001call this meeting to order at 502. Um, and please stand for a moment of silence. Thank you. You may be seated. I also jumped the gun. Now, I'm going to call this meeting to order at 50:03 after the moment of silence. Um, and we are going to uh start tonight with uh Dr. Eless on and her instructional on instructional time. Um, and in an order to make sure we keep our time going, Mr. Wing, you're good on the timekeeper and Dr. Eis, we're just going to turn this right over to you. >> Thank you, Madam President. Members of the board, um we are here this evening to share some information with you around instructional time. Um, similar to a previous presentation where we were starting to provide some information and and education around our curriculum
002processes and systems, we want to do the same tonight around instructional minutes. As we start looking at um really through our reorganization and really looking at the focus on instructional design and really utilizing our time as we have a a strong focus on um quality first instruction, really helping understand what um is required by our state, what is recommended, how that trickles down to to the local um scheduling of of minutes and things like that. So, I have with us tonight um Eric Vonberg and Mr. Estrada who will be sharing um information about the instructional time. Uh good evening, Madam President, members of the board and members of superintendency. We want to have an opportunity to talk a little bit about all of the rules um and clarify some uh understandings around how we get
003to where we are with the instructional time. So, go quickly through here. So this first thing before we jump into the actual rules, I want to take a moment to talk a little bit about the rules framework about how these rules get uh get implemented because what you will find is that each of these three areas we are going to have different levels of understandings, different types of requirements, different recommendations that are become clear through the rest of our presentation. So I want to make sure that uh that we're very clear in our references as to what's happening. So the first thing is is that we have state statutes. And so you're going to see those throughout our slideshow. They're going to be prefaced by the ARS for Arizona Revised Statutes. These are laws that
004are passed by the legislature, signed by the governor. They have some requirements. Most of the time what the law does is empowers the state board of education um with different powers to make different rules. And so that's the second one. So with the state board of education through a process called rules making um they generate rules send them to the secretary of state and those are added to the Arizona administrative code and you'll see sometimes some of the requirements that we have to meet are from there. And then the last one is the state board of education. They will take the administrative code and they're the ones who deal with the rulemaking and they figure out what it actually looks like for a school district to comply and then they also make sure and evaluate
005that we are in compliance. So let's talk about an example of a rule. Um you can see 15704 outlines very broadly that we will devote a reasonable amount of time um for instruction particularly in ELA. This is part of our MAU legislation. And then the Arizona administrative code they have determined that we have to report the frequency and duration of that instruction. And then AD takes that and they say for K3 education for reading it needs to be 90 minutes. And so that will come back when we talk about instructional minutes on the different um the different actual content areas. But I wanted to be aware of kind of how that rule structure is in place. So let's talk a little bit at the top level. We're going to start with the legal requirements that
006come from state statutes. And this first one is really just kind of defining what we know we have to have in terms of the the broad view of the school year. Um, so one law is telling us we have to have a school year that's at least 180 days in length. And then for the different grade bands, there's a certain number of minimum yearly instructional hours. And what we're talking about with instructional hours, we're talking about um times when instruction takes place. So passing periods, lunch, recess, those types of things do not count in the calculation of the annual hours. And you can see, I want to call attention. You can see kindergarten is only 356 hours. And that seems to be a little bit of an aberration, but that's because that's calculated out for
007halftime as opposed to full day kindergarten. Then the next part is there's there's some other laws that are connected to this that give us a little bit of flexibility. Um 159108 is the instructional time model and this gives us an opportunity to be flexible with the way that we are um the structure we are engaging in those instructional hours. So it doesn't have to be seat time. We often call this the sea time flexibility law. Um and so we still have are required to meet the annual um yearly minimums, but there are other opportunities and other modalities that we can leverage with our instructional time model. So that's the law that provides that flexibility. There's another one that we we put in there that they they do have a law in the books that allow
008us to have a 200 day year-long schedule. um that would be something a district would opt into and you can see the requirements that are there that you would have to have 10% more instructional time but it would come with a small increase in the um the funding. So now we talked about kind of the big in the big laws talking about the overall annual year. Let's talk about we do have some laws that are very specific about the needs of different subgroups and one of them happens to be English learners. Um in the in the law we state that we have to have a certain amount of time uh for providing instruction to English language learners. State board of education u approves different models we can districts can choose from. In Mesa public schools
009we've chosen two different models that we have active right now. We have the pull out model. We have the DLI model. And on that slide we went ahead and put the requirements for both of them. Um just kind of acclimate where we are. Targeted instruction means that this is going to be instruction that's delivered that is in that the focus is the acquisition of English backed up by a content area where integrated instruction is the opposite where it is the focus is on a content standards backed up by English language proficiency standards. And so in almost all of our schools we have the pullout model which is going to be 60 minutes a day or 300 minutes a week. And you can see there's two different calculations there to allow for a little bit of
010flexibility. um that's in K5 and then 612 that number drops a little bit down to 50 minutes a day for both targeted or or and integrated. We do have two elementary schools right now that are have a DLI model. And so you can see that the DLI model is intended to be 50% taught in Spanish, 50% taught in English and so their requirements daily and weekly are a little bit different. Moving on to another subgroup, we have students with disabilities. Now, the law doesn't stipulate a specific amount of time for instruction of students with disabilities, but it does talk about that the IEP is a legally binding document and each one of those documents, they will outline the amount of services and so we are required to ensure that we are meeting those minutes um
011as outlined by the IEP. So, it's it's it's flexible based upon each individual student. I did put up there also, we have preschool programs. There is um we just want to kind of do a full survey of the laws that are out there. If you have a preschool program, it does um it does create a provision about the amount of time you have to meet in a given year. The next one when we move on now, now we're kind of getting out of um the laws that dictate a little bit around time and we're going to talk about um some features of the law that talk about elements that we need to have in our schedule but do not tell us the amount of time that you need to devote to it. So, one of
012the ones that is focused on K5 is the recess requirement. Um, that stipulates that schools have to have two periods of recess, which are unstructured times. Um, but it doesn't say how long that recess period needs to be. Um, physical education, there's a there's an allowance in there that if you have a PE class on that day, you would only need to have one of those uh recess periods. So we wanted to bring this out in saying that so it's a feature we have to have but there are no time requirements associated with it. Good evening madam president, members of the board and superintendency. Now we're going to look in continue with now interpreting state statute. Right. So, we have state statute 15701 for K8 or common schools as they're referred to in the Arizona
013administrative code and 15-702 provides the program of study that schools then implement based off of those hours and minutes um that were presented on. And so the program of study or our K8 schools or common schools should offer and we offer English language arts, mathematics, science, social studies, arts and you can see the various arts that are offered um in that administrative code and we have to at least offer two of those five along with health andor PE. Many of you are probably familiar with the 912 program of study. It's it's our graduation requirements and so students needing to earn a minimum of 22 credits and what's dictated is in high school at the high school level how your credits are broken up leading to graduation and diploma. Um I'll call your attention to that
014bottom bullet. Outside of those listed for English, social studies, math, there are seven additional credits students need to earn, right? commonly known as elective credits. And so those can be prescribed or determined by the LEA. Um but that leads to the total of 22 total credits for graduation. Here's where it gets really interesting. And so when you get down to the AD, we are now getting into their recommendations. um recently they published some recommendations where they're saying this is the amount of instructional time that it would be helpful to devote to each content area. And so we linked that there and I started pulling some information and aggregating and summing some of the minutes to be able to get an understanding of the difficulty in taking the recommendations and then figuring out how those are
015going to manifest and what it's going to look like um within our school day. And so the the AD requirements, they outline um recommended minutes for ELA, for math or science, social studies, but they also for PE, for the different areas of art, uh for computer science, and so if you follow that link, you'll see their most recent recommendations, and I total them up here down at the bottom. So you can see kind of a little bit of the complexity of trying to balance out all of the needs, the constraints that we have in our school day and the amount of time that they're requesting. And if you look at that table, um let's take kindergarten for example. Right now we're required to have an annual instructional hours of 356 as outlined um by statute.
016We greatly exceed that. But if you calculate the actual number of yearly hours that would it would take over 180 days to fulfill the recommendations, you can see it's over almost four times that. And the the bottom row is telling you that we have we have a 6 and 1/2 hour day in elementary school and it would take 7.2 hours each day of instruction. Keep in mind that number is does not include recess and lunch. And so that would be on top of that. So it would be pushing recess and lunch in an elementary school. If you combine them, those are typically about 55 minutes in a given day. So you're pushing well over eight hours. And you can see each time it goes on and those those numbers get higher and higher. I will
017call your attention to uh grades three and then the column for four and five. There's a little star next to the yearly hours in the recommendations. Um they add uh a recommended daily ensemble practice for those in band or orchestra performance, but they do not um they do not give a time. And so I just wanted to put those two on there sort of say that there's some additional amount of time that is not described in the recommendations that would increase those numbers above that 1428. And with that, do you have any questions? >> Thank you all. Um, we'll go ahead and start. Board member Hutchinson, you want to start us off? >> Thank you, Doug. Thank you, Madam President. Um, what I'm wondering, I I have a couple of couple of things. First of
018all, I'm wondering since we do have a special committee that is looking into specials, um, are you preparing us for um, some major changes in specials in order to meet instructional time? That's my my first question. And um my second question is I've heard from many students and teachers at the high school level about the lunchtime that they have and that it being 32 minutes and when you've got campuses the size of colleges like we do in Mesa, um just getting from your classroom to the lunch line to even having any time to socialize. Talk about recess. Um, are we possibly looking to extending the school day so we can carve out more time for lunch so that kids who are off their phones can now actually talk with one another. Um, I I'm I'm
019I'm wondering are we are we going down a path where either we're going to take a look at some major changes in specials or because of lunch times that were shrunk down due to block scheduling and the nature of specials and and how important they are in our community? Are we possibly looking at lengthening the day? particularly looking at what we do at 6.5 and what we're expected to do, not not even including that the state only funds us for half day and yet we all know that MPS kids go to full day kindergarten. >> Member Hudson, just uh briefly on this uh several times by board members this has been broughten up about three major issues at the high school level. All of which Mr. Estrada is working with the high school team through.
020One is 32-minute lunch. uh we have heard you and uh high school team is working on possible solution sets. >> Okay. >> The hard part on those solution sets is reducing the 127 hours we have in a class period for block is not really a real solution set. So there's got to be something else out there uh to understand that situation better. But the high school team's on top of it. Uh second thing is double coding of classes. Uh they're examining what solution sets there are and what the logic model is there throughout the district. And the third thing is double block athletics classes. and we're looking at what the logic model is there and what the solution set is throughout the district. I will tell you yes uh we are uh certainly working through
021the specialist team process. Uh and I don't want to get a hold of the committee ahead sorry of the committee. >> Um but I will I will let you know that we're going to respect whatever the special teams uh advice and solution is to the governing board. Maybe Mr. Wang you can provide some comments before passing it back to the presenters. Appreciate that, Dr. Strong. >> Board member Hutchinson, board superintendent, uh, audience. Uh, we do have a special area to design team. It'll be in this week's status update. Uh, just give you, um, more updates from the team. We've been meeting regularly. This was uh, kind of a carry for over from last year, but we expanded the team to include uh, multiple stakeholders through an application process. The primary purpose is to or recommend
022a uh staffing model for elementary special areas. U one of the objectives is to uh consider maximizing core instruction uh particularly to meet governing board goals or with the eye on governing board goals also to be fiscally responsible due to our budget circumstances as well. Thank you, board member Benson. Sorry, I'm awkward. Um, just one quick question for clarity sake. Uh, Mr. Vonberg when you um cut and pasted the uh minutes from the AD and you know leave it to government to make the most convoluted system when it comes to education you just can't be clear and straightforward. When I look at English language arts uh and reading minutes uh for each category, we have a core or tier one at 90 minutes generally speaking at the elementary level for all the way up through
023fifth grade. Then I see another tier 2 90 minutes daily. Then I see tier three 225 plus. Is that cumulative at 225 or is that because to or is that 90 minutes of tier one and if you need it 90 minutes of tier 2 and 200 so they're only do is can you clarify that? >> So what I can clarify is in the chart I added them all up so that they would be sequential when you're when you're talking about addressing students with intensified needs. The one thing you want to make sure is that you are not removing them from core instruction. So they would happen they would be exclusive of each other. Those numbers I can tell you based upon some of the work that that we've engaged in around the amount of time
024spent in intervention they're quite large. They're much higher than you would anticipate. Um there's a lot of work we are doing around that. And what I can tell you is when I look at the recommendations, a lot of what goes into it is they're asking about number of minutes and I have a pretty good understanding of how I think they created a chart like this. Um, but our focus is on how are we leveraging those minutes and what are the quality things that we are doing. But directly answer your question, I added them up. I haven't gotten any word from AD of how they're looking at them. But in typically what you would do is they would be separate periods of instruction. So when I look at tier three at 225 recommended, that's inclusive of
025tier one and tier two. Is that what you're saying? >> Yes. Yes. >> I would say that probably what would happen in if you were trying to manifest this into an actual schedule. You may have the tier 2 and tier three concurrent, but you would never have the tier 2 and tier three concurrent with tier one. >> Okay. So you could be looking at 180 minutes a day. Yes, >> potentially. >> Yes. >> For a kid. Okay. Um, and how does >> based on their recommendations, >> right? Which Yeah. I don't I don't I don't know how they expect that to happen. Um, how does behavior um and behavior disruptions affect instructional time? >> Well, it depends. So what I'm going to tell you is the in the when we are talking about instructional time
026here we we've been talking about it from the legal standpoint which is going to be the number of instructional hours. Obviously when you're getting into and in and the dynamics of a classroom lots of things are going to affect the effectiveness of the use of those hours but they do not factor in in these calculations. So today we're just looking at it from a legal standpoint and the convoluted nature of what the AD wants us to do. >> There's a there's a it's a very complicated tapestry of things we have to kind of be aware of when we're thinking about what does it look like and what are we beholden to? And in some cases there's there's misunderstandings about the recommendations being requirements. And so we wanted to make sure that when you really dive
027deep and you can calibrate around what is a requirement, what's a recommendation, what's a best practice to be able to truly understand kind of the source of these these numbers. So at some point will we have a discussion on the things that impact the effectiveness of our instructional minutes because recommendations are fine but it really is are so we can recommend and a teacher can um schedule 90 minutes of reading instruction un uninterrupted that doesn't mean our students are actually getting n 90 minutes of reading instruction due to other factors that may impact it. >> Absolutely. And and what I can say if stepping a little bit away from you know the conversation we're having right now is um in our continuous improvement cycle that we've been engaging with all of the schools what we've
028identified in directly in over 70% of the school's needs and then really in in in the realm of all of them is around how do we adequately accurately provide and design high quality rigorous instruction. So we are deep in that work right now. Um, but as far as this being a conversation in the future, I would leave that to others. >> That's all I have right now. >> Thank you. Uh, board member Walden, >> I just have a quick question. So, there's there's no shortage of people that I meet that tell me all the different things that we should be teaching in school. And so I'm wondering if some of these recommend recommended minutes and this is on the last slide that Sharon Benson was talking about if some of the ways we're not getting
029maybe the recommended instructional minutes is because there's so many different things that you have to teach in a school day or in a school year that that interferes with some of the the basic instructional minutes for things like reading and math and science. So the calculation and if have you had a chance to look at the chart and you can see that each one of them that that that helps illustrate some of it and so most of those instructional minutes are taken up by your core content areas. It was a little bit surprising to us when the AD came out and said that there's a recommended 45 minutes daily for kindergarteners for computer science. That one was not on our radar. And I think that one of the things that that that may not be
030represented very accurately in this chart is you don't just teach social studies and then just teach ELA and then teach computer science. You are actually trying to integrate. And so when you look at the standards, you will see that there are very similar standards within multiple domains. And then you would never want to teach computer science completely as a standalone. integrating that into the academic work that you were doing. And so this is a little bit of a misrepresentation, but you know, when it's on the face, it's it's surprising, you know, when you look at those numbers. I think that the challenge comes is how is it that we leverage the time that we do have for that ongrade level rigorous well-designed instruction? >> I don't know if I answered your question. I felt like
031I sidestepped it. >> Oh, you did. And and I was looking at at the minutes, too. And I mean, I like what you said because just breaking it down like that, it it is sort of like old-fashioned, right? Where education today is attempting to be more interdisciplinary in the way that you describe that you can combine multiple subjects and learn different skill sets. So that that makes sense to me. I was the computer science one surprises me too for kindergarten and so many people say we want less screen time for our kids you know and then they're incorporating it in kindergarten. Uh I I think it's interesting they have recommendations that exceed the hours in in a school day. But I'm really glad we're looking at this and looking at how to how to maximize
032that that time for our students. So thank you. That's all I have. >> Thank you board member Chaffy. I appreciate that we're having this transparent conversation and early on like um board member Hutchinson mentioned I can I have the sense that some decisions are going to come before us in the upcoming months and in my opinion I feel like there was not enough community feedback sought um or or looking at these like budgetary and instructional time constraints before we made a lot of the moves that we did especially when we're looking at at block schedule um at our high schools and I think that that is creating some of the scheduling and budget pressures that we're facing now. So, I just want to keep in mind that as we go to our community and look
033at possibly recommending changes that we need to maybe take some ownership of those decisions and how we do that with continued transparency with our community and and not be afraid to course correct to do what's right for for kids. Um, I have three questions. It's kind of all around the same thing. Have there been any changes in recent years to the state requirements or recommendations? Have we been monitoring the state requirements and recommendations in the past and how are we going to continue to monitor those especially when it comes to early release days and integrated teaching models and how they affect compliance. So changes have there been any changes how have we been monitoring? How are we going to continue to monitor as we look at these flexible things we're doing? >> I'll start. Um,
034Madam Chappie, we always are monitoring any changes at um, AD and the state board of education. We participate in um, the state board of education meetings monthly. We um, have our content specialists are direct liaison with um, the Arizona Department of Education and and work closely with the specialists down there in regard to uh, professional learning, the instructional meds, etc. I can't remember the exact year but it's been five four Thank you Dr. Strom four years that was close um when the instructional minutes did change um particularly at the fourth through 8th grade level um and so we are monitoring those all the time and as Mr. Vonberg said um in regard to the to the monitoring and the systems internally um especially with a focus on continuous improvement and the need to ensure that
035we're designing um instruction that is rigorous and on grade level. We are really taking um a laser focus on how we're using those minutes and what the quality of instruction looks like, what feedback we're providing to teachers. um how whether we're planning interdisciplinary or are we siloing everything and those kinds of things. So those are all things that we look at um as an instructional team um in partnership with our site leaders. And so we uh had a big focus last year. We we sat with small groups um particularly at the elementary level. I'll talk about first where we really did a a deep dive audit of their master schedules and um how they were using their minutes, how they were scheduling recess, launch specials, but also how are they how are they spending their
036time with English language arts, how are they spending their time with mathematics, um social studies and science. How is that fitting in with the need to have, as Miss Benson said, we've got a a need for students who need to receive tier 2 services and tier three services? And so, um, and meeting the compliance and the and the regulation around the targeted minutes for our students learning English. So, how are all of those pieces fitting together? But most importantly, how are we ensuring that the first best quality instruction is provided to all of our students so that we can minimize the need for intervention? There's always going to be a need for intervention for some of our individual students, but it should really be that bottom 10 to 15% of um the pyramid as it's
037called in terms of that. So, those are all of the things that we're we're looking at. And so really again back to the the purpose of the presentation is to start sharing information about what is actually required by legislation and what is recommended so that we can ensure that we've got master schedules that really allow for the the true implementation of high quality first best instruction. >> Thank you. Can I follow up Madam President? Um can you tell me a little bit more? You explained a little bit about a master schedule audit at the K at the elementary school level. Can you tell me a little bit more about the systems that are in place for compliance in our secondary schools? And also, can we please keep bathroom breaks for teachers because I know those
038specials allow them to like run to the bathroom, whatever that looks like. Let's support our teachers. Yes, we did an audit last year as well. And I'll I'll turn it over to strategy. Um, yes. So, we have a couple systems in place when we're reviewing master schedule and building master schedule. Um, the first thing we have in place starts here actually in this room. We have what's called APA registration meetings. They happen monthly and during that process, we're reviewing all things related to master schedule, including instructional minutes, instructional times, curriculum, and course catalog is a big part of that conversation. And so through that process, we ensure that all of our APs of registration and then our junior highs um as well, our junior high administrators are aware of the most upto-date laws and things
039that we have to consider when building our master schedule to ensure that when students are scheduled and placed and then into their schedule that we're meeting all of those requirements. So a good example would be and and typically what's done is students let's say students who may um be English language learners when they do their course selections for next year let's say then they typically would have their teacher meet with the counselor and then the counselor and their teacher would ensure that they're scheduled in the correct courses and have the correct amount of time allotted to meet the requirements by the state for receiving services in ELLL or special ed. Um, typically what happens the secondary level as well, we have our case managers or sped site leads that are going to help counselors and
040APS of regge ensure that our students with um, IEPs are scheduled the appropriate amount of time. So it starts here and then we build the master schedule around those specific parameters and then the ensuring from the AP of registration counselors and then specific teachers of support to ensure that they're scheduled appropriately to receive credits and the required minutes for any intervention that they may need. That's a cyclical process that takes place and we're constantly reviewing it. Uh I can say myself building a master schedule as a high school principal like you are in it non-stop to ensure that you're meeting all of the requirements. So yeah, >> I might add to that. We also have um our synergy team works with our principal supervisors and our research and evaluation department. Um they have the bell
041schedules that we have to report. Um and then the Arizona Department of Education also audits us. So we're we're constantly in collaboration and communication with multiple departments to audit those minutes as well. >> Real real briefly, that's one of the risks in public schools. Uh two years after Bell schedules get developed, ad sometimes will come in and provide an audit team. And so we have to be really careful and and diligent about making sure our minutes get met and our hours get met in accordance with statute because there's been districts where the AD audits and then after the fact two years later you have to pay back money because you don't make the minutes that are required particularly at the high school level. And so that process Dr. Eastos is talking about with R&y team
042is of the utmost importance. Uh and as we want to do things educationally, we also still have to understand that there's statute that we have to follow. Uh so educational innovation is important in this district, but statutory elements to make sure that we don't cost ourselves money down the road is extremely important as well. >> Thank you. Um, how do we ensure instructional time is distributed so that our English learners, students with disabilities, and our general education students all have sufficient access to core academics without unintended trade-offs. >> So, I can talk from the u the elementary lens. And so, that all comes down into the beginning of when we talk about master schedule, I'm not talking about the bell schedules at this point. talking about how we're using the time instructionally within the school
043day. Um, and so we have sets of requirements when the the principles go to start building that schedule to ensure that those minutes are met. And then we have the English language acquisition department. We have special education. They will go in and they will make sure that that is indeed the case. Um, and then it comes down to reviewing those schedules and making sure that we are in compliance because one of our rules is you don't pull them out of core instruction. Um, because you they need students need to have access to ongrade level rigorous standardsbased instruction and then they get their supports in addition to that. Did that did that answer your question? >> Yeah. Thank you. Member Davis. Uh, President Davis, uh, can I ask Miss Mesa, this last year we went through
044a little different process with our school improve improvement process and the collection of master schedules. We're running into the issue of specials schedules for teachers were managed in such a fashion where the specialists teacher showed up, but it happened to be often times during tier one instruction. And that that's really the pro the problem we try to solve a lot of the time is how those schedules interact with tier one. We put in place a system through the school improvement process to monitor master schedules at the elementary level. And if Miss Mason wants to talk a little bit about that because it relates to that answer that Eric just gave. >> Yep. >> U member Davis, President Davis. Um so beginning last year, we um walked through and we presented to you the continuous improvement
045process that we began last year. And so we um expanded that to all of our elementary schools beginning in February where they reviewed their data and then were able to identify um areas of need which for the most part was tier one instruction. So that led us to um really systematizing the way that we were um asking uh principles to create their instructional schedules but also the review of that. So um we had do a form that was created that that we walked through with principles. So they now have a document that when they are adding the minutes for um specific grade levels, it actually starts to calculate so they have a better idea of of whether they are ensuring that ELA is the appropriate amount uh minutes, math is the appropriate minutes and then
046we are able to um go in and check that and and talk to them about what their schedule looks like and what support they might need. So, for example, um all of the principal supervisors this year are moving into those um instructional schedules and really talking about um what does it look like to where your pull out is and how can I provide you support from the special education department so that we can ensure that students aren't being pulled out of tier one instruction. Um where what support do you need to ensure that your EL students are um in their tier one but then supported with their um pull out outside of tier 1? So, we are monitoring that in all of our one-on- ones at the elementary level to ensure that those uh schedules
047are appropriately um meeting student needs with tier one instruction minutes. >> Thank you so much. We have one minute. Board members, any other questions to piggyback off? Anything else? >> I have one more. Um when I look at I it just hit me that the um that the chart that we had, Mr. Vonberg was recommended minutes. Are there actual required minutes at the elementary level for each different category as well? >> The only the only contentbased number of minutes that are required. It was in that example of having 90 minutes for K3 ELA. That's the only one that goes from s that's that that that example I was showing you in the law. It says we have to have sufficient minutes. Then the Arizona administrative code says that and then AD defined that as 90
048minutes of ELA instruction. The rest of them are recommendations. >> So no required minutes for math. No, >> they're all recommendations. Yep. >> Interesting. Thank you. >> Thank you. Dr. Strong, did you have something? >> Yeah. One of the big ideas in bringing this presentation uh to the board at this point in time is I think it's important for our community to understand, the governing board to understand, our teachers to understand there are approximately 5,700 waking hours for a student in a given year. Uh 16 assuming a student student sleeps for eight hours a day. So, so 16 hours times 365. We we have those students for approximately a thousand hours depending on the grade level. Uh, and that's how important community is. That's how important parents and family engagement is in the learning process.
049They're with us less than 20% of their time. And then the next thing that I think is really important to realize is there's a doubleASA uh which is a American school administrators uh superintendent administrators uh association at the national level and they've come out with a statement called real skills for real life. And I need everyone to understand reading is a real skill for real life and numeracy is a real skill for real life. And I understand that we want schools to pick up everything. But we also one of the hardest parts about a governing board job and about a superintendent's job is understanding the local community need and what do you want to exactly value in your system within the thousand hours less than 20% of the kids waking hours that you have. What's
050your value statement? Right? And if your value statement is that reading is a real skill for real life and that numeracy is a real skill for real life, then if that's the value statement, then the question becomes how do you structure your time to make sure those things are absorbed. Right now we there are communities who say there's this thing that's a that that's a real skill for real life and this thing that's a real skill for real life, but everything you add on top takes the thousand hours and starts to bifurcate or triate those thousand hours in a variety of different ways. And so that's the dilemma in public education is what do you value and are you going to put our most valuable resource time behind that value statement in order to get
051the outcomes you want to drive. Does that make sense? So really important start of the conversation for us this evening and I appreciate the team for presenting. >> Yes. I just want to echo thank you Dr. Esless, Mr. Vonberg and Mr. Estrada. appreciate you sharing this and I just believe knowledge is power and it's it's always good to know why and what everything is and recommended versus required and all those different things and what comes down to us. So, thank you so much for this information and questions from the board. At this time, uh we will do have a motion to adjourn the meeting. >> So moved. >> Do I have a second? >> I'll second it. >> Thank you. Any discussion? Seeing none, Miss Kirby, will you please take our vote? With a vote
052of five yays, the meeting is adjourned at 5:44 and we will be back at 6 o'clock for our regular scheduled meeting. Thank you so much. order at 603. I'm sorry we're a few minutes late. Getting going. Um, quick reminder, any citizen who wishes to speak on an agenda item or for call to the public must complete the sign-in sheet in the lobby prior to the public comment time on the board agenda. Tonight, the pledge of allegiance and presentation of colors will be led by the Red Mountain High School JOTC. Cadet Willow Wakefield will lead the pledge of allegiance, and Cadet Seafield, Cadet Max King, and Cadet Logan Churchill will present the colors. Tonight's national anthem is recorded and will be performed by the Red Mountain High School Strolling Strings. Please stand. >> Carry forward. Arch
053left. for reason. >> Please join me for the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. [Music] Heat. [Music] Heat. [Music] [Applause] [Music] Heat up here. [Music] Heat. [Music] Heat. [Music] Forward. Right. Forward. Thank you. You may be seated. Thank you again, Red Mountain JOTC. We appreciate you being here tonight. We'll begin tonight with a video on the governing board procedures and then I'll read a statement. Welcome to the Mesa Public Schools governing board meeting. We appreciate your interest in the district. The five elected governing board members serve without compensation and volunteer countless hours. The president and the clerk of the board are elected in January. Under state law, the governing board
054may only discuss and vote on matters that are on the agenda for tonight's meeting. Agendas are posted at minimum of 24 hours in advance on the Mesa Public Schools website and in the curriculum services center. Copies of tonight's agenda are located in the lobby at every regular meeting. The public may speak on any item of business on the agenda that the board discusses or requires the board to take action. During the second regular meeting of each month, the agenda will include a call to the public. This is an opportunity to speak to the governing board about a school district matter that is not on the agenda. If you wish to comment on an agenda item or participate in the call to the public, please complete a request to address the board form before the designated
055time as public comment. The form is located in the lobby. The duration of public comment and call to the public is 15 minutes. Members of the public will be given a maximum of three minutes to speak once recognized by the governing board president. The president may set specific time limits for speakers and the duration to maximize the opportunity for individuals to offer their viewpoints. We ask that all speakers show respect and courtesy to others. Comments must pertain to the matter that is within the jurisdiction of the governing board. This is not an appropriate forum to complain about an employee, student, or others. State law prohibits board members from commenting on or discussing the matters presented at the end of the call to the public. The board may ask the superintendent to review the issue or
056place it in a future agenda. A board member may also briefly respond to criticism of a board member or the governing board. If you would like the board to consider adding an item to a future agenda, you may submit your request in writing and the governing board president and superintendent will consider your request. Thank you for your attendance and involvement in tonight's meeting and for allowing this meeting to be conducted in a peaceful and productive manner. This is an official governing board meeting. The board has important business to conduct that is essential to the operation of the district. Everyone is welcome to express ideas or concerns to the board in accordance with the agenda. The poster in the boardroom describes positive behaviors, behaviors expected, and behaviors that cannot be tolerated. Please speak and act respectively
057and actively listen. Be kind. Verbal harassment, abusive or foul language, intimidation, and disruption have no place in a classroom or the boardroom. Please no side conversations or reactive comments. They can be disruptive. It is a governing board president's responsibility to maintain proper order so the board can conduct its business in an orderly and efficient manner. If you're disruptive or interfere with the conduct of this meeting, you will be asked to leave so the board can conduct the business of the district. At this time, we'll move on to our calendar. Uh Dr. Strong, will you please review the governing board calendar with us? >> President Davis, it will be my pleasure. October 6th through the 10th, 2025, we got fall break coming up, folks. Uh schools are closed. limited resources from the district are available during
058those times. Uh no meeting on October 9th for the community as well. October 14th, we will have a meeting. The meeting will have a very short agenda. Uh we by law have to have our AFR, our annual financial report done by October 15th. And so that's a time for the board to review our annual financial report and that'll be the the I think the only item on the agenda. October 23rd is a study session and a regular board meeting starts at 6 pm. November 3rd, 2025, we have an East Valley Consortium board meeting out in Apache Junction School District at 6 p.m. That is the board calendar. >> Thank you, Dr. STM. Hard to believe that it's already almost October break. Hopefully, it starts to feel like fall soon. Um, we are going to move
059on to now to Miss Snder. We're going to turn the time over to you by to share what's inside NPS and then you will take over recognitions. Thank you. >> All right. Good evening, President Davis, members of the board, and Dr. Stum. I am thrilled to again be given the opportunity to share the great things going around Mesa Public Schools and give you a chance to find out what's going on inside our schools. On constit on Constitution Day last week, fifth and eighth graders at Mesa Academy for Advanced Studies explored how the Constitution shapes our daily lives. Eighth graders examined intellectual property law in Article One, discovering how it encouraged innovation in our country, while fifth graders heard from a defense attorney about the importance of protecting clients constitutional rights. I forgot to click everything,
060so I apologize. I got really excited. There we go. Constitution Week pictures. All right. And next, last week we celebrated National Arts and Education Week. We want to thank our amazing staff for inspiring the creativity of our students every day through music, theater, dance, and visual arts. Your passion helps students discover new ways to express themselves, build confidence, and grow as learners. Students at Adams Elementary were visited by the AAM action news team to learn more about the world of journalism. Students asked questions and got to see the tools journalists use to capture events, including cameras and even a drone. Last week, Shepard Junior High students and staff made a big impact. Student council AVID and National Junior Honor Society students join staff at Feed My Starving Children, h helping pack more than 40,000 meals.
061Wow. Mace Public School shined at the Debbuck STEM night on September 21st. Students from Mountain View, Westwoods, Harris, Porter, and Lindberg showcas their creativity, talent with outstanding projects during the STEM showcase at Chase Field. We want to thank our community partners for the generosity shown to our teachers and schools this year. Miss Carly Jones from Chrisman Elementary was awarded $1,000 from the Fiesta Sports Foundation and the College Football Playoff Foundation. Miss Adam Juel from Zaharis Elementary also received $1,000 along with the Jesse Parker Award. These funds will go directly toward classroom supplies. Westwood FFA has been awarded a 1953 John Deere 320 tra tractor from the Arizona Early Day Gas Engine and Tractor Association. The tractor will be used as an educational tool and historical symbol to engage the community, promote agricultural literacy, and highlight
062the importance of agriculture in everyday life. FFA students are excited to showcase the tractor at events and use it to inspire the next generation about agricultur's vital role in our community. The city Mesa came together for Love Your City Day. From families to community groups, volunteer supported service projects across across the city, including helping our schools. A big thank you for everyone who gave their time and energy, and that included Mayor Mark Freeman who stopped by KT STEM Academy at Red Mountain Ranch. And then uh this is fresh off the press. Uh thank you to our amazing staff for your dedication for our schools and families. Because of you, Mace Public Schools has been named a Forb's best employers list in Arizona for the second year in a row and ranked among the top 10
063local organizations to work for in Arizona across government, healthcare, and education. Again, the second time that we've been on the top 10 list. So really awesome recognition. And that is the end of my report. >> Wow. Thank you, Miss Snyder and Dr. Strum. Recognitions. >> President Davis, tonight uh we are very proud, very proud to welcome our 2025 National Merit Semi-finalists. Less than 1% of our high school seniors nationwide achieve this pre prestigious standing. It's based on performance on the PSAT exam, last year's PSAT exam, uh taken during their junior year. Uh, and that PSAT stands for preliminary scholastic aptitude test. It's the preliminary exam to the SAT. When I call your name, please stand. Uh, and then, uh, we'll give you a round of applause at the end. And then, uh, I think that's
064it for tonight. So, we'll have you take pictures pretty shortly thereafter. So, we have from Dobson High, Jamie Golobic. Is she here or he here? From Mesa High, we have Lydia Matthews. >> Yay. Um, from Red Mountain High, we have Roland Carpenter, [Applause] Brandon Roush, Kora Hannah, and Timothy Morris. And oh, one more from Red Mountain High School, Chloe Wayer. [Applause] [Music] And from Westwood High School, we have Carolyn Kennington. Two of our national merit semi-finalists tonight. Oh, there it says it down there. Jamie Goldchick from Dosson and Brandon Roush from Red Mountain High weren't able to be here tonight. These are your Mesa Public Schools National Merit semi-finalists. They'll now move on to competing for finalist uh positions. But we're just so proud of everything you guys have done academically and we know that
065you guys have bright futures ahead of you. So, thank you for everything you've done within your student body and everything you're about to do for our society at large. Uh if we'd uh now give them one last round of applause and we'd like to take a brief break, take some photos. Families can come take some photos with the governing board. Um and if the governing board come up front following the photos honors and honories and guests uh if you don't want to join us for the rest of the meeting we completely understand and you know hopefully you get on with the rest of your studying apparently or the rest of your studying. So thank you. >> We'll do >> nobody wants this. >> Nobody wants I think I'm done. She can't >> do That's totally
066fine. >> We'll have you guys squeeze in a little bit. Yeah. And then we'll do All right. Awesome. [Applause] Okay. Congratulations again to our students and thank you families for coming to support. We appreciate you being here tonight. Side note, the Westwood tractor that the they were just awarded will be in their homecoming parade this weekend. So, >> those that want to see that >> fine. >> Um, exciting times going on around our district. We now move into public comment. Um, before we begin public comment, just a quick reminder that policy 1-302 says that call to the public is limited to issues within the jurisdiction of the board and is not an appropriate forum for persons to complain about a specific employee, student, or other person. Mrs. Chaffy, do you have anyone signed up to
067speak? >> We do. We have seven people signed up for public comment tonight. >> Okay. You each >> you each have three minutes and Mrs. Chaffy will lead us through this agenda item. >> Absolutely. So, I will call the first three names on our list tonight and then I will call our remaining four on deck. So, we will start with Mark Low, then Jeff Thompson, followed by Jason Smithson. On deck, we have Amelia Clement, Ed Steel, Casey Baxter, and Graham Core, [Music] family of low, first name Mark. Good evening, Madame President and board members. All on April 3rd, 2025, the USD sent letters to the Arizona Department of Education requiring the department to certify that Arizona districts and charters are in compliance with our anti-discrimination obligations in order to continue receiving federal financing assistance. That
068letter was not signed by Mesa Public Schools, perhaps in part due to the $1,000 penalty for each occurrence of violation and something which would expose and penalize indoctrination. That penalty would include each and every gay pride flag located in classrooms across the district as well as any teacher indoctrination occurring at Mesa public schools. Instead of signing the letter, the su this superintendent's response was to issue lawyerly letter that put this district in non-compliance and at risk of losing federal funds. Look it up. It's on the Arizona Department of Education's website. Last Sunday I interacted with artificial intelligence Grock to it. Grock, your eagle image invokes strength and vigilance fitting these discussions. true individual actions as limits against big systems but collectively scrutiny collective scrutiny example the 2025 congressional hearings on the national health uh national
069institute of health AI ethics per Reuters and GAO reports can drive change critics of the New England medical journal note biases proponents and science highlights benefits what collective steps do you see as key I reply replied, "Teach prosperity to critically think again. Locate and deter teachers from performing indoctrination. Real education is key to getting anything accomplished. We the people have been and are now being duped by big ed." Let's look back in order to learn. Dr. Max Rafferty in 1962 was elected to the Office of California Education and held his office for two terms from 63 to 71. In 1967, he wrote the five main purposes of an education. And I quote him here. I think there are five main purposes of an education. We have lost sight of them in serious degrees. Let's review
070these major purposes. One, to pursue truth. Two, to hand down the cultural heritage of the race. Three, to teach organized discipline systemic subject matter. Excuse me, systematic subject matter. Four, to help the individual realize his own potential. Five, to ensure the survival of our country. Grock replied, "Solid point on fostering critical thinking. Your linked 1967 piece by Rafferty highlights education's roles pursuing truth, preserving heritage, teaching discipline subjects, realizing potentials, and ensuring national survival. Recent reforms, an example, the 2025 DOE guidelines per the education.gov gov emphasize inquirybased learning. Critics and Heritage Foundation report note biases aim to balance this. I'm Jeff Thompson. Thank you, Mr. President Matthew, for letting me speak and the board. When I'm when I'm wrong, I'll clarify things. And I was a little passionate last month about people not crossing their heart
071for the flag. I belong to a group that honors military people in in death and in and in service. And I've got caught up before not cross my heart standing in a flag line. And when you see these troops come home and these kids put a grip on them and don't let go, it gets real emotional. And I for I have forgot. I grew up at the same time our one of our board members did where patriotism was at the top of the line. If you weren't patriotic, you were shunned. But also, we honor these people in death. And it's all it's all emotional and it's all about patriotism. And I'm really glad that I saw three of three three of the people put their hand over their heart for the pledge and the and
072the national anthem. And I only saw one person only did it for one, but I wanted to I want to clarify something last month that I talked about. Well, Dr. Storm, I couldn't see him. He he he put his hand over. He said he put his hand over his heart for the pledge. I couldn't see him because of the honor guard. When the honor guard was gone is when they played the national anthem. And I can see getting caught up in your thoughts and stuff about that happen. And also when it was over with he came out here and introduced himself to people who were here and thanked them for coming. That's true leadership. We finally got somebody with leadership. And why I don't know why somebody like that wasn't voted in before. We got
073one person here that voted the last person that was here that thought they were better than everybody else and even called their employers because they spoke out and use the emails. But thanks everybody. I just wanted to clarify that. So far, we got we got probably the best leader that we I know we have the best leader I've seen because we didn't have much of a choice with the other one. It was a loser, but we've got a good leader here. Let's stand behind him and work with him. Thank you. My name is Jason Smith and Dr. Stum. Members of the board, thank you for having me tonight. A couple issues I'd like to address. Um, first it has come to my attention that educators across not only our state but our district as well
074are being harassed, threatened, and even doxed at alarming rates simply for expressing their personal political views outside of the classroom. While I believe we can agree that political agendas do not belong in the classroom, teachers still deserve the right to hold and express opinions on their own without fear of retaliation. How can we expect our educators to effectively teach our children when they themselves feel unsafe? There is zero justification for threats of violence against anyone. Teachers should have a clear, trusted outlet to report these incidents, and they should know their concerns will be taken seriously. We already face an exodus of teachers, staff, instructional assistants, and therapy providers due to low pay, long hours, and lack of support. Adding threats and harassment only accelerates this crisis. Just last week, I was volunteering at my son's
075school, and I spoke with a six-year-old girl who told me her dream is to become a special education teacher for children with autism. That kind of hope inspires me, but it also reinforces that we must protect our teachers so that future educators see this as a profession worth pursuing. As the largest district in the state, Mesa should lead by example. I urge the board and Dr. strong to implement a zero tolerance policy for threats and harassment against our educators to create a reporting system that allows teachers to come forward safely and ensures their concerns are not only addressed but investigated. Second, I want to raise an issue about student retention. At nearly every board meeting, we hear about declining enrollment, budget shortfalls, and families leaving the district. Yet, what we don't hear is a plan
076to understand why they're leaving or how we can bring them back. One simple, cost-effective solution is to conduct exit interviews with parents and older students at the end of each school year. Even a voluntary survey could provide valuable data about the challenges families face, the programs they're seeking, or the reasons they've chosen another school. Without that information, we're all only guessing. While this may be a large undertaking given the size of MPS, the data would be invaluable. Existing councils could oversee the process or a new council could be created for this purpose. I'll go on record tonight as being willing to volunteer to make sure this happens. If we truly want to stabilize enrollment and strengthen our district, we must first understand the reasons why families are leaving. Collecting this data is the first step
077towards solutions. Thank you. We will next hear from Amelia Clement, Ed Steel, and followed by Casey Baxter and Graham Core. >> Supposed to go first. >> Hello, Mesa Public Schools officials and school board. I thank all for their hard work, dedication, patience, and resilience in these changing times and for listening tonight. I'm Amelia Clement, an 11th grade student um and the president of my school's speech and debate team. In returning for another season of competition, I was disillusioned to find that for the first time in more than three decades barring CO 19, my school's team is unable to host our annual speech and debate tournament because we simply cannot afford thousands of dollars of fees to simply use our own campus. And yes, I understand that steep budget cuts to public education are threatening school
078resources districtwide, but placing barriers in the way of integral competitive activities, advocating for change cannot help. Hosting our tournament is critical to the survival of our team. Just like sports programs who host opposing teams on our campus for games and fund raise through ticket sales, my team hosts speech and debate teams from around the state and fundraises through entry fees for the competition. The difference is that when the football team isn't charged for using the stadium, speech and debate now must raise thousands of dollars to simply use classrooms for competition. While the football teams use it while the football team uses its funds for vital gear, supplies, and transportation costs, speech and debate puts theirs towards basic entries fees for tournaments and trip expenses to send our top speakers, debaters, and actors to the national
079speech and debate tournament in June. And while football builds players who value health, teamwork, diligence, and sacrifice, speech and debates builds people who are effective communicators, critical thinkers, thorough researchers, skilled writers, analytical readers, exceptional diplomats, natural leaders, supportive team members, compassionate individuals, open-minded citizens, compelling speakers, engaged listeners, and attentive receptors of constructive criticism. They are responsible, resilient, courageous, knowledgeable, and determined. And they are prepared with essential skills to succeed wherever life takes them. The military, college, trade school, and to whatever career they pursue. And I'm worried that by putting speech and debate aside, we may be endangering the rising generation's abilities to support free speech and critical thinking, especially in these days when censorship, misinformation, and extremism abound. So please, I beg you to support speech and debate by removing the fees barring my team
080and others from being able to succeed. Thank you. [Applause] President Davis, board members, Superintendent Strom, my name is Ed Steel. I am a concerned community member and a taxpayer. This is the first meeting uh called to the public I've attended since the approval of the IGA with EVIT. And I wanted to applaud the board for uh approving that IG and also thank Dr. Stum and all the staff that work so hard at developing that program. You've heard me say it before and I'm going to say it again. EVIT is a gem in our community right here in our backyard. and the more we can take advantage of it, the better off our students are going to be and the more you're going to deliver on your promise to prepare kids for community career and and
081college. Um, I'm going to give an anecdotal uh evidence of that gem. It's not just for the students, it's also for our business community. When I had my business, I hired students from EVIT out of their welding department and they had some really well-trained, disciplined employees. In fact, some 15, maybe closer to 20 years since I hired this gentleman. He's still at the company. He's performing well. He's honed his skills. He's continued to learn on the job. And within a couple of years, he's going to be the supervisor of the shop of this company. And when I left the company almost 15 years ago, that position was paying near six figures. So, it's possible to send these kids off without going to college and going into debt and have a very viable career path. And
082and thank you for doing that. Um, one other quick thing. The budget meeting last night I think went really well. Mr. Moore was very well prepared. Dr. Strom always prepared, always knowledgeable. Um, the level of accountability, um, transparency and relationship building with the community that I've seen in the last couple of months is off the chart. I am so pleased that what I'm seeing. I just want to uh commend all of you and I know it starts at the top and uh just thank you all for for doing that. Please continue to to build that bridge with the community and restore the trust that's been lost over the last few years. Thank you. >> Good evening, Madame President, members of the board, Dr. Strum, members of superintendency. My name is Casey Baxter and I have
083the honor of being the principal at Franklin Accelerated Academy East Campus. And as you know, I'm on a mission to look for the good because I believe if you look for it, you will find it. Tonight, I'd like to celebrate the incredible work happening in special education, not only at my school, but across the district. And while most people know my school for being an accelerated school with the traditional values, what most people don't know is that my campus houses three classrooms of students who have severe intellectual disabilities. Our program is grounded in love, high expectations, and a belief that every child can and will learn. On our campus, we don't practice tolerance. We promote acceptance because each one of us is perfect just the way we were made. And I'm sorry, my allergies are
084really bad and I'm taking medicine. I promise I'm not contagious. Um, my campus is blessed with three outstanding teachers who bring passion, joy, and patience into their classroom every day. They model what it means to live the portrait of a graduate by helping our students develop essential attitudes of being inclusive and resilient. One example is how Miss Red, one of our teachers, she actually facilitates our school buddy program. And our school buddy program invites students in second and fourth grade to apply and then they participate with their parents' permission um to give up one recess a week. And during that recess, they go into the classroom with our students in the SID program. They might do an adaptive PE activity, an arts and craft, or just read a story together. But it's one way that
085we work to show that all students on our campus all are truly firebirds, and they are valued as individuals. This work does not happen in isolation. And under the leadership of Mrs. VA and the support of our regional director, Miss Amy Anen, and the support of our special ed coach, Susan McQuillin, we're equipped to welcome new students, coordinate with home instruction teachers, and help our students to ensure that every child receives the resources that they deserve and that they need. We work closely with our partners to ensure that no student falls through those cracks. And I'm grateful for this partnership. Um, it's our commitment to all students that matters most in MPS and the work that we do. So, I just wanted to extend my heartfelt appreciation to the special ed department for their commitment
086and recognizing excellence in all of our students. >> Mr. Graham Core, >> hi. I accidentally did an erroneous double entry. I was actually meant to speak later on the agenda during the calendar committee update. That's when I had intended to speak. So, is it okay that I return then? >> You speak now during this meeting on the on our fourth. >> Sure. Let me go. Uh, you can keep the clock running. I'll grab my stuff. It's not that long. >> Hi there. My name is Graham. I'm a special education teacher in Mace Public Schools. Uh, also relevant to the point I'd like to talk about for the calendar committee update later in this thing. it's uh relevant to disclose currently serving as the Mesa Education President over certified staff. So, not classified staff, certified staff.
087I just want to uh bring to the attention to the school board. So, if you guys are in the habit of taking notes, some things to note down that for the calendar committee's proposed calendar, huffing and puffing because I'm out of shape and I was running. uh the due to the uh calendar committee just elongating uh dates uh as they are it may increase the pay periods at which teachers are distributed pay which may result in a very just mild reduced uh amount of payments per month or paycheck because it's bumping us up from I believe it's 23 paychecks to 24 paychecks which would just result then in just you know ever so slightly reduced monies per month which for somebody like me my wife is currently not working due to illness I'm minding that
088and cents in my household. So, $50 per month or $50 per paycheck reduced may not sound like much, but for working-class families who are, you know, credit card debt payments don't stop, right? And so, just uh making sure that that that's being looked into just so people are aware should that be the decision that the community desires to go in just so we know, hey, what are the next steps? What does that actually look like? Uh, additionally across both calendars for classified folks just thinking about if we were to uh increase the amount of uh days off. So for example uh in the spring uh break postcal by the calendar committee uh increasing spring break from one week to two weeks suddenly those folks who do work hourly wages that suddenly that's a huge amount
089of money lost, right? That's one week without work. Therefore that's just less money coming in. And it's not just spring break. It's just here and there everywhere across both calendars. The district provided one as well as the calendar committee proposed one. There just are those little holes like towards the holiday season towards spring break and October. Just things like that just to as we move forward just being mindful of those. Ultimately, I think uh either calendar is a direction I would like to see the city move in. I think it's a necessary change. I think people have been asking for a while now. I think the district's doing a great job being transparent, keeping people involved, keeping people informed, giving them a voice in this matter. It's generally a good thing. I just want to
090make sure as we move forward, we're just being humane with the people who do work those for those hourly wages. Uh talked about that, talked about that. Yeah. Because ultimately, really just I know for those of you who were lucky enough to attend the budget committee last night by Tyler Moore and Dr. from we're aware of how complex these things can be budgeting for a district but the reality is we can't do the work we do in the city at least I can't as a teacher without our classified staff thank you >> madam president that concludes our public comment >> thank you Mrs. Chaffy, we will now move on to a review of the agenda. We will now review the consent agenda. All items on the consent agenda are approved with one vote with no
091discussion. If a board member would like to pull a consent agenda item, please do so now. >> Thank you. >> All right. Thank you, board members. Um, this takes >> Madam President. >> Yes. Before we move on, can um I address something at public comment or no? I just would like the student that spoke about um speech and debate, if we could make sure that we're looking into that issue, uh I would appreciate it. >> Mr. Strada uh actually pulled the student aside. Otherwise, I would have chimed in, but he already pulled the student aside, I think, asked what school she attended and uh we will dig into it from that. Fabulous. >> Thank you. >> Because debate's just as important as football. >> Actually, more important in my mind, but whatever. >> Thank you.
092And no cons agenda items have been pulled. We'll now move to uh personnel request. Do I have a motion to approve the personnel request, including the addendum? >> So moved. >> Do I have a second? >> Second. Thank you, Mr. Wing. I know this personnel request has some positions for the 2026 27 year that are being recommended through the redesign process. Can you just run run us through that? >> Uh certainly Madame President uh governing board superintendent audience um in the summer uh we had shared with you uh organizational redesign uh redesigning our district departments particularly in the superintendency academic and student services area. We also shared with you a timeline of uh implementation for the redesign. Ultimately the redesign when it's all said and done timeline by December we will have uh reduced over
09340 positions at the district level department level for the 2627 school year. This includes a reduction in superintendency, a reduction in administrators and reduction in certified department staff. There is a domino effect throughout different phases I guess uh throughout this process. Uh late August uh we completed phase one where we named the uh we went from five assistant superintendents to two chiefs chief of schools and chief of academics and the governing board approved that recommendation. Today um we're asking you to uh approve the second phase and that's our executive director and and a couple director level positions. late October, we're going to be recommending um the remainder of the positions in a table of organization to the governing board with an expectation of a hiring recommendation in our only December governing board meeting. >> Thank
094you, Mr. Wing. Board members, any other questions, discussion? >> Um I I have a couple of questions or discussions. Um Dr. Storm, could you please lay out for um our community members the uh impact that the overall restructuring is going to have on the budget because there is concern uh as we look forward to we're going to have a enrollment discussion later. There is concern that um when when these positions are looked at um I've had community members want assurance that the cost savings that was recommend or that was stated in the summary when we began this that that's actually going to be seen >> because it doesn't look like it now. So if you could just for clarity sake and transparency please >> me member Benson uh this is a comprehensive plan that's going
095to take us the whole semester to get through. The reason we wanted to do this in the first semester is so that employees uh in this unfortunate situation uh that's happening with the de a lot of dealing with demog demographics throughout the United States uh where employees may who provide for families may be put in a position where they have to find another job. Uh we wanted them to know by January. We think it was the humane thing to do. So by December we will know exactly how much money this plan's saving us. Our cost estimates out of the gate were three and a half to four and a half million dollars minus we did want to reserve some money for is and why is because if we're going to run leaner in terms of
096human capital you have to find technology solutions to help you run leaner and so the is investments to help us find technology solutions to help us uh run leaner at the district level. And so overall the number that was put in front of the board was we think if we invest in the IS department is a $2 and half to $3.5 million uh savings across the board. Uh this first phase actually we've monitored every expenditure and this first phase of the expenditure has been net neutral even though it looks like we're adding executive directors. This first phase has been pretty much netneutral to the budget and now the second phase uh that we'll complete in the second quarter is where most of the cost savings will happen and the reduction in admin and and we
097already know the reduction in cabinet level uh positions has already occurred and now the reduction in director level uh positions will occur in this next phase as well in the second quarter. So, I hope that answers your question and we're monitoring every expenditure uh that we make in this in this transition. Yes, I think that answers that question. Um the second that I've gotten um is there's a concern again that perhaps this is just a shifting of um decks on the ship of the Titanic for analogy sake. So what I think our community would like to have some assurances that with this change um the the overall outcome and desire is and uh will be sought for student outcomes and increased in increased performance. So, what what assurances can you give our community that that
098that is because as they look um many of the same people who um have been in different positions throughout the district um are still going to be in high levels of uh leadership. They want some assurances that as parents they're going their voices are going to be heard as community me members their voices are going to be heard that our focus is indeed on student outcomes uh so that we can as Mr. Smithson said earlier reverse hopefully the declining enrollment piece. So could you speak to that and what your plan is? >> Yes, there's a lot of components to that question. Uh let's attack the first portion of the question. Uh we posted these positions internal. We think we had we believe we had the talent, the human capital in the district to fill these
099positions. Uh these positions went through a large committee and a small committee to get filled of very thoughtful and intelligent people across a wide group of stakeholders in the district. Um and we are confident that the people that were selected are the best possible candidates that we have here in Mesa Public Schools to lead this workout. So that's I I need everyone to hear. We are confidently putting in front of the governing board the candidates that we think can live into our key performance indicators that we've set up which are increasing student achievement. Right? That's number one proficiency. Another one is making sure that student behavior continues to improve. Another one is making sure that student presence continues to improve. And you know the variety of the other metrics are centered around uh the pressure
100that you know we need to make sure the executive director of college career and community uh lives into which is we want to prepare kids for college career and community and that means a variety of things work-based learning to internships to graduation rates are all included in that and to college attrition right how many what percent of our kids tried on to college um so I will tell you on Saturdays last Saturday when we did final interviews Mr. Wang and I did final interviews. We told every regional director, what we're calling learning communities now, we think that's a better term. Uh, every learning community executive director was told that we will be rolling up all metrics from their learning communities in those five domains to examine whether improvements in every executive director's region or learning
101community is happening on an annual basis. And uh we had frank conversations around, you know, there'll be expectations out of the gate and then there will be follow-up expectations if expectations aren't met in year two and year three. And I think we have the candidates who uh uh are willing to live in to those high expectations and help others live into those high expectations. We also think with a regional team, Miss Mesa's and Dr. Isus are designing all this. We think with a regional team that's localized to that region of of seven to 10 people is where it's going to probably end up member of the executive director of that learning community will have some jobs underneath some most of which will be non-administrative jobs nondirector level jobs specialist jobs 12 month specialist 10 type
102month specialist jobs with seven to 10 people in that region we think we can provide more immediate support and we think we the principles will fill that the principles will fill the support at a much more immediate level within in their region when they need help with learning and instruction in those in those areas. So, um we are doing everything to ensure that our high expectations are communicated uh to these leaders and I'm I'm I'm proud to say that we're nominating uh to you guys the best candidates uh through the process of a of a very collaborative process internally uh to to to selection. Um and I think that's where I'll end that. If I didn't answer your question, please clarify and I'll continue. >> One final one. Um, as we look at later this
103evening, uh, Dr. Glassmire is going to go over um, student or enrollment trends from the beginning of the year. Um, one of the concerns with offering contracts for next year as early as December is, um, that we're then locked into those contracts for the next year regardless of what happens with enrollment. So um can you address that as well? Are you are we are we positioning ourselves to be flexible that if we anticipate enrollment to decline greater than hopefully that trend again the goal would be to reverse that trend, right? >> Um our community wants our classrooms impacted the least. >> Yep. >> So how flexible and nimble are we going to be? uh if we find that potentially uh the projection is a loss a greater number of students that really impacts our budget
104again next year. >> So uh member Benson, members of the board, uh a lot of moving parts in that question as well. Uh first of all, we do anticipate I think we charted out that we'd have close to $38 million carry at one point last year. I think we believed we were going to have a $29 million carry forward. Uh then we uh uh uh did a hiring freeze for a brief period of time. In a district of this size, when you have a hiring freeze, you can have some vacancy savings that add up quick. Small districts, you don't get that type of vacancy savings. And so, uh I think we'll be over the $38 million mark and carry forward. Mr. Moore is shaking his head. And we're finding a few places in accounting. I
105was a former CFO. We have Mr. Moore on board right now. We have Mr. Wing's HR lens on things. We're finding some areas where we're just getting a little better at accounting. It's not that we were doing anything wrong, but I'll just give you a brief example. U revenues were coming in in a in a uh uh internal service fund uh for the print shop providing service to our uh field. And the print mo most school districts uh that run print shops do so because then you don't have to get charged market rate to print something. We don't have to go to an external print shop. You can print internally. you save a lot of money and print shops are very valuable to have. Kyne has one, Mesa has one. Uh, but when all the
106revenues are coming into the internal service fund, but all your expenses are getting paid out of M, perfectly legal, but that's not the best accounting. And so, we're finding little things in accounting where we go, oh, if we just move the expenses to the actual, you know, you tell me you're going to run a business, Dr. Strum, where someone else is going to cover all your expenses and you're going to get all the revenue. Sign me up. That's a good business to get into. So, we're finding these little accounting things that help us out on the M side of things and that's why we think our carry forward is going to roll in a little bit higher uh than we anticipated. That carry forward protects us a lot. So, there's thing one, carry forward is
107going to protect us a lot. Thing two, the whole everything that we do needs to be agile and nimble. Um, those are key business terms uh that I hear a lot of people use in the business world, but we got to be agile and the whole system we've talked about is designed the matrix system that is designed on two con two components. One is a teaming component. All right. Everything that we do as we get smaller, people are not going to be able to be experts in just one thing. They're going to have to get outside their domain and learn something else. And so these teams both vertically and horizontally are going to have to function with maximum efficiency of learning multiple components of how districts function. We think that's actually good for succession planning
108for a district. So then as you succession plan, right, administrators retire, administrators move to another district, we'll have good people with a vast array of skills underneath to backfill. But the other thing about that matrix plan is there's jobs in both the matrix. So the 6x6 matrix, six executive directors of learning communities, six executive directors or sorry, four executive directors and two directors under chief academics u that that we know are probably pretty firm in the district. And then there's the always the ability to analyze every single year jobs that are in the green to the right. And I'd love to be in a district that that that was that was growing, but that's just not where we're at right now. Right? And so what do I mean when I say that? I understand that
109part of psychological safety in an institution of this size is that people have their jobs from year to year to year. I get that. And we want people that are great to continue to remain here in Mesa public schools. And we're going to work to keep people that are great here in Mesa public schools. But we also need people to understand that when enrollment decline happens and budgetary shortfalls happen, we can't live in a position where we guarantee people jobs year over year. And so that green area will be something we always analyze. And I will tell you that, you know, I'm I'm not uh going to sit up here as a leader of a district and tell you tell you guys that we don't analyze through a lens that was taught to me a
110long time ago. And that lens that was taught to me a long time ago because when I first went to the district office, this was the statement that was made to me. You're here now. And please understand, you don't interact with kids 80% of your day. And when you don't interact with kids 80% of your day, you need to understand that you need to show me your worth to this organization every day. every day I need to see your worth to this organization. And as a 13-year teacher, actually when I was first promoted to district office, I really appreciated that, right? I appreciated that viewpoint. And so, uh, we're going to work hard together to function as a team across this new organizational design. And we've designed a system that we think's agile that we
111can examine every single year and go, okay, what jobs are needed? What jobs are not needed? And if we end up growing again because we attract kids back into the system, it's a real easy system to add jobs to as well. So, uh, we we we think for those reasons, it puts us in a position. So, we got the carry forward and we got a very nimble system, an agile system when it comes to making adjustments on the fly at the district level. So, >> thank you, Miss Benson. Mrs. Hutchinson. >> I I just want to um uh I don't mean to be disrespectful, but I I when I talk to principles and teachers, um services to students just can't stop. The students that we have, we have to take care of um and we
112need good people. We are the caring adults whether we're the janitor, food, nutrition, counselor, teacher, administrator. But what I'm afraid of is as we get smaller that we are expecting our people to do more, a lot more. They're doing multiple jobs. If we go from 140 to 100, the the 40 jobs that people were doing still need to be done. we still need to serve kids. So, I think one of the things that we've got to be very careful about is a balance that we're not wearing our people out. We we've got to keep in mind retention and and sometimes savings can come at great cost. So, I I'd like us to keep that that in mind because I'm I'm I'm deeply concerned as to how sustainable it is to ask people to do so
113much and and I worry I worry about that and the impact that it will have on our kids and will our teachers will our support staff be able to do all the things that are needed to to be done to make sure our kids have good outcomes. >> Member Hutchinson, that's very uh uh much in alignment with how we're analyzing these jobs. So, let me take you through a little bit of a process that we've went through. U first of all, we we know that there are elements of things that we just have to do. Federal statute, state statute, those were those were those are things we just are required. So we know those tasks have to be complete. Then we have governing board policy and things that you write in your policy, the governing
114board writes in their policy. We have to do them because the governing board's telling us. And then we have all the other things that we put on ourselves. And our job right now is and what we're learning is that a lot of the tasks that we're doing are things we've put on ourselves when we we restructured R& Dr. Glassmire can speak to this a little bit uh not not to invite you to the podium and put you under pressure but if you want to have an individual conversation with Dr. McLastire she can talk to you about it. uh when we restructure R&D the very first thing we did is we went through the 130 tasks and we were moving from 13 FTE and R& to nine FTE and R&-time equivalent nine job 13 jobs and
115nine jobs and out of the 130 tasks we immediately found 40 tasks that we just we've always done but they don't they didn't really have any meaning for the district anymore right and so that's the process we're going through right now we've submitted to employees a PDQ a position description questionnaire because we want to know first of all what are the federal things we can't get rid of, what are the state things we can't get rid of, what are the things getting driven by governing where policy and by the way those will be analyzed because if there are things that we really as an administrative team think why is the board required to do that we'll be back and we'll be talking to you and maybe you'll say yep you're still going to do it
116and maybe you'll say nope you got this one right we're going to eliminate that and then finally what are things we're imposing on ourselves and how do we make sure that we stop imposing things on ourselves that we may not necessarily need to do and that's one of the ways there. I I agree with you. Management is and and making sure people have a good work life balance is going to be important, right? It's a very important thing to to make sure your employees uh come to work happy and are able to execute their job happily and make sure that we value their away from work time as well. But one of the ways we maybe can get home is we can analyze all the things we're doing to ourselves and say what what can
117we stop doing that we've just done because we were Mesa Public Schools and it started 40 years ago. So, >> thank you, Mr. Walden. Any questions, discussion? >> Oh, I I just had a comment, too, because I think in, you know, in analyzing this this restructuring, and Dr. Strom can confirm, this isn't just a restructuring that seems to be happening because of declining enrollment. It's it's really been, I think, a long time coming in a district that seems like it was it was topheavy. So, no question. Just wanted to kind of clarify and make sure that that thought was out there that uh this it's not it's not just a reactive strategy based on on on enrollment numbers. It's a long time coming. >> Thank you, Mrs. Chaffy. >> Yeah, I appreciate the thoughts of
118my colleagues. I know that this represents a big change and we do need to to take a balanced approach. I know when we were first presented with this plan, looking at our enrollment numbers, we were looking at maybe a 7 and a half to 10.5 million shortfall. We know that our enrollment decline has been larger than anticipated um and that we are looking at at larger budgetary constraints than we originally had planned. Is there a plan in place? And is it possible to keep this first from now through December stage of reconfiguration much closer to that $3.5 million mark or more than the $2.5 million mark that I keep seeing because it does feel like a large difference for me, especially looking at this is a much larger budgetary constraint system than we originally anticipated
119in August. >> Yes. And the easiest thing to go to would be really examine whether we're going to spend much money in the IS department. So I mean there's an easy way that if we need that solve, we can get it really close to the $3.5 million mark. >> Thank you. One other question on the executive directors. Can you explain how it will work as far as what I guess they're learning communities? Is that how that will be decided who will be over what learning community? Can you explain that process? I'm going to toss that over to Monica Mesa, our future chief of schools, because she's really the one Dr. East has contributed to that designed the system for that. >> Yes, thank you. Um, so upon your approval uh tonight, then we will be
120sending out a survey to the community to collect questions like what do you would you like to know about um the executive directors? And then uh once that closes on October 13th um we have um the executive directors actually calendar to attend Mesa Parent Council um Monday the 29th and then September 30th in the morning just to introduce themselves so that their faces are known um to that group. And then um October 21st, thank you. There's a lot of dates. Um on October 21st is the day that we'll be hosting a community forum here in the boardroom. Um where we would be inviting um one representative from each school community to be here in person as well as the board and then virtually um everyone else would be able to attend to be able to
121again meet the executive directors but then also hear their responses to a couple of questions to be able to get a better idea of who they are. um the skills and characteristics that they possess. And then another survey would go out to be able to have input from the community around the skills and characteristics that they feel would best u meet the needs of their particular region. And then with that input then we would um be matching um regionals regions with executive director skills and characteristics. And that would come to you um on the 25th of October. >> Great. Thank you so much board members. Any other questions? Okay, seeing none, Miss Kirby, will you please take our vote with a vote of five? Yay, you've approved the personnel request, including the addendum. And I
122just want to thank my colleagues for the discussion and also all those that have been helping participate in the interviews and different um things going on there. We appreciate everyone's involvement. We'll now move to consent agenda. All items listed will be considered as a group and will be approved with one motion. If a board member would like to spotlight or comment on a consent agenda item, please do so after the vote. Do I have a motion to approve the consent agenda according to the recommended action for each item? >> So moved. >> Do I have a second? >> Second. Miss Kirby, will you please take our vote? With a vote of five years, we have approved the consent agenda items according to the recommended action for each item. >> Madame President, may I make a
123small very short comment? >> Yes. >> Um, we just approved the gifts and donations for August of this year. And I would sincerely like to thank all of the PTOs, booster clubs, the service organizations, the small and local businesses, the corporations who gave over $100,000 worth of incredible gifts to our students. You are helping to fill needs that are deeply met and we are deeply appreciative of those those gifts. Thank you. >> Thank you. All right, thank you so much. We will now move on to our information items section added. And tonight we have two different information items that parents or community members are presenting on. Our first information is from the calendar committee. We asked Dr. Stum to create. Mr. Wing, I know you um co-f facilitate this committee with two parents, Miss Emily
124Allen and Mrs. Samantha Hildrith. Ladies, I will turn the time over to you. Um for information items we keep to 10 minutes for the presentation and 10 minutes for question and Miss Kirby will put a timer up so we know and we just again appreciate you being here tonight. Thanks. Hello President Davis, members of the board, uh Dr. Shum, members of superintendency. My name is Emily Allen and this is Samantha Hilddrth. We're grateful for the opportunity uh to be here this evening to share the work we've been doing as part of the alternative calendar design team. Um, as parents, we admit that it feels a little intimidating to be here in front of you, but um, we're here because of a concern we had initially had with the calendar survey that was done uh, last
125year. And so, after reaching out to you with our concerns, we were impressed to receive very thoughtful responses from many of you and were uh, shortly thereafter invited to meet with Dr. Stum and then invited to co-f facilitate on this committee. Um, that invitation meant a great deal to us. Um it showed us that our concerns were truly heard and gave us the chance to put our words into action by participating in the process. Um while we had the opportunity opportunity to facilitate the process, we're grateful to work um with a great committee um made up of teachers, principals, parents, district personnel, and classified staff. Uh the committee truly represented a well-rounded group of stakeholders from across the district uh bringing diverse perspectives and valuable insights to our discussion. I first want to say hello
126to the members of the board and superintendency and thank you for this opportunity. We as a committee had six two-hour meetings over the past few months. So we definitely put in the time and effort to come up with the best calendar we thought possible. Each time we met, we read the purpose to remind ourselves why we were there and what our intentions should be. The purpose was to develop a non-standard school calendar that presents a viable alternative for to the standard calendar for potential consideration by the Mesa public schools community. The design team is tasked with creating a recommended 2027 2028 non-standard calendar for review by the superintendent. The intent was design to design something completely different than the current traditional calendar while still adhering to the state laws and district policies. We believe as
127a team we worked well together to fulfill that intention. Um the process uh for creating the calendar was very intentional. Um Mr. Wing introduced us to interestbased strategies framework and at first we wondered why such a thorough process was necessary to just build a calendar. Um but as we moved forward we quickly realized how valuable it was. Uh this approach gave everyone a chance to share ideas, listen to one another and fully explore all possibilities before creating our proposal. Um during the story phase of this process, we explored all the reasons why an alternative calendar might be needed or wanted. Uh some of the areas we examined included student absence data across the district, calendars from surrounding districts, facility costs during summer months, state laws on the required number of school days and allowable breaks,
128and the impact of breaks on athletics and extracurricular activities. Um after compiling four pages of information, we moved into the options phase where every committee member was able to share calendar ideas. Uh we were reminded that no idea was a bad idea. Even Mr. Wing repeatedly suggested uh adjusting the calendar to account for the day after the Super Bowl. Um and uh next, working in our small groups, we used what we had learned from the story phase and our brainstorming to create calendar drafts that we all felt best met the needs of all of our stakeholders. As I mentioned earlier, we as a committee followed all district policies in Arizona state law. This includes having at least 180 days of student instruction and schools being closed on all major holidays with winter break being no
129more than two school weeks. As we continued going through the design process, we divided up into small groups, as Emily mentioned, to come up with a handful of different calendar designs, taking into consideration what we had previously discussed. Each group then presented their calendars to the entire committee. We then went over the similarities and differences in each calendar and these were the agreed upon calendar conventions we came up with together. One week of fall break, one week at Thanksgiving, two weeks at winter break, two weeks at spring break, 4 days at Easter with a professional development day, the the Monday after Easter or just off depending on what's decided. um to not start school on a Monday, to end before Memorial Day, and to end school on a Thursday. We will go into further detail
130on why we made these decisions, but here are some of the other calendar features on the slide. This calendar creates a slightly shorter summer, but creates more breaks that Emily will now go over in calendar form. So here is the proposed alternative calendar for the 2027 2028 school year which follows the agreed upon conventions. Uh so as you can see on the calendar uh school would begin on Wednesday July 28th. Um there would be a oneweek fall break held in October followed by a professional day for teachers. Uh the entire week of Thanksgiving would be off. Winter break would include two full weeks. Uh spring break would last two week two full weeks uh with a professional learning day scheduled for the Monday after Easter. We wanted to further explain how we came to some
131of these decisions. Initially we wanted to align better with our surrounding districts but we soon realized that every district was slightly different. So it made it a little difficult. We did find some alignment, but it is impossible to perfectly align with all of our surrounding districts. We also concluded that most families and staff didn't want to go back to work in school too early in July. When we looked into the data of absenteeism, we saw that two of the highest absentee days are the two days before Thanksgiving break. Instead of giving two back-to-back weeks off in the fall like other districts do, we realized that if we took those two days of instruction away the week of Thanksgiving and gave an entire week of Thanksgiving break instead and then kept uh October break to one
132week, it made it so both of those problems would be solved. Staff and families would still get two full weeks of break in the first semester, but they would be split up into two oneweek breaks. And since we only took away two days of instruction during the week of Thanksgiving instead of adding a second full week of fall break, we were able to make the start day later in July instead of mid July like other districts with the start date being July 28th. One important discovery uh was that the professional development day scheduled right after Christmas break was not aligned with state law uh which requires schools not to take more than two consecutive weeks off. Uh so to to address this we moved the professional day that's typically right after Christmas break uh to
133the Monday after Easter uh which also happens to be one of the highest absentee absentee absence days. Um so our proposed calendar still maintains the 180 instructional days with 90 days in the first semester and 90 days in the second. Um we believe this calendar is competitive with those of neighboring districts while still preserving the highest priorities identified by our stakeholders. Um so uh we just wanted to thank you. This has been an educational and rewarding prog uh process for us. We've truly enjoyed working alongside Mr. Wing and Miss Kirby and Miss Lassir and many others in the district and community. Most of all, we're grateful to you, the board, for listening to our concerns and giving us the opportunity to take part in shaping a solution. Um, thanks for your time and allowing us
134to present our work. Um, and at this point, we'll turn the time over to Mr. Wing for the next steps moving forward. >> I think we have another slide. I did want to thank uh personally some of our design team members. >> Oh yeah, sorry. >> In one of the slides, it shows the the individual's names. I know we referred to how many in each category, but thanks for all of your work, too. Uh 62-hour uh days. It didn't seem like that long, but I guess it does add up. Also, administration, Mrs. Allen, Mrs. Heldrith, uh we'll be willing to present any of your presentations at board meetings in the future. So, just give them a call. No, you two are great. Thank you very much. Uh the next steps, we're just asking for President
135Davis, you and the board, not necessarily an action, but just kind of thumbs up for us to continue with our work and to allow our Mesa Public Schools community, parents, staff, um and just community members in general to consider both of our our current calendar structure and this alternative calendar structure uh for consideration. That information will be provided to Dr. Stum and his team to make considerations and ultimately uh provide a recommendation for 2728 2829 school calendars to the governing board likely in November latest December. >> Thank you. And do we have time for questions from the board? No. Mrs. Hutchinson, do you have any questions? And we'll just go around the dis. >> Thank you, Madam President. Okay. So, we we started off with a study session on instructional time. And when I'm looking
136at the calendar, I'm I'm seeing the loss of of two days um for Thanksgiving. And then in spring, um I'm seeing a loss of a week. and and maybe I'm thinking too much like the AP teacher that I was for 25 years, but I I'm wondering how the heck I cover all my material for the AP test that's happens in early May. So, that's that's one of my one of my concerns and but but thinking bigger because I'm not the AP teacher that I was. Um, I'm also thinking about state assessments and that we would have one week of of um break right before state assessments. Is that correct? >> That is you're talking about the spring break being a week. >> Yeah, that is correct. >> Okay. Um, and I'm so I'm I'm I'm
137I'm not I I I should have started. Ladies, thank you so much for this. you have taken on an enormous task and I'm just thinking about instructional time since it was um in our opening study session. Um so I'm I'm I'm wondering if possibly we could get some information maybe from our sister districts if if perhaps that type of instructional time loss has had an impact on state assessments. >> I I've I've lived in one of those sister districts for 17 years, right? And uh the impact is minimal because it gets frontloaded in July and that that's similar to this calendar. We start pretty much a week earlier uh to get home with this calendar. Uh and and so that that puts a week of it back. >> Okay. >> So it's really the two
138days of Thanksgiving. >> Great. Okay. Okay. Cool. All right. Okay. That's that's good. All right. So, um and I was wondering about coaching, you know, the the the sports schedule and all that kind of stuff as well. Okay. But the other thing is we've heard from a number of classified employees and this always has seemed to be the big the the the big block um um something that we have to get over um but um but it's a it's a real concern for our classified people. They do and they are hourly employees. They will not be employed and it's re how do they pick up their hours? Um we we have we figured out some things in the past where we were able to um employ them doing um important work. But are we are
139we coming up with possibly a plan where we can make sure that our classified employees don't lose income? >> Have we planned for that? We have not. uh because we haven't had the community weigh in on two calendars yet. So we're our purpose was just to uh develop that alternative competitor >> to the current structure. Uh no, there will be no loss in paid days. >> However, and Mr. Corp who shared earlier um this evening is not wrong. It's just when you get paid, right, >> is going to be the the matter. So two weeks of spring break, not being paid for that two weeks uh does make an impact uh to individuals. And so we'll if eventually this calendar is the one that gets ultimately approved by the governing board uh the district will
140the district along with our meet and confer friends need to consider options if if any. >> Thank you Mrs. Benson. Um, I too would love to thank you guys for uh putting in the work in the um effort. As an elementary school teacher, I can tell you uh I I think the I I love the idea of a week off at Thanksgiving because those two days that we are here um let's be honest, we it's more fun stuff rather than real hardcore instruction because everyone's thinking about that turkey on Thanksgiving. So, I like the creativity of this calendar. Uh, I love that we are competitive. And what I really love is the fact that we were responsive to the community that said, "Well, wait a minute. How come we we've always had a choice in
141a calendar? I mean, the traditional calendars uh always won out. However, why weren't we offered a choice this time?" Now, I noticed though in our our next steps will be to um place uh to the community uh vote. Um do you have the 2728 calendar drafted that that follows this format? Because we're we're we'll be voting on a two-year cycle, right? Are we going to go back to the two-year cycle? >> I think we're just in the survey. It just shows 2728. It shows the traditional and then our al alternative calendar side by side so that um community can look at both what the differences are going down and then they'll get to weigh in at the bottom. We do like the survey that was created. We were shown it because it it uh gives
142you an option of telling you telling us you know I really hate this or I really like it or I kind of like it or I kind of hate it. So there's a little bit more variety and being able to understand what people's feelings are towards both calendars. Um and then I think depending on which calendar is approved then they would use that same model to create a 28 29. So then then two years would be approved. >> Perfect. And then I just wanted to um Mr. Core addressed um pay periods or cycles but certified would not be affected by that would they is it just they're like they're um they're paid we just got paid every other week. that doesn't get affected does it or doesn't with this >> member Benson um audience teachers
143salaries will not be will not change it's the payment at methods that will change and so they may have more they may earn because you're stretching the the school year the nine months you may have more checks within it and less of a lump sum during a summer because you were paid a portion of that through those paychecks because potentially the calendar is although it's still 180 days, 185 contract days, it's in a wider >> there'll be more paychecks more bi-weekly paychecks within that longer calendar. >> Thank you. Mrs. Walden, >> could you repeat what you just said? I was taking notes for other questions. You said there'd be more bi-weekly paychecks in the longer calendar. Is is that the the 23 paychecks versus 24? >> The earlier you start or the later you you
144end in a 9month period or what could be 9 and a half month or whatever framework. They'll be more your first check will be earlier and then you'll be paid every 2 weeks and then your remaining balance in the summer may be less because instead of a 26 paycheck you where you get 22 plus 4 as a lump sum you may get 23 checks with a equivalent of three paychecks in a summer lump sum in June for example. So again, they'll be paid their full salary. If you're $60,000 teacher, you're going to earn $60,000 is how many paychecks and then that monthly I mean, excuse me, that summer lump sum that impact that it just it's just something that they're not used to. Uh there are times when leap year even a couple days makes
145a difference on when July 1 hits it. There's a trickle down effect. It does push payday sometimes little uniquely. >> So the the non non-traditional calendar gives you a little bit more like that additional paycheck or more in the non the non-traditional. >> Yep. I wish I had the number the exact number, but the current structure you'll have um you know you take your $60,000 and divide it by 26 checks. you'll get paid 21 of them during the school year and then five of five you get because you put the money um you set aside money every pay period to have that lump sum equivalent of five paychecks. But on the alternative one where you're stretching the year because you're having more breaks within the year, you may have 22 checks, not 21, and only
146four equivalent checks in the summer, but the summer is also smaller too or shorter as well. So it's just how you get paid. And um when you get paid, is this going to be um if we go to this calendar, we'll have to educate our staff in advance. >> Yeah. No, that makes sense. So um I really like that the committee looked at absenteeism. I think that's really really important and I hadn't considered like the week of Thanksgiving just having that whole week off as a break. So, there's definitely some really um important uh research that I think went into the calendar. And I mean, I'm I'm open to sending a sort of non-traditional calendar out to the community. Um even our traditional calendar today is still different like from when like I was in
147high school, we didn't have fall break. We had a shorter school year and then since then the legislators extended the school year and and now we have more breaks. So it's it's what we call traditional isn't even all that traditional now. Uh and it seems like all of the surrounding district districts at least like East Valley districts are getting I guess a little bit more I want to say I guess creative wi with their calendars. So we're definitely I think the last district standing that still has more of the um what people are used to in a traditional a shorter fall break or a shorter spring break as opposed to the the two weeks and two weeks. But I think it's uh it's there's a lot of signs out there that people are are open
148to changing the calendar. So I'm good um doing the doing the survey and having both calendars sent out to our community. I I I mean I do have some concerns just what was brought up in public comment with with the pay, right? Because you know people having to like we know things just keep getting more expensive, right? And so education would be a good way to address it. I I imagine that if the community does support this this uh revised calendar that all these other districts that have been doing this for a while might have some suggestions and help they can offer about solutions for some of the hourly employees on on on the longer breaks. I think everybody would be open to that kind of discussion or that, you know, that kind of partnership
149with other districts and getting best practices and ideas from them. But for sure before we do anything, we've got to see if the if the public is interested in this or not. Um, and I really appreciate you all presenting here tonight. Um, I remember the first time I ever spoke in public comment. So, it's like really different and kind of like, you know, it's a little bit nerve-wracking to get up at the podium your first time. And you all did a really, really good job. And, um, I do have a question just for the parents because and looking at the design committee and it's not a huge committee. I mean, it's definitely diverse, but do you feel like you had enough representation from the district and parents uh to put put this calendar together? Did
150you feel like you had a a good uh a good spread of different kinds of of families and employees? >> Yeah, I definitely do. I was actually really impressed with the committee. I wasn't sure how many would be on the committee when we first showed up, but they put a lot of effort and time into making sure it was diverse enough um and everyone was heard. And even Mr. Wing, like Emily and I came and we we thought we would maybe not be as invested in it like as heading the committee because we don't work for the district and we're we're new here. But Mr. wing definitely took us under his wing, no pun intended, and uh and he kind of forced us into that leadership role and we learned a lot and and I
151think I can speak for the whole committee to say that everyone was heard and it was a a really diverse committee. So, so yes to your question. That's great. Thank you. And then just one one last just question on the the sort of the Easter holiday. You mentioned four days. You're including the weekends for the four day thing because is the Friday before the Good Friday is always a holiday too. So is the change here adding the professional learning day, the Monday after? >> Yes. So the four days would be Good Friday, the weekend and then either a professional learning day or just a day off for everyone. >> Okay. >> So that would be the four days. Yeah. >> All right. Good. I just want to make sure I understood that. the the discussion
152to be to just to add to that. Uh member Walden, the discussion was having an extended weekend break between spring break and the end of the school year. So that'd be a four day uh weekend for students. >> Yeah. And then that one if if something like this were supported by the community because Easter fluctuates so much, you know, sometimes it's March, sometimes it's April. I imagine you'd have to look at look at that and tweak when spring break is possibly >> the recommendation to that. It's a good point. We did review the uh the upcoming years. Uh the recommendation ultimately would be for a two-year calendar 2728 and 2829. And both uh school years uh Easter takes place in April. >> In April. Okay. And then after the two years you you'd bring it
153back for review and approval and stuff. We'll bring that calendar design team gang back together and um we'll look at current options and possibly new ones. >> All right. Thank you. >> Thank you, Mrs. Walden. Mrs. Chassley, >> Mrs. Allen, Mrs. Hilddr. Thank you so much. I have a question for you each. What was something that you learned during this process or that surprised you? I I think first of all it was just really uh impressive for me to feel like I had a concern and bring it to the board and felt like I was you know heard and then able to meet a lot of people be able to hear so many different perspectives uh like Miss Hildra said we were able to hear a lot of different perspectives which you don't think of
154as a parent you know so we were able to hear from classified staff we're able to hear from district personnel from administration from people that don't necessarily work with students and just kind of what the different opinions for people who live outside the district but work in the district. And so it kind of made you really open up your mindset as to like what would be the best option. And I think that was what was neat to see at the end is that even maybe not everybody thought that this was the perfect calendar, we all could come to cons consensus that this was like the best alternative calendar that we could come up with and and a nice one to present to our community as something different and to compete with our our neighboring districts.
155So, it was a really uh neat opportunity and I'm grateful for the opportunity as well. >> Uh, also as Emily mentioned in our presentation, Mr. Wing introduced us to the interestbased strategies design and she briefly mentioned that that's something we had never heard of and it seemed a little excessive. We just thought we'd all gather together and just come up with the calendar. Easy as that. But we definitely learned that it's a much bigger process and as Emily mentioned, we kind of thought it was silly. But as we started going through the different steps, we realized how important it was. And we we definitely learned a lot. And just to tag off what she said as well, like um just all the different positions that were on the committee, like we had athletics and um
156administrators and parents and teachers. We had just some a little bit of everything. And there were things that we had never even considered as parents would be important that definitely were important and something to consider. So, I do think all voices were heard and I'm I'm really proud of what we came up with and how we worked together as a team and we definitely learned a lot. Thank you. I as a board member would love to see us do a survey. Um, and I'd also like to see that education for our staff. I don't want them to be guessing what their pay paycheck is going to be. I know that happens often to teachers when adjustments are made to know what is my actual paycheck going to look like. Um, so that would be really
157important to me. Do we anticipate including another question about Wednesday early release in this survey or not at this time? >> Not at this time. >> Thank you. Um, one more question on classified staff. With this new calendar change, will the number of contracted work days for them change? Do we know that? Madame President, um the number of work days and paid days will not change for support staff or certified staff or any actually any staff member. Uh it's just the impact is the non-work days within the school year and how they get paid. >> Okay. Thank you. Um I just want to thank the two of you also for leading this. I know there was lots of opinions on and I appreciate all the work that went in as this committee to to hear
158the different voices of what's going on. I know this has been a discussion for years and as a parent I hear it a lot. Um we want to we want to be like Gilbert and Chandler. Well Gilbert and Chandler are all different too and I think that that's kind of an eye openening. Another thing I hear all the time is why don't we start after Labor Day and end before Memorial Day like when we grew up well the things have changed and days of how many days we have to be in school is different now. Now we have 180 days. And so I think perspective, learning and educating ourselves and knowing things is powerful. And as we talk to our friends and neighbors, just having these discussions, I think opens doors. And so I appreciate
159the discussion here today. I appreciate you guys taking all the time and meetings um to put this together. I kind um and I do want everyone to know this isn't we're voting on this calendar. This is just a survey to go out to families to hear what we what um our community wants. And so this will be a survey that will go out to our families and community to and staff um to see to to get their to hear their voices. And so um as we move forward with that and I think that that will conclude. Thank you again for being here tonight. We appreciate it. >> Madam President, really quickly, how how will that go out? Is it going to go out through like multiple modalities so that uh everybody who wants to have
160a voice in this uh calendar has the opportunity? >> Yes, it'll be very similar to last year. We we had a great response rate last year. Uh the response rate wasn't the problem. The really what got in the way last year was the survey design three years ago was not a great survey design. and it it ended up putting multiple votes in multiple buckets. And so on at the last minute, we put a calendar out so that uh we could be prepared for 2627 cuz parents want to know two years ahead of time. And that would also prepare them for 2728. And the board upon your advice said, "Hey, let's just do 2627. Let's get this calendar committee because of these concerns by parents ready to go." So it'll be an extremely similar process because
161we were not disappointed in the response rate in the survey. >> Thank you and thank you again for presenting. Um so with what I hear tonight, I hear that we are good to move forward with serving the community as a board and they will get going on that. Um our next presentation is from uh the chair of our CCAP which is our community curriculum advisory panel. Mrs. This is Rachel Bostock. Um, this is a boardappointed committee. Each board member appoints two members to this committee and I know that um several of our action items tonight have gone through CCAP. So, Mrs. Bosak, I'm going to turn the time over to you. Um, and we'll do again 10 minutes and then 10 for questions and if we need to add, we will add like we just
162did. So, thank you. >> All right. Thank you. I'm Rachel. Um, thanks for having me, Madame President and board and superintendency. Um, this is our meeting took place a month ago. So, it was August 25th. Um, let me see if I can figure this out. I don't know. Oh, there we go. So, our this first meeting, this is the list of the new members. Um, the committee includes 10 voted on or appointed by the board. So, two for each board representative. Um, and then there's a a principal from an elementary, junior high, and a high school that is appointed by Dr. Stumm. And then Dr. Stumm has the opportunity to appoint another person to represent him on our committee. And so this is just a list of those names. And then Tracy East oversees um
163also from the district. Um, of this of this whole list, everyone votes that has the opportunity to vote. So there'd be 14 voting members. Um, so we that's just an overview of of who our committee is as of August. I think there's been a couple changes that we'll recognize at our next meeting on Monday. Um, I'm not sure which button I'm pushing that is making a difference. There we go. Okay. So, we just kind of went over what our purpose is and that we have to follow open meeting law just like you guys do. um the public is allowed to come and be in our meeting. They just cannot um vote in the meeting. We went over our bylaws and we came to the consensus that at our next meeting we're going to revisit those
164um so that we can make them more in line with the governing board's procedures and directive. Um we went over a little bit of well I got selected as chair so and then Tracy I mean Tiffany Crist is um the vice chair and then we went over our meeting schedule um and then the things we were supposed to discuss this at this meeting. I'm going to just go to quickly go through the ones that we discussed um and a little bit about what was said about each item. The first item was the IB philosophy um for the IB programs. It currently receives um a half an econ credit. Basically, the district from my understanding was coming to ask that it would be a full class credit, making it half ECON, half government credit. Um because
165it's a year-long course and it's only been receiving half a credit. Um as of right now, um this class is geared towards 11th and 12th graders in the IB program. Uh the only little bit of concern or question that we had on our committee and some of the teachers was that right now that would if this is passed um it would give access to the econ and government credit for 11th and 12th graders in the IB program. But how is that um equitable for the rest of the traditional learners in our district? Because econ and government aren't available to them and I know that there's lots of 11th graders that would love to take those two classes. So that was just one of the things we wanted to consider is maybe making those classes available
166for everybody, not just IB students. This um unanimously passed. The next class that we talked about was AP cyber security. Um AP is actually piloting this course right now currently um around the nation. It's part of their career kickstart program. Um so there's not any data right now about how that class is doing or whether it how colleges will accept that credit at all. Um and we were voting to recommend it as a pilot class for principles that might be interested next year. Um a couple of the things that that were interesting to note um is it would be available for 10th through 12th graders and it would only qualify as a semester of credit for intro to cyber security. Um some of us were wondering uh the cost analysis is it the same amount
167to take that AP test when it's only worth half a credit versus one credit. So, how is that for students if that's the case? Um, this one passed with eight yays and five nays. The next one is AP business and personal finance. And this is also another AP pilot that is being piloted right now as part of their career kickstart program. Um, and we are voting to recommend it as a pilot here in our district again for principles um that might want it at their campus or feel a need for it. It's also available for 10th through 12th graders. Um there was there was some question because the person presenting it let us know that this um is part of their career kickstart program and somebody asked about um project lead the way that we
168voted money into just recently and she said there is available programs that are similar to this through project lead the way but she likes the career kickstart program better. We were just wondering again something to consider like when we're in a deficit like is it worth putting more money towards it when we've already voted money in for the other program but we don't know a lot about that. Um this would also qualify for um one a semester credit not a full year credit. So there again how does the cost analysis some of the questions were we felt like it would be better as two separate classes but we can't mess with it cuz it's AP. And this one also got 10 yays and three nays. The next one is the IBM program. This one we
169weren't really voting on the program. We just were voting on how it was we wanted the course catalog description to match with the classes right now. It's not a very good description. So, this was updating that for the course catalog. And this one um passed unanimously. The next one is integrated statistics and quantitative reasoning. I just have to say the representatives, we loved them. The math representatives that came, they were so well spoken. They knew what they were talking about. We felt a little bit more educated after they presented to us. You guys had already voted on this class being a pilot. So, it is currently being piloted. This was just those representatives reiterating what they were adding to the program and showing us um the curriculum map and the scope and the sequence and
170the teachings um for it. they uh we spoke to outside, but I'm going to bring it up anyway, two of the teachers that are part of the pilot program and they just went to um a conference to actually see how this class can be integrated better into our school. So, they're helping get the curriculum ready and we really like that a lot. So, this one passed unanimously as well. The last one that we talked about was gaming con concepts. Um this is a proposed pilot class at Red Mountain. Um, we were really impressed with the teacher taking initiative to come and bring um, a class forward and start writing curriculum. We had some concerns about video gaming being played in schools because it's currently not allowed in schools, but that it would be a class.
171We were told that um, there's five games approved through the AIA for e- gaming and there was just a lot of discussion on whether this should be a class or a club. Um it was about half and half. Many people thought it should be a club. Many thought it was fine for it to be a class. Um there was also talk that we would really more appro like a class that was more building like a computer or designing building coding a game versus playing the games. Um but this ended up passing again with seven yays and six nays. Um, the only thing I want to discuss at the end of this is when I got the notes, I wasn't sure if I took notes correctly, but when I got the notes sent to me, the
172the vote was off. There was only there was only um 12 voting members there. There was 13 votes counted for each item. So, as the chair, I'm just going to say I don't for me that's a heart. I don't like that we were off on votes and we need to figure out at our next meeting where that count was off who who voted that shouldn't have voted so that we can correct that moving forward. Um all of the rest would still have passed no matter if we took away a vote from either side. The only one that wouldn't pass is the gamings. So that one wouldn't have passed if we had taken away a vote from somewhere. So do you guys have any questions for me? >> Thank you. Thank you for being the chair
173and being really fast. Sorry. and and serving on this committee. I think everyone can see it takes a village outside of here to help build our schools. So, we appreciate all those that are involved. Um, we'll start with Miss Hutchson and go around the dice. >> Miss Bosak, I really want to thank you for um chairing and presenting us um from your perspective being a community member. We have not had that perspective and it's I I very much appreciate it. Um I appreciate everybody on the committee. I I know the two ladies I've appointed have been there for seven years and and um and and it's a labor of love and I and I can't thank you enough for the community having a voice through you um on on the committee. Um the the one
174thing I did I did want to ask um do you know and maybe maybe I'm getting too deep in in in into the weeds for you but do you know number one is it are the the courses that came before you are they were they initiated by teachers in other words teachers that wanted to teach this course um or second or was it kids or was it administration? Did did you get a sense of who of who proposed courses? And then and then secondly um I know particularly with the AP courses the teachers have to be certified by AP. Do we have the personnel to teach like for example the AP cyber security course? >> These were questions we asked the same thing too because obviously these AP courses are not something that anyone here
175came up with. AP itself, the the company is offering these classes and so we have availability to get to these classes as well. Not only will they have to be AP certified, these are both CTE courses, so they will have to be AP and CTE certified. I do know that I'm speaking correctly, right? Yes. So, um, so we they would have to do the both of those. We don't know. We asked the same thing about teachers because we know we're in again budget shortfall, etc., etc. There's a lot that's not our purview, but these were questions we asked too. So things that you guys could ask. The ga the gaming class was a combination in my understanding of the teacher taking an interest noting what his students wanted. So I'm assuming students came to him
176as well. IB again is the IB company. We just want to reformat how the credit is given out which we were all totally fine with that. It's just more about equitability to other students. Um so yeah all as of right now the the integrated statistics I believe what they said that that was a combination of teachers and again students. >> Thank you Mrs. Vincent. >> Uh thanks for heading uh this up Mrs. Bostock. Um I I actually probably have I'm not sure who can answer this question, but I am intrigued as to um why the AB I'm sorry IB philosophy credit goes towards econ. Does anyone know like do they discuss economics in a philosophy course and government? >> Member Benson, our social studies secondary content specialist. Um it was brought forth by the teachers
177um at at Westwood and our secondary content specialists work with that department to look at the standards and align those standards. Um and it it does match the economic standards. >> That's fascinating. >> It's fascinating philosophy. uh and we we do not um as a district have uh the availability to alter AP curriculum or IB curriculum. Correct. >> So if we it's it's an issue of are we going to offer it? Are we going to extend the credit because we don't actually like other curriculum we can have some degree of influence over. >> Is that correct? >> That was my understanding as well. We can we can choose how we deliver the credit based on if it meets state and our local standards which is why they were asking to add both those credits in.
178That was my understanding. Is that right? Yes. Um currently the students were receiving a half semester of um government and we were adding on is it the other way around? Sorry. Half a half a credit of econ. We're asking for the additional half credit. It's a year-long course. Um, and when you participate in the IB program, they actually go above and beyond our Mesa Public Schools diploma in terms of the credits that they um have to earn. And so based on their four-year plan, they have to have six higher level courses. And those are categorized in different areas. Um, and so based on their four-year plan, um, the reason that they start either 10th or I mean sorry, 11th or 10th or 11th grade is because of those additional courses and credits that they have
179to earn from the IB programming. So that's when they looked at the year-long course, they wanted to ensure that they were able to fit in those additional courses that they have to take >> for dedication. If a student's taking a year-long course and only getting a semester credit for >> Yeah, exactly. That we were totally fine with that. I feel like they should get a full credit. >> Yeah, I wouldn't take a year-long course and only get a semester credit. So, I'm just saying. Um, then the final question, do what what kind of consensus because we're going to be asked to vote on um your re the CCAP recommendations later. Did you get a consensus a feel from the group um as they looked at the AP curriculum for like I personally was not impressed
180with it I have to tell you on either course uh but h how did the community like did you get a sense of uh the committee that you are leading did you get a feel from them would these be things that would actually be of benefit to me students >> um okay so the consensus I felt was anybody body that is currently an administrator or has been a teacher or any sort of counselor really likes it. And from my parent perspective, and again, this is just my opinion, is it's always great to have access to more to more um electives. It makes scheduling easier. It makes kids have, especially when you're talking AP, these AP kids want classes. They want more AP classes. It's better for their overall outcome. Those of us that were parents,
181we had a lot of questions on it. We didn't we didn't love the curriculum either. Again, I felt like AP business and AP personal finance should be two separate classes. Cyber security, there was a lot of concern that it's a very changing, everchanging like just it's always changing and developing and so how would they keep up with that? But again, where we can't change or do anything with the curriculum. There was also concern about are colleges going to how are colleges going to accept those credits because we don't have that data yet. >> Okay. To piggyback off that will we Dr. Eastless before next year would we have some idea? I mean if we pilot it and by the end of that uh spring is it a year long? Are they yearlong or are they
182semester courses? Because if they're only getting a half credit again that's dedication if they're doing it for a year. Yeah, they're actually getting a full credit for both those AP courses. They're year-long courses. >> Okay. So, do we will we have that sense from AP by the time before we pilot it? >> We might. There are um committees working right now and I know they're always updating curriculum across different IV updates, AP updates, etc. as they get feedback along the way. Um I don't can't guarantee we won't have that before the first um class is offered. Um, also just a point of that again, this is why we're bringing it to you as a pilot. We don't even know if kids would be selecting it and signing up for it. But if we don't bring
183it to you for approval, then it won't be an an option for us to know. >> Thank you, Mrs. Vincent, Mrs. Walton. >> Right. Thank you. Thank you for coming tonight. I appreciate it. I I I do want to first address because this is something I I did talk to Dr. Strong about on the voting that the extra vote. Do you want to take that over? >> Yeah, we Miss Bosaki, you wouldn't be aware of this. We address that in a a board report. I weekly have to send a board report to the governing board to report on what I've been working on. And uh we did some discovery, took Dr. Eastless a and I a couple times to go, what the heck's going on here? Uh but that's why gaming is not in front
184of the board because in reality uh there was a double counted vote from a person that voted last year per purposefully because the superintendent didn't have an appointed member and then I do have an appointed member and so that person thought they still could vote and they can't vote because I have an I appointed someone to the committee. So the vote once you take out that person's vote it was a 66 vote didn't pass and that's why gaming's not in front of you. So that's why we do not have it on the action items. Just >> Oh, okay. I just if you were privy to the board's status reports, you would have >> Okay. >> I apologize. >> I wanted to make sure that we got that out and addressed that. So that definitely won't
185be a problem in in the future. And and I really appreciate you you coming here, too, cuz I think it's nice to have the the chair here. Then on the um other votes, it looked like none of the other ones were close. So even like they they weren't close enough. It seems like the cyber security had the most nays and can do you remember what that was about? Was that because people were concerned about the the changing nature of that topic? Is that why? >> Yeah. Um it was mostly parents that voted no for it. They just they don't they just didn't think that it was a valuable course. >> Okay. No, I just I wanted to know and that's that's on our our topic later. like I'm excited about the course. That's why I
186wanted to to know because I it is a changing field. Like my husband works in in in that field and so I know there's there's a lot of things that that do change over time. So it's probably one of those things where you're going to end up having some supplemental curriculum that you're constantly looking at should this course uh be offered. But it's also like a a field that there's a lot of well-paying job opportunities too. And I think that's where I was excited about it because I think, you know, we're not seeing this in other high schools, but with the kind of tech growth that's happening in Arizona, this seems like it could be a really good starting point. So, I wanted to make sure I understood where some of the no votes were
187coming from. Uh, I think you that's where the curriculum is going to be important. And there there are things though that are that are very teachable in that area that that don't change. There's some real core basics I think that would probably be covered and and then it's something I think if it was a really popular course we'd end up probably having to vet different supplemental materials for for the changing nature of that field. What what we what the consensus was is that AP cyber security is a class that an AP child is taking to get into college. And if a person if a child was more wanting to take an a a cyber security style of career again maybe they would choose EVIT versus BAP. The other ar the other argument that was interesting
188though from our district members was saying that this would also give access to an AP course to a child that maybe wasn't typically an AP student because um somebody else might take AP cyber security that is going to go to EVIT because that interested them them and it would also give them access to AP. >> Those are really good considerations for sure. Yeah. I I I I know Evit has has has offerings in in the in the IT in the tech field. So that uh that gives me some more insight into it. So I appreciate that. And okay, those uh those are my questions. Uh Mrs. Benson's questions helped answer my other one. So I'm done. Thank you. >> Thank you, Mrs. Walden. Mrs. Chaffy. >> Yes. Since I've been on the board, I've really
189struggled to get access to teacherf facing documents when we pilot new courses. So I'm always really nervous when we get to this space because we often have just the competency documents, the the public facing documents and so it gets hard as a board member to really know what are our students going to be learning and when. So I really do appreciate the AP structure of these courses because you really can see what it's supposed to look like, what those students are going to learn and what they're going to get out of it. So my my advice to CCAP would be to please demand that of district as you as they bring courses to you that it should be as full as fully developed as these documents are because it's very helpful for a public to
190know when you're picking your kids schedule to really know what the classes are. Um in relation >> I agree >> in relation to pilot courses. How many secondary classes are we currently piloting without these courses? >> I'm looking at Mrs. Hamilton. I3 maybe there's an arts course >> I think maybe that's the only one >> oh that one and then the ISQR that's uh >> the integrative statistics already being >> pilot awesome I love that we're tightening up our systems and that we're coming back and reporting to CCUP how those classes are doing I think that all of this is moving things in the right direction um going forward I would like to see as a board the data on those classes on enrollment and how those students are doing how it's impacting them I
191know that due to small class sizes Some of our specialty advanced AP courses like AP music theory and AP calculus are not making on our campuses because we're insisting on like a 25 student limit, which is hard for some of those classes. So, I'm a little concerned about adding more AP classes, but I do understand this might be a way to have an an entry into AP programs. I know that often AP psychology was that class. It felt a little less intimidating than AP Calc. So, I appreciate that and I I feel like we're moving in good directions that way. Um, I think my biggest hesitation and maybe Miss Hutchinson can give me a little insight into this. Currently, we have teachers that some of them are prepping for six different classes at the high
192school level and I'm seeing a high level of burnout in those teachers and I think it's a tough ask. It's a tall order for us to have AP and CTE certified teachers who are teaching maybe six different classes um in a pretty intensely paced schedule with block schedule. We've lost instructional days as we talk about that instructional time. How do we support teachers in that environment? How do we make decisions that align with our board goals and support our staff? >> Thank you, Member Chaffy. That's very important and something that we look at all the time. um our principal supervisor, Mr. Estrada, works with our site leaders, our um myself, our directors, um our instructional team, um are often looking at how many teachers um need additional support in terms of their professional learning. Um
193we bring them together, we get feedback from them, the principles are working with them. Um and in the case of AP for example um every summer we um get requests from our site leaders around who needs additional training which comes right from the teachers um or who's new to a course and we send them for that um AP training. Similar to CTE we we offer training all throughout the year and in the summer as well. So um it really comes from our teachers and our site leaders on what's needed in terms of their professional learning. And then we, like you said, we're also looking at courses and are there things that we can streamline? Are courses not popular anymore? Those kinds of things so that we can really, um, tighten up our sequence of learning
194so that we're ensuring that our kids are are really preparing to go on to college. So, um, and career and and the workforce. So, that's what we're really looking at. >> Yeah. If I could add, um, one of the things about being an AP teachers is you have to submit your credentials and you have you have to be prepared to teach that class. You you you just I mean it did you didn't I mean I taught AP American history and I had three American history classes, but now it's tightened up. You have to you have to prove that you've got the credentials, you've got the stuff to do it. So, and so if you don't, then the opportunity through AP is and they have extensive summer institutes and and it it they're really really terrific.
195I've I've led some of those workshops. So, there is professional development, but it is support and it is making sure that they have the tools to do their job because it also then means that they've got the resources to do that work. So, um, I think we have to be very aware and I know that the district is and I know Miss Lauria with with CTE, they're going to make sure that that they've got the resources, but that they're prepared because you can't do all those different preparations and not be the person who should be doing that. You're that's a disservice to kids. But, but then you're driven oftentimes by what kids want. And I mean, that's how I became an AP teacher. kid want kids wanted it and they said would you would you
196be the teacher so you do it. >> I appreciate that perspective and I just I I appreciate CCAP coming and having that transparency. It's been really helpful since this is one of our like board designated uh responsibilities. One of the few things that we can delegate to another committee and so I I appreciate your work on it. I do want to make sure that we are not overpromising and underdelivering in our in our offerings to our students. So thanks. >> Thank you. Um and I Mrs. Walden asked my question on the cyber security on those nays and the reason the hesitation on those. So um I just want to echo our appreciation for you coming for the board serving for our CCAP for our community members being a part of that and I appreciate this
197information like you coming and sharing with us and so um we'll look forward to it again as we move forward with this structure and hearing um from our different committees as they come. But I do want you to know how much we appreciate you coming and being here and for all those that serve on CCAP. So I think we if there's any other question discussion, I think we're done. >> Thank you so much. >> Thank you. Um our next item we're going to go into action items, but prior to that we're going to take a 5m minute break and so we will reconvene at 8:11. Um and we'll be back. Um, yeah, I have 78 and then I'm driving Wait, my seven time 6:30 I'm start. >> All right, we'll reconvene our meeting. Thank you
198for allowing us to take that break really quick. And we are going to now move into our action items. Our first action. And do I have a motion to approve awarding a half credit of government in addition to the existing half credit of economics for this year-long course? >> So moved. >> Do I have a second? >> I second it. >> Any discussion? >> Um, no. I just like the idea that we're going to actually allow kids to earn a full credit for however long we've been offering this. That's what should have been happening. These kids are dedicated, so hopefully they maintain their dedication, you know, past getting an extra half credit. Thank you. Any other discussion? >> Just I'd like district to kind of look at that policy of governed econ being offered at
199Westwood for uh juniors. Dr. Asus, could we anticipate maybe offering that for juniors on some of our other campuses? >> Member Chaffy, um President um Davis. Yes. And members of the board, we can take a look at that for sure. Um, right now our course catalog indicates a a sequence of a program of study and that's a traditional pathway that we want to have a consistent model across the board. Um, and for a long time it's been starting in the 11th grade uh 12th grade sequence with the 10th grade being an elective. Um and that's due to the nature of how the ELA standards um crosswalk with social studies standards, the complex skills and thinking that are needed and and that's been the recommendation from the experts in the social studies field um for that
200progression so that we have a a model across our district, but we certainly look at and our counselors meet with students and their four-year plans um in in what that might look like for individual student needs. For sure. I really appreciate when we can customize things and I do realize that may put us in a tricky spot as our students earn more credits earlier. We need to have those conversations about the budgetary impacts, but at the end of the day, I want to do what's right for students. >> Thank you. Any other questions, discussion? Seeing none, Miss Kerui, please take our vote. With a vote of five days, we have approved awarding a half credit of government in addition to the ex existing half credit of economics for this year-long course. Our next action item.
201Do I have a motion to approve a memorandum of understanding integrate for integrated statistics and quantitative reasoning ISQR pilot project? >> So moved. >> Do I have a second? >> Oh, go ahead. >> Mrs. Walden with the second. Thank you. Uh Dr. Yuses, can you give us some information on this item? >> Yes. President Davis, members of the board, um this is phase two of the project we brought to you last April, the first phase um where the Arizona Department of Education has selected some partner districts and teachers to work with them um the Dana Center and West Ed on updating the standards. Um sorry, that's a different one. This is for um the integrated statistics course, but to help develop the curriculum for that. And so um last April we brought to you the
202firstou which was to allow those uh teachers to participate in the convening and networking and curriculum building across um several states. This is part two where now they will continue to um attend additional professional learning, network with other districts that are partnering with the Arizona Department of Education to develop that curriculum and start to implement some of those modules and units within um current math uh courses where it's appropriate um with the intent of piloting the 26 2728 school year. 2627 school year. >> Thank you, Dr. Those uh board members, any questions? Miss Hutchinson, Mrs. Benson, Mrs. Walden. >> Yeah. Was this one that there was a that there was a grant for this one that was that was approved previously or am I thinking of something else? Um we've had the algebra 2 one.
203I think that's the one I was actually referring to at the beginning and then corrected myself. Um we have the ITEL grant which is um our Hermosa Vista, Whittier and Stevenson are participating with instruction partners and then this is an additional partnership with AD. So there's been a few different um partnerships there. >> Are they doing money for for stipens for extra work? >> Yes, for so for this particular any participation in professional learning and curriculum development um there there are stipens for that. Okay, that that's what I was asking about the ground. I thought we had already approved that, but wanted to make sure I knew where the funding was coming from. And then um so this is just a anou. There's no It says that you're going to we're going to identify that
204the staff and the uh people to give feedback on this um on the course designs. There's no there's no student involvement yet at this point. No, other than um teachers are integrating if it aligns with their current standards, but no, there's there's no student participation, data sharing, any of those pieces. Um it's really to allow those teachers who are interested and um have volunteered to be part of this work with the AD. And um it says that the a department of education um was invited by Mesa Public Schools. I'm just curious, did they invite other other districts in in the valley? >> Uh, I believe Phoenix Union is part of the project and I'm not sure about others. I'd have to go back and get that information for you. Districts that were selected. >> A
205few a few school districts are participating. I mean, it it it sounds really cool, honestly. And I think, you know, this is the direction education should be going in modernizing classes and preparing our kids for their future. So, it's it's exciting. Thank you for answering those questions. >> Thank you, Mrs. Chaffy. All right. Thank you. Uh, seeing no other questions, uh, Miss Kirby, will you please take our vote? With a vote of five years, you have approved a memorandum of understanding for integrated statistics and quantitive reasoning pilot project. Next up, do I have a motion to approve integrated statistics and quantitive reasoning curriculum document? >> So moved. >> Do I have a second? >> Second. Any discussion? Starting with Sutinson, Miss Spinson. Um I do because this is the um I think Mrs. Chaffy uh
206uh mentioned this uh to Rachel that this is the document that we frequently see as board members. It's just this front-facing one rather than the actual curriculum um which we were able to see with AP and the IB programs. Now um Dr. Is I you may have answered this actually in your comments earlier is the reason that we have just a front-facing curriculum document on this is because the curriculum has not yet been fully developed but that that when that curriculum is fully developed that'll go before CPAC as well >> or CCAP sorry. >> Yes. So this one went uh forward to CCAP last uh month and because we want to offer this course next year. Um so as part of that cycle, this is the curriculum document that was put together by the content
207specialists and those teachers who are participating right now in the work. Obviously it'll continue to be refined. This template is the template that CCAP approved last year with a lot of feedback from um those members. And um if you look at um the documents, they're all pretty standardized. So that um input we were getting from parents was that every document looked different depending on the content area. And so um through the course of last year, this was the template that was approved. And if you scroll to um the middle section, for instance, it will have all of the benchmark statements, the grade level indicators in terms of what students will be able to know and do by the end of the course. And then at the bottom are the content considerations. And those are really
208where you'll get your units that are are developed and created. And this year is the first year that we have implemented across um all of our high schools. Uh consistent template for our syllabus as well. And so that's where you'll get more detail in terms of the resources that are being used, the the outcomes for the units, etc. And those are available um and we can start bringing those as well if you'd like. Um but those are available to our parents as well. So I >> so back to your original question um this this is the curriculum document and then teachers will continue to participating in this project will continue to be implementing those getting feedback from their students um along with the professional learning that they're getting with that network across >> and then
209will that create the curriculum much like like member Traffy mentioned earlier the thing that she really appreciates about the AP courses that are in here the IB program it's clearly laid out as curriculum that we as board members then can look and see the actual curriculum that's being taught. So it is my under I understand our front-facing documents. >> Um but that's not the actual curriculum. >> Um this these are the units that you would see in this course. So I are you looking for lesson plans? Is that what you're thinking? Well, I the are you saying the content considerations are the units that would be taught? >> Those would be the outcomes that teachers would develop their their day-to-day lessons from. >> So, is it going to be each teachers individually uh creating their
210own lessons or again much like the AP that we're being asked to approve and IB and those those I assume are the actual lessons. I don't I don't know. I haven't taught AP, but is that correct? Are they I mean that's what that's CCAP and CCAP and um this is one of the things that we are supposed to be um having oversight over as the board. Correct. >> And I appreciate the curriculum documents, but that's not actually the curriculum that is going to be um implemented and put into place with our students. I like I don't know what is entailed in the unit as actual curriculum. Does that make sense? >> Yes. So the unit plans are really lesson plans as opposed to curriculum. Curriculum would be these outcomes um that the students will be
211learning by the end of this course for instance. And then on the syllabus you would see what the teachers would be using in terms of instructional resources which are aligned to our adopted resources, our supplemental resources etc. Um, and then their day-to-day lesson plans with like their learning targets and success criteria and those kinds of things. So, I'm I'm I might not be understanding what you're asking for. >> Well, I I think that we want to make sure that we're actually we have access to the curriculum. So, each unit plan could be like I uh I can look at AP and they have their learning targets right to the side. They have this is um important information or I don't remember how they phrased it. >> Yeah. We want to make sure that CCAP has
212access to that as well when they are looking to approve or or re recommend to us as a board to approve curriculum that is not uh because as the I like this from the continuity standpoint but it doesn't give a whole lot of information as to what is actually being laid out in a classroom. So are we bringing to CCAP the materials for example that uh teachers would be using um are we bringing the syllabus that a teacher that the teacher is going to be designing for does that make sense like CCAP if they're going to re recommend to us yes I think this is a great uh this is great curriculum for Mesa public school students they need to have actual access to the scope and sequence that what what resources are being used
213why are they being used >> I think that's that's what you would find in the syllabus. And so we can certainly have that discussion with CCAP and um take a look at including that with the curriculum documents. Um but on a day-to-day basis, those would be teacher lesson plans. >> I I think what both of my board members are asking um representative member Chaffy and Miss Benson, they like the specificity that the AP has, but >> let's let's be real. AP that's that's that's people have come together. that's college professors, that's high school teachers, and they've come together and developed that curriculum, and it's and it's um it's substantial. I think that's why you both like it so much, and that it really does provide a lot of information. Um, and what I what I
214hear both of you saying is that you want more information um, as to the actual content, not necessarily the I can statements, though that's that's I mean that's a good start, but but perhaps it is the syllabus is what I think is what I think I'm hearing you ask for. Something that's a little meteor that has has actual content in it. >> Yes. Thank Thank you, Member um, Hutchinson. I think that's what parents want. So parents are ultimately um responsible for guiding and directing the education of their children and I think they want as much information uh for those parents that are highly invested as possible so that they can determine is this a course that aligns with my values? Is this a course that I want my students to take? And they can't really
215do it just from the curriculum document. So perhaps it is the syllabus and making sure that on the syllabus these are the resources that we're using. These are the books that we're going to be reading. The This is the um the approved uh curriculum, the book, the history book for example, that uh would have been used in AP. So, I think that's that's that's what I'd like to see uh CCAP have access to. Uh how does it lay out, what's actually being used, and what's the oversight? That's the only way our parents can actually make informed decisions about whether or not a course is appropriate for their student and that aligns with their values. Sure. And definitely those um instructional resources would be on that syllabus and we can certainly bring that. Um they're also
216posted on our website. All of the resources, our adopted resources, our supplemental resources, etc. So, but yeah, we can certainly look into that. Yeah, I think making it as simple as possible for parents to understand what their kids are doing because especially if you if we have a uh two parents working that have and they have kids and they have kids involved in stuff, the the easier access that we can provide them to what it is that we're having their kids do when they are under our purview on our campuses. I think our I think our parents would really appreciate that they shouldn't have to go digging for what it is that their their kids are being exposed to. >> Oh, I absolutely 100% agree and and we did get a lot of input last
217year on these templates. So, we're always looking for more. If there's more information that we can provide, we're happy to do that. >> Thank you, Miss Walden. >> I don't have any questions. I thank uh board member Benson for addressing that. I think I think that's something that's been been a theme that we you know want to be able to have more hands-on of what is actually what are what are students accessing and looking at and learning from in the in the classroom and it might it might be helpful and maybe you've already done this but like a definitions document. So I think like a lot of times the community says curriculum and when they say curriculum they think like a textbook like what does the textbook look like? But then the like the academic
218definition of curriculum in the industry is different than a textbook. And that's why I think sometimes we we're trying to explain what we mean, but we're using words that have a different definition than they do for you. >> Yeah. Last year we did a I believe it was a study session or it was a discussion item where we did a whole presentation on the curriculum processes, the systems, the definitions, the legal, but we could >> I remember that. Yeah. But I Yeah. I'm happy to put that back in status as well and then we can have additional conversation if that's something that you all want to do. >> Yeah, maybe I need to I need to read it again. >> I think I need a whole sheet of definitions for all things. >> No, we
219I remember that now that you said it. So maybe just a reminder of what date it was and we can go back to the meeting and pull it back up as a refresh. >> I'd I'd be happy to do that. >> Yeah. Thank you. >> Thank you, Mrs. Chaffy. >> Yeah, I appreciate this discussion. Um, I'm going into my 10th month of board service and this is something I'm really passionate about and that I really have been asking for because it's one of our statutory responsibilities and for me I don't feel that I can do my statutory duty when I am just looking at those competency documents. I do appreciate that they're helpful for parents but in these almost 10 months I have not been able to really get what we're calling curriculum but I
220really like AP's word so I'm going to I'm going to steal it. They call it a course framework. And I think there's a huge difference between saying here are four bullet points of what a student is going to learn in an entire semester versus this is a 78page document. And I agree there's a lot of support. Um and there might be a middle ground, but we really are leaving our teachers who are teaching these new courses unsupported and without the tools that Dr. Stum has really said that they need. if they're teaching 180 days of instruction and our high school students, you know, a little flexible depending on what their schedule's on. Um, but we're saying 180 days of instruction and all I can see as a board member are four bullet points per semester
221for 90 days of instruction. That for me is not adequate. And so I just want district to know that I I cannot continue to vote for competency documents. I will not continue to approve what we're calling curriculum if it's a competency document. It's great that it's available a available for our parents. I think that's wonderful. But our teachers deserve more. As board members, we have to have the actual framework for a class. And so I I've said this pretty strongly multiple times. I cannot continue to vote for competency documents and feel like I'm doing my statutory duty of actually understanding what curriculum is being taught and how we're supporting students and staff. >> Thank you. Any other questions? discussion. >> I I just mumbled. I I agree with with um member Chaffy. I I appreciate
222that. Thank you. >> Thank you. >> For clarity, can um with the the the curriculum, the front the forward facing document right now, it is my understanding that we don't actually have the full course framework for the ISQR. Is that what it is? >> That is correct. >> Is that correct? That is correct because it's in development. We're not offering the course this year. It won't be offered, it wouldn't be offered till next year if upon your approval. Um, but we want to make sure that we've got curriculum that's attached to every course that we bring to you. Um, curriculum's always in, you know, we we have annual cycles of review and and as you know, with with the new templates and the updating and standards and all of those kinds of things with all
223the courses that we have, um, Mrs. Hamilton has a a schedule um by month of of that cycle that we're looking for and and really updating. As as I mentioned, the last time some of our arts classes, for example, that we had brought last year, those curriculum documents hadn't been updated in forever just because of we only meet monthly with CCAP or even not even every single month. So, it would take us probably 5 to 10 years to get through all of our courses for um the revision cycles. So we need to we would need to approve this in order to then have the availability of the course framework being created. So if we were to vote yes this is for this curriculum document for the ISQR or whatever it is um you'll be can
224we have a commitment that the course framework for this statistics class can be brought back prior to it actually being run as a pilot next year. >> Yes. So, the teachers that are participating in this project with AD will be working on the curriculum all year long and we can certainly bring that back um when we bring back in May our um updates to the course catalog when we have anything that we found throughout the year or we've got those pilot courses that we're looking at, we bring those to you in May and we can certainly bring that back. >> Okay. Thank you. >> Thank you so much. All right. Seeing no other discussion, Miss Kirby, please take our vote. With a vote of five yays, we have approved the integrated statistics and quantitive reasoning
225curriculum document. Do I have a motion to approve the AP business with personal finance course? >> So moved. >> Do I have a second? >> I'll second. >> Any discussion? Mrs. Benson. Miss Hutchinson said she's good. Miss Benson, do you have any? >> Um, no. I just do want to make a comment as I glance through the curriculum for this. Uh it was my understanding that an AP course um really uh the goal is to have high level uh high level access to uh thinking to higher levels of um I just didn't notice it in this course. I'm going to tell you just glancing through it like the verbs they used uh I was not impressed with. So, as a pilot, I'm potentially okay with it, but um I' I'd like to follow up with
226it. Was there the appropriate AP rigor? Uh because that's what parents want, right? Is if they're having their kids take AP courses, there has to be a high level of rigor for an AP course or it's not an AP course. So, >> thank you, Mrs. Walden. What grade will this be offered to or grades? 10th, >> 10th, 11th, and 12th. Okay. Um, I I I have a financial background, so I and I'm excited for this course. Uh, I looking at some of the topics, too. I think that a lot of high school students wouldn't even be be able to define some of these topics as it as it stands. So I don't know maybe cuz Sharon's a small business owner so you you might have like more higher level higher level thinking there. I agree
227with you though AP AP needs to be rigorous. I I I do feel really hopeful in um the topics and in the in the framework that was provided to the board. So I'm I think it's great to offer this course. There's been a lot of uh community feedback about offering finance in school. There was even a bill at one point a couple sessions ago to try to replace algebra 2 with with with finance. You know, I I don't know if you know, we necessarily don't need the state in involved in it or changing standards again, but I'm excited to see the district going in that direction and offering those topics for students. >> Thank you, Mr. Chaffy. Dr. Ess can you explain why we are not continuing on or you know leaning into project lead
228the way and instead adding or pivoting to this career kickstart program. Yes. Um we do have project lead the way for some of our courses. Project Lead the Way is an expensive curriculum and so we look to find savings where we can obviously and align resources to the the courses. Um, so there's been some discussion back and forth around what kinds of resources we want to align to this course. Um, but with AP obviously it is that's their curriculum. So we have to follow their curriculum. And just a followup question, is there a cost associated with this course? Because it's my understanding that we re we Yeah, let me just ask that question. Is there a cost associated with this course? >> Yes, there's costs associated with every course. Um the exact amount I couldn't
229tell you off the top of my head right now, but I could get that information for you. >> And Mr. Moore, is that will that be coming from CTE from M? >> This would be a CTE aligned course. >> Okay. Thank you. >> Thank you. Having a son taking personal finance right now, it's actually been fantastic hearing him come up with questions and now I'm wishing he could have taken an AP class this way, but I think it's a great opportunity for our kids. So, thank you for this in the discussion. Um, seeing no other questions or discussion, Miss Kirby would please take our vote. With a vote of five years, we have approved the integrated statistics and quantitive reasoning curriculum document. Oh, I am so sorry. Wrong one. With a vote of five years,
230we have approved the AP business with personal finance course. Sorry, it's not even that late. Do I have a motion to approve the AP cyber security course? >> Oh, sorry. >> Mrs. Walden has moved. Do I have a second? I'll second. >> Thank you. Any discussion starting with Mr. Hutchinson? >> Nope. I think it's a fantastic opportunity for kids. >> Thank you, Mrs. Benson. >> No, I have a feeling that some kids could probably already um teach the cyber security or cyber hacking. Uh they may not need the AP course. So uh I I do think it's it is an everchanging field but the uh introducing kids early to cyber security I think is important. So again I just am concerned let's make sure that it's high level because it is an AP course. So
231>> thank you Mrs. Balden. >> Is this also 10th 11th and 12th? >> Yes. And then I saw it's um it'll be at all six of our high schools which is really great. >> It it'll be available. It doesn't mean that it'll be that it'll be implemented at every high school. >> Yeah. Yeah. We have to have the the interest and and the enrollment obviously appropriate certifi certification etc. >> Yeah. Yeah. Well, I I I mean, I think it's just I think it's great um tonight to hear some of the different electives we're offering and hearing and being able to see like the goals of the district start to, you know, start to bear fruit. We are seeing more options for students, right? And options that can lead to, you know, have real value in
232in the real world, whether it is college or career or both or, you know, can be a combination of both. So, uh this I'm excited about this. I hope our hope students students enroll and we'll be able to, you know, see this see this implemented everywhere. >> Thank you, Mrs. Chaffy. Just following up on our discussion from earlier, I would love to see in status report um that we have high quality teachers who are hired for this position that are both AP and CTE certified. >> Thank you. See no other discussion or questions. Miss Kirby would please take our vote. With a vote of five years, we've approved the AP cyber security course. >> Do I have a motion to approve the MPS NPS International Balorette Middleear's program curriculum documents? >> So moved. >> Do
233I have a second? >> Seconded. >> Thank you. Any discussion? Mrs. Hutchinson. Mrs. Benson. >> Just real quick, Dr. They're useless. This is just updating their middle year's curriculum. Correct. Because again, IB uh has their own curriculum which we have to agree to uh use with fidelity. Is that accurate? >> Um this is actually a couple of things. It's updating having the sections actually titled the way they're supposed to be titled in the course catalog. Um for years, they have just been coded under the general like English course or math course, etc. Um, and then this is these are the associated curriculum documents for those courses. Better clarification for parents and students when they're looking at the courses. >> Thank you, >> Mrs. Walden. Mrs. Chaffy. >> Um, it's not accessing on my little laptop
234very well, but I just would like to say I really like that this is laid out with a curriculum document, which is the forward- facing document, and then on the right hand side, we have an ELA guide and an ELA supporting document. So, maybe some things that we can take into consideration. Thank you. Seeing no other discussion questions, Miss Kirby will please take our vote. With a vote of five days, we have approved the NPS in in international balorate middle years program curriculum documents. Do I have a motion to approve the junior high school course description catalog 2026 through 2027 and senior high school course description catalog 2026 through 2027. >> So moved. >> Do I have a second? >> Second. Thank you. Dr. Will you give us an overview of this item? Yes, this
235is the um proposal for all the courses that would be offered um for our seventh and eighth grade um students as well as our high school 9 through 12 along with the course descriptions and the credits that those courses would receive. Um one thing to note is that we are still awaiting um the EVIT updated catalog. They always um come a little bit later than than we um bring forth to you because of our enrollment timelines, etc. And so once we do receive that um we will definitely share that with you. It always comes later um but we will update on the on the website when that comes in as well. >> Thank you. Mrs. Hutchinson, any questions? >> No. Mrs. Vincent? >> No, no questions. I just have a quick comment under um our
236social studies descriptions. Um, I noticed that it uh there's a description that says uh we're teaching students that they are um American citizens as well as global citizens, but that's actually not while we participate in global things. They're really just citizens of America. So, can we change that wording? Is that possible? or is that? >> Um, if you could get the information to me, I can bring that back to our content specialist um because I want to make sure that it's aligned to what the standards say. >> Thank you, Mrs. Walden. >> Uh, I don't have any questions. I do appreciate the summary of changes document. That was really helpful. >> Agreed. Miss Jaffy, I appreciate that we're having this conversation in September. Thank you for working on moving up the the deadlines. I know
237that that's been a lot of work. So, thank you. Um that was my first coming time coming to speak in public comment was like, "Please can we move this process up?" So, I appreciate being part of it. Um the social media content class, we're moving it to one credit to be in alignment with ELA standards. So, they're earning one credit for two semesters. This sounds like we have a few of these classes like this. How many classes in high school do we have that only earn one credit for two semesters? >> So, our year-long courses earn a credit. Our semester half a credit. >> So, what Okay, so maybe help me understand the change then in the social media class. Hold on. It's >> um I believe it might have been a technical error because
238it would had been listed as a half a credit. I'd have to go back and look. >> Okay. So, yeah, maybe before it wasn't listed as a year-long class. Is that one of the courses that we're piloting this year? >> No, that was approved last year. >> It was approved. Okay. >> Um, and then I would love some clarification as to the reasoning. I think it's good reasoning. Let me clarify. On page 8, adding new section for release time. Um, can you explain to me why this change was made? >> Tell me which one you're looking at. I'm sorry. >> Sorry. It talks about a released period is a privilege that qualifying juniors and seniors in high school may request under the following conditions. Um, does this include like being a teacher's aid? Is that
239a release time? >> No. Release time is when you're off campus. >> Okay. So, this is is this time we earn ADM for? >> No. Okay. Um, and is this a change to the number of classes students must be on campus for in junior and senior year? to our current is it a change? >> So the language was updated to align to the block schedule because it in the past it only referenced the um traditional schedule. >> Okay. And how does that work with like our Mesa High campus >> and the language is still in there as well for for traditional campus as well. >> Perfect. >> We're just seeing the changes. So I'm I'm looking at the changes page here. >> I think those are all my questions. >> Thank you. Any other All
240right. Seeing none, Miss Kerby will please take our vote. With a vote of five yays, we have approved the junior the junior high school course description catalog for the 2026 27 and senior high school course catalog description catalog for 2026 through 2027. Do I have a motion to approve a contract increase of $275,000 for contracted instructional services in reading and math to support eligible title one students? >> So moved. >> Do I have a second? >> Second. >> Any discussion? Miss Hutchinson. >> Yes. I have a question. Um I it seems to me like the change is that um the last sentence moving forward services will be provided exclusively through a third-party vendors. Um this is a change from using district personnel at times. Um I guess first of all my question is why this
241change and why not employ our own teachers to do this? I can take that one. Member Hutchinson. Uh during the time in which uh we previously offered the services internally, we've had several staff retire uh andor resignations. And so uh moving forward, most districts contract services out uh of these types because you can reduce your liability. Um and uh part of the everchanging uh requests with uh this private day request, it changes every year. So, if we hired staff on uh we'd constantly be modifying either hours or work because this request is a it flows uh every single year between how many private students we're servicing or or how many requests we're getting. Uh this is all funded from title one, but this is a much more uh economical way to service those needs uh
242and meet our requirements. So primarily it's because of liability and um providing services um in a more efficient manner. >> You're correct. >> Yeah. Yeah. The latter part of what Mr. Moore said really resonates in that when your workflow is not necessarily uh so think about an employee where they have a high employment need in August and September, right? But then maybe the workflow dips in the next couple months. That's hard for companies to manage. And the same thing here. We may have more private day stu private school students on title one in one year and less in the next. And so you oftentimes in those situations go with thirdparty vendors whose contracts are easier much easier to modify than higher fire sorry higher release higher release higher release. Does that make sense? >> Yeah.
243Yeah it does. Okay. I just thought it was it's an opportunity for our own people to um supplement, but it it sounds like um you've got really good reasons. So, I appreciate that. Thank you. >> Thank you, Miss Vincent and Mrs. Walden. >> I just want to just get out it's it's federal funds being used for a federal requirement. Right. >> Thank you, Miss Jeffy. No. All right. Seeing no other discussion, Miss Kirby would please take our vote. With a vote of five years, you have approved a contract increase of $275,000 for contracted instructional services in reading and math to support eligible title one students. Do I have a motion to approve a contract award award of $1.8 million for K through2 English language arts supplemental curriculum? >> So moved. Do I have a second?
244>> Seconded. >> Any discussion, Miss Hutchinson? I like the um attachment that was provided so that we know which vendors will we will be using and they are certainly vendors that I'm familiar with having voted on a number of these things before and I appreciated particularly the ELA vendors and um I I have to I have to laugh because I had to figure out what a geode was. I had to ask what a geode was and and and I know having been in classrooms that they are really now in very invaluable. Um, so, um, I I appreciate the way that we are, um, being very transparent as to what vendors we are using, but I also know that the resources from these vendors have been utilized really, um, quite well um, and are and support
245the instruction and support our teachers as they deliver that instruction. >> Thank you, Mrs. Benson. >> Um, I don't have a question. And I just have a comment. Uh Dr. Eless, you and I have met earlier about um uh instructional materials and um resources. The supplemental list I would love to see uh because not all of us are familiar um member Hutchinson with um how each of these supplementals are used. It is my understanding that they are only used if our our district provided resources um if there's a hole in them. But I would one of the things that I would also like to see is um the purpose why is this supplemental being used and the when we participate in the save consortium that's what we're doing here correct the uh amount of funding
246for it does that and Mr. Mo, you might have to answer this. Does that um kind of shore up other districts or are we only paying for what Mesa uses >> the the save uh mechanism for the purchasing? Miss Benson, a member, excuse me. Um it does help other districts utilize those contracts. So, not necessarily saving Mesa, but helping other districts with that procurement. >> Mr. Moore, I just want to clarify, uh, I heard in the question, when we spend money on that contract, does it help other districts procure those resources? And I want to make sure I am clear, our money is not going to buy resources for other districts. Correct. >> Yeah, that's not the case. >> Yeah. Okay, thank you. And then and then the second clear up is the advantage is
247when we purchase off that it's called the strategic alliance of volume expenditures. That's what save stands for. We do provide volume and when we provide volume the bids that come in are better priced for everyone. So we help everybody else's pricing but our money doesn't go. Is that am I is my understanding correct on this? >> Yeah. >> All right. Thank you. Can I add just a little bit of context here as well? Um, this is a safe contract that's expiring in February. And in the past, we've gone out to bid for multiple content areas at once to um provide opportunities for other districts to sign on to that contract, if you will. um these resources for instance that are attached have already been approved by you as supplemental resources. But in particular, um, when
248knowing that this contract is going to be expiring in February, um, we worked with our our purchasing department to go about it a little bit differently as opposed to having every single content area be on this large save consortium, knowing that the um, Great Mines, the vendor, um, decided at the last minute that they weren't going to be participating in this, which then delayed our purchase of geodess for this year. we had to go out for um for bid and so instead of again going out for bid in February for this and not having these resources and wanting to align content area and really take a look at those resources content by content um this is kind of first of all allowing us to procure geodess for this year the 1.8 8 million would be
249those resources as well as next year as well as any other resources that you saw on that save contract that were approved that is already a supplemental um or adopted resource in Mace public schools. And so you'll see more of these coming along this way with this particular safe contract content by content because we're going to be breaking it up that way too. So I just want to give a little context on that. >> Thank you Dr. Eis. >> Is it possible Dr. useless to make sure that we have a what hole is this filling um and uh in what ways we use it. So I'm really about the why and the what for um because so for example you and I when you and I discussed New Zella teachers love it because it's Lexile
250leveled and everything. It it is though um it has a left leaning left of the aisle bent to it um which that's not problematic as long as we're also providing students with a balance uh approach but we have to make sure that we're aware of that. Does that make sense? So, I'd love to what hole does it fill? Um, you what what what isn't in our regular curriculum that this is filling a need for? Um, and to make sure that we are uh the why and the what for basically. >> Yes. And I can follow up with these particular ones. Um, again, these were approved on a supplemental list previously, but I'm happy to to share that information for these specific ones. >> Right. That supplemental list was just so long. And um, so are
251you're going to break it up by content now? Is that what I hear you saying >> for this particular save contract? This is really a procurement kind of action item and not an approval of supplemental resources. >> Perfect. >> Thank you, Mrs. Walden. >> So, Dr. Stro, did you explain it? It's like we get a bulk discount. >> Yes. Well, that's the whole point of why that joint RFP go. It really they're they're doing the procurement process for it. The whole point is to get volume so we can get better pricing. >> Yep. Yeah, that makes sense. And then this uh the primary funding for this is this district additional assistance. Could you explain um that category? Is that the override? Um these are capital funds that are used to purchase our instructional resources. It
252is okay. Thank you. >> Thank you. Nothing. M Chavy. All right. Seeing no other question or discussion, Miss Kerbo, please take our vote. With a vote of five days, we've approved a contract award of $1.8 million for the K12 K through2 English language arts supplemental curriculum. And thank you Dr. Eis and Mr. Moore for your help and answering questions. and Dr. Stum. Thank you board members for your discussion and questions. We are now Dr. Glassmire. Sorry you had to wait so long. It's your turn. Um we're going to turn it over to Dr. Glassmire and she will share the beginning of the year enrollment trends and time is yours. >> Excellent. Hello President Davis, Dr. STM, members of the board, members of superintendency and the public. Um, we have beginning of the year enrollment trends.
253We've clarified this a little bit because as you know, we've these are new presentations that we've been bringing. So clarifying this is sort of important because we want consistency. We want the messaging to be clear. So there's a few changes if you went back and compared from last year. There are a few changes that I wanted to bring into the mix when we have these discussions to make sure we leave and we continue on an even pace for consistency of information. So, we're going to start with um the projections that we had and we've had going into this school year. So, the way we do our projections is we look at multiple various models for retention across years. We use publicly available October 1st data from the AD in order to do that and estimates.
254Um, and we look at a few different pieces. Um, and so what I wanted to point out is when we do these different mathematical models, remember no model is going to be perfect. It's not going to be deadon. Um, but most of our models fell within a certain range. And so based on that, we make decisions and determinations for budget purposes of what we can anticipate as an estimate and that is the point of our projection. So especially with ESAs, charter schools, families moving out of the state into the state, all of these factors are playing a role. So what we can do is play with the numbers and not play with the numbers, model the numbers um and get an estimate of where we actually are. So our estimates this year, our projected for
255this year for October 1st is 51,663. You will see that there is a decline of about 18,800 in there. That's in there. Um the other pieces that we look at that I wanted to point out on this slide is information that I'll present later, but I wanted it's easier to see on this one. So one of them is cohort retention across years. So when we look to see what are we actually changing or where are our changes taking place that we need to be aware of looking at cohort retention across from year to year to year. So I've highlighted here the class, the second grade class in school year 2122 and how over the years as they progressed from third grade to fourth grade to fifth grade that those numbers we see a little blip
256up in school year 2223 and then by last school year we're 10 above where we were from 2122. So we also look at those over the course of the years, those cohort retentions and whether those numbers are there. The other thing that we've been talking a lot about in several of the presentations that Dr. Strom has already presented and Mr. Wing has already presented are the in and out. So what's happening for we talking about 12th grade leaving and graduating and the replacement of that is really kindergarten coming in and what are our numbers for kindergarten coming in and this is where you see a larger difference. So our high school cohorts that are going through are on the order of mid 4,000s. The ones that are coming in kindergarten in particular right now third
257grade you'll see there's a little bump up. So we may get kids, remember it's half day kindergarten that's supported by the state. Sometimes families don't bring their kids into schools until first grade. So there's going to be some change there, but we're we're comparing those two numbers. So if you look at school year 2324, we had 4,411 students on October 1st and they graduated. And so in coming this year to replace those students, we only had 3,44 students. That's a difference of a thousand students right there. So that's where more of our changing is happening. Um we are retaining across those years and again I'll present that but I wanted to this slide really lended itself to sort of go through a few of those pieces. Day 15 is um one of the key days
258because we can get a sense of that initial movement. Um there's a 10day drop with the state. So, this is where some of our data starts getting a little bit cleaner and gives us some indication of where we're actually headed. Um, so this is a breakdown by some grade bands. So, we have an overall drop in kindergarten of 11.5% from one year to the next, which is 404 kiddos. Um, so that is not what we were necessarily expecting. Um, so the other grade bands, we've broken it down by loss per grade level. So you'll see some of our higher losses per grade level if we average it out, is in grades 1 through 6 where we saw those smaller cohorts in the previous previous slide as well as 9th through 12th. Um, remember 9th through
25912th, you have some of those fluctuations um going on and you have larger populations in those larger schools. So moving in to across retention. So this is a measure of we took students who were enrolled with us in miday of one school year and did they come back and were they present on day 15 of the next school year. So this is actual retention of those kids. And so you can see by and large we've increased in the past three years. we got to that 90% and we're hovering right around that 90% right now. Now, that's a relatively good percent when you compare us to a lot of the school districts across the state. So, we're not upset by that, but we obviously certainly want to continue to work towards increasing this for across those
260grade levels. Preschool is a little different. So, this one is an estimate. And it's an estimate because we can't we don't know all of the pieces of information. Um so we know that if a child reenrolls in preschool because they can take more than one year of preschool that they should not be be considered at all for possibly going up to kindergarten. Other than that we can't necessarily determine who should be in the denominator of this calculation. So that's why we sort of consider this an estimate. It's our best estimate that we have. Um but it is an estimate at that. But you can see that we've increased into that 70th percentile. We've got our 70th percent. So 72% of our kids that we have determined are not returning for preschool and could possibly be
261moving up to kindergarten that we are retaining those coming up. And then we went to 73.88 and we've gone down to 71.53. Um, and again, that may be something that may be a family decision that they're keeping them out for kindergarten for right now and then coming back in first grade. All of these are differences and options. Yes, sir. >> Dr. Glass Meer, we have >> Yes. >> I think all six executive directors in the room of our learning communities next year. Our goal is to get to 80%. and uh how we encourage families out of preschool uh to transition to any of our schools is really important to make sure that they understand we have options in every learning community. I didn't get on the mic to say that, but I saw since y'all
262were there, I said I'll say that 80% is our goal. And so we are a little disappointed that it fell back to 71% uh this year. So I do want to I got on the mic to clarify one question. the denominator. I think I heard you say if a kid's in preschool and stays in preschool, we know to ex with us with us. We know to exclude them from the denominator. >> Correct. >> But there is the possibility that a kid's in preschool with us one year and leaves and we don't know where they're at, right? And they could be back in preschool and we're counting them in the denominator and they really shouldn't be. >> Correct. >> We assume that if they leave us, they went to kindergarten. Correct. >> Correct. That's the Okay,
263I got it. Thank you. >> Hence the estimate. >> Less than a two-minute warning. >> Thank you. [Laughter] >> I shouldn't have acknowledged. Okay, moving on to the next slide. Um, this is our retained and our new student analysis. So, what I want to point out here is that we have taken in over 4,000 new students this year as of day 15. Primarily, they're coming in at seventh grade and 9th grade. So, that's the blue bar. That's a that's a little bit bigger at seventh and ninth grade. So, we are bringing in across our grade levels new students across all of them. This one here is our elementary school sizes. This graphic is limited to schools that only have K through six. Um, so I've shifted it a little bit from last year because I
264wanted it to be consistent as we move in the direction of possibly changing our grade bands or refocusing some of our schools. I wanted to make sure it stayed at the heart of what those K6 schools are. So you'll see an increase in some of them below 400, decline of some of them above 600, but that what our schools are really sized for that between 400 and 600 is staying relatively consistent right now. our top declines and increases in K6 school enrollment. I want to point out that we have I there's okconor is on here because the percentage of their school population they're a smaller school but the percentage of their school population is such that a 48 person decrease is a higher percentage. So please just be aware of that. But I wanted to
265highlight that sometimes with that school size change I wanted that there's a difference there. Last slide. I promise. It's It is um our high school declines um are pretty much across the board and our increases in our junior highs are at Stapley and Taylor while we have decreases at some of our other junior highs. >> Thank you, Dr. Glass. I appreciate the presentation. U board members, I'll start with Miss Sudinson. Any questions? Thank you, Madame President. We know that if we retain a kid, a kid, I I call him an MPS kid, the K12 MPS kid. Um, but I I now learned that there's a new acronym for that kid. It's an FAW. >> Oh, >> okay. >> Oh, >> I I learned that I learned that from one of my principles. Okay. So, an
266FAW is more likely to graduate. An FAW is more likely to be proficient or highly proficient. In other words, if we've got them, if they're our kiddo, they're they're they're going to be a better student, better student outcomes. >> Do you want to do it for >> So, what member Hudson is talking about was >> just my intro. >> Yeah, I liked it. I liked it. So, I just there's a lot of clarification I'm just going to provide real quickly. FAY is full academic year and the point I think you're trying to make is that mobility matters. If they stay with us for their full academic year. Yes. Sorry to interrupt your intro. >> No, I mean I I dropped an acronym you add to a WOW. >> Another acronym to add to our list
267of >> Sorry, >> you're good. >> Oh, that's okay. So, so here here's then I look at slide six and I see grade seven 493 kids. Usually that's that's that's bucking the trend. That's not usually what's happened when I've looked at these in the past seven years and grade nine. Now that's that's a usual thing because usually kids come to high school at in Mesa but that's good good lord that's 1100 kids. So I I guess my question is this. I know and I've asked Dr. Stum. We need to know where where have the kids gone? >> Mhm. >> Um because we we've added 4,000 kids, but we've lost more kids than we've added. So where have those kids gone? But I want to flip the question. Why why did 493 seventh graders come to
268us? Why did 611 new kids come to us? Why do parents choose Mesa Public Schools for their entire K12 education? Maybe we ought to be asking not just why do people leave, but why do people stay? Because I'm going to suggest one of the answers is is that if you're an FAY, >> you are going to have great academic outcomes in Mesa public schools. So, I'm always the one who asks the why. So, I I'm I'm I guess that's I know you can't answer it right now, but could possibly we investigate not just why people have gone, where did where did the kids go? Because I'll tell you some kids, some principles have told me where the kids have gone, but can we ask why they came and why they stay? >> So, okay. So,
269one thing that I want to hit is that sometimes it's not that we lost them. When we're looking at our district as a whole, over time, there are fewer kids to be pulling in. While we know there are alternatives for charter schools, we know there's ESAs, there are also still fewer kids. So, sometimes it's also not a matter of where they've gone. Um, so there's that. um FAWs are is comes from our accountability our A throughF letter grade accountability and it indicates that the student is enrolled for a full academic year. It doesn't mean that they necessarily are retained from year to year. So we are talking about that retention from year to year and you are correct when a kid comes in and stays with us but in a seat and in one school
270they do amazingly well. Um, and we have a great graduation rate with those kids. So, um, I think it's a great question to ask. Um, and but those are a few things that I wanted to clear up. >> Member Hudson, President Davis, we've just engaged uh, we mentioned at a board meeting probably a month ago. I followed up at individual board meetings. Uh, didn't need to bring back to the board because it's well underneath a procurement threshold. Uh but we just engaged with West Ed to engage with the approximate 1,400 to,500 high school kids that left us this last year with some essential questions. They have this the re the the the re and we u the the the research lens on how to pose the questions. I went to them with three essential questions
271that were posed across this board member group. Right. So we'll get those findings back. But I think what I just heard out of you >> is maybe once we learn that, then there's follow-up research to do, too. Uh, and I I think if we can start to learn why one thing happens and why the other thing happens, maybe we can start to craft our messaging really well to the community. So, it could be a follow-up project once we get this first project done. >> Thank you, Mrs. Vincent. Um just a a couple of quick comments. Perhaps um five years from now the Charlie Kirk effect will take place and we'll have a bump in our kinders. Uh we should probably pay attention to uh marriage rates over the next couple of years. So one of
272the things that is I I love that we are uh have a um a group asking the questions you know why have you left? I do like the idea why are you still here? Mhm. >> One of the best forms of advertisement is word of mouth, right? So those organic like I've I've spoken to several principles. Get your families that absolutely love it here to organically uh do a post. Why do you love Serin? Why do you love Eisenhower? Why do you and share it on social media? That that really is where it's at. It's not in the amount of money that we market uh that we spend on marketing. It is who who is highlighting us. Like does it look like just a slick ad campaign or is it this organic mom video, you
273know, that's dropping her kid off for first grade and saying, "Hey, why do you love it on this campus?" That's what draws people into a district. Uh along with achievement and academics, right? So um did we follow I noticed uh on the the um Johnson lost uh that is because they moved the >> monastery program. So did the 90 students do we know the 90 students that lo that were lost at Johnson did they move to Bush do we know or did they go to >> I'd have to go back and look at the numbers um to confirm. So I wouldn't want to I wouldn't want to misspeak on that. I know we did have a discussion about that, but I don't know all them off the top of my head. So, we can follow
274>> because if you're a monastery parent, you're a monatory parent and they're going to they're >> they will find a source somewhere. Yes. >> Yeah. So, um I I do I am concerned about our high school uh decline. Uh and I would love to see one of the things that I think is um highly possible and uh something that will reverse reverse this trend is our regional learning communities. So, it's not just the FAY kid, but if we get them in a Dobson feeder pattern, we get them in a Red Mountain feeder pattern. And they know what's Red Lion. Are you lions? Is Red Mountain lions? Okay. So, they know in kinder that they're going to be a lion if they stick with Ma and they go to Red Mountain. I think that is a
275draw and it is one of the things that is um beneficial to communities. you know, we we used to center community around church and school. So, this learning community up I I think is just super beneficial. And I see the possibility of a reversal in our trend of losing kids when we get that connection. And if we can if we can somehow creatively overcome the kids moving in and out of our our schools as well, um that is also going to be beneficial in our in our trends. So thanks for all your work. >> You're welcome, >> Mrs. Walden. Thank you, Mr. Chaffy. Just >> two quick things. Do we typically My words are ending. It's 9:20. Do we typically see a dip in enrollment in December break? >> We have annual uh uh charts.
276They're actually in your executive content and uh you can review those by school. It does vary by school and it does vary by grade level. So there's nuances to my answer. Uh and the fact is yes, at the high school level we see dips at Christmas break. uh then you see a slight enrollment two weeks into January and then it starts to decline from there on out. But look at the trends and then there are uh at the elementary school level most of the time at elementary school level when parents enroll at the beginning of the year they stay throughout the whole entire year. So not as much at the elementary school level you see a a holiday dip. >> And then just one other thing I love this idea of let's you know talk
277to our parents and figure out what's going on. One of the board procedures is 1401c and this is another like board duty that we delegate and one of the things that we ask to happen in SCS is to review the statistical results of the school's parent satisfaction survey and I would say that that's a great thing for our saks to tackle and our regional learning communities to say are we doing the survey what does that data look like and then coming back and reviewing it >> so we it's red can I still talk >> okay >> you can still talk. >> It was like the timing on that was really uncanny. Um so we administer and have administered um up to 2017 2018 and then we sort of took a break of a parent climate
278survey. Um and then readmin started readministering it I believe around like 2022. Um and so we do have that data. It has been shared with schools um this year to in response to concerns about too much surveying and what are we using it for and things like that. We will be surveying the parent population once during the year. Um, and part of that was sort of the shift from do we need the beginning of the school and the end of the school year or can we get a comprehensive view of what's going on at a single point in time and we believe that honors parents time um because I'm in a district that has parents square as well and I have two children and they're in high school and I get a lot of notifications
279too. Um, so I think honoring that time is really where we wanted to focus. Um we also minimized and utilized other data sources for um understanding where our students are too. Um so as well as our employees. So we're really trying to focus on action items. So yes, it will be a parent climate survey will be administered this year. Um and it has been in the past. The schools do have access to that. Um, so if a SCAK is in need of that or wanting that, that is available to the school for them to go ahead and discuss that. And as we move forward, though it'll only be offered, we're only going to administer it once a year. >> Thank you. And I think it'd be great to encourage our SAKs to have those discussions
280within their meetings um just as a as they were discussing different things. Um, I appreciate this presentation. I think it's always interesting looking at numbers. I find it very interesting that our seventh grade year has so many new students um because that's typically not what we've seen. And so, um I am looking forward to hear this data that comes out from the the research that we're having done. And so, I appreciate the work that's going in. Um board members, there is a spreadsheet. So, if you have other questions that you come up with, um please input those in the spreadsheet. And Dr. Glassmire, thank you so much for being here and for your time. >> Thank you so much. >> I think this brings us to the end. Well, partially almost for some of you
281the end. Some of us will still be here. Um, do I have a motion to move into executive session pursuant to ARS 38-431.03A3 discussion or consultation for legal advice with the attorney or attorneys of the public body on a policy matters. >> So moved. >> Do I have a second? >> Second. >> Thank you. Any discussion? Seeing none, Miss Kirby, will we please take our vote? Oh yeah, thanks a half hour behind. Should have brought my blanket. It's freezing. With a vote of five yays, we will move into executive session. After completing the executive session, the board will resume the regular meeting and adjourn at it. No additional business will be conducted. Thank you so much for being here tonight.