001I call this regular meeting to order. Miss Guzman, can you please see us in the pledge? I pledge allegiance to the flag of the United States of America, to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Roll call. Governing board president, Miss Patricia Himenez. Present. Governing board vice president, Miss Maria Guzman. Present. Governing board member, Mr. Rudy Santa Cruz. Here. Governing board member Miss Maria Hernandez and governing board member Mr. Harry Garwell. Here. Thank you. Do have approval of the September 11, 2025 regular governing board meeting with executive session agenda. Is there a motion? So move. Is there a second? Second. Okay. Call for the vote. And Rudy, I'll take your verbal vote. I thank you. Okay. Motion carries. Next approval of August 28, 2025
002regular governing board meeting minutes with executive session. Is there a motion? So move. There a second. Any changes? Discussion hearing? None. Call for the vote. And Rudy, I'll take your vote. Motion carries. Next. Approval. September 4th, 2025 special guning board meeting minutes. Is there a motion? Is there a second? Any questions, discussion? Hearing none, call for the vote. And just for the record, I was not present for that meeting, so I'll be abstaining. Call for the vote. And Ry, I'll take your verbal vote. Hi. Thank you. Okay, motion carries. Next, we have governing board reports. First, we have Mr. Hernandez. At this time, just want to welcome everyone that's here this evening. Hey, next is Mr. Garwell. Yes, I have a few items, Madam President. So, today uh just as a reminder, marks the 24th
00324th anniversary of the deadly 911 attacks on New York, Pentagon, and Shankville, Pennsylvania. And so, where approximately 3,000 people were killed. So, uh we all just think about that and keep them in prayer even 24 years later. Next item was on um September 4th and 5th I was able to attend the Arizona School Boards Association law conference which was a lot of fun. I'm glad I saw a lot of your partners over there. And uh on Thursday I actually went to the closing and selling of repurposing facilities session which was interesting because we've gone through that right and then the second one was understanding attorney general opinions and impact on schools. Uh that was an interesting one because there was so many different pieces going on at that time just to have a better understanding.
004And then the last one on on on Thursday was federal voices and the local impact. So way that you know things have been happening at the federal level have a direct impact and we have all this information available. If anybody needs it I can certainly share with it but it's in a in a in a document that you can look at. On Friday I went to superintendent's contract uh lining expectations and accountability and vision. Uh so Dr. Lemma was sitting there thinking in terms of our process and listening to the presenters there and then the second one was exact orders on immigration and K12 education and really goes back to what the Supreme Court which I'll mention in a minute. A decision just came by. Then the last one that I went to on on
005Friday was very interesting. It was ethical governance conflict of interest rules in Arizona school boards. Um there were several scenarios that we went through and there was lots of good questions and obviously the every time you asked a question the attorneys would say I'm not your attorney but I can give you you know any direct quest answer but I can let you know you know how it works. Um and then the last the second thing the next thing is that as I mentioned the Supreme Court recently in a 6 to3 decision lifted a lower court order that temporarily halted the federal grant agents from enforcing immigration operations. Basically, this comes back down to what we experienced when SB1070 came out. That's show me your papers. So, it's specifically targeting and allows uh agencies to stop
006people of color, specifically Latinos, Asians, anyone that you know is of copper, brown skin. And um you know, we're hoping that that gets overturned sometime in the near future. And the final thing was yesterday, you know, Charlie Kirk was killed, making that the third or fourth uh attack based on politics. And I still emphasize that we've got to regain civil discourse and through debates and not shooting people that we disagree with. Whether you agree or don't agree, it's great to have the debates, but it's been happening on both sides of the aisle. And I think it's time, you know, for we as a country to come together and reckon with that and just say, look, you know, you have your opinion, I have my opinion. Let's uh have a respectful disagreement and move forward. So
007with that, Madam President, that concludes my report. Thank you. Next is Mr. Santa Cruz. Yes. Thank you. I just want to welcome everybody. Uh I have I have no reports today. Thank you. Thank you. Next we have Miss Guzman. Thank you. I just want to welcome everyone today. I have no report. Thank you. Um I also want to welcome everybody. I don't have no report as well. Next is superintendent update. Dr. Madame President, members of the board, Isaac community, um today September 11th, and it's a day of remembrance where we honor uh the victims, the survivors, and the first responders who served with courage. Join me in a moment of silence. Thank you. A lot of amazing things have happened in the past uh two weeks since my last report. Uh these are uh some
008of the ones that I would like to highlight for you today. Uh last week we had a flag raising event at IMS and in collaboration with the American Legion and the fire department. IMS was the recipient of a muchneeded uh hayyard and Arizona flag. What made this uh event truly special was the US flag that was donated to us. It carries important history as one of the flags that was rescued from the US embassy in Kabul, Afghanistan in 2021. Carl Hayden's uh ROC students served as color guards and may I add one of them was our former student. Our band students from IMS performed the national anthem. And thanks to the collaboration of Miss Palina, our parent educator and the technology team, the event was also livereamed so students could watch as they waited inside.
009So thank you Miss Scriber and Dr. Ramirez for your leadership in planning and hosting this memorable event. On Saturday, we held our 14th parent university at ASU West Campus with 76 families in attendance. Uh this event is always special because our partnership with ASU allows parents to experience the beautiful university campus while envisioning their own children pursuing higher education in the future. This year's theme was a growing mind and strong hearts with a focus on mental health. Our director of family and community engagement, Marcela Lopez, with our parent educators planned the event around the questions and needs that families identified. We are grateful to the organization who supported this year's parent university, ASU Watts College of Public Service and Community Solutions, Access ASU, WeGrad, Not My Kid, and New Pathway for Youth. These partners not
010only facilitated sessions but also volunteered their time to support uh our logistics for that event. From our district team, I would like to thank the following individuals that you see listed there in making this event possible. I also want to thank Dr. Lton and Dr. Robertson for your attendance. Your presence matters and strengthens the partnership between our district and our families. The rest of the names that you see there are individuals from outside organizations and uh networking that also chipped in to support and volunteer for the event. This week, our academic coaches and principles participated in a training on coaching strategies and allowed uh them much needed time to plan and collaborate. The session provided them with opportunities to focus on how to best support teachers. It is a part of the larger city series
011of uh that are designed for our academic coaches to build their capacity in helping teachers grow their practice. and ultimately what's most important uh improving student outcomes and their overall well-being. This effort exemplifies how collaboration is essential to our work and demonstrates our core value of excellence as we plan and provide teachers with the access and supports that they need in order to be successful in their own classrooms. Finally, just hot off the press, today we held our very first superintendent student advis advisory council. The council is made up of middle school students, our student leaders. The students are actively engaged in their schools and maintain strong academic standing and demonstrate their reliability through attendance and participation at their respective schools. Their role is to represent and advocate for their peers within their school communities.
012The advisory and all the names that you see there is an important way for us to elevate our student voices and foster civic engagement across the district. I look forward to sharing more about their work as they dive into the civic engagement project for this year. Madame President, that concludes my report. Thank you. Next is new business information and discussion action. Item A, financial update. Mr. Jim Servin, chief financial officer. information and discussion. Madam President, members of the board, um tonight we're going to give you a a review of the grants. Uh we've made a lot of improvements in the grants department. And to do that, I'd like to introduce Dr. Aaron Harris, who will be doing the presentation. Good evening, Madame President, members of the governing board, Dr. Mesma, members of the Isaac community.
013This evening, I will be providing updates for our FY26 school year 2526 federal grants. In each slide, you will see our FY26 allocations for our state and federal grants, possible FY25 carryover, and the total for FY26, school year 2526. Uh governing board members, please understand that the AD uh grants department, they have made uh reallocations to our grants uh due to uh funding that has come in and that funding has been given to Isaac. So you will see edits and updates in the PowerPoint, but we have included most current as of today 2 pm. Again, we have state and federal grants here at Isaac. Our state grants, federal grants come in the form of entitlement and competitive. Our entitlement grants are given to us based on uh state federal laws from our demographics from our
014student population. And with our entitlement grants, those are competitive. I'm sorry. Our competitive grants are indeed competitive and we have to apply and our applications are scored based on various criteria. So within the presentation you will see both state and federal grants. I also want to point out that these grants are not written in isolation. We have stakeholder teams and the stakeholder teams represent various district level departments and site teams. It's important to understand that because this is public money and there's public perception and so with public money comes public input which reduces public perception and risk. Our first grant is the title one grant. Our title one grant uh comes from the elementary secondary education act which was enacted in 1965. At the bottom there below title one you see our funding dates. So
015this informs us on when the grant period begins and when the grant period ends. purpose of title one funding is to give funding to our students to our schools in order to meet the state rigorous standards. I've included allowable activities in the grant that have been approved that Isaac uses the funding for. There are other allowable uses for McKenna Vento, our students in transition. Uh we have uh various family engagement activities. We also have Isaac students that attend private schools in and out of the district and so those students generate funding and funding uh goes with them to their respective private school. Our allocation for FY26 is 3,518,29150. The second column, and you'll see this on each slide, includes possible FY25 carryover. If a grant has carryover that's allowable, uh we will use that and
016that's added to the FY26 funding, which gives the total funding for school year 2526. Now this number, this dollar amount for carryover, it may come down because we are still reconciling. There are still expenditures, there are still salaries that are coded to the FY25 grant. FY25 grant ends September 30th. And so once that period ends, we will begin our completion reports within the department. Uh they are facilitated by Priscilla Kanye, our grant specialist. Erica Alonzo, our district accountant, is a part of that process to ensure accuracy, to ensure coding, to ensure budget alignment. Nancy Santos, our director of finance, oversees the process, and I'm the director of federal grants, responsible for the entire program, as well as beginning the grants, writing from the beginning, watching the grants through the cycle all the way to the
017end for the completion reports. Our next grant is our title two grant. Again, this is part of the Elementary Secondary Education Act that was enacted by President Johnson in 1965. This grant is for teacher and administrator professional development. Allowable activities includes professional development. It includes instructional coaching. Uh there are consultants and trainers that are included in this grant. And the grant can also be used for fees. And those fees can be used to pay for memberships to professional organizations. So it's important that we use this grant for teacher administration, administrator professional development because we can refine and we can grow in various areas of leadership. FY26 allocation is included potential carryover for 25 and the total for FY26. Our title three grant this is for our emergent bilingual. Our emergent bilingual generate funding for this
018grant. Uh total allocation is included. There's carryover. Total funding is listed below. There's three components to this grant that we must provide. Instructional uh supplemental instruction for students, professional development uh for teachers and administrators, and family engagement uh for our families. We're looking uh this year to include translation services because of the number of languages that are spoken across the district. Title four, again part of the Elementary Secondary Education Act 1965, has three components that we must provide uh here in Isaac. Well-rounded education, safe and healthy students, and there's a small technology component uh within title 4. And title four uh is important because this one uh supports uh supplemental education, well-rounded education in the arts and gifted education. We also again with safe and healthy students can provide uh positive behavior support through PBIS
019and uh as Dr. Messimma uh spoke on earlier with parent education, we are able to provide parent education through this grant. IDAB, Individuals with Disabilities Education Act. Uh this provides funding for our exceptional student learners. Uh this one here is important because we provide support for our students with disabilities in order to meet this rigorous state standards that uh they are held accountable for. But activities within this grant are approved through their individual education plan and their IEP goals. Uh we work with u Miss Elena Estrada for uh support in this grant in order to uh meet the goals in this grant. Our IDA B preschool grant is for our preschool students ages three through five. Allowable activities are the same for the IDAB grant, but this one again is a smaller grant because it's
020a preschool grant. Our school safety program, SS PE, is a three-year grant, and this provides additional staff to schools for counselors, social workers, and our school officers. Uh total allocation here of $416,54.25 25 cent does not include the middle school officer uh aotment that we received as well as the mini grant that our elementary uh schools received. So in total we received five officers. That's an additional $500,000 that Isaac waves and it goes back to AD Arizona Department of Education so that we can receive officer support through ODM and that's offduty management. It's a program through Superintendent Horn's office to hire officers for schools. So, in all, Isaac has five school safety officers, uh, three counselors, and two social workers through this grant. Please note, this grant will end at the end of school year
0212526. Uh, this is based on state legislative appropriations. We hope that funding will be available and we will apply for the next uh round of funding. The targeted support and improvement grant uh aligns with the IDAB grant that uh I shared uh in previous slides. Uh this grant is for Esparonza. Dr. Robertson uh uses this grant to support her exceptional student learners in addition to the IDA funding that uh is received. This is a competitive grant and she has carryover funding from school year uh 2425 that'll carry over into 2526 fresh fruit and vegetables grant. Uh this is another competitive grant. Uh, this one was enacted in 2008 and this grant provides funding to Isaac students so that they can experience vegetables and fruits that they may not come in contact with on a daily
022basis. Our food service vendor, Chartwells, manages uh this grant in order for us to meet the goals of the grant, exposing students again to fresh fruit and vegetables that they may not come in contact with, promoting a healthier lifestyle, and using this uh as a way for family outreach for healthy eating. So, the goal is to make um healthier choices uh with their daily eating habits. There's period two and you'll notice period two that allocation is more than period one and the reason why it's more sorry the reason why it's more than period one is because period one ends September 30th. So the state gives funding for Isaac so that we can begin the program. We can ease into it. we can develop our meal plans, develop our lessons. We know that our enrollment begins
023to taper off. So, this keeps us in compliance so that we don't overspend. So, we have received grant funds in period one to start the program and by October 1st, period 2 begins and this provides funding from October 1st to the end of the school year. So, it overlaps in semester 1. Semester 2 does not have carryover. So, we must utilize the funds to purchase our fresh fruit and vegetable or produce. We can also use this to purchase um our plates and knives and napkins for students, the baggies, and it also provides uh labor costs for the vendor to process the food. Our first things first grant, uh this one is uh funded uh through First Things First at 250,000. uh Marcela Lopez, our director of family engagement, she uh oversees supports this grant. This
024supports our heart of Isaac and the activities uh that come out of that uh grant for uh students, families birth through age five. And then the last grant that we received uh this year was a competitive grant through the Dick Sporting Goods Foundation. This is for $10,000 and this grant will help uh ensure that our students can continue to engage in athletics after school. Uh it will support the athletic fees. It will support transportation and it will support the rising referee cost. Uh this grant does not have carryover. it will uh expire at the end of the school year, but there are opportunities to apply for additional funding once this funding uh runs out at the end of the school year. And then last, uh you have a copy in front of you of our
025FY25 reimbursement uh spreadsheet. Uh this is used inhouse in the finance department. We call this our monster spreadsheet because it contains all of our grants and it contains the reimbursements uh that we make and it uh shows the percentage of grant funding uh here in the bottom right lower right hand corner uh how much of grant funds we've expended to date and so we uh again are on track to you know spend uh almost all of our funds for 20 FY25 but there are again grants that have carryover over. So the remaining funding that's available if carryover is allowed in the grant will go into our FY26 grants. So this concludes my presentation on the FY26 grants. I welcome any questions, comments that you may have at this time. Thank you. Does the board have
026any questions? Yes, Madam President. Yeah, just a couple. Dr. Eron, thank you for the presentation. Thank you. Um I think it's important for us to understand kind of the breakdown and where they're at, right? Uh so just a couple questions for you on the grant carry forward. Um I do know that, you know, that's an area that we always have to wait to see when the reimbursements come in. But once we get those reimbursements, you know, how do we track when we finally do a close out on those? Is that something we just go to a net zero base or how do we know that that that particular carry forward is no longer available? Well, in our spreadsheet, each grant is listed. So this uh spreadsheet it actually aligns with AD. So once we submit
027the grant reimbursement, it deducts from the total allocation that's made available and we're monitoring, we're tracking based on the activities that was approved and given to us by the stakeholder teams. So we have an idea of how much carry forward we're going to have left at the end of the grant period based on the allowable activities that they've given to us to submit for approval. And again, we keep track of that each month to avoid the over expenditures. So with September 30th approaching, we know exactly how much of salaries that we can encumber within the grant. we know exactly how much in supplies and professional development uh we can uh purchase and after we close out all of our POS then that lets us know exactly how much we have and then we will complete
028uh the completion report beginning October 1st and AD is monitoring our spending and what's available for carry forward. Okay. So the closeout reports will actually be that they'll they'll coincide with you know whatever the carry forward is. Yes, it will. So the second question that I have is I've been very familiar with uh Individual Disability Education Act um since about 1994 because my my sister was special needs. So I really did a lot of work on that when I was at Phoenix Union and we'd go to DC and talk about that reimbursement is supposed to be 40%. Um I don't think we've hit that mark ever in the whole time that the act has been out. What's our current percentage of reimbursement are we getting back from IDA from the feds? Uh we Great question.
029Thank you. We are over uh 90% uh in our IDA. Uh we currently have about $118,000 remaining, but again, this is our reconciliation period. So, we're looking at all positions that are coded in our M budget to see what can be coded into uh the IDA grant that has been approved. And that also includes any supplies that have been purchased, any professional development uh that uh Mr. SHA staff has taken throughout the year that would be allowable. So the 90% is actually what we get from the federal government. But what percentage do we get, you know, from that from the idea? It's not 40% of what we end up spending for u um individual disability and education, right? No, no, we receive percentages of what we should receive from the federal government and that's with
030all of the grants, right? So the actual percentage we receive, I don't have that answer. I could research that. But the funds that do come in, we are spending uh close to 100% of that getting the reimbursements. Um if your question is is how much how much of the IDA cover uh of our um special needs um total expenses. Um I think our M special needs expenses is close to $8 million a year. Is that right? And how much? I'm trying to see where the IDA is. Okay. Right. IDA, we get about a million5. I don't have my I have to pull my calculator out, but take the million five plus the 8 million and then divide that million five by that. So, it's about 10. It's probably about 15%. Yeah. And stuff. So, so
031let's say it's between Yeah. 14 15%. It It's not close to the 40% you're talking about. We have a we have a huge cost that comes out of M. Yeah. about 20 years ago was the highest when we received 19%. But ever since then it's been, you know, going down. So we don't get the full 40%. And what we're talking about is whatever it cost us to educate a special needs student, you know, that's the actual cost, but we only get a percentage of that money back. Say, for example, if it cost us $100,000 per student, we should be getting back somewhere around 40,000. But probably we're getting around eight. You know, just to use simple numbers, right? It it is a big it it is a big cost for M. It would be nice
032if we if we we had it somewhere else and we had more M available to the general um fund but it's not there. Okay. So my last question just you know for the sporting goods because I know we're already in the fall season. Uh so when do those funds get dispersed? How do they get out there? You know and we have to start paying for you know referees and coaches and you know our uh our fees to get in you know through the program. And so I know the fall sports seasons already started. So I'm wondering are those already being distribut distributed and put being put out there? Yes. The check was uh delivered from Dick Sporting Goods two weeks ago. Okay. And uh it was given to uh Mr. Serban uh so that we
033it can be deposited into the account and the funds can be used. Okay. Very good. Yeah. But but briefly, Mr. Garwell, we are working on getting the sports going within the next week or two um for uh two uh boys and girls at the the three middle schools. Okay. Yeah, I know it's important because uh well, so um just recently, you know, there was an announcement made of of the festival sports foundation that we're now doing um inner season the sports, you know, through the AIA, but I know we're not with the AIA. with a elementary organization. So those things have already begun. So that's why I was asking. Okay. So our kids aren't behind with that. Madam President, that's all my questions. Anybody else have any questions? I just have two questions. So you
034mentioned the completion report. Um it's due on October 1st of this year. Correct. Madame President, the completion report opens October 1st and it's due December 30th. So when it opens and it's regarding all these grants that we have to submit before December. Yes. So if something comes back because I know this is what got us in trouble from the first time when you know we submitted and they they send it back by three cents and so are we checking really good all these numbers? I mean cuz how many times do we have to submit it and then they send it back to us to make sure that everything's correct? Yes, madame president. our grants. Once the completion report is submitted, it goes to the county and the county reviews our financials to check to see
035if there are any open liabilities within that grant to ensure that the reports that we submit are in alignment with our spending. Once the county approves, then it goes to AD and AD grants management will review and approve. We've already started the process uh within the finance team to begin looking closing out early. So with POS, we've asked that we receive all invoices by September 19th to give us a start on closing out our grants because I know another of our problems that we had is a a lot of the grant monies that we had, we weren't spending them correctly and they were not part of that grant. So, are we making sure are you doing a one-on-one education on on the staff and telling them this is the things that you guys need to
036spend on? You cannot spend on for example the cars we were spending it on on on a different grant. So, are we making sure those details are being in place? Yes, madam president. Ever since uh the district has gone into receiverhip, we have put a freeze on spending. So, nothing will be approved unless it's included in the grant. If there is a need, we have made revisions and we will make revisions to add uh the needs into the grant. And so moving forward for school year 2526, we have added the positions or staff because we must pay staff first, but any additional items must be approved by AD first. And so spending will not take place and the staff, they're well aware of that. So, uh, it's not going to be approved until it's been
037approved by AD and the budget is reflected in our visions. And then the other question that I have, this is going to come to us. You're going to present on that, correct? Once we we submit the completion reports like the end of the is this something that can you guys come back on and and and let us know how it went? Yes. Because I think it's very important when the completion reports like when it's time for you to submit. Yeah. the end of when they're completed, you want to you want a final accounting, correct? Similar to the accounting that we have here, but the actual final. Okay. Yeah, we that that's not that's not a problem, right? Nope. That's fine. We But in regards to your question, yes, we have we have we have implemented
038since I've been here and stuff there policy there prior part of the reason there was so much overspending problems. they were spending in the grants before the budget was approved. We don't allow any money being spent into those grants prior to the budget approved. And then the budgets are set up and coded and they can't exceed those. If we want to make changes to those those things down the road, then that spending freezes and we we make the changes before any more money spent. That that will that will eliminate the issue you're talking about. Thank you. Thank you. Thank you, Madam President. Okay. Um, next we have beginning of the year student benchmark results, teaching and learning strategies and goals. Dr. Dennis Lawson, executive director of teaching and learning. This is information and discussion. Mr.
039Lawson, thank you. Madame President, members of the board, Dr. Miss Alma and Isaac community. I'm happy to be here to share some information related to our uh pillar one of our strategic plan. Okay. Specifically, these three priorities closing uh the opportunity gaps, improving reading and writing and math and science achievement. Um, every year we administer the I Ready benchmark three times, fall, winter, and spring. And, um, the the fall assessment gives us a good sense of where our students are starting the year. It uh gives teachers ideas on on how to make instructional uh decisions for different groups of students and it tells us where we need to do interventions. Um this graph is showing uh a comparison of the data between the 20 fall 2024 and fall 2025 the dark green um which the
040students just finished taking last week. So as you can see across the board the data is fairly similar in kindred exactly the same starting point 5% of students on level. Um, a couple of areas that we or celebrations are second and seventh grade, uh, where we're starting the year higher than we had previously. And, um, that's a tribute to the work that the first and sixth grade teachers did, right? Because, um, all of that work pays off in terms of where the students are starting in the following year. So, uh, and again, the light green bar is fall 2024. The dark green is 25. Here is the the same data set, but this is for mathematics. And again, you see the data is fairly similar starting the year. We don't expect these numbers to be
041really high out of the gate at the start of the year. Um, our goals then are that whatever it is now, we're going to increase that um by 20% or more before the end of the school year. So um after we do the middle of year benchmark in December, I'll be back reporting on where are we in terms of our progress towards the goal and again at at the end of the year. Um but you see there again in seventh grade and eighth grade we're starting um our students are starting off in better shape than they did uh in previous years. This data is just showing when I looked at the the students who took the assessment in the spring um compared to the fall. These are the students that uh they took the assessment
042in the spring but they didn't take the assessment in the fall. So it means these were some of the students that we would have lost over the summer. And you can see from uh which sites. Okay. Okay. And getting back to our strategic plan, uh these are some of the goals that we have identified there. We're going to increase the um academic achievement, the proficiency in um reading and math, students being on grade level. We want students to make more than one year of uh academic progress in during the 2526 school year. Uh we want to have more um fidelity to our summitive assessments. Those are the assessments that the students take at the end of each unit of study in math, reading, uh, science and social studies. That gives us a sense as we
043go through the year. They're like little mini checks of if we're on track to to meet our goals for the state assessment. Um we are going be we'll be going to classrooms doing observations and we want to see teachers using the uh discourse and academic language strategies 95% of the time because that's what we need in order to move our uh our students forward especially our English learners but it helps all students. Uh Miss Amy Grant is going to be doing the set assessment at uh for uh PBIS which is our positive behavior uh at each of the sites and we want to see an improvement in how we're doing on those assessments. And then Miss Elena Strata is working with AD and we're trying to develop strategies for um more inclusion for exceptional learners
044in the classroom. And here's our action steps. Uh we're doing a lot of work with PLC's this year, working with teachers more frequently on data from those assessments. We're doing six professional development sessions for instructional coaches that uh Dr. Milema shared a little bit about at the beginning and that's just to improve the toolkit of the instructional coaches so that they can meet the needs of our teachers and students. We're going to after um we do our set assessment for the positive behavior interventions and supports in the fall, we're going to have a district team develop a plan for how are we going to improve that at each site depending on the results. And um then like I mentioned, Miss Estrada is working with AD um to help us refine our process for identifying, supporting,
045and including exceptional learners in in the classroom. And as I mentioned, we're going to be going into classrooms with our site leaders to um see what's happening in the classrooms to better understand the needs and uh help design the targeted support from the teaching and learning team. So at this point I would open it up to questions. Thank you. Does the board have any questions? Mr. and president. U if we I'm sorry I couldn't open up my uh my PowerPoint, but if we could go back to the one that had the numbers in there that was uh non-ested that one, right? So, if I'm reading this correctly, is that the number of students that didn't come back that are in each one of those categories or Yeah, these are students that they tested in the
046spring and they didn't test in the fall. Uh that's not a definitive of of how many students we ended the school year. We could have had students who were here at the end of the school year who didn't take the assessment or students who have arrived now who haven't taken the assessment yet. But um overall this graph represents 796 students but then we gained uh 334 that weren't here in the spring. So, every year we do lose a certain number of students with that uh transition and we but we always get more students coming in. Well, that's good. I just, you know, wanted to make sure it's clear because that's a lot of numbers up there. So, you know, um I know that we're not at that point right now. But what I do know
047is that um I'm happy that we're not just looking at enrollment, but we're looking at ADM now, you know. So, that's really important for us so that we understand where we're at. But I was a little bit alarmed when I saw that number, especially that that taller one, the 123. I said, "Man, if we lost 123 at that one, we're we're we're we're going to be in deep sneakers." But I'm glad you clarified that. So, thank you for that. Okay. Thank you. Next, we have adoption and second reading and possible adoption of the policy book section A. Dr. Lily Mesma, inter superintendent, information, discussion, and action. Madame President, members of the board is community, as we continue the process of uh updating our policy manual to align with the model policies provided by Arizona School
048Boards Association and in consultation with our legal counsel. We are updating the policy manual to ensure that our policies remain current, consistent, and with uh with state standards and also reflective of the priorities and values of the ISA community. Dr. Just real quick, is there a motion? Really quick move. Is there a second? Okay, go ahead. Got it. Thank you. Got so excited to talk about policy. Um, so we for this agenda item, I bring the second reading of uh section A in our policy book on foundations and basic commitments. The second reading encompasses the revisions outlined during the first reading which we did last time and is now presented to you followed by discussion and possible approval. Section um a policy update summary has uh policy acce ae and a d as policies with
049no change. policy ABA aba AC aca as policies that have clarifying language updates from the model policies policies ACR ACA are policies with structural or formatting updates such as headers, titles and organization policy Let's see. A a B A B A A C A C R A C A A C A R A C A A C A A R are policies with adoption of model policy or updated uh regulations and policy AE is recommended for removal. That concludes the presentation of the second reading and I welcome your discussion. So we have two choices whether we go to a third reading or we approve our second reading of the policies board have any questions. How do you guys want to move forward? Do I have a motion to approve adopt the the second reading? So
050moved. Is there a second? Okay. Call for the vote. Rudy, I'll take your ver verbal vote. All right. That motion carries. Okay. Now we go into our first reading of policy book section B. Dr. Lily Mesma interim superintendent information discussion and action. Is there a motion? Is there a second? Second. Mr. LMA. Madame President, members of the board exit community. For this agenda item, I bring the first reading of section B, school board governance and operation. As a reminder, the intent of the revisions to is to bring our policy book up to speed with legal compliance, alignment with district practices, clarity of language, and consistency across policies. As it was the case last time for the first read of section A, for this first reading, I will present the summary of all changes followed up
051by the board's discussion and request to approve the first read for this particular session section. Policy A at sorry policy B can we adopts clarifying language from model policy and maintains all other previously adopted language policy A B AAA evaluation of school board school board self-evaluation adopts clar cli clarifying language from the model policy maintains all other language. Policy B AE evaluation of school board and school board self-evaluation maintains current exhibit. There are no changes. Policy BB school board legal status adopts clarifying language for model policy and maintains all other previously adopted policy language. Policy BBA board powers and responsibilities adopts the language from the model policy as outlined in the slides in your document. and maintains all other previously adopted policy language. It also adopts updates updates to legal AGO and policy cross references.
052Policy BBA board member authority and responsibilities uh maintain current policy with no changes. Policy BB BA board member qualifications adopts the language from the model policy and includes the following header exception maintains all other previously adopted language and adopts updates to legal references. Policy BB BB BBB board member oath of office office maintains current policy. There are no changes. Policy BB BBE, board member oath of office, maintain current exhibit, no change. Policy BBBC, board member resignation, maintains current policy, no change. Policy BBD, board member removal from office, adopts the use of personal pronouns and maintains all other previously adopted policy language. Policy BBBE on expired term fulfillment maintains current policy no change. Policy BCA board member ethics adopts the language from the model policy under sections A through J and maintains all other previously adopted
053policy language under sections K through V. Policy B CB board member conflict of interest adopts language from the model policy and includes the following headers. Board member voting restrictions, employment limitations, conflicts of interest, purchases from governing board members, purchases from board members for districts with 3,000 or more students, and maintains all other previously adopted policy language. Adopts update adopts the updates to legal references. Policy B CBE, board member conflict of interest, maintains current exhibit, no changes. Policy BDA, board organizational meeting adopts the language for model policy and includes the following headers. Board organizational meeting board president maintains all other previously adopted policy language. Adopts updates to legal references. Policy BDB, board officers adopts change in office tit officer titles to reflect the current structure from clerk to vice president. maintains all other previously adopted policy
054language. Policy BDD board superintendent relationships, adopts changing policy title and corresponding headers and maintains all other previously adopted policy language. Policy BDE board committees adopts the language from model policy on advisory committees maintains all other previously adopted policy language and adopts updates to legal references. Policy BDF advisory committees recommend removing from policy as information is included in policy BDE. Policy BDG at uh school attorney adopts the language from the model policy and includes the following headers. County attorney legal counsel and legal advice. Maintains all other previously adopted policy language. Adopts updates to legal references. Policy B DH board consultant maintain the current policy with no changes. Policy be school board meetings adopts the language from model policy and includes the following headers. Official meetings frequency regular board meetings, executive sessions and open meetings. maintains all
055other previously adopted policy language and adopts updates to legal references. Policies BE EA, BE EB, and BE EC school board meetings model policy exhibits recommended not to be included as templates live within the board's meeting digital platforms. Policies BEC, executive sessions and open meetings, maintain current policy with no change. Policy BEC E, executive sessions and open meetings, maintain that current exhibit with no change. Policy BED, meeting procedures and bylaws. Adopts the language for model policy removal of bylaws to the title and includes the following headers. board president's role, rules of order, voting method, minutes, and maintains all other previously adopted policy language. Adopts adopts updates to legal references. Policy Bed, meeting procedures, recommend adoption of BED, meeting procedure regulation. Policy BEDA, notification of board meetings, adopts the language from the model policy on access to
056physical meeting spaces except for V virtual meetings, maintains all other previously adopted policy language and adopts updates to legal references. Policies BE DA EA through BE Da EG notification of board meetings. Model policy exhibits recommend not to be included as templates live within the board meetings digital platforms. Policy beb agenda adopts the language from model policy and includes the following headers. Preparation and dissemination order of business accommodations for individ individuals with disabilities. Adopts changes in district designated contact person receiving requests for accommodations and maintains all other previously adopted policy language. Adopts updates to legal references. BBA agenda preparation and dissemination maintain current policy with no change. Policy BEC quorum maintain current policy. BE D rules of order maintain current policy. BE DF voting method maintain current policy. BE DGR minutes maintain current regulation. BE DG
057minutes maintain current policy. BE DGA minutes maintain current exhibit. BE DGB minutes recommend removal of exhibit as text is redundant to exhibit E. Sorry. B E D G E A policy B E DH public participation at board meetings adopts the change entitled from model policy to public participation and news media services at board meetings. Adopts the language from model policy and includes the following headers. General public news media services. maintains all other previously adopted policy language and adopts updates to legal policy and policy cross references. policy be d public participation at board meetings model policy exhibits recommend not to be included as templates leave within the board's meeting digital platform access accessible digitally for the public on district website and hard copies are available at each in-person board meetings policy beed news media services at
058board meetings maintain current policy policy BG school board policy processes maintain current policy Policy policy BGB policy adoption adopts the changing title from model policy to policy adoption, revision and repeal. Adopts the language for model policy and includes the following headers. Adoption, revisions, repeal and suspension. Maintains all other previously adopted policy language. Adopts updates to legal policy and cross references. Policy BGC policy revision and review recommends REM removal of text as it is included in revised policy BGB. BGCR policy revision and review recommend removal as text is included in revised policy BGB. BGD board review of regulations adopts the language from model policy to include the word publication and maintains all other previously adopted policy language. Policy BGE policy communication and feedback. Adopts the change in title from model policy to policy manual. adopts the
059language from model policy to include information on digital access to policy manual and retention of master copies and maintains all other previously adopted policy language. Policy BGER policy communication feedback. Adopts the change entitled from model policy to policy manual. Adopts the language from model policy to include information on digital access to the policy manual and retention of master copies and maintains all other previously adopted policy language. Policy BGE policy communication feedback maintain current exhibit no change. Policy BGF suspension repeal of policy recommends removal as Texas including the revised policy BGB. Policy BHC board communications with staff members adopts the change in title from model policy to board communication. adopts the language from model policy and includes the following headers. Staff members and general public, maintains all other previously adopted policy languages and adopts updates to
060legal and policy cross references. Policy BHD, board communications with the public, recommend removal as text is included in revised policy BHC. Policy B I A new board member orientation handbook adopts the change in title from model policy to new board member orientation and resources adopts the language from model policy and includes the following header orientation resources and maintains all other previously adopted policy language policy BIB board member development opportunities maintain that current policy policy BIBR Board member development opportunities maintain current current regulation with no change. Policy BIBA board member conferences, conventions, and workshops. Adopts the changing title from model policy to board member development opportunities, conferences, conventions, and workshops. Adopts the language from the model policy and includes the subheads listed on the screen. maintains all other previously adopted policy languages and adopts the updates
061to legal and policy cross references. Policy BID board member compensation and expenses maintain current policy no change. Policy BIE board member insurance liability adopts the language from model policy and includes the following headers. Personal liability maintains all other previously adopted policy language. Policy BJ, school board legislative program, adopts the clarifying language for model policy, maintains all other previously adopted policy language. Policy BK, school board memberships, adopts the change in title from model policy to school board memberships and Arizona school boards association delegates maintains all other previously adopted policy language. Lastly, BKA liaison with school boards association maintain current policy with no change. That concludes the presentation of the first reading of section B and I welcome your discussion followed by the recommended approval for this first reading. Okay. Does the board have any questions? I
062do have a question for our attorney that he's present. So on um policy be rules of order I just want to kind of clarify uh because of a situation that we had and I know that I also have Robert's rules of order. So just to clarify because you know we either once we adopt this we're going to be using this and no more Robert's rules of order. Correct. Yes correct. um you'll use your policy language. So does if the you should review that policy language to make sure it says what you think it should say. Okay. And on on this one and if we have any questions on that we could always call call you or call ASP. Yes. I mean the general fallback would be Robert's rules of order but the policy will be
063the driving instrument. The driving instrument. Yeah. Okay. Thank you for your clarification. Okay. So this is the uh first reading. If you have any questions, um, you know, we'll bring this back in our next meeting. Okay, that was a long one. Next, we have There needs to be a Oh, yeah. for the vote. Ready? I'll take your verbal vote. All right. Thank you. Okay, motion carries. Next is request to change regular governing board meeting date. Dr. Lily Mesa, inter superintendent information, discussion, and action. Is there a motion? So move. Is there a second? Dr. Lema, Madame President, members of the board is community, uh, the government governing board has a regularly scheduled meetings on Thursday, September 25th, 2025. A request has been made to consider changing this meeting date to a scheduling conflict by a
064board member. um the um board is able to discuss and take action to determine whether to proceed with the regular meeting as scheduled rescheduled the meeting to a new date uh and in preparation I do have two dates I did since uh it's a short uh turnaround I did check with uh cabinet to ensure uh we have some dates available should you choose to uh reschedu and the other option would be to cancel the meeting And what are the dates? So the dates that work for cabinet September 24th and September 30th. Can the board look at their schedule? 5:00. Correct. That is correct. Yeah. So Madame President, is it I'm sorry I need clarification. Is it because we will not have a quorum on September the 25th? Well, so I guess the question is why
065are we changing the date? You know, if it's just a a single member that's requesting the change, right? Yeah, I'm I'm requesting the change, Mr. Garwell. I will be out of the country, so I won't be able to run the meeting unless I do it from out of the country, which I've done it before, and then it doesn't really sound really well doing it telephonically. So, we have to come to the board to see if we could accommodate changing the date so I could uh be in the meeting and run the meeting. Okay. Well, but we would still have a quorum even if you weren't here in attendance, right? I do not know. That's why the vice president would be able to take That's why I'm ask That's why we brought it to the board,
066right? Yeah. I'm I'm not I'm not in support of this. And part of the reason is because many of you know that I'm on several different boards and subcommittees. So every year when we adopt our schedule, I literally put it in my calendar as a priority and I don't change it. You know, I don't miss meetings. I don't, you know, do any of those things because I work around it a lot. And so for me, it's really an inconvenience or anything else because I've got, like I said, several other meetings. And if it were because we were not going to have a quorum, then I would say, okay, then we got to think about that because we've had, you know, situations where we had to make some adjustments. But if it's just for a single
067request when we still have four other people that can come and and and have a quorum, then I would say, you know, we should just leave it on the 25th. That way, you know, the community knows what we're scheduling. You know, the public knows where our schedule is. And I think we should just stick with that. Well, what does the rest of the board said? Mr. Gable made his opinion. You know, things do hap do happen um in life that you can't rely on life. Every day is different. So, what does the board uh rest of the board say? Um, are we going to have a quorum? Can you hear us, Mr. Santa Cruz? Yes, I can. Miss um Hernandez and Miss um Guzman, I'm okay with either um keeping it or changing it till
068the 30th because I can't do the 24th. Okay. So, you're okay if um if everybody's here, you'll be able to run uh the meeting? Because like I said, I'll be out of the country and I don't think I could probably listen in, but I'm not going to be able to to run the meeting. Yes. Yes. What about you, Mr. Santa Cruz? As long as we have a quorum, I'm good. Okay. Well, that's why we brought it up here for discussion. So, um just at that day, like I said, I'll I don't know if I'll may be able to join you. If I do, um, you'll just be on the phone, but thank you, Miss um, Guzman. So, I believe we just, I guess, make a motion to keep the meeting correct. Okay. So, call for
069the vote, pretty, I'll take your verbal verbal vote. Sorry. Okay, motion carries. Next, do I have a motion to approve the whole consent agenda? So move. Okay, is there a second? Call for the vote. I'll take your verbal vote, Rudy. Hi. Okay, motion carries. Next, we have call to the public. Madame President, this evening we do not have any requests to address the governing board. Okay. Thank you. Next, we have our enrollment uh 4,242, average daily membership 3,925. Average daily attendance 3,870. Our calendar is September 16th, Isaac Family Connection Night, 5:00 p.m. at Isaac Middle School. September 23rd, 2025, parent advisory council meeting, 5:00 pm here at the district office. And next regular board meeting will be September 25th here at the district office. Next, we go into executive session. Motion for possible action to
070convene to executive session pursuit to ARS 3843 discussion and consultation for legal advice for attorney governing board member letter of recommendation. Is there a motion? So move. There a second. Okay. Call for the vote. Mr. Santa Cruz, I'll take your purple vote. I Thank you, motion carries. Must be his coming to regular session. Is there a second? Okay. Call for the vote. I'll take your verbal vote, Mr. Santa Cruz. I think Miss Miss Guzman, too, cuz she like that. Miss Guzman, I'll take your verbal vote. I a motion carries. Next, new business information, discussion and action, discussion and consideration and possible motion to direct district legal counsel to draft and send appropriate response to vendor regarding governing board member letter of recommendation. Is there a motion? So move. Is there a second? I'll second it.
071Call for the vote. Mr. Santa Cruz, I'll take your verbal vote. I Miss Gusman, I'll take your verbal vote. Hi. Okay. Motion carries. Next is uh if there are no objections, meeting adjourned. Thank you.