again because maybe we were too quick maybe envision is the one that is actually going to satisfy our needs better and I applaud you on that because a lot of times that doesn't happen in a committee you once you've xed one out you don't ever look at it again and you obviously went in a different

111Yeah, I have to give them a lot of credit because when we came together to have that conversation about let's analyze the two pilots, we got to a point where it was okay, let's talk about what put it on the table. What's your recommendation kind of went to be a little nervous, but they did a great job of talking through why they were hesitant and why it just wasn't they didn't feel confident in meeting their needs. I will tell you once we put Envision back on the table we spent a whole day doing a deep dive analyzing content by content standard by standard and by the end of that day you could just see a difference in all of them. Um they were like this is it this makes the most sense. So then they

112spent some time piloting it. We came back together to review and there was just total confidence in the team that students responded. It had all the material that they needed. So they did a great job of noting entirely and sticking up for what they thought was right. It wasn't meeting their needs. They knew it wasn't right through. So, I just have one comment. This is my first opportunity for curriculum adoption and you have been very impressive. I I'm impressed with the the care that you took, the the steps that you took, the piloting, seeing how it works with the students, how it works real life in the classroom. So, well done and thank you. appreciate appreciate the effort. It's a process we we've refined over the years under Kelsey's leadership. We've taken it next level.

113I love I would say again at one point Kelsey she's been keep but anyhow she's been keeping me involved and in the loop on this and when she said yeah we've been looking really not sure we wanted to get some new materials in these folks hands to make things better for students and that that's really discouraging that I love that you looped back around and an additional resource that you considered initially as you dove in deeper said okay this is it that's super cool wouldn't have to have been that way you might have said this isn't it either we would have said okay let's start over from scratch so much Thank you so much. Yeah. Good luck on finals and the AP. You know what? Actually, let's just take a five minute break really quick

114so I can stretch. Andy, do you want to mention what you're Okay. So, okay. Now for the sad part. Okay. So, 5 presentation of blacks. Yes. So, um I think each one of us probably have some words to say uh to Carly and and so first of all, Vanessa cannot be here and if you want to explain a little bit. Yeah, just really quickly. This is unexpected. I got a an email whatever 40 minutes ago from Vanessa's nursing instructor. She's in the CTE nursing program saying that they have practicum that they they have to do before the end of the year. Kids don't get credit. It's supposed to have been a recent day. The instructor couldn't make it. So, the instructor rescheduled and tonight was the only night. Vanessa like I can't I'm supposed to

115be this board my last one and said I'll I'll email him. So, Vanessa really advocated for herself but there is no way around this. If she's not there tonight, she doesn't she doesn't finish the certificate for nursing. So, obviously that I'm pleased that she decided to emphasize that. We'll recognize her in attention and take an opportunity to immediately person. Yeah. Maybe off the side at graduation or something you guys. You should come to our practice before Yeah. We have to like do our sound check that Friday morning because I feel like Friday night. Oh yeah. Too much too much carrying too much hardware. Yeah. You have a diploma in one hand. I'll send you guys. So we're just gonna recognize Carly tonight. So it's her time and uh and I'm gonna go first because I'm

116the oldest. on the board and therefore I have a little bit of, you know, clout. I just think as as people get older, you start to look back on the the new generations coming up behind you and you wonder if we're leaving the world in good hands because we think about that. We think about how did we do what we there lots of things we did that were really great and there are lots of things that we've done that's not so great. So when I look at kids like you and Vanessa coming in, sitting on the board, I think we're leaving the world in really good hands. And it's not just the two of you. I admire you both of you in particular because we've gotten to know you. But when I'm see the high

117school kids, when I look at the rising star kids, I look at our kids that are getting their awards coming up this month, I think we're okay as a world. We're okay because we've passed it on to the next generation, which is you. And you have lots of hope in you and we know you guys will do a great job and it's been a pleasure and an honor and I I think that every year that we are blessed to have this type of caliber of kids coming up. So that's all I have to say. Next oldest next youthful face. Um no I I just kind of what Jane was saying. Um, every year our our student board members are really outstanding and you have definitely at the top. So, we appreciate you and Vanessa and

118your willingness to speak up, your willingness to bring forward ideas that we may not have thought thought of, especially from a student's perspective. That's so valuable in our meetings. You know, I I think I I don't want to say we're being left in good hands because that kind of seems to me like we are the ones leaving something to you. You are the ones that are taking it. So take it and run with it. Just like Thank you so much. Why? Because I'm next oldest. Is that what you're about? Well, I would never say that. Whatever. But it's true. I have only gotten to be on a board with you here for a very short amount of time. But I did get to sit in the audience for a while. Oh, most of your school

119year honestly because this election took a long time. But um and I have to say you and Vanessa both handle yourselves as well as any adult on a board. like it's like watching you be on a board is like watching a board member that sits here at this table and it's so impressive and it's so inspiring and it just reminds me I think it keeps us grounded on why we're even in the room and if we didn't have you we would possibly sometimes forget the importance of the people like you. So thank you so much. So, you're the baby. She keeps me from being slightly straining me on the board. Uh, sitting in this seat with this microphone can sometimes be intimidating, but I sat in those seats and watched you do it. And I

120I want to thank you for setting the example and helping me learn what it means to be a member of the board. I also serve on a committee for distinguished alumni and I can see a future day when there's a committee considering your name as a distinguished alumni for high school. You're that impressive and uh and I also love you because you're kind of the link between some of my kids. I got my daughter Camille who's who used to sit in your seat when she was a senior in high school and she's here um today and then Taff graduated last year and then my little baby Bridger who's not a baby anymore is is on student council with you and I just appreciate the commonality we have incredible students. So, I got to sit on

121the the selection committee, right? And there were some amazing candidates, right? Um you and Vanessa bring different things to the table. Vanessa for us just how wellrounded she is. Um different you grew up in in in PHS, you know, but you or in PUSD, but you know, you had different experiences. and that was important for us to bring to the table. Um, not only just for this board, but to our community members. And I will be very honest that your selection was was partly not just how how much you bring to the table, but for the community to see to showcase how wonderful both of you are. um you know, Vanessa being bilingual, taking care of their family, um special needs, uh brother, just and and also being part of the college, you know, nursing

122program. That was unique. You being involved in everything and not just being involved, you lead everything. You're the president of so many, you know, you're you are the leader of them. You know, I enjoy the fact that voice. You did not hesitate when there was mundane um discussions to very um uh controversial subjects. You stepped right in. Um you set me straight pretty, you know, often and I love that about you. You know, not afraid to uh direct and u and these are the marks when I talked about grit. You've got it in spades. You know, you're going to be successful. You have an amazing know what uh you've gone through as a family. They're just very very grounded people. Um your sister serving with 100 camp was so near and dear to my heart

123and uh you know just things that we have discovered about you. So thank you for opening your world to us and uh it's been tremendous and uh this isn't the end. Obviously we're going to stay in touch all of us. You can count on letters of recommendation from five different people out here for anything you probably do. So, don't ever hesitate to ask and we'll definitely be seeing you at graduation. Um, so we do have a plaque for you. Yeah. And you get a coin. How about that? And guess what? You even get to keep your name plate. Yeah, let's all go up. Thank you. [Applause] There you go. Still another question. When I leave, I get the Here we go. I just like to say for the record, I'm the youngest, but I look

124the oldest, my thinning hair, my belly. All right. All right. Well, this will snap us out of the motion. The auditor general spending report. Thanks for that intro. Uh, it's really important that my presentation is shorter than Kelsey's. So, as we go along, I will let you know if you can ask questions. So, so if we get close to, you know, that time and just no question of her whole presentation. So, I'm just saying um I'm just gonna kind of uh because we have new board members really kind of go through what a fully year cycle because this really ends a year cycle of of just budget and being looked at and audited. And so for the 2324 school year, we started having conversations about budget in January and February of 23. In March of

12523, we brought forward um uh the budget package just like the one that you guys voted for last March for the 26 school year. But in 23 and March, they voted for the 24. Then we got into June and July, which was the adopted the proposed and adopted budget. And then in December, if you're off by 1%, we have to do a budget revision. And then in May, it's the last budget revision. And then the summer comes and we start getting audited. and I have my financial reports. And so in October for the previous year, you get presented the annual financial report and then in we get our audit season and we get the final packages. So literally in March, this report comes out and it's two years after you voted on the budget package

126as a board. And so literally at any given time we're operating in multiple fiscal years and it's really two years before the closure of one and starting of the others. And this is really what happens. And so the auditor general takes all of our audit financials, all the reports that I do and they analyze us. They group us with likeiz peers when it comes to operations, transportation, and there's 28 districts that were analyzed. Um, and we were one of them. Just a side note, charter schools do not have to go through this process and really kind of operate autonomously. Um, our operational group or what our demographics look like. Um, just so that you know, well, we're an operational peer group number three. That just puts us together with 13 other districts and you'll see

127who they are. We are actually we're not urban in the eyes of AD. We're actually city. Uh, which is interesting. I always thought we were we were we were urban but no rural we're actually considered urban in in in the tri- city area. It's because of the three different cities population put together actually. Um and so these are just our demographics. We have had a an ADM decrease of 3%. A lot of districts have had a lot worse in the last years. Um, we have a 1% ELLL population, 13% poverty rate, and that's for the city. That has nothing to do with the students. It has to do with the people who live in Prescuit, not the students that attend our schools. Graduation rate is, and you know what? Um, that's interesting that it says

1282021. I I did not update that because I've been using the same thing over the years because these have not. So, um, I think, uh, it it actually is 80% on on the report. Now 80% is a combination of our DRP, our dropout uh recovery program and our high school students. This is going to be the first year that we get two different separate graduation rates because our DRP program, Genesis, is a separate school now. It's an alternative school versus the high school and and so they'll be separated out. But that's why this is uh as low as it is. Um, so we get into first our our budget and they chunk us in all of our spending into a series of uh seven or so. Um, and just to let you know what's uh

129the definition, instruction is basically anything that happens in the classroom. Um, it it's the teachers, it's aids, it's supplies. Actually, coaching is also in instruction. Um if the students go on field trips, anything that the students are doing is instruction. Uh student support, that's really where you get to the p predominantly specialed um uh staff members, speech language pathologists, OT's, physical therapists are in the student support, instructional support. Librarians are actually in uh in um in instructional support, which surprises me. I would always think that they were in student support, but then you also get um Kelsey's um part of Kelsey's position is in instructional support. The instructional coaches are um anytime a stu uh teacher goes through a conference, it's coded to um instructional support. You put those three categories together and you get

130what's called classroom support, the classroom spending. And that's where, you know, I think our um our taxpayers and our parents want most of the money going to. And you're going to see how we um compare operational peers. But on the surface, we put 72.5% of all of our spending in the combination of those three categories. Then you get into administration. Administration is what do you think it is? It's principles, it's superintendent, it's Mrs. Torres, it's myself, but it also is are the administrative assistants at the at the schools. So their admin assistants are coded to administration. It's the whole district office. It's business services. It's HR, it's grants, and so administration encompasses a lot more than assistant principles, principles, and superintendents. Uh, plan operations is just that. It's what keeps our u sites going. Um,

131and um just a lot of building maintenance. It's big, it's big category. Uh, food service, just that anything that has to do with feeding the kids, transportation, has any everything to do with taking students to and from their home. Um and those are categories that we are compared. Any questions on just the categories? Yeah. I mean to see the pie chart. Yeah. And and so what happens is is with that operational peer group we actually get we we get rankings with some of these low uh and actually the rankings are very low low comparable high or very high. Um, and there's thresholds when they when they look at it, but this these are our last years, the fiscal year 24, so the 23 24 school year on where we ranked um in comparison to our

132peers administration. We were very low. Actually, we've been very low or low ever since the 1617 school year. Um, there is something to be said of whether administration be too low. Uh, Mr. Mr. Tenny brings this up all the time when it comes to um you know if if our pay scales are not in uh compare you know comparability when it comes to the other districts attracting new administrators to the district. But when compared to our peers were very low at $1,69 per student and you can see the state average and actually our peer average is 1300. So we are pretty significant underneath our pair average. um plant operations were low when it comes to spending per square foot. We really can't control our square feet. It's our campuses unless we sell a campus or

133that's really it. Our square footage is just that. Uh food service, we operate at a very low $3.51 per meal cost. When compared to our peer groups, it's $4.20. transportation in square mile um spending per mile and spending per rider. It's interesting. I never really thought of this, but it's almost $2,000 for every student who rides our buses to and from school. And so we get about 1.4 million um for our transportation budgets and we spend right around 1.45 million on transportation. Brian, how does that state transporting all these students? I mean, he There is a if you have about 30 minutes you can come to my office. There's a nasty report I have to do after the hundth day which essentially is calculating the drivers actually have to use a clicker and count every

134student that gets on their bus for both to school and from school. Um they actually they have to take odometer readings and I have to do a report that tracks every student for the first 100 days and do you have to take the top 25 days of the hundred with a higher wrership and it it's a big formula and it it drives these numbers some of the things that can impact that question as purchase gas. It is and there are certain funds. Sorry, it's not that we have buses or buses falling. We're not like below benchmarks on this. No, not at all. In fact, our 2015 bond set us up well when it comes to our fleets. Um there are certain funds that actually do not factor into this because like a bond for example,

135a bond not every district can pass. And so it's really hard if we buy 20 new buses at $200,000 each. That's going to jack these up. And so they pull, for example, bond money out of these calculations once again to be comparable. Just a few notes on here. You know, only 27 out of 47 districts have a very low as their administration designation when um when uh so when looking at peers out of only 22 out of 206 have their administration per puper lower than PUSD. The lowest is Glendale Union High School at 600 $861 and the highest is Apache Elementary which is almost a little over $11,000 for approval and we're right under we're right over a thousand And and those are districts, a lot of those districts that have the high ones, they

136have 50 kids, you know, and so you have to have a principal and you have to have a a livable wage. And so you divide it by the number of students when it's that low. That's how that gets set. We've discussed before a couple of things as well. Arizona is ranked among the 50 states the lowest 51st out of 51 fact. in the bottom of Arizona charter schools that ide average comparison local. Yes, we are. I'm intrigued by the fact that our operations that's just harder to keep up, in the middle of replacing we get stuff that goes out all the time service right away that's a cost anticipating want first grade meetings. What happened? It'll be interesting next year about the transportation because this year, you know, we made a decision and the governing

137board supported the recommendation to increase the pay for the drivers because we were having a hard time recruiting and retaining our drivers that will impact these type of things. Very low rate until you find out can't get good people. Yeah. All right. So, just kind of breaking that out to our our peers. You can ask as many questions as you want. These are pretty self-explanatory. This is the 72.5% that we spend in instruction, student support, instructional support that you can see the peers um below or in your handouts. And I mean, there are only 12 districts out of 206 that have a higher um classroom spending than PUSD. and our peer group. We don't even have anyone who had 70%. Questions or comments on this? I'd love to point out people there's not a similar

138district the entire state more of their budget primarily teachers but also many other um yes and no. To be in a a similar pair group they they look at um They look at a whole bunch and I really haven't been able to see really what their methodology is. It's geographic. It is number of students which drives the operational budgets and so you know why Fountain Hills is in there and cave it makes sense humbled but um I really haven't found a great definition of I did find when it comes to academic peer groups they group you by poverty of the city and if you hit a certain bar or below you're in that group. But when it comes to that operational peer groups, it's just they have deemed these as districts that operate similarly and

139thus we should be having about the same percentage or comparable um in the in the reporting areas. I'm not sure if they like us. Yeah. And it really I could probably argue a couple of them and go why you know I mean the transportation is a different peer group as well and that has to do with the the boundaries that you're you're yes that you have to drive. So um when it comes to the administrative spending uh percentage like you saw in the pi graph it was 9.4%. Here's how we um here's how we compare to our operational peer group. It seems like we flip-flop with Humbults at the lowest of the administration percentage of the budget every other year. And I can tell you they made a decision last year for implementation of this

140year to lower some of their instructional support and have assistant principles at their elementary school. that's going to impact them on this level because their student support is going down and their administration support is going up. I would be really surprised if Humble's lower than us next year. It's a very legitimate way to structure how you do things, but it will make an impact. So, questions on this. So, they're really that's those are the two main areas that people look at instructional instruction uh percent in the classroom and then also administrative. Um the next is we they do compare and they report out when it comes to teacher salaries. Um and we do have the Joe Howard best moment of his life and that was our uh PUSD salary was higher than the states and

141as you can see from this graph it quickly went the other way. I will mention that this is the first year, fiscal year 25 is the first year that they have standardized what is considered teacher pay. It has been subjective to districts on whether they included coaching or clubs. They would give guidance, but there was no coding difference between those. And so I think that there is a lot of variability between districts on really what they're reporting. and they were essentially expecting us to self-report what was in teacher pay and 301. Those are the only two things that should go into teacher pay. Not even performance pay should go into teacher pay. It's just the teacher compensation and what's on their contract. So, this will be very interesting next year because everyone was made to

142change their coding structure this fiscal year. So, one year from now, we'll see how that changes with our comparisons to the state. It would be interesting to see and I use the the same type of graph showing year by year just even for our admin percentage just kind of where we compare. I know we haven't done it. That's kind of relatively new thing, right? I don't want people to think that, holy crap, we've just done this going back to the salary. I don't want people to think that we just did this in the last two years. That's not at all. It is consistently low. And it is important that we've had lots of succession boards that have kept it low. way I look at it. If I were report, you know what I'm trying to

143say? And it's really also knowing the rules and also the coding structure because when I was hired, Joe actually handed me this and said, "This is your evaluation." There's no way because in this 15-16 school year we had very high administrative costs when consider when um when uh compared to our peers and so I started diving in and for example our special ed director um who is at any given time with benefits is over $100,000 employee. It's 30 plus dollars per pupil just that one position. They coded it to administration and it clearly says it should go into instructional support. So there was a deep dive into the coding and we went from that year very high down to low the next year and it wasn't anything we did except for do things right. Um

144this is new. This is the first time actually we've shown this. This is uh and we've shown actually this to staff in our DAT chats but it's our it's our operational peer groups uh average teacher salaries. This is not part of the auditor general's report. I just compiled this information and if you can see that our average teacher pay including 31 is $61,396 and these are our peer groups but the biggest thing that we added is which districts are operating on a an M override. So their taxpayers have said yes the state does not fund adequately for education. We are going to pay more in taxes to have you have more maintenance and operation budget. And only Apache Junction Unified School District is really by us that's not operating on an override. And even more

145so, the Union high schools, a student who is 9 through 12 gets is worth more funding wise than a K8 student. So their whole population of students actually is more. And so the Union high schools are usually higher as well. but they're also operating on an override. So, it's just some information. Some some of you board members I know got a communication recently from a community member and was concerned about some things everybody more money. One of the things he suggested was that the average teacher pay that money and putting into our plant operations or transportation certainly administration teachers. I appreciate that. Um then we also have uh everybody Absolutely. Um Yeah. And Yes. And one Yeah. And if we were funded like a charter school, we would have $5 million more out of our

14628 million. But it's because it's deemed they don't have a taxpayer base, so they can't go for an override or a bond. So they're just That would be a game changer for us and every actually uh we are compared when it comes to our assessment scores and so the top chart is essentially if they had a score to report doesn't matter how many students um uh for example math had 178 scores we were the 35th highest with a 37% and I got to take out the word passing percentage because we have tried to reiterate that it's not a passing percentage because That brings into the old mindset of a 80% is a B to you know to 90%. So 37% of students that showed high high proficiency or proficiency on the test that put us

147in the 20th percentile. ELA we were in the just under 20th percentile. Um and science we were 26. You know we get asked a lot is that good enough? The answer is no. That's good enough. We're working hard to get better. But we also the narative in town sometimes scores rock massively underperforming I think was the the quote from the email that got statistics don't bear that results right there in that chair that we're trying hard we want to get better and we are not massively under the top of all districts in the state we can get better there's no reason not compared to and we're not operating on a bot over you know it's kind of like the gentleman that sat up here and talked about the diesel engines I mean imagine you know

148doing what he did but not giving him any tools you know with the math adoption 2017 they did a math adoption and it was half it had to be free and that was because our DA allocation at that time was 200,000 for the whole year you know what we was presenting is going to be more than 200,00 as it is. So, you know, money does make a difference because if you don't have the tools to to do your job, it's hard, you know, keeping kids engaged when it's free online stuff and teachers doing the best they can. And a lot of districts like Clark, you said that 80% of all students in Arizona operate attend a district that's on a bon or an override or both. When it comes to the state assessments, really what

149I outlined, not to, you know, just to compare, not to make any judgments with our Tri City because Tri City schools because that's really who we kind of are compared to by um our parents and a lot of people choose to send their students to PUSD because how they do and so you'll just see the blue is PUSD, red is Humbled, Gino is yellow, and Arizona state average is in green. we are above all of those. Um, what isn't on here is we do get we do have an academic peer group and it seems to always adjust where that bar is based on where Prescuit is. One time it was 14% or lower poverty and we were 14 or 14%. This year it was 13% or lower and we're 13. One year it was 11%

150or lower and we were 11. So we have an operational academic peer group that's based on poverty of the city. But I just don't think that that's a great measure because we are a retirement community with a lot we're only one of seven districts that actually can tax for their whole budget. That's how wealthy our boundaries are yet. That's not what our students population is, you know. Yeah. I think that's that's a key thing is that the the poverty rate of our students far exceeds that 13%. Oh yeah. I mean Lincoln is I think they hit 60 58% this year. Yeah. Free and reduced. So right districtwide if the actual folks who have applied for and qualified for free% if you look at just our K through six schools it's 49% and we know it

151doesn't drop off after that. It's not like families get richer as soon as their kid goes to seventh grade or something. They just stop for free. back to this slide as well is that we have to remember this is first of all we can't compare us to other states different it's not a national test it's and I know I'm sound like a broken record but if you ever go on and actually try to take one of these tests you're going to be blown away by how difficult they are to always and then they compare us to other states. You cannot do that. It's apples and oranges. They're super challenging tests and that's by design. It's supposed to be right. If every kid was passing it doesn't give us a lot of good data. So no

152problem unless somebody comes wait a minute they 44% of your kids were highly proficient or fully proficient. That means half your kids can't read. You have three minutes for questions and I will have beat Kelsey by one minute. I mean, our audit and what's presented to you um in March, I mean, that's that's that's a report card on a on a compliance standpoint. This really I see it as PD's report card on priorities and making sure that our decisions are being made that's in the best interests of the kids. And in my eight years in this position, I think that we do Can I add one thing that we asked Sarah to place in front of you? There's a little sheet that's front back that talks about this is from ASA but it talks about

153auditor general's report the financial risk categories. I asked Brian not to get into the weeds on this long story short how many categories are there? How many categories does the auditor say? There's eight categories and we when our DAA started to come back in 2015 16 and 1617 it's called district additional assistance because you can keep it in capital which is what it's intended for or swing it to your maintenance and operation budget to help with supplies and salaries and benefits. And we swung $700,000 between those two years into our M so that we could give a raise. So that puts us high risk because essentially one out of every three dollars we're taking out of our DA and putting it in SEO. So out of the eight were high risk and one district. Yeah,

154it's reoccurring money that unless we said, "We're no longer going to give a raise with the 700,000 because we did it in the past and we're going to swing it over, you know, if we had a boom of students and instead of giving that additional revenue to to raises, we would have to put it into DA." So, that's the only way to bring it back. Unusual for a district to have one high-risisk category? No, I would say most districts have, you know, most districts either have no high risk or or maybe one. And this was an intentional decision that we made because it was worth the race. It is true though there's been a lot of information about district. Does anyone have a 40 second question? No. Any questions? It's already been Does this get

155posted to the website? Yes, it is. It'll be on the bottom in the budget documents as soon as we're done. I beat you by 19 seconds. All right, moving on. Item 6A, uh, summary current events. Super. First of all, I just wanted to say I can be below average like I am and still things go really well because I'm surrounded by good people to be around. want to say Carly as well. Thank you. It is true that we've had representatives for many years. Two of my own children got to do this years ago. One of Dr. Mang's children was here earlier got to do that. It you might think because it goes so well it's kind of cool that that's in Arizona. It's not the case like so many things that we have really super

156cool kind of unique asked by others all the time. What's that look like? How do you choose them? How they contribute? I'm always happy to see Carly and Vanessa 10 years ago with me and it'll be even neater to see where they're at 10 years from now. All right. So, a couple things just really quick. I'll go through. A lot of you were were a couple of you were with us at the 4.0 banquet. The Lions Club on every year for students who achieved a 4.0 point average throughout high school up to that point. We count USD. Exactly. So that happened a little bit. No, you're fine. You're good. baseball team versus the special needs students baseball. We were super errorrone that day to see our young interact with their peers. They did their last

157three games. tough as well. What's this been about a week and a half ago? So I got so the Arizona rents the roo street theater as part of that we have part of that they do some outreach with our students mostly at the high school but this year foundation's there's pros and cons to that scenario. My husband nearly wanted to harm a child in Mexico recently with a reporter situation. So I think you're picking up what I'm laying down there. All right. Good. Anyhow, um week and a half ago or so in the street theater, we gathered all 300ish 300 plus students together. Mrs. Bishop's class, your class is in charge of Express learned about those musical emotions and whatot they had tied together 10 compositions with cool stringet bridge. They had one class and

158then there's the next class. It was pretty neat to see our kids report to several schools. You know, I do that about three times a week. Just Taylor retiring good examples. Another example of that junior junior airc. See that kids have been a fifth grade camp. It's not just just fifth grade pack and come home. There's a whole science mathematics test. scholarship is widely considered the most prestigious scholarship. study abroad. We had a couple of faculty kids. How are you guys doing that great kids for a couple years without providing that support? We're really proud of her and I think I think that remember She's exceptional for sure in some ways, but but also not that exceptional others. Fantastic. Rising Stars last night. Just a couple she's got on the bullet. I think mine's a

159little shorter this month. I um spent a couple hours at Granite Mountain uh middle school. Sorry, Granite Mountain Upper Elementary School. We're trying to be intentional about that. Um the principal there was I explained to her that I've been assigned their school as a member of the board and uh she took me in with open arms and I spent a couple hours with her and whatever she was doing and then she took me around the classes and I probably went into every class in sixth grade. I just wanted educated on what's going on. So, especially when a public well because I want to do what's best for the kids, but when a public member comes up and says, "This is happening in the classrooms, I can say, I've been in the classroom. Let me tell

160you what I've observed." And so, that was very beneficial for me just to kind of continue to learn and continue to grow as a board member. And I appreciate the assignment there and looking forward to uh spending more time at Mountain. And then I also had an opportunity to attend a number of PHS tennis matches and they also went to state and lost in the first round as a team but had a successful season and they're a very young team. I think they'll graduate maybe two or three seniors and um I earlier in the month went to the college program uh information night because Quinton is going to be in Yamapai College early college next year and it was just really amazing and I think it's pretty incredible what we offer these students to get

161that opportunity to do that and um Mrs. just does a phenomenal job. And as a parent where you're sending your kid to a college campus at 17 instead of, you know, waiting till they graduated, she has seems to have a real handle on how to keep them rained in and safe and not totally independently living a college life. So, I'm excited about that. Um, and then I went to the education PSD event last night as well for the foundation. And that is my favorite event that Well, that in the whiskey offroad, we kind of, you know, go back and forth. But, um, the whiskey makes us money, so we like that. But I love that event. And I have to share just because I was a founding board member of the education foundation. And when

162we started, we hired a consultant out of Texas and she actually told us about an event like this and said, "This is what we do." And talk to us about the bus that goes around and all the things that we've been able to do over the years and the teachers that are honored and the And so we really we did it the very first year we were a foundation. I mean it was really one of our foundational events. Like we really wanted that to be special and it has just been so cool to watch these kids every single year. It was amazing as always. Really special kids. Oh yeah. that she graduated with her associates before graduating with her high school degree. High school diploma. Yeah. I know. It's pretty crazy. And with the generous

163scholarship she said to Emry Riddle, like they don't do that. So, no. Yeah. It was just it was really fabulous and I just love seeing the teachers that are honored and the students that get picked. It's just really neat. We used to do a lot more, you guys. That was a short night. We used to have like 15 kids when we started. Do you remember? It was a lot. Yeah. All right. I'll try to be quick. Um, first off, I'm sorry all the teachers left, but it's teacher appreciation week. So, we want to say we appreciate all that they do. Not only the teachers, but all the support staff as well. It should be appreciation. Thank you for everything. I've been to a lot of baseball games, both varsity and JB as well as tennis

164matches. Just again, how exciting it is. Went to the state baseball playoff game. Man, should have won that game. I think that I think there was a missed call at the end, but I'm not going to Well, there were probably a couple of missed calls. Um, on April 12th, I was able to attend the Teen Choice Awards, which is a new initiative by the Launchpad. PHS Interact Club was a was a partner in this effort, and they helped determine the categories that were awarded as well as encouraging teams to vote. They had over 320 teams in the area vote on these awards. Some of the winners, I'm just going to PD winners. Uh, the best social media account was the PHS student council, but the runner up, you're gonna love this runner ups naps, which

165is an account that catches teens napping on campus. You will never catch me off. Um, best personel from the security resource officer is officer Holmes from PHS. Best librarian was Miss Jeff from PHS. The uncommon leadership award winner. This was the highest award was Sophia Brown. She won a $3,000 scholarship from the Ron and Betsy Barnes Leadership Scholarship Fund. Um so PUD was really highly represented in this awards. I volunteered whiskey road did radio show attended an insurance presentation by Mile High. It's been a pretty dinner tomorrow. What are y'all wearing? Like what are you wearing to that? Not appropriate. Sorry. I shouldn't have said that. No, I'm just gonna wear like that was helpful. I'm sorry. I have nothing to say because I wasn't here for the entire month. I was out of town.

166But I I will say that traveling whenever I go to the country, I always like to peek my look into schools like look through the windows and things like that just to see how our schools look. We do really really well compared to what I look through and also the the issues that they're dealing with both in Australia and New Zealand curriculums and what can they do to better improve the curriculum? What can they do to pay their teachers more? What can they do to educate the community about what we're doing in school? So, it's not a PUD problem. It's not a US problem. It's a it's going on all over the world and they're still doing dealing with postco and how it's affecting students. We're not alone. Uh so, just want to recognize Jen

167Holly as well as the teacher that helped with her application. There's a lot of work that goes into that. And so it's not just writing a letter. It is a process. So the fact that Jen, I'm sure it's not the first time she's been asked. She knows the application process. It's it's tremendous that she takes the time. That's why she's always highly thought of among our students. So just want to recognize her. Uh but she was down at I guess Saturday for the recognition dinner. So yeah, so Malia's family um autism awareness month was last month. So we did have the walk at Taylor Hicks. Amazing deal. Wore the bracelet all month. Awesome. And then Whiskey Off-Road. Um a lot of work that goes on that but I think it's just a well machine at

168this point and appreciate everybody's you know time and muscle. It is a lot of work next year vacation well we didn't even much later when Sam finally asked about it. I'm like messed up. Yeah. Great community. Um uh then Lincoln had the maple uh celebration. It's over a hundred years we've been doing this and it's I mean u my son is in second grade and so I was there really you know as part of it but just the tradition I was the pole I asked was the same pole but obviously they changed over the years but um just that tradition I mean just you know love seeing that in our schools. um JOTC awards uh change of command. I I was there. Um what I what really inspired me was just all the different veterans

169organizations and you know they give awards to our students recognize each one of them and it's just important for us again for community members to see how you know we are a you know we do honor our veterans. We do honor those that are JC program. It's just it's just amazing and I think it gives a lot of lot of hope for you know our future in other ways when they see that just amazing kids um went to the boys volleyball senior night that was cool and they and they announced they do they have great and that's so regions that Oh and we're hosting which is Yeah, they've done really well. Great seeing them. And then I was at the Rising Stars and I'll be So, Carly, all yours. I know. I need to go

170first. You have to go first. You don't like all my things. It's okay. Um, I went to Yavai's graduation on Sunday. Just Sunday and Vanessa. to walk across the stage. Um, and a lot of our people in my graduating class got to walk to stage 12. Um, which I just think is really fun for them to get to walk across both. Um, AP exam started. Not mine. Mine's two weeks. Mine's the last one. So, I'm really grateful for that. I know everyone got great teachers appreciation week. Um we had a really successful um spirit week and lots of events last week at Presby High School which um it's just really sad because that's that was our senior spirit week but we had a lot of great events with a lot of participation despite poor weather.

171One of the events I planned got cancelled early which was really sad but it was our first year and we were just really excited to see it actually like get pulled off and it worked so that was really rewarding. You mentioned Sophia Brown. She also she's like my best friend in the whole world. I literally would die without her. She won Interactor of the year through Interact Club. She's like the president um which is like a major accomplishment obviously. And Interact is like a Rotary sponsored event. So she gets like a lot of benefits basically for the rest of her life because of that connection that she got to make. and they were literally telling her and like 10 years or like 50 years if she ever wants like she went to Kenya over the

172summer to help distribute mobility devices. She could do that like when she's 60 if she wanted to go anywhere which is definitely just she deserves the world and we also have the peaceful and spoke at that and me and Mr. Ne got to attend. Um, and I actually got a hand on making the piece. So, that's just like really cool that we talk about like the food forest. It's there and it's just cool that we get to collaborate with different organizations like that. Um, I heard really good things about the AA Grand Canyon trip which I went on back in the day. Um, which is just it's just like funny to see like they got the same shirts with everyone's names which I my senior merch that I never got back heard back from a

173company but it was inspired of that if it had worked out. So I just thought it was cool that they got like a good trip still and I didn't even know it was still a thing and I heard lots about it. My NHS talent show also happened um which we had like a lot of great participation in and we raised $600 for the Pres area women shelter. Those are my tournaments. I wish I had Vanessa. I wish she could be like honored. She got to walk the stage. I took a photo of her. I should have sent it to you and I would ask a question about that. Is there do anything at graduation to specially recognize those students that have already graduated from you get your high school diploma in addition to also have

174received their college? I believe they definitely get a miss here. She does like a really great job. So they get like three different yellow and then you get one as well that's like the red and black colors which is really cool and I know last year I'm not sure she doing but like getting the parents like my son graduated so I They like the credit they deserve. Yeah, I'm sorry. It'd be way worse if I was like, "What are you talking about?" Let's move on to item 6B, community comments. Um, yes, I'll have a couple I'd like to highlight. Um, I had a community member come a couple lunch hours this month and spent it with community members talking about schools. One of them uh suggested that we ought to teach how the brain learns

175and she also recommended that we use more career career development. I shared with her a little bit about the CTE program that she didn't know of but she also recommended a Johnson career development exam. So I was I was learning from her and some of the suggestions that she had and then went to lunch with another community member who had some data. He shared with me came with some graphs and information and his basic point was the students aren't failing but maybe our legislature is in funding in funding schools. It was interesting to hear his perspective on he was really discouraged about the privatization of public schools and the voucher system that we have. And he also highlighted in his little presentation for me that we spend less per student anywhere else in the country.

176And then there were a couple of emails. you mentioned earlier. I don't think that one came directly to me. So, somebody else wants to pick up and summarize that one. And then I'll also say that I appreciate Brian's presentation just love data because a lot of a lot of people a lot of a lot of constituents are just misinformed and it's nice to be able still learning how to respond to some of these. I also had two members of our community who were terminated from USD and that one I'm gonna have to learn how to respond better to because a lot of that stuff doesn't know the details of those personnel issues and so maybe I'll help you with respond as a district And so I tried to listen and empathize with them but didn't

177have a lot to say. I had a meeting with a community member with Mr. and uh she's a grandparent and a community member um and is has some concerns about USD PH's specifically uh dress code. So, we went over what the dress code actually is and how it's implemented and why it's written the way it's written. And I think she was pleased with most of the response. She had some good suggestions and I mean it was a good conversation and we hear the opposite from other people saying it's too parents getting upset if their kid gets dressed and so we have it's a hard line and it's let's just say Mr. handles all of it super well. It's very impressive. I don't think I ever got the email that went around. So, I didn't really

178have any direct community. I had a couple emails. I don't know if anybody else got the email from the Lincoln mom about Trump's latest executive order on using common sense. And I believe it's common sense discipline. Um, I addressed her. I think Clark got back to her and she seemed pretty satisfied with the notion that we were going to jump off the deep edge tomorrow and start changing our discipline policies. I don't think she was aware what we had on online as far as what our district. So, I think I was able to satisfy her. The other ones talked about and there was one from a former substitute teacher. I've been in contact with him twice, but it's not too much discussed with teacher dress I I sorry to go back to me I also

179did get an email I don't know if everybody else did uh from a parent that had some a lot of data about 4 day week um so I kind of just read through it. It's a lot of data. So, I would like, you know, but I think it's good information as we are moving forward and looking at what what possibilities exist in that regard. It was a lot of information. Was it sorry, was the email for or against? Um, I would just say it was really informative. Like it was, you know, I I felt like sometimes it went back and forth kind of like we do. you know, like we all do. I expected to get some more emails on the weekend. I got a couple just from different window and then discuss it. But

180there just a lot there's a lot more information. The only other one was was a followup meeting from a parent that brought in a lot of administration and uh and it was just the outcome was was very solid put some concerns enlightened some concerns with the parent someone that's very very much an advocate of so you know it's just reassuring to know that it doesn't falls that their own kids were felt heard and we're not going to stop. Um, all right. So, we'll move on to the consent agenda. Um, does anybody have anything you like to pull or highlight for the consent? I would like to pull each other. All right. Had a few just a few this month. A donation from Mountain Institute for $250 to Chrismore Teacher of the Year. A donation from

181Prescuit Valley Ace Hardware for $100 to the CNC garden. A donation from Richard. A check in the amount of $50 for athletics in memory of Cortis. A donation from Matt for $60 for the Taylor Hicks childare reimbursement and a donation from the Arizona Association of School Business Officials. Evidently, we got their money this year. They gave us a check for $1,000 for overdue lunch. We were the schol. All in favor say I. I. Any opposed? Uh this item is uh so 7B public hearing there is do we have anybody requesting okay so I'm going hearing none I'm going to not hear or reconvene if we that we would have to go into hearing. None. We're going to move on to item 7 C study and voting session. Do we have any then I'm going to

182move on to item 7 C1. Consider approving the revisions of the 24 25 budget limits for the M and capital budgets. Mr. uh what you have is a very a document that's called school finance worksheet for budgets. Um you know essentially in June we put forward a a proposed budget um which primary purpose is to set the tax rate but it's since we're on current year funding uh we don't know how many students are showing in a month and a half or a month from that time. Uh so essentially if you are off by 1% uh you have to do a budget revision in December and we weren't uh and but there is a mandatory budget revision in May and essentially what the budget document is is it goes through our 40ome funds that we

183have including federal grants, state grants, 301 money which is called the classroom site fund or M or DAA all of those uh all those funs and essentially what it is it's a it's the max spending potential. If the fund has carry forward, that's included. Um any revenue that's anticipated for the year, that's included. And so now that we're at the conclusion of this fiscal year, the 100th day is over. Uh we know what our 100th day numbers are. this is actually putting in and it's it essentially for our our essentially like five times for our ML budget and our DAA uh those are those are budget budget limit funds we we can't spend any more than any more than what students come in uh the rest are pretty much cash accounts or reimburseable accounts for

184federal grants and state grants but um really it's like eight pages worth of Greek and If you have really any questions on it, I can kind of go over the page and tell you what it's saying. If you ever want a presentation on it as a whole, I could do an hour presentation going through each of them. But really, I'm just here to answer your questions. This is not actual spending. It's really spending capacity. And what you'll what you'll get in October is our annual financial report, which will be our actual spending, which will also then dictate what our for is specifically in our M budget because we can still pay bills all the way through August 31st. So even though you have this, you know, we're still going to be paying bills. We're still

185going to be receiving revenue. So I couldn't answer exactly what our carry for would be because we still have four months of operations to go. So stupid question. There are no stupid questions when it comes to this. Um this this happens every May. There's multiple times you said throughout the year we we look at these again. Was it that way when we weren't funded in current year funding or is that because of the current year funding that we have this rolling? No, but the December revision. So when we weren't current year funding uh what we operated prior year so the 100th day would come we would be talking budgets 100th day in January and we really would know exactly what our budget would be and During those times, they didn't increase for many years what

186a student was worth. So, you literally could figure out exactly what that next year's budget's going to be. So, you'd still have the proposed budget. You still would have the adopted budget. The December revision really didn't happen because you knew what your budget was going to be before the year started or before the proposed and adopted budget, but you always then still had to do a May revision. It's just didn't change as much. Now, when it comes to our ADM, we're we're down about 90 ADM and it's mainly in the K8 area. Um, now luckily through some auditing and some being more fiscally conscious when it comes to like eligibility categories for special ed. our group B weight, which is the special ed add-on or K3 add-on, is actually up and it kind of washes

187that, but we are down 90 students. Um, and our group B is what kept us from having to do a December revision. If our group B weight was not up, we would have had to have done a December revision because not only were we down 90 kids, I also always when we budget, I always go about 35 kids more than what we had the prior year. So really that July adopted budget was about 110 115 ADM off and but like I said our group e weights carried us when it comes to that fantastic question again is our primary tax rate has dropped On average, our assessed value for the Pres area was up 6%. So, we may be a couple hundreds of a percent down on our taxes on our propert on our tax rates,

188but most people like my my contribution to PC on my tax bill was was like $30 more. Yeah. But it's pretty stable. The tax rate It is hopefully happy because that's money in their pocket. Yes, it is. I think that's it. Well, and and there's a worksheet that I go through for that. and we'll see what it is in July for the Any other questions on any other pages? Um, on page seven, I think it is, it shows that going into this year, I think our carry forward was like 4.3 million. That included about a million dollars in one time money that last year we paid as a retention bonus. Um, I'm estimating it's going to be about like 2.6 this year. So, it will significant decrease in our carry forward. But we also have

189been drawing that down because too much carry forward is not really it's not helping the students that we presently have a safe carry forward is about six to 8% and we've been about 12 to 13% carry forward in the last motion to approve to the 24 budget limits for the M and capital budgets. I'll make that motion. Motion do a second. I'll second. All in favor say I. I. Any oppos? Um item 7 C2, consider taking action to temporarily suspend the district's restriction against the presence and consumption of alcohol on district grounds, specifically Pres High Middle School, football field, and track area. About three or four times a year the city has an event they need more space and they ask the weekend this is one that's several times this specific event by law the

190board is allowed to do just what it's suggesting here suspend prohibition against the presumption of alcohol on our campus for events like this other folks. You're not allowed to suspend prohibition tobacco products of police cleaning up themselves and making sure that tobacco use actually folks from the city department first of our meeting and then say have any questions this time if you have questions that I can't answer I apologize for question and you're in favor. Okay. There you go. Then we'll take a motion to consider taking action to temporarily suspend the district's restriction against the presence and consumption of alcohol district grounds specifically high school football field and track area. All in favor say I. I. Any opposed? Uh item 7 C3 consider approving the memorandum of understanding between health services PC and PUSD number

191one for the Arizona mental health pilot program. For the last couple of years of education earned themselves reputation for being less exception current instruction areas where federal government made funding sources available to school partners in the state A couple of things. A lot of feedback is ting available. One way of feedback. What was our reality outourcing? organized services can continue to Folks in the community up to five kids. Another resource There's our district attorney in all respects. Favoral I wrote a note to myself amies typically with an ITA. It's very challenging to find mental health care, especially for kids in our community that's readily available and even this appears it's even available for people who don't have insurance at all. There's a gap afford insurance qualify for access and unfortunately those in that gap often

192just don't have any coverage whatsoever. So that gives them some opportunity for care that they wouldn't otherwise have. Um then we'll take a motion to consider approving theou between health services and number one for the Arizona mental health pilot program. Motion second motion second. All in favor say I. I hear item 74 considering proposed changes to ASPA policy. All right. So this is a second reading although I'm pretty sure it's more like a fifth or sixth reading. But uh I think overall uh really landed in a good spot for this. Just to review the community that this is a descriptor around the community comments section board members and uh again through lots of conversation over the last several months and feedback reads board members are encouraged to listen to community members and share their concerns.

193These comments should be summarized and condensed to reflect the community member. Although open meeting laws will not allow for discussion on agenda topics, these concerns can be considered future agenda items. So exactly what was modeled just a few minutes ago. So in addition to that, the one other change name Any questions on that? Although I think to revise it if it's not Sarah because it's her email. However, it's always gonna be Sarah. So, it's fine. That's right. Take out. Well, her email has to be in there for them to reach. We have I will point out both by law. Yeah, info just last week. Yes, it is. This has to Thank you for doing it. Pretty simple. Any other discussion? Okay. So, consider adopting the proposed changes to ASBA policy. with the change of removing

194Sarah Torreschools.com replacing with info.com. Take a motion. So moved. We have a second. Motion second. All in favor say I. I. Any opposed? None. Um item 7C5 consider approving the school facilities divisions terms and conditions for acceptance of monies from the building renewal grant fund for PUSD school sites. Mr. Moore, there's no funds yet. Let's just put it that way. The way the school facilities division works is you you put in what's called a BRG application and it's essentially saying we have a deficiency. Here's a here's the building. Here's what it is. And you submit it and then they'll review it and they'll say, "Yes, we agree you have an issue." That's what this is. So, I've submitted the BRG applications. Uh they have agreed that if there are funds or when there are funds

195available that um we'll be able to apply for those funds. uh and that so but after that initial BRG applications they give you the terms and conditions and that's what you have in front of you and then hopefully in the near future um for the windows we've asked a company that we worked with before at mile high doing windows and doors edge construction to give us a quote on Juds and Lincoln's windows the bridge at granite is the bridge that goes from essentially the the level area by the office that fifth grade building or is it the sixth grade? Yeah. And uh and goes to the second level of the cafeteria. Uh and essentially actually what these funds are is to have a design done because it's going to be a pretty significant engineering feat

196to to redo that. This is only for the Well, let me back up. They have said there's an issue with that bridge and so the terms and condition the terms and conditions are essentially outlying when there are funds available how you need to use them once this is done I will submit the quote for the design and just the design is like it's like $63,000 and so that would be the next stage is the design but no matter what once the deficiency is said to be agreed terms and conditions are are brought to the court. Efficiency of the bridge is not imminently dangerous. No, it's not. Our facilities have been able to make it the concrete has been eroding on the sides where there's, you know, there's the fence and there's enough for a student

197to try to slip, you know, concrete. Uh they've done, I believe, everything and they've done the repairs and so the bridge just needs to be redone at some point. And most of it's just the age of it and concrete wearing. We got some rebar showing. So yeah, it is to design it. All right. Okay. Um, then we'll take a motion to approve the school facility divisions terms and conditions for acceptance of monies from the building renewal grant fund for PUSD school sites. So moved. Motion to have a second. Second. Motion second. All in favor say I. I. Any opposed? All right. Moving on to item 71. Mr. Moore has prepared the school board summary budget. as presented unless you have questions. Item 72, request for future agenda items. When's our subscription? addition accessories. Yeah, we'll

198just get a reminder. Certainly the discussion item of discuss and I've asked this question I'm on the So I just want to be sure that there's not really. I'm not sure. there. Um, so our next meeting is on June 17th. We've got last day of school. What's our sitou? There's not a I'll be there. So nice to highlight all graduates. If I show up every Tuesday, I promise long meeting everybody. But we kept our