Roosevelt School District No. 66 Governing Board Meeting and Public Hearing - June 2, 2026

001Good evening. The public hearing meeting is called to order. Welcome everyone to tonight's public hearing. Um, next item on the agenda is roll call. Maria, would you please perform roll call for this evening's meeting? >> Thank you, Madame President. Good evening. Roll call for tonight's public hearing meeting on Tuesday, June 2nd. Starting with Dr. Michael Buts, Miss Victoria Castro Carell here. Dr. Dr. Megan Franowitz >> here, >> Dr. Ashley Hodgej >> here, >> and Mrs. Tatiana Pñena >> here. >> Thank you. We do have a quorum room to proceed. >> Thank you so much. Next item on the agenda is a motion or sorry, is the adoption of the agenda. Is there a motion to adopt the agenda? >> So moved. >> Second. >> Moved by Dr. Franklin, second by Miss Pena. Any discussion? All

002in favor, please indicate by saying I. I motion carries >> present or I sorry. >> Okay. Welcome. >> Thank you. >> Next item on the agenda is a public hearing for fiscal year 2026 2027 proposed budget and I will pass it to Dr. Portillio. >> Thank you uh Madame President, members of the board, executive team and members of the Roosevelt community. Uh we will be presenting the proposed budget and I will invite Mr. Chris Pulk, our executive director of business services to present with me. >> Thank you. Good evening, President Hajj, governing board members and Roosevelt community. Tonight we are presenting Roosevelt School District's FY27 proposed budget. As of today's date, the state of Arizona has yet to pass a state budget for FY27. Therefore, the district's budget is being presented with preliminary forms that

003will be updated once the state budget has been passed. This budget has been developed through the lens of our student outcomes focused governance framework, ensuring that our financial decisions are directly connected to improving student achievement and honoring our board's guardrails. This slide highlights the financial framework supporting our FY27 budget. The district projects approximately 90.5 million in M budget capacity and an unrestricted capital limit of 18.5 million. These resources provide the foundation for strategic investment designed to strengthen instruction, improve student supports, and advance our students outcomes goals. Rather than viewing the budget simply as a spending plan, we view it as a strategic tool for improving outcomes for our students. Consistent with the board's SOFG model, we intend to monitor these investments regularly through student performance measures, growth indicators, class size data, and intervention effectiveness. This

004creates accountability by ensuring our financial decisions remain connected to a measurable student results. A major focus on the FY27 budget is investing directly in people because effective staffing is a foundational is foundational to student success. Our proposed investments include additional general education teachers to reduce classroom sizes, ESS teachers to reduce case loads, gifted education teachers to expand advanced learner services, special area teachers to support student enrichment and stronger tier 2 scheduling, and approximately 30 pair professionals to strengthen intervention supports. Additionally, salary schedule increases are included to help us recruit and retain and retain highly qualified educators and staff across the system. The projected ongoing M impact of these investments is approximately $5.7 million. In addition to personnel investments, the FY27 budget includes approximately 4.2 million in capital investments for curriculum adoption. This reflects our established

005five-year curriculum renewal cycle and our commitment to ensuring students and teachers have access to rigorous standard aligned instructional materials. Highquality curriculum strengthens consistency across classrooms, supports teachers in delivering effective instruction, and ultimately contributes to strong student achievement outcomes. At this time, I would like to turn the rest of the presentation over to Dr. Portio as she will discuss the targeted outcomes for these budget allocations. >> Thank you, Mr. Poke. Who's controlling it? M. Okay, you'll control it for me. Okay, I'm not going to touch it then. All right. Okay. Thank you. As we considered how to accelerate student achievement, particularly in literacy, we recognized that adding staff alone, it's not going to produce the results that we seek. The opportunity is to build a coherent, equitable, and district-wide tier 2 intervention system. Importantly, this work

006builds upon the tier one systems that we have already begun and have been strengthening across Roosevelt, including curriculum implementation, in instructional expectations, professional learning, progress monitoring, and leadership accountability. This investment supports guardrails number three and five by directing resources towards student outcomes and ensuring students receive timely academic support. It also directly supports our grade 4 ELA student outcome goal. Success will require protected intervention time, evidence-based materials, highly trained staff, strong leadership, frequent progress monitoring, and consistent implementation across all schools. Ultimately, this investment is part of a greater system that is created to deliver the same highquality intervention experiences that every child needs. This addition, the addition of six special area teachers is a structural investment that helps make our academic strategy of creating a coherent tier 2 possible. Most importantly, it allows schools to build

007master schedules that include two protected intervention blocks and common professional learning time for all teachers in our system. This investment supports guardrail number three because it creates the conditions necessary for stronger instruction, better intervention, and more effective use of data. Success will be measured through increased fidelity to our PLT process, stronger MTSS implementation, and more consistent intervention systems across all schools. While students benefit from enhanced special area opportunities, that's a good thing. The larger benefit is creating the scheduling structures needed to improve student outcomes. This investment significantly expands our ability to provide small groupoup instruction to students who need additional support. It builds upon our emphasis on tier one instruction. Because we already have intervention teachers on every campus, these pair of professionals increase our capacity rather than create an entire new system. To maximize

008the investment, we must protect the job description of these positions for intervention work. Providing ongoing training and implementing a common tier 2 framework across all schools. This investment most directly supports guardrail number five and our grade four ELA goal by increasing the intensity, the consistency, and the equity of intervention services. Success will be measured through student participation, intervention fidelity, growth in early literacy indicators, and improvements in student achievement. Because this is the first year of implementation, we expect the earliest gains to appear in our leading indicators. A reasonable expectation would be improvements in oral reading fluency, star reading proficiency, and approximately two percentage points of growth in grade three and four ELA proficiency with larger gains expected as the system matures over the next several years. These investments directly respond to concerns we have consistently

009heard through climate surveys, our advisory council, and committee engagement efforts regarding class size, teacher workload, and support for students with special needs. The additional general education teachers support guardrail 4 by improving teacher working conditions and increasing our ability to recruit and retain highly effective educators. The additional ESS teachers support guardrail 5 by reducing case loads and increasing support for students with disabilities. Together, these investments support Guardil 2 by increasing our ability to address the academic, social, emotional, and developmental needs of students. Success will be measured through improved staffing ratios, reduced case loads, stronger retention of staff, and improved student outcomes. This investment supports guardrails two and three by ensuring we meet the needs of students across the entire achievement spectrum. Today, Roosevelt has one gifted specialist serving the entire district. While each school relies on

010general education teach and a general education teacher with a full classroom assignment who receives a small stipen to assist with gifted identification and support. Additional gifted teachers will allow us to move beyond a compliance model and provide more direct services, stronger academic challenges and greater social emotional support for gifted learners. This investment also helps us retain and attract families seeking advanced academic opportunities. Success will be measured through student participation, growth, academic growth of our gifted learners, family satisfaction, and enrollment retention. It's important to note that our curriculum adoption is in a five-year implementation cycle and is paid for and planned for in our capital um in our capital plan. Highquality curriculum is one of the strongest investments a district can make to improve student outcomes. This proposed K8 reading and mathematics adoption directly supports guard

011rail number three by ensuring resources are aligned to student achievement. The adoption will increase consistency across schools, strengthen alignment to Arizona standards, improve coherence across grade levels, and better connect tier 1 instruction with tier 2 intervention and all of our assessment systems. It also provides clearer expectations and stronger support for teachers. Success will be measured through implementation, fidelity checks, teacher feedback, instructional consistency, and improvements in student achievement. Taken together, these investments are not isolated expenditures. They are a co coordinated strategy to strengthen instruction, intervention, student support services, and educator effectiveness. They align directly to the board's guardrails, support our student outcome goals, and respond to the priorities we have consistently heard from staff, families, and students. Most importantly, they represent investments in the systems that will help us create better futures for our students. >>

012Thank you. I'll now open it up to the board for questions. >> Um, Madam President, I have a couple of questions. Um, first of all, thank you so much for the presentation. I think I really appreciated one the breakdown of specifically what goal each of those investments goes back to and then um specifically how we were going to measure that um outcome knowing that there's many different ways we can measure each of those outcomes. Um I think a couple questions that I have um and if we could pull up the slides again just so we can go back to them. Um, when we're talking about the um, current the tier 2 because I know there's a lot of investments that go back to that tier 2 investment, is this modeled off of a specific set

013of campuses currently that are running that tier 2? And if so, can you talk to us a little bit about what's happening at those campuses and what results those campuses saw based on running that tier 2 model? >> Thank you for that question, Dr. Pangawitz. Um yes, we do have um walkto- read models happening at several of our campuses. They run them with limited resources and personnel. So this would help them create a more robust um system of running those interventions. Um one of the campuses that um was implementing is Southwest Elementary. Um Southwest has seen um consistent gains, especially in our younger grades. I do want to um emphasize that Southwest had a gain in ELA of 6.1 percentage points. Um so we are um wanting to replicate and provide all of the campuses

014with the supports that they need to be able to enhance their tier 2 and then also help Southwest to be more robust in their delivery. >> Thank you for that. Um I think this question kind of goes along with that. Um as we're thinking about the curriculum change that we're having or that we're looking to have in KA reading and KA math. Um can we just ex can you talk us through what is the gap that we see with our current curriculum? How is that contributing to our student achievement currently and then what do we hope to achieve? Um just knowing that obviously any curriculum is going to have its pros and cons. What are we hoping to be able to solve? >> Yes. Yes. So just to clarify um we are in a five-year

015cycle. So it it that's why um earlier I think it was last month or the year prior the month prior we brought an extension of the current curriculum to you all for renewal for next year while we um engage in the renewal process which it takes for us approximately a year to go through all the statutory and policydriven um steps into adopting a new a new um a new curriculum. So at that point it might be that we renew the current curriculum or it might be that we have a new curriculum come on board. But um in either case if we renew the current curriculum we would have to purchase the newer more updated version of it. Um but uh we are we are making a lot of analysis and one of the things that

016we know is that we do have huge gaps in learning um in our in our student population. So we want to ensure that our our curriculum is directly aligned with our tier 2 as well. So that that that core tier one curriculum has that connection. Miss Gustin, is there anything else you would add? >> Good evening everyone. Uh no, I think Dr. Portio's spot on. Uh certainly when we at our uh study session in a couple of weeks, we'll be able to share more of the findings from our our our work with our math consultant which will definitely inform that. I will tell you the word fluency second to coherence. The word fluency we've been is probably been the most used word recently um that we want to be really study our current curriculum to

017see where there might be gaps that we actually need to shift or are we just not using all of the components to uh their full capabilities. and on on the ELA side as well. Uh I think one thing that we've been thoughtful about is the texts themselves in the curriculum and our our students having the opportunity to read a full book as opposed to excerpts in the in the current adoption. So those are things that we're definitely considering. Um but at the same time we also know that coherence is important and consistency is important and shifting to a different program uh is is consequential. Uh so we want to make sure that that uh it's completely necessary as opposed to renewing what we currently are using um and improving our systems to support that. >>

018Thank you for that and thank you Dr. Portio for clarifying that that could also include saying, "Hey, our current curriculum actually is the best and we need to purchase updated materials because materials have been updated in the last 5 years." So, thank you for that. Um, I think the other piece I have a couple other questions that I think will come up when we get into the academic data, but um, the other one I have that I think is just not necessarily covered in the SOFG alignment is, you know, as we're thinking about things that are different this year to next year. We obviously have some of our facilities that we are talking about what to do with and we're getting community input around. Um, we're talking about opening Maxine Publish. We're talking about some

019other things that are different from last year, from this year to next school year. How are those accounted for in the budget as we're thinking about, you know, maintenance for those those schools that we are thinking about bringing um vendors into or as we're thinking about potential income into those sites? Can you just talk us through how we're thinking about some of those I would say unknowns because I'm sure we're projecting, but what is things where we don't have this year's current costs that it can be directly applied? >> Thank you for that question, too. And I'll um lean on Mr. Pulk to to add to it. But what I can um begin by saying is that we do have um some um funding that we have generated through um previous leases and that is

020some of the funding will also be utilizing to support us um because that funding can only be used to support our our capital projects our our building projects and we know that we can't use um bond money to support those campuses but I'll pass it on also to Mr. Pulk. >> Thank you Dr. Patillo. Um, specifically as it relates to Maxino Bush, we are funding that and doing all the renovations through bond funds and knowing that that we're doing complete overhaul. We will have newer equipment, uh, newer AC, newer infrastructure. So, we are not anticipating a a heavy burden on the ongoing facilities used there. you know down the road as we run into useful life of course things like that they will have to be brought into our normal facilities plan but um whether

021it's that or the same with Sunland how we're doing the uh the phase two there we're looking at Lopez and these other facilities um that's outside of this budget range that's having to do strictly with the bond funding so it's totally going to be a different funding source for those >> Got it thank you so much >> any other questions from board members Um, so Dr. Bor Theo with my question. Well, and first I feel like this is super hot this mic. It's super loud. So if we can bring it down, that would be easier. Um, but I'm really excited to see that we're making um we're going to be getting some uh gifted specialists to come in and kind of start targeting those students and work with them. Do we have any more specifics

022as far as like do we do we already have some children that have been identified that are gifted already or do we have an idea of like is it going to be that they're going to be pulled out for a time or like what should we what should parents expect with that? Yes. So, and I'll I'll speak and then I'll pass it over to Miss Geston for more detail. Um we did have a uh a large increase in identified students this year. Um particularly in our e um population um but we do have quite a an increase from the previous year. Um I believe we we shared that presentation prior and I don't have the numbers right in front of me. We can definitely rescend it and reshare it with the board. Um what we

023intend to do is have the district divided based on number of students that are identified on each campus into different regions. Um and we intend to hire the four. In fact, I believe that all four have been already secured um if the board approves the the uh proposed budget. If not, we will utilize those those individuals in a different capacity um in our classrooms. But um if if approved um we already have secured four um strong um gifted um uh teachers who will be then um assigned to a region of schools and will be provided p providing pullout services to students. Miss Gustin, what else would you add? >> Do you mind repeating your question so I can make sure I fill in any gaps correctly? >> So I guess it would be like do

024we have like specific plans of how we're going to be targeting those students on the campus? Is it going to be like they're going to be pulled out or like specific curriculum or like how how what should parents expect from that? >> Yeah, thank you. Uh so yes, the gifted support through what Dr. Portio described uh will happen through a pull out uh model during the the intervention block of time. Um so that way we're not pulling them from other core instruction at this at this point. uh you know in in future years it would be great to get to a place where our gifted support is uh now I'm going to lose the the words but in replacement of the math curriculum they they would go to a gifted block for math that's at

025their level at this point in time it it they will have their core instruction and then the gifted support uh we are going to invest in a program called define learning uh which is a project-based learning platform that uh students will be able to engage in uh either individually according to their individual gifted plans or through the cohorts that they'll they'll be in uh with each of the four teachers being assigned somewhere between two to three campuses. They will essentially be at each campus once a week and in some of our larger campuses possibly twice. Uh so they students will have they will be pulled out for gifted instruction once once a week. Dian, I think I caught you. >> I I would say um another use for these four individuals aside from supporting directly

026of our gifted students um providing opportunities that more are more academically robust to students will also be a focus. For example, this summer we're going to be participating in a coding academy at um at ASU. So that team um well they're not officially here yet but in July the sessions that happen in July um they will be accompanying the students chaperoning the students um and then also seeking other opportunities that are high level competition for academics for our students to be able to participate whether they're gifted or not gifted. >> Okay. And then kind of as a followup with that one, um, since there's going to be four specialists and you said they're going to be targeting between two to three campuses, so we're just going to have, you guys have like a schedule down

027of how that's going to work out, sharing the same specialists. >> Yes, it's still in progress as we're finalizing numbers. Uh but yes, because we do have some campuses that have a larger number of students that uh I believe Campbell is one of them where they might need to be there twice a week whereas some of the other schools they can just they can service all students in in one day a week. So that all of that's getting developed right now. >> Excellent. I just want to say I think this is wonderful. I know this is something that I often hear from parents and community members is that we need to be able to bring more rigor to some of those children that um they need that challenge. Um also I just wanted to make

028a comment that it looks like uh the long are the days gone are are those days where um we'd get to a point in the district where teachers would have to provide their own copy paper. So, I'm so glad that we have good leadership that is being very uh careful how we are budgeting things and putting those funds into use and taxpayer dollars are important that we properly allocate those dollars for for educating our students. So, I'm so glad to see that we are now able to bring more people to help um with meeting the needs of children. Thank you for what you're doing. >> Dr. Buts. >> Uh thank you, Madam President. So, um I want to say to uh Dr. Crypto executive team, thank you for this presentation. Um my I guess my

029concern and question is more for us as a board. Uh you know the district is or the executive team is telling us that you know the expected return on investment is going to be 2 to 3 years from now. Um most of our goals uh are you know are dated out right up to that point. So as as a board, how are we going to, you know, realign, readjust, or, you know, uh just compensate for the time that the uh that Dr. Pat and the team needs to uh to produce the results that we're trying to produce. >> Thank you for your comment. >> And doc, Dr. Buts, I just wanted to clarify that um we do anticipate returns this year um the first year of implementation. We just know that the those results will

030be more marked or more significant as the years go on. But we do have um uh we know that we are likely to see increases in our foundational skills especially. And then um I believe it was slide um have to look here slide um I apologize. Thank you. Yes, slide 10. Thank you. and slide 10 where we were able to um to capture what we anticipate the initial year's um return and investment would be. We do um again these are anticipated and they're part of a robust um tier 2 implementation system which is the additional staffing is only a a part of it's not all by itself, right? That we're going to see these increases. But we do anticipate having some increases year one and knowing that as we get more sophisticated and more robust

031or more um coherent with the coherent is our word of the of the summit principal summit um we know that we are going to um to see even greater gains on investment. >> Thank you Dr. Brazil. Um okay so thank you so much for um incorporating um the questions that we had during our study session into the presentation. Um I am curious about the number um during our study session it was 11 million and now we at 9.9 million. So can you tell me where the 1.1 like what what changes happened um for the difference to clarify when we were first going over this and we were talking about 7 million for the um salary increases that included federal programs as well as other funding sources. So when we specifically dial into just the M

032impact that's where you see the difference. Okay. And then thank you for that. And then so we're not tapping into our reserves as was stated before just for just for the c I mean just for the 4.2 million. >> That's it. Correct. >> The 4.2 million is affecting the capital portion. Okay. >> And it's a separate reserve number than the number that you're thinking of for the M component. We are projecting based on these numbers and on the enrollment that this budget is based on to be a basically a neutral effect on our reserves. Again, that's predicated on our final enrollment that we will know more accurately come our 10day number. >> Okay. So then based on our enrollment, I know we talked about contingency plan. So have have we developed a contingency plan that

033we're able to share with the board? If enrollment decreases, you know, 5%, this is what we're going to do, 10%. Like where are we at with that? >> Yes, ma'am. We're actually working on that in anticipation of hopefully the state passing their budget and having the actual forms that we can dial that in. We will also be closer to um or further into the enrollment process, I guess I should say. So if we determine that we need to make an adjustment, we will apply the same logic that we applied to increasing to a decrease based on the new number. For example, if the number that we're using is 6635 and we determine that it's 6,500, then we will apply analytics to say, okay, based on this, we may not need 30 pair of professionals, we

034may need 28 and just apply the same logic straight down the board because again, this is about us meeting a certain capacity for the students. >> So, we want to keep the fidelity and the integrity of this program because and or all of these are strategic investments because we do feel that they're necessary. we would just have to scale them back accordingly based on, you know, based on the the appropriate level to still provide the same level of service, if that makes sense. >> It does, but I for me, I think I want clarity around what the plan is, right? I I just want to be able to see um what the plan is, and I I don't have that information right now. >> Go ahead. >> Thank you. We can definitely get you the

035dates. Um, I don't have them off hand unless Miss Alexander is able to pull them up. But what we're doing is that we're looking at our um at our reenrollment rates at different dates and we've already set at which states we would then make adjustments to um the number of of staff that as we do have some some staff openings. >> Um so those dates are in June and in July and as we progress closer we continue to re reassign staff and or close sections. So, we do have the dates for you and we can capture it all in a one pager for you if that would make you more comfortable and send that to the board next. But we do have a our plan is to reduce the the um number of section uh

036of of staff openings that we have at that point based on the enrollment. Miss Alexander, did you have anything you wanted to add? >> No, Madam President, members of the board, um Dr. Dr. Patiel, the dates that we have um traditionally we share every year with our admin is the first time that we look at a cut is prior to uh teachers returning. So the to make sure that we're staffed appropriately so families are able to meet their teacher of record on that night. So that's the first night that we look at that. So that's mid July. The next time we look again is at the 10day uh enrollment window where the 10-day drop comes into place. And then we make a commitment to our staff that we try not to adjust or move students

037around from their teachers after fall break. So that becomes again in October. So those are the set dates we have now understanding what's going on with our budget. And um as we open new facilities and and make sure we are appropriately using the positions that we may have approved by you, we may look at a cut also earlier in July prior to that week prior. I think that's what Dr. Patiel you're referring to. Thank you, Dr. Brinklewoods. I know you had a question. You're good now. Okay. Okay. Um, let's see. Did I have any other question? Um, is it possible for us to get updates on the progress or what will the cadence be? What does that look like? I know um there's you know there was some talk of well in the presentation it's

038mentioned you know there's um that you're tying back to the outcomes like how will the board get updates um that this is actually moving the needle or it's not moving the needle. So um because um the investments that we're proposing are part of our overall inputs um it'll be part of the regular presentations that we provide you um monthly on our progress monitoring. um it's one portion of it but we can talk about designing the presentation so that it also more directly connects to this particular input or this particular um investment. Okay, perfect. Thank you. Did you have questions? >> Um Dr. Bordio, can you speak a little bit on the 30 pair of professionals? um are they just going to be supporting our ESS students or will they also be supporting the classroom and

039grades that um like that are maybe minimally proficient but are moving that are wanting to go into proficiency or are all 30 are needed for our ESS population? >> No. So, I mean there might be special ed students in these groups, right? Because they they're on in our genered classes as well, especially if they're receiving resource, but um it's not a special education um strategy. It's a general education strategy. So, um in a particular campus, um they they might um travel with the intervention teacher to first grade, for example, during first grade intervention time. And let's say that there's three intervention three regular teachers already in that grade level and let's say that there's then the interventionist and um maybe three paraprofessionals that have been assigned to that campus for this purpose. So then the

040students will be divided up into eight area eight groupings that they will travel to to receive additional support. um we do know that um the that students grow the best when they have the most um trained individual in front of them. So based on the need of that student um then we will assign to that particular um um staff member, right? We also know that in some of our schools we have um based on the schedule some spaces where even our special area teachers might be added to the mix where kids get divided up into. So they walk to read during their intervention time and then that schedule then pro then moves on to um second grade, third grade, fourth grade um and the kids are served in in in that way. >> Thank you.

041And for some consistency, is there um do you happen to have data on like the pair of professionals that are already on campus this this past year and what like what growth you've seen? Um have they have they stayed with the same student throughout the entire year or what is that? Or maybe is it just three months and then they um >> Yeah, we have different um support roles on campus. So some students might be assigned a one-on-one um aid. So those individuals would not be utilized for this strategy and that was one of the factors that we considered in determining how many paras are assigned to that particular school. So um if if a campus had um two or three students that have a one-on-one aid, that aid is not part of the mix.

042And as we determine how many of those 30 would go to that campus again we we thought about that factor. So they are for this strategy. Um and then also we have one additional um uh parah that we know will just be floating to be used for the campus because the campus might have an emergency or something that happens and we do not want tier 2 intervention to be interrupted um or or maybe somebody's absent. So that parah is going to go in and cover that that group, but we don't want the kids to not have their group not receive their intervention. Um so we again we were very intentional about the use of this paraprofessional and um in the presentation and as I've shared um with our teams this role has to be protected.

043So it's not intended to be used to provide playground duty that we have other people that we're using for that. There's not intended to be putting up bulletin boards or I don't know cleaning up in places though those those things are important. This role is protected for the tier 2 intervention strategy. >> Thank you so much. Um the next item on the agenda is public participation and we did not get any cards. So then the next item on the agenda is adjournment. Having concluded this meeting, is there a motion to adjourn a public hearing? >> So moved. >> Second. >> Moved by Dr. Franklin, second by Miss Castro Corel. Um all in favor, please indicate by saying I. >> I. I. >> Motion carries. Meeting adjourned. Um and now we'll go into our regularly scheduled

044board meeting. Good evening and welcome. The govern the regular governing board meeting is called to order. Next item on the agenda is the pledge of allegiance. Please stand for the pledge of allegiance and a moment of silence. You may be seated. The next item on the agenda is roll call. And I will pass it to Maria to perform tonight's roll call or this evening's roll call. Thank you, Madame President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, June 2nd. Starting with Dr. Michael Buts, >> present. >> Miss Victoria Castro Carell here, Dr. Megan Francoitz >> here, Dr. Ashley Hodgej >> here, >> and Mrs. Tatiana Pñena >> here. >> Thank you. We do have a quorum to proceed. Thank you so much. Next item on the agenda is adoption of the

045agenda. Is there a motion to approve the agenda? >> So moved. >> Second. >> Moved by Dr. Frank, second by Miss Pena. Any discussion? All in favor, please indicate by saying I. >> I. >> Motion carries. Next item on the agenda is approval of the minutes. Is there a motion to approve the minutes? >> So moved. Second. >> Moved by Dr. Franklin, second by Miss Pena. Um, any discussion? All in favor, please indicate by saying I. >> I. >> Motion carries. Next item on the agenda is student outcome focused governance. The Roosevelt School District has been educating South Phoenix students for over 100 years. As the largest K8 education system in South Phoenix, we are committed to creating better futures for all through education. As a governing board, one way we honor that commitment is

046through student outcome focused governance or SOFG. um it helps keep us help keep the focus where it belongs on student learning, student success and the goals we have set for our children. Before we move into the discussion, we want to take a moment to review what SOFG is and why it matters and how it guides the way we govern. And our whole board is is um committed to student outcome focused governance. So we will review um our vision is a community united to create a better future for all through education. All right. When we're talking about student outcomes focused governance, our that means our focus is improving student achievement and success through researchbased policym and decisions to increase learning outcomes based on the community's values and visions for the district. Um, this here is a

047a photo of one of their two-way communication sessions. We really worked as a board to be able to increase those two-way communication sessions in order to be able to hear from our community and make sure that we're representing their visions and values. Student outcomes focused governant means that the board, we as the board put students outcomes and success first in every single decision that we make and that can look a lot of different ways. So we work together with the executive team as hopefully you just saw in our uh budget presentation to talking about how we can turn the vision and goals into student outcomes, how we can represent our values um as our non-negotiables and guardrails and how we can monitor our progress and accountability in a way that makes sure that we are

048moving towards our student outcomes. And what that looks like in action is 50% of our time in board meetings is spent on student outcomes. Board adopts a budget that prioritizes adopted goals and guardrails. The superintendent evaluation focused on adopted goals and guardrails. Board conduct is rooted in our guardrails, RSD community collaboration and collective vision. Increased two-way communication regarding our goals and guardrails and alignment from the boardroom to the living room. As part of um us following student outcomes focused governance framework, we have adopted academic goals. The easy way to remember it is 45 and five. So that's 5 years. Um the first goal is the percent of fourth grade students that score meets grade level or above in our ELA will increase from 20% to 45% by August 2028. The second goal, the percent of

049fifth grade students that score meets grade level or above for math will increase from 11 to 45% by August 2028. Uh our third goal, the percent of seventh grade students that score meets grade level or above on ELA um will increase from 22% to 45%. And then number four, the percent of eighth grade students that score meets grade level or above on math will increase from 12% to 45% by August 2028. We also have u guardrails in place for us as a board. Um so our first guardrail is that we will have healthy board conduct and discourse and I hope that we've been kind of portraying that pretty well. I feel like we've been doing okay, you know. Um our guardrail number two, we have a board operating procedures. Um this is important also to

050have not only for us but for any future board members that might serve here. Guard rail number three, student outcomes focused uh decisionmaking. Uh guardrail number four, financial integrity. As you had seen in the presentation before, that is something we prioritize for the health of this uh district. And guardrail number five, community engagement. As um was already said, we do a lot of engagement and two-way communications. So those are some of our guardrails. We also have superintendent guardrails for Dr. portio with the first one being the superintendent shall not go without proactively sharing updates and plans on the budget or enrollment that will change the current landscape and stability of our district stakeholder district to stakeholder including board members, student, parent, staff and community members. Guard rule number two and um the superintendent should not

051fail to consider climate survey results to ensure a holistic approach to student development. um addressing academic, social, emotional, and physical well-being, which include afterchool programming and wraparound services. Guard rule number three, the superintendent shall not allocate district budget resources in a manner that does not prioritize and support student outcome focused goals, ensuring that financial decisions directly contribute to academic and developmental success of all students. Oh, guard rule number four. The superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers, including promoting from within to ensure that they have a positive impact on students and evidence by data. and guard rule number five, which we will be reviewing today. Um, the superintendent should not fail to ensure progress towards exiting ATSI and CSI status, which ensure that students with

052special needs and English learners and African-American students receive an equitable access to highquality instruction resources and student services tailored to their unique needs to promote their their academic success and overall development. And as always, thank you guys for joining in on this beautiful Tuesday um in June. Um please continue to show up. We appreciate seeing all your guys' faces. Um I'm not on Zoom right now, but if you're on Zoom, hello. Um please continue to share your voice, your feedback, hold us accountable to our goals. We will be reviewing all of our goals. Um so please mark your calendar for June because we review all of our goals. Um, but we'll be reviewing all four of them today. So, um, give us a thumbs up, thumbs down. How are we doing? Are we 20, 11,

05322, uh, and then 12%? Are we reaching the 45? Are we not? Let us know. Um, but this doesn't, this isn't possible without your guys' partnership and collaboration to, um, really make an impact in our students. So, thank you guys for showing up on this Tuesday. Thank you so much board. Um, next item on the agenda is 2.02, which is our academic check for all goals. And I'll pass it to Dr. Portillo. >> Thank you, Madam President, members of the board, executive team, and Roosevelt community. Yes, we are going to do our year-end check. So we'll begin with our uh review of our double ASA results and then go into our star data and then particular or go into our our actual goals. Um, one thing I do want to clarify is that, um, after

054the summer break, um, which is, you know, long greatly anticipated and and, uh, we're looking forward to, we will go even deeper into the data with the with the board and, uh, we are currently going um into the data much deeper with our principles at our principal summit this week and then also at our um, academic our admin academy which happens in July. Okay. So again beginning with double ASA data and would you like to to drive it? Thank you so much. All right. Double ASA data. All right. So as we look at our double ASA data, we do see that we um we are relatively flat from where we were previous year. Um so as we have said um during our other presentations, we have uh greatly refined our approach for next year. Um

055highly emphasizing coherence as one of the um the um the largest drivers for us to make um gains and move out of this flat status. We did want to share the results by grade. So as you see we have um had a drop in third grade in fourth grade and then an increase in fifth grade when it comes to ELA. And then when we see sixth grade, we had a drop in sixth grade. Dr. Can you please make sure you're speaking into the mic so that people or I can hear you too, please. >> Thank you. >> We had a drop in sixth grade, a drop in seventh grade, and a drop in eighth grade ELA. Also, as we look at our ELA by student population, we see we do have an increase, a slight

056increase in our ESS, a decrease in EL, a decrease in the Hispanic population, and a decrease in the African-American population. One thing I do want to say is as we look at those results, they are systemic and we know that um we are making u very intentional changes in how we utilize our time, our resources to build coherence across our campuses. But I do also want to ensure that we recognize where there has been improvement. So I mentioned earlier at Southwest um and I want to correct myself. I said there was a 6.1 gain 6.3 gain. there was a 6.1 gain. So, I do want to recognize Southwest for that large increase. So, thank you to our principal, Miss Fario. And then I want to recognize Irene Lopez campus for making a gain of 3.7

057points. Also, as we look at our ELA data by grade level, um this is pretty outstanding. Southwest in grade 8 made an increase of 25.9 points. That's amazing. Campbell saw an increase in sixth grade of 16.3 points. Gonchos had an increase in sixth grade of 18.3 points. Sunland had an increase of 7.1 points in seventh grade. Campbell's eighth grade grew by 11.5 points. Bernard Black's fourth grade grew by 23.5 points. Southwest had an increase of 5.3 points in sixth grade. and Irene Lopez 2.7 points in 8th grade. So I did want to highlight those islands of um of success. So we are we're very proud of those those points and growth. Okay. So moving on to math. As we look at our math, we had a decrease in third grade, an increase in fourth grade,

058an increase in fifth grade, an increase in sixth grade, a decrease in seventh grade, and an increase in 8th grade. When we look at it by student population, we had a slight decrease in our ESS population, a decrease in our e population, a decrease in our Hispanic population, and our African-American population remained flat. Again, while our data as a system didn't improve, um it remained relatively flat. I do want to highlight um the areas where we did have growth. Um Valley View had an increase of 3.9% overall in math. So, congratulations to Valley View. And uh it's his the principal's birthday is today, I believe, right? Yep. So, he's he's not his >> That's okay. He's still a Jew lady. So, happy. >> Yep. Julian had an increase of 2.7 points. Um, Greenfield, thank you

059for to our principal at Greenfield, 4.2% increase. Um, the Littles over at Kennedy, 4.4% increase and a 4% increase at Southwest. So, um, highlights Valley View 8th grade 19.3% increase in math. Julian's third grade was 16.3% increase. Valley View increased 25.4 points in fifth grade. >> Greenfield 12.9 point increase in seventh grade. Math Southwest 10.5 points increase in third grade. Lopez had a 4.8% increase in 8th grade. Gonchos had 16.9 point increase in sixth grade and bar had an increase of 11.1 in seventh grade. Yes. All right. So, moving on to our star data. So, in our star reading proficiency, we decreased um from winter from the middle um to now, but we increased from the beginning of the year till now. In third grade, we remained flat. In fourth grade, we dropped from the

060beginning of the year till now. In fifth grade, we've dropped from the beginning of the year till now. In sixth grade, we increased from the beginning of the year the year till now. Seventh grade, we increased from the beginning of the year till now. And eighth grade, we increased from the beginning of the year till now. Here are our student population proficiencies. It's important to note as we look at our growth average, we're really wanting to increase that growth average. And um that's why one of the the areas that we need to focus on is of course continuing to improve our tier one, but that tier 2 intervention is going to be critical to increase that growth factor. Um, right now we have 46 and we're striving to reach 60 or is there? >> Yeah.

061>> Oh, 60. Okay. Am I wrong? 60. >> 60 is the target. Correct. 67 or 66. What would be the target for girls? >> Should we invite him to come? >> Yes. Come to the podium, please. Thank you. >> He's missed us and you're leaving us, too, so it's okay. Hi Madam President, members of the board uh Dr. Portio and executive team very quickly uh growth average um all things being equal 50 would be a school making or a district making more or less one year's worth of growth. It's to say that um uh students um it's greater it's kind of on a curve so to speak for the uh student growth percentile. Um so there's two ways to look at it. Either one you would want that growth average to be at least over

06250. that would be showing that a school is making more than a year's worth of growth. Another way we look at it is in terms of percentages, which is we want 67% of our students to be making average or high growth. Um, so depending if you're thinking about percentage or growth average, um, there's there's two numbers there, but I think the short is obviously we want that to be higher in terms of we're looking at average at least 50. >> Thank you. But we're thinking that 60 is our target because we want to make more than a year a year's growth and 67% of our students making that 60% cut off. All right. So then as we look at our star math proficiency um we see from the beginning of the year till now uh

063pretty uh benefits for math. We see strong gains in first grade, a drop in our second grade, an increase in our third grade, a drop in our fourth grade, a drop in fifth grade, an increase in sixth grade. We remain relatively flat in seventh grade and had a gain in eighth grade. Now, we'll look at our student population. And again, we see our growth average at 41. And we are wanting our growth average to be at 60 and at least at least 67% of our students hitting the 60. Right. So, moving on to our academic goals. So goal number one is the percent of fourth grade students that score at proficiency or higher on doublea ELA to increase from 20% to 45% by 2028. So as we look at our overall double ASA percent uh

064uh proficiencies, we see that we did experience a slight drop this year, less than 1% but nevertheless a drop. And then as we look at our progress monitoring, um we do see gains in our progress monitoring goal one. Um as we look at interim goal 1.1 um it's important to note that uh when we made the goal um it was last May um and at the time the students were at 56% proficient when we started the the year in August the students were at 41 proficient. Um it's also important to note then that the difference between um when we wrote the goal from May to May that we were we were seeking to have an increase of 14 points gains. Right? So when we look at where the kids came in and where they are

065now, we actually surpassed that that gap. So we were looking to make a 14 point gain and we made a 15 point gain when you look at where we started and when we ended. um but it's still off track because it's not where we had set our goal. So I just wanted to make sure that that that was clear um in the in the bars. Also um when we look at the decrease um we also though that wasn't one of the interim goals I just want to note that we did decrease the at risk category by 15 points. Okay. Um when we look at this goal uh at our interim goals 1.2 and 1.3, we do see um an an increase um in the percentage of students from the beginning of the year till now

066who are proficient and a decrease from the beginning of the year till now. But it is not where we had set our goal. So we're off track on that one. Now moving on to goal three. So goal three is that the percent of seventh grade students that score at proficiency or higher on double ASA ELA increase from 22% to 45% by 2028. So as we look at our double ASA data, we do see a slight dip, less than 1%. But again, a dip. Right? So as we look at our progress monitoring in this particular goal, we see that we did not make any progress. Well, I I should restate that every um time that we take the STAR, it's more difficult. The the benchmark for proficiency increases. So, in that case, we did maintain the

067percentage of kids that were that were proficient. Well, slightly um decrease there, but um but we did we did make progress towards increasing that number. And then goal number two, the percent of fifth grade students that score at proficiency or higher on double ASA math would increase from 11% to 45% by 2028. And as we look at our double ASA data, we do see an increase um in this area, which we're very happy and proud of. Thank you. But it's not it's not close to where we had to set our goals but we are moving the system forward. Okay. So progress monitoring um so again as we look at our interim 2.1 we had set the um when the students when we wrote the goal in May we had set it at 29 uh.8 eight.

068Um the incoming cohort did come in at 24. Um the goal was to increase uh seven points. When we look at the actual percentage that kids came at and where they are now, we did make an increase, which we're excited about, the actual increase was three points. So, we fell short of our seven point gain um goal that we had set for ourselves. Um and then we we look at the the u minimally proficient students. Uh we set the goal at 48.8. Um the actual uh percentage of kids that came into us minimally proficient was much higher than that at 55 point uh 55%. Um the goal uh would have been a drop of 9 percentages. So we didn't um make that goal. We actually dropped five percentages but we did drop it. So we

069are moving the system forward but we are not not on pace to to reach our goal. All right. So then we have goal number four which is the percent of eighth grade students that score at proficiency or higher on ASA math would increase from 12% to 45% by 2028. So, as we look at our doubleASSA results, we made an increase of two points, two percentages. So, we're very proud of that. Um, but it's far from where where we want to be. All right. Um, so looking at interim 4.1, um, when we set the goal again, it was at 19.7. Um the incoming group we started at 19.7 and we wanted to grow the students eight points. Um when they actually came in uh they came in at 12.6 uh% uh proficient. Um we did grow

070our students an actual of 2.8 points. So we did grow them but not enough. Um and then when we look at our minimally proficient also um the goal is set at 64.3% uh starting at 64.3% um the incoming group was actually much higher when it comes to minimally proficient. Um we had 73% of the students come in at minimally proficient. The goal would have been to drop 15 points in that area but we only dropped 4.7. we did increase the the system or improve the system, but we didn't close the gap at the rate that we wanted it to be closed. So, um some of the things that we're doing to get better, um we've talked about our inputs, um a lot of them connected to today's presented budget, but also um wanted you to

071know that our principal summit um is this week. We've been incredibly intentional with how we're using that time this week with our um principles. We're working them hard. They even had homework last night um to make sure that they are they were um ready and prepared to engage in u math conversations today. Um we have a theme of coherence and making sure that we're improving coherence across all our campuses so that we can replicate some of the the the successes that we've seen across our whole system. Um we've been doing a lot of reflection um goal setting and implementation planning and leadership development. Also we're going to echo um the same structure and our admin academy in July which is for our principles, assistant principles um instructional coaches and all of our other um all

072all of our other um administrative leaders in our system. So academic and then our operations leaders will be present as well um for um the appropriate portions because we know that we need to take responsibility for learning across all of our areas not just our academic leaders. Um then we have summer institute. So as a reminder um the board included in this budget um as a continuation of a change that we made last year is that we added two um additional days for our teachers to return early from their contracts. Um so it's two days prior to returning teacher week. Um it'll be sun summer institute. It's for all teachers gened um special ed um gifted. The professional uh learning will be aligned directly to the goals and our priorities. And then the common message

073of course um is that we have to have coherence across our system and that'll be um echoed depending on their role specific sessions. And of course, we have summer learning for our students going on. Um, yesterday was the first day of summer school. It's held at Pastor. Thank you. Thank you. I'll now open it up to the board for question. No questions. Dr. Franklin, you got a question? I know you do. >> All right. Well, you tag me in. You can forget it later. >> Tag. Um, first of all, I just want to like thank the team for the thoroughess of this um, presentation and I think the clarity and connection between the actions that we're taking, the data that's here, the reflections that we've been having over the last few months compared to where

074we were two years ago or even a year ago, it the I'm sitting in the seat hearing this data and already understanding what we plan to do about it. And I think that that's a credit to the team around just the level of communication we've had in the progress monitoring conversation. So I I just want to name that. I think that that was a really strong point for us. Um and just appreciate all of the work that's gone into not only this presentation but the prior presentations. Um and I wanted to name also that um there were three places in ELA where we saw cohort growth where the individual group of students grew um at least 3% and that was in third grade going to fourth grade, fifth grade going to sixth grade and sixth

075grade going to seventh grade. So sometimes the state looks at it with just that grade level and how that grade level does over time, but we did see some cohort growth as well. Um I think for me all of these things have been kind of laid out in terms of you know here's where we we've had the wins, here's where we've had the losses. We've had some really phenomenal wins in a few spaces and appreciated you naming those. I think what would be really helpful for me is if we could just tie that back to some of the actions that we're taking in the spaces where we didn't see those gains either in ELA and math. what was the gap that we think contributed to us not making that gain and how does that in

076a concrete way tie back to the strategy that we're implementing? Um because I think for me there's still it's clear what we're doing and it's clear where we didn't make gains. And I think just what I want to leave this conversation clear on is how does that action address what we believe the gap to be. So for example, if it's tier 2 intervention, we think that tier 2 intervention is the reason because this was the gap here. Um, so any kind of clarity we can bring to kind of bring that through line through is like why do we think that these particular things are going to address the gap and what was the gap that we've identified. I think we've done a lot of work around naming what we're doing to fix it. But I

077just want to make sure as a board that we're clear about like what do we think the issue was that caused us to not reach these goals in both math and ELA for this year. >> Um, I'll I'll start and then I'll tag in u Miss Geston. um three areas that I know um to be true that that we need to um to improve upon again is coherence. So um a variance in implementation of the strategy um for for a multitude of reasons but a variance in um in implementation of strategy is is one and that's why we've been so clear um in um in uh rolling out to our principles that that while we respect the the um individuality of each campus, we are a system. Um so we've been talking a lot about

078systems and um the importance of sharing um really anchoring and in in the the board adopted theory of action. So we started yesterday talking about the theory of action and in that theory of action it talks about um ensuring that we have um commonalities across our system and that those um systems are created at the district level and that we're directing that. So the commonalities um is something that I know that we um need to to work on. Um another area that um that we need to work on is sharing of those strategies. So really understanding and that one's campuses win is our district's win and one campus when a campus falls short all of us take common responsibility with collective responsibility for that. That's another area that we're that we've been um focusing on

079on ensuring that we are that we are um um really emphasizing this week at principal summit and that's part also of the theory of action. Um the other thing that I know um is as we're thinking about um um how we utilize our resources and how much resources are allotted to a campus this next year. We're really thinking about equity, not equality, but equity. And that's also named in the theory of action that we would share what's working well across the campuses and then direct resources to areas where campuses need more support. Um, and then the other one that our principles tell me and also I know to be true um, as I speak to our our human resources executive director is that there are some very um, real human things that happen on campuses.

080So, a a teacher that's that's um really strong and we promoted and while we promoted and gave this opportunity for this person to move up, it has really drastically impacted that campus's um achievement. Um though she's helping in a different way, she's not having that direct impact on students this year. um another teacher whose whose husband passed away and she had to take um s significant time off um from work and also we have um we have had um long-term subs coming in covering her class. So there are some human things that happen um where our end counts are pretty low on certain campuses. It has a huge impact when that teacher is out of the classroom. So in working with Miss Alexander um we are um we don't have the the plan yet. So,

081we don't have it ready to share with you. Um, but we've been talking about what can we do to respond um um better because we know that we work with humans that are working incredibly hard and things like this are going to happen in their life, positive and negative, right? Um promotions and other things. So, those are three areas that I know that we need to work on is that coherence um ensuring that we're um allocating and reallocating our um our resources and then also um also just responding to the humanity of of the teachers that that and the leaders that we have on our campuses. um with the um allocation and reallocation of um of um resources um we are changing the way that we run our meetings. So our accountability meetings for next

082year they'll be four of them um which will be in person rather than virtual and each one of them has a particular topic that we're going to focus on. The first two being the allocation and reallocation of of resources um as a whole unit. So the principles, the exec team um uh and the instructional coaches coming together in this room all together to to ensure that we're um putting the resources where they belong and not taking ownership of I'm losing if I lose this person, but really looking at the system as a whole. Miss Gustin, >> thank you Dr. Portio. You gave me time to organize my thoughts a little bit around this. Uh so I think I the first thing I would just name is when when when we've got years of low achievement

083that means I think the first gap we have to name is the gap for our students and in in their learning and and where they're at um just in in the skills and the knowledge that they they currently have. Um and so while we know that it has to start with really strong tier one instruction that that core instruction they have to have access uh to their grade level standards. We can't we can't sacrifice that at any cost. Uh we do have to invest so much more time and energy um and intentionality into our tier one uh structure to close those gaps. Uh, I see that for for one, everything that you're we talked about already around the pair professionals, but just the the tier one model districtwide common consistent uh scheduling in our master

084schedules, the identification of a a common curriculum to be used across all campuses. Those aren't things that we've had locked in as tights that that that now they are. Um, and part of that not not only do we believe that that's what's right for kids, but when we have that consistency across all campuses, we're also able to support them better. We were able to invest in in the resource for all schools uh and then be able to plan out for how we're going to provide that training for them uh during the summer and then ongoing. Um, I also think to uh the tutoring project that we had this year and we saw the impact of that and we're excited to replicate that, but that's that's intended to close those gaps for students. Um, consistency uh

085not only in what our instruction looks like in the classroom in front of students, but how we're planning. Uh, one of the the things that I noticed in our data was that the two grade levels that you could see a a a consistent growth from beginning to end of year was third and sixth grade math. Uh, and those happened to be the two grade levels and the content areas that when we rolled out our our protocols for our PLT meetings, those were the two we said we're going to start with math. uh and and the expectation across all campuses was you're going to get tight in these protocols for these two grade levels. Uh so I don't think that it's a co coincidence to see that that growth that trajectory. Uh we also saw sixth

086grade had great returns on the targeted intervention which also plays a role. Uh in terms of learning uh standards, I mean there's there's so much more that we still need to unpack, but two immediately immediate things that come to mind. For one, in in reading, it's the comprehension piece. As you know, K5 this year has been a very deep focus on structured literacy, and we know the reasons why, and that that was critical. Uh, but now it's time to build in really strong and consistent vocabulary and comprehension routines. And happening this week, uh, we have our first round of this the series B for our summer academy, uh, for our teachers to really get equipped with that. Uh I already spoke a little bit to the the training and support. Um our emphasis on MTSS

087moving into this next year is really developing consistent systems for student data. So that way when we are grouping students for intervention that that there's a reason behind that. our our team has been developing flowcharts to guide uh school teams using their star data of of what to do in order to determine what group students will uh will be in for intervention. Um that's just one example and part of it is in in a true MTSS system we don't have we're not missing kids. We are developing practices that have us looking at all kids all the time and making decisions very regularly about the supports that they need whether it's tier 2 or then even the students that aren't responding to tier 2 and need uh tier three. Um and then the final piece that

088I would I would name uh again uh is is specific to our EL and our ESS students. We, as you'll hear in the EL audit report in a couple weeks, and we've already heard from our ESS audit, uh, the gaps that still remain for us there. And I think while we've gotten a lot stronger on the compliance end of things, like the paperwork is done, like we're getting kids in the right groups in terms of actually, even for EL, I love using the example of we're getting really good at putting the ELP target on the board. Uh what we're not good at yet is really embedding the scaffolds and the structures into instruction. Uh as our team has been planning summer institute, we started our in our planning process, we started kind of in the

089siloed thinking about okay, we need to have a a session specific for e strategies and we we said no no no no uh are those need to be embedded into every session. Uh and we're really excited. We're developing a plan where every session in summer institute will begin I know we overuse the why uh but starting with that with the data with the clear explanation of what our ESS and EL students need uh even what we need to provide for our students in terms of behavior uh supports and and and behavioral learning uh Boytown uh that then all of those sessions the strategies and the un the the knowledge the research beh behind it is embedded so that we're modeling what we expect of our teachers in the classroom. So those are a few things

090hopefully to address that question. >> Thank you. I appreciate that. And I think just to be transparent about why I asked that specific question. I think you know for anyone community who's watching I think it's not necessarily to hammer in on you know what were the issues that we had or what were the problems that we had. It's that we're proposing a set of resolutions. And just like if you're going to the doctor, you're going to take some medicine, you want to know that the medicine you're going to take is going to fix the thing that's wrong with you. And if you have a broken arm and you take some ibuprofen, that's probably not going to be the thing that fixes you. And so this is part of our work as a board to make

091sure that we're doing the due diligence to say, is the proposed solution matching with what we think is part of of the issue that we saw this year. So just appreciate that. And I think we've done such a great job on the clarity of laying out those pieces. And I also appreciate that everything you said lined up with the things that we've proposed, which is always a really good thing to hear as a board member, that there's no surprises in any of those spaces. I also appreciated um that you named um the idea of the intervention and just in general our focus moving from some of the fluency to some of the comprehension, knowing that that's part of what's going to move students to proficient. So, appreciate that. That was another question that I had.

092Um, and then I think that the only other question I had, and this might just be something that is further along in the analysis, or Nick might have to get back up here, who knows? Um, just looking at the the proficiency from STAR to ASA, it seems like as I was looking at the data that um, for ELA, let me see, um, that there's that overall our grade levels have a much higher proficiency on STAR than they do on ASA. and that the reverse is actually true in six through eight math. So our students are doing better on ASA than they are on their STAR proficiency. And I think I'm less concerned about like why that is and more just about like how are we using that data to be predictive and what are we

093learning about how predictive that data is to tell us whether or not we're on track if those proficiencies are ultimately different. Come on up, Nick. You knew you weren't done. And um while Nick prepares um we did do an analysis of um of that predictability as well. >> Thank you again uh uh President Hajj, members of the board, Dr. Portillo and executive team. Uh overall the correlation was uh very strong especially when you think about um we looked at actually percentile rank and scale scores as opposed to uh benchmark levels. So like proficiency partially proficient to think about just um their scores their raw scores between the two um and this is going to just sound technical but um there it was all over a point8 for correlation in terms of ELA and math which

094is just to say it was a very strong correlation um and uh a year ago we talked about this was something that we saw was especially in fourth and fifth grade where there was it seemed seem to be higher star scores than ASA and that seems to be consistent. It's about 5 to eight percentage points higher. Um and then eighth grade um probably is our most extreme uh example was higher for ASA and it it's really all about the benchmark uh scores for STAR. And I would say to and I sometimes come up here and sound like a star apologist. Uh but in defense of STAR um one is um they are this isn't it is nationally normed. So it's it's thinking this is um even though it is the state benchmark they are doing

095a little bit of educated guessing on on what means uh proficiency. Excuse me. And then uh my my second thing about STAR is um we still have students taking the test. So there are going to be some some places where it is um they're doing well versus not. And so then finally to get back to your uh the question um we can see percentile rank. I've talked to the principles about this that yes your student was partially proficient on STAR but they were in the 68th percentile amongst uh students. So they are they have a lot of skills. Um so I would say um one of the things that we can talk about more is partially proficient on eighth grade math is on STAR is a good sign and that does certainly show that they

096have skills. Um and again uh just to wrap all of that up is that we did see quite a bit of uh correlation uh between STAR and ASA which is helpful for us to your point to be able to see where our students are. And then just to say this because I I think this is what I took away is that this kind of variance is similar to what we've seen year-over-year. So there was nothing necessarily surprising in this year's data and the variance between STAR and ASA. This matches what we've typically seen in the past. >> Yes. And I would add to that there was not surprises between schools. So schools where we thought or grade levels where we saw that were high on STAR came in on high on ASA. uh we really

097didn't have um any surprises in terms of expectations but certainly going to be some divergence between the two assessments. >> Got it. Thank you so much. >> Any other questions from board members? Miss PA? >> Yes. Uh Dr. Portio, this is um you mentioned about that there's going to be well there's the principal training that's going on and then we also have the teachers that they're going to come back in. Uh I think you mentioned well my question is kind of multiple questions but it's kind of all in the same uh thing. How many days do the teachers have to prepare their classrooms? Like how how much earlier before school starts do they have cuz we have all these trainings and I have noticed that a lot of times teachers are really stressed out with

098like one or two days that they have to prepare their classrooms. So that's my first question like how many days do they have ahead of time to set up their classrooms? Second, because that helps you just completely be prepared for those students. Um, second thing is besides those allocated dates, are teachers allowed to come in earlier for classroom preparation just to set up their spot planning and get themselves mentally prepared um on their own? And if so, are we letting teachers know that, too? because I know that as as someone who was formerly a teacher, that is something that really meant a lot is to have that extra time before classroom start to have that class prepared. >> Thank you for that question. Um, so yes, teachers can come ahead of time to prepare their

099classrooms. We do have a summer um schedule because we're trying to ensure that we're saving money in the parts of the year that air conditioning is the most expensive, right? So, we do have a summer schedule um on our campuses. So, um teachers would need to be mindful of of that because during that time we're we're um operating virtually more so than than in the actual buildings. Um so, um that that if that has not been shared with the teachers already, we can definitely share that. So, they can come on their own time. Um we do have uh two days of uh during returning teacher work that are negotiated with our um uh Roosevelt Education Association that um neither principles nor nor we can touch. So it's for um them to prepare their classroom um

100that is compensated and um hence why we added 2 days into our budget for them to come before returning teacher week so that we can help them um participate in all this training. I do want to say though that a lot of the training that we do is um training that is directly related to their planning. So, as they're learning, they're also able to to um use that in their planning to accelerate their planning or in some some trainings, they actually are able to plan during that time. Um and um just to to um mention, we did have um last week our our teams also met for our leadership teams also met for MTSS training. this week principal summit um teachers are doing the series B of um the Ashlock training that moves more towards

101vocabulary and comprehension um so so yeah a lot of the training that they're receiving are also using the materials that they're going to need to use in their classrooms do you have anything you'd like to add >> I think the only other thing I would add in is going back to those two additional days that they're on contract uh as we planned out what that would look like and how do we really make sure that it's of benefit to everyone. uh in previous years before that in that returning teacher week uh you have mon it was Monday and Tuesday was PD Wednesday Thursday were the protected days for classroom setup Friday morning is convocation Friday afternoon was PD so there's essentially two and a half days of professional development and we were in in a

102place where district would take one of those days to to direct what that PD looked like and that left sites with a day and a uh and that's not enough time. Uh so by with that those two days of summer institute the Thursday and Friday before that that traditional returning teacher week those are the days that we get to direct uh in partnership with our campuses so that all of the professional learning that we that aligns with our district-wide goals happens at that time. And then that next week is the sites and we other than they need to present a plan for how that time what their agendas are going to look like and how it aligns with goals. Uh that is their time to really to continue learning and in and rolling out their

103sight specific goals and plans, but then also be able to they our principles know what their teachers need the most. Uh and so they're able to tailor that time to support that as well. Any other questions from board members? Okay, I guess it's my turn. I asked five questions. Um, and so I appreciate the detailed responses um to all of my questions. Um, and I would just like to just talk about one of them or I just want us to just have a to hear um the answer um from one question. And so we can go with number two. 7th grade double double double ASA ELA decreased from 27.6% in 2025 to 26.1% in 2026 while the while the 2026 target was 35%. What does the district believe contributed to the decline and what will

104be the different what will be different in the instructional plan for next year? And it was kind of to Dr. Megan's like Dr. Franklin's question um about us like dissecting and figure out what's wrong and diagnosing and so I would just love for you all to to share verbally um what you all wrote. >> So just to kick it off um what we've noticed is that there's a a mismatch between the level of rigor and then our unit plans. Um I will pass it on to Miss Gon because she has a lot more detailed um knowledge intimate knowledge of what we're doing about that. I don't I might if it's okay with you I'm just going to read the response verb just to so I don't miss anything. Uh so what we shared was that

105we believe that there are several factors contributing to the decline in seventh grade ELA performance. Uh one of those being that to Dr. what Dr. Portio uh mentioned the increased rigor of the standards in that transition from sixth to seventh grade uh especially in students ability to analyze complex text, site evidence and communicate deeper understanding through reading and writing. In addition, schools reported ongoing challenges related to student engagement, motivation, and interest in text. All of which influenced students willingness to persist through rigorous reading tasks. Our reviews also identified variability in instructional practices and differentiation across classrooms. So, in response, the district is revising our middle school ELA unit plans to create greater consistency across schools and classrooms. Updated unit plans will include built-in scaffolds for struggling learners, extensions for advanced learners, and clearer guidance for

106instructional delivery. End of unit assessments will be administrator administered over two days providing students opportunities to practice pacing, stamina, and test taking strategies that mirror state assessment expectations. Uh teachers will continue receiving support on effective modeling and gradual release practices in middle school classrooms. Uh meaning the teacher will do less talking and and put more of the cognitive load on on on students with the appropriate scaffolds. Uh and then also strengthening the collaboration between ELA science and social studies teachers uh because because certainly in all of those content areas students encounter complex texts that they're able to utilize common uh comprehension strategies. Uh and then we also think that our our improved coaching, our PLTS that will extend into uh more into like I said this past year has been very much a math focus.

107Uh doing more with it with ELA and the PLT process and MTSS uh uh will ensure students receive timely intervention support throughout the year. Uh and then finally, we will be considering all these factors in our ELA curriculum adoption process that will be launched early next school year. What I want to add to this is uh lucky for me I was a not typically when we get the board questions my when I phone a friend it's it's our division uh it's Miss Sander it's uh Miss Susa our division our department leaders. Uh but this last last week we also were kicking off our essential standards teams and so Miss Erica Lopez, one of our ELA coaches, was working with our sixth through 8th grade essential standards teams and I said here you go. Uh no,

108but so I want you to know that that that con that that response was a synthesis not only of what we knew uh to be true. Uh but also the input of the actual teachers who have lived that and are developing and refining those curriculum maps. Uh so it was a good opportunity to get their input in the response for you. >> Thank you so much. I appreciate it. U Madam President, just to build a little bit on your question, I did have um I did not submit my questions ahead of time, so I do apologize. Um but I was curious to learn more about um the revision of the middle school ELA unit plans um and how are they are students are teachers going to obtain these are they going to be part of

109the unit planning revision? Um and then also are they um are we going to take this opportunity to highlight successful strategies for the middle school um teachers that have seen a big growth and keeping those? So not maybe not revising the entire unit. What's just what does that look like? >> Thank you. Uh so because of how much work we put into the unit plans last year, it wasn't having to start from scratch by any means. Um but in terms of when will teachers have the opportunity to really engage with them that will happen during that summer institute uh we differentiate the training as much as possible. So our sixth through 8th grade teachers will be able to come together uh all of them to really dig in and understand the the unit plans themselves

110but then also focus in on some specific instructional strategies. One that we've we've really been uh focused on is is the concept of close reading and how do students engage with the text and access uh complex text through some um some I'm going to do a horrible job of explaining this even though I led a training on this like 15 years ago. Uh but just the different pro the steps that they go through in in reading and rereading the text to look for different um different components and deepen their understanding. uh that is a great time when they're all in the room together to be able to learn from each other and to be able to look to uh like for instance I think at Southwest where the we had that a great increase that

111that Southwest ELA teacher should be in the spotlight sharing their uh sharing their experience and their strategies for us to learn from. >> But also Miss Gustin in the revision who who revises the unit plans >> those teachers. Yeah. >> So, the the highest achieving teachers have been invited and compensated to come in and do the revisions. >> Thank you. I like to hear that. >> All right. Thank you. We made so much progress in such a short amount of time. So, shout out to the district and to all of our staff and principles and teachers for all of your hard work. Um, next item on the agenda is progress monitoring report for superintendent go number five and I will pass to Dr. Bortio. >> Thank you, Madam President, members of the board, executive team

112and Roosevelt community. Today we are giving you an update on our progress towards reaching guardrail number five. Um, guardrail number five is in attaining the board's student outcome goals. The superintendent shall not fail to ensure progress towards exiting ATSI and CSI status, which ensures that students with special needs and English language learners and African-American students receive equitable access to high quality instruction, resources, and support services tailored to their unique needs to promote promote their academic success and overall development. So, Miss Geston will be presenting on our progress towards interim guardrail 5.1 and 5.3. >> Hello everyone. Again, uh these three slides are are very similar to what you saw about midpoint this year. Uh so what I would love to do is mainly speak to some of the changes or the things that have happened

113since uh that point until now. uh in the assessment category. While we uh I would say first of all our team uh has crafted a pretty we're pretty proud of the assessment calendar that we've built for the next school year getting very uh very intentional in the assessments that we're we are uh delivering and the and making sure that we're doing it for a very specific reason. Uh so within that we will continue with our star reading and our star early uh literacy assessments along with uh not necessarily introducing more star CBM measures but but making that a a tight that we have data consistently for all of our students. So we've built that into our our uh progress monitoring plan. um very much I would say with with our EL students, we don't need

114to do a bunch of separate assessments for them. We need to look at the data intentionally and and be able to gauge their progress and then evaluate the specific inputs uh that uh that align with that. Uh one of the the uh assessments that is under revision right now is a an assessment that we'd had for several years uh that was specific specifically an EL reading benchmark. Uh we are sunsetting that I would say uh partly because it was housed in the assessment platform within Synergy of which we weren't using synergy for anything else. uh it and it was clunky and so it just didn't make sense for us to continue using uh that platform when uh we could when we've invested in in other uh assessment systems uh instead right now what we're looking

115at is uh the Nav'i assessment system that we're building out of utilizing that specifically well not only for all the other purposes but using those assessments and what we can build within Navi to also align to ELP standards. So, that is something that's in progress right now. Um, as the state is rolling out more with Nav'i, uh, we're learning each week there seems to be a new update and what what it will have for us to to help measure that progress. Uh, and then of course we also have our Azela assessment um, of which we saw some some great growth this past year in proficiency. Uh on the data side, we will be continuing to use our educ platform that is very much supportive of our MTSS uh model. Uh and that will give us

116the opportunity to study our EL data uh our EL student data not just in terms of their proficiency uh but really what other trends do we see for our EL students in attendance and behavior. Are there other factors that are impacting their ability to uh become proficient in English? Uh on the monitoring and evaluation side, we definitely have our continued regular different leadership team settings where we are looking at the data. Uh kind of late breaking news to what Dr. Portio shared earlier, we are making a shift away from the monthly virtual principal IC data analysis meetings to I believe what are we calling them summits. >> So the um data and strategy summits >> uh so we are that that shift is going to be happening uh for all of our student learning data

117of which EL students will continue to be a focus. Uh we've also determined that to what I mentioned earlier about uh we're really good at putting ELP targets on the board. Uh we need to get really good at the the actual instructional strategies. And so adding in in terms of monitoring and evaluation in our district-wide learning walk template, uh we need to add in those those specific strategies so that we can be capturing data on on what's happening and what's not. But it's also a great tool then for the and actually more importantly the feedback that comes with that. So when when our our leaders are seeing things in place or not seeing it in place, not only do we have the data to to to build from, but they're actually able to act on

118that immediately uh through the the learning lock form. And if we go on to the next slide, uh I I will be brief here because in two weeks we're going to get a much more detailed report on our work with our uh EL uh audit specialist. Uh the biggest thing that we've added in is the what's happened this past spring which is the final synthesis of the report and all of the data uh delivery of that report and all the supporting documents. And then one of the the the things that's already happened was in late April Dr. Dr. Tea met with our entire teaching and learning division team uh to share the findings uh and to help make those connections between what the the findings and the recommendations were to what our bigger uh division

119plan was which has really la what helped launch the ideas that I mentioned earlier around how we're embedding practices into uh our professional development into our curriculum maps. So getting rid of the silos and just integrating it into everything on paper and in practice. Uh so I'm sure you'll get to hear more about that shortly. Uh so I won't belabor that too much. Uh the last one being uh the the ATSI or CSI status. Really there isn't anything that's changed in this in this part of the guard rail. Uh all schools are required to complete an integrated action plan. And then on top of that, this past year, all of our schools have been in project momentum, which is part of a partnership with AD or a requirement of AD. Uh where alongside a principal

120coach to help support our our school leaders in doing the work, they are creating quarterly goals and implementation plans. Um and within that, not only can they have should they have their their uh broader goals around linked to achievement in in reading or math, but very much strategy based. They also are required to have a goal specific to the student group of which they are in ATSI which overwhelmingly has been uh either EL or ES ESS. Um and so then they develop a goal and action plans around that. Next year we will have seven of our schools, six of our schools, those numbers I keep flipping them back and forth uh that will be continuing with project momentum. But one of the things that will stay consistent across all of our campuses is the development

121of a quarterly uh quarterly goal setting and action implementation plan. uh whether you are project momentum or not. Uh all schools will do that and it will be one of the other requirements is that it also aligns to what our district quarterly what our district goals are for the year and our quarterly implementation action plan as well. That's what I have for you. Any questions? >> Just a quick clarifying question. Well, and then I have another question, but my clarifying question is um when is the ATSI and CSI status updated um for when do we find out if schools have exited? Um is that released with the state data or is that released? No, it's not. We see Thank you, Nick. Mr. Ro again hat trick today. >> I was just about to turn my

122laptop in and now you got me coming back. No, no. Um >> ready for >> uh Dr. Portio executive team um ATSI and CSI we'll know more about once we get our SGP data in July. Um Dr. Portio mentioned this that we have more data coming. We don't have uh growth data yet and that's also a big piece of um ATSI and CSI. Um so in theory we would be able to know what those scores will be more or less but that all officially comes out typically in like October. >> Got it. Thank you so much. Um and then I think this is just a more general question. Um, I appreciate so much the point and I'm hearing it throughout all of these presentations about how we're trying to standardize so many of these systems

123so that it's a replicable system across campuses. Um could you just walk us through how if I'm a principal and I've got my own data at my campus and we know that our data is varied from campus to campus, how am I using the standardized template to still make sure that my campus is getting what it needs or how how it how am I balancing how are we balancing as a district that standardization with making sure that each campus has the autonomy to be able to address the the data needs that they have. And are you speaking to the what I mentioned the quarterly goal >> summits? Yeah, I think in in our data um I think in our data and goal setting processes for next year in our effort to standardize how are we

124making sure that campuses still have the autonomy they need to be able to address the data that they have that might be different from a different schools. >> Absolutely. Uh so one part of that is uh us setting clear goals but campuses having the autonomy of determining what are their specific action steps to to hit those goals. Uh, and I think not only does that obviously does that not work for or does that not only work for like our student outcome goals and interim goals, but if we are talking about so one of our goals for next the next school year has to do with uh the implementation of our priority reading plans uh and being able to see consistent evidence in classrooms of those strategies. Uh that's the goal that we're going to set

125districtwide. Uh but we're not going to mandate every action step to get to that goal. Uh because schools are in different places for for uh whether some schools they might need to do more professional development. Some schools it might be it might be best met through their PLT process. Uh coaching might look different. So that's part of the the place where we want to give them uh that flexibility to to tailor it to their school's needs. Um I think also it's I in us now while there you also you don't want 17 goals uh while we will have our district-wide goals we still are asking schools to set goals that are specific for them uh and they are certainly encouraged to then you know what what needs they see that they're going to set goals

126for. We're not going to prohibit them from from pursuing that. It just also needs to it's almost like our district goals are like the guard rails of like you can do all of these things. You also got to make sure it's not at the it's not at the you're not comprehend uh uh compromising reading instruction in order to do this. Uh so those are but it is we just had a conversation today about loose and tights and not only what should they be but then what's the tension between that and and when when we when we set tight expectations or uh requirements districtwide um versus where do schools have flexibility and autonomy in what they do uh what what what challenges does that create? So >> thank you so much. I appreciate that. Any other

127questions? Um, I just want to say thank you, Nick, for your service in Roosevelt. We appreciate you and we wish you well. Okay, next item on our agenda is public participation and we do not have any tonight. Um, next item on the agenda is reports. Um, superintendent report is next. Um, and then we would like to take a moment to recognize two outstanding leaders whose service has made a lasting impact in our district. And I'll pass it to Dr. Portio. >> So, I would like to take a moment to recognize an outstanding leader whose service has made a lasting impact on our district. Do you want to stand? So everybody knows we're talking about you. I don't know we can change the camera angle either. But um first congratulations Dr. Battle on your appointment as

128superintendent of the Chandler Unified School District. Well, we will certainly miss you, your leadership, your dedication, and commitment to our students, staff, and community. We are grateful for the positive influence that you've made throughout your time in our district. And on behalf of the district, we thank you for your service and wish you continued success in your exciting new role. And we have a video we want to show. Dr. Anna Battle has made a meaningful impact through her steady leadership, commitment to students, and dedication to public education. Throughout her career, she has consistently led with professionalism, and a clear focus on students, staff, and families. Those who have worked alongside Dr. battle. Know her as someone who values relationships and approaches challenges head-on. Whether working with students, educators, families, or community members, she leads with

129authenticity and a belief in the potential of others. Her leadership has also been shaped by experiences beyond the superintendent's office. As a former college athlete, she understands the importance of discipline, teamwork, perseverance, and preparation. These qualities have remained evident throughout her career as an educational leader. Equally important has been the role of her faith, which has helped guide her commitment to service and integrity. These values are reflected in the decisions she makes every day. As she begins her new role as superintendent of the Chandler Unified School District, we want to congratulate her on this exciting opportunity. Chandler is gaining an experienced leader who understands the importance of strong schools, strong teams, and strong community partnerships. Dr. Battle, thank you for your leadership, your service, and your contributions to public education and the Roosevelt School District.

130We wish you continued success this next chapter and look forward to seeing the positive impact you will make on behalf of students, staff, and families in your new role. Congratulations and best wishes on this exciting journey. >> I know she also wanted to have some remarks. So, um, Dr. Battle, the floor is yours. You're so polite. All right, I gotta do this because I'm gonna talk to all y'all. All y'all. Um, wow. Thank you. Thank you. Um, can I have a cup? That'd be awesome. All right. I'm I know y I don't want to have y'all score yourself poorly on time because of me, but I'm >> We'll give you some grace. It's okay. It's okay. >> Anna means grace. Anna means grace. >> All right. With that said, um, >> just so y'all know,

131Dr. Franco has put a tissue box in between us, so I don't know what she's trying to say. All right. Dear Roosevelt, elementary school district staff, family, family, students, and leadership. You got it. >> Thank you. I did apply for the job. Okay. So, there's that. However, okay, it's been one of the greatest honors of my professional life to serve this incredible district over the past three years. As I leave this chapter, I do so with grateful heart. Leadership is never about one person. It's about the collective commitment of people who choose every day to serve children, support one another, and believe in possibilities. Thank you for allowing me to be a part of that journey. Beginning my journey with Mr. the man as executive director and accountability achievement data research and all the things

132I was blessed with the opportunity to enlarge at every level the district office school sites and throughout the community from the very beginning I felt welcomed with open arms the heart of South Phoenix has shown brightly through the kindness of resilience and authenticity of the people. I'm going to it's going to happen. It's going to happen here. People are valued, appreciated, accepted, and that spirit left lasting impact on me. Thank you, Superintendent Portill, and the governing board for promoting me, enlarging my territory as a deputy superintendent. over the past two years. Doing so allowed me to forget what was behind and strain for what was ahead of me. Those aren't my words. Quote. End quote. Those words are fantastic part of a book that I read every morning. Right, Nene? As someone who deeply believes

133in the power of relationships and community, thank you for recognizing. I quickly fell in love with the people here. You filled a special place in my heart. soul and for that I will always be grateful. I'll be shared with others and every morning as I traveled down I 10 writes Chanel I turned down baseline and I felt a sense of purpose and belonging. This community has always felt special place for me because throughout my educational career I've served babies from this area. They used to come around that mountain to where I was able to live, work, and play. There is truly something extraordinary here. A spirit of perseverance, compassion, pride, and hope that can't be duplicated. Every morning I prayed on my knees for this community that I would give my very best. You deserve

134excellence, commitment, integrity, and unwavering support. And I worked every day with that goal of honoring that responsibility. I sincerely hope that my service reflected the love and dedication I carried in my heart for this district and its people. Thank you for allowing me to grow, to lead, to contribute alongside such passionate educators, staff members, students, families, community partners, and leaders. Your commitment to children and families is inspiring, and your impact reaches far beyond the walls of the schools. to our community partners, parents, students. Thank you for your unwavering support and welcoming so warmly to our governing board members, executive team, district leadership, site leadership, and staff. Thank you for your leadership, your service, courage, steadfast commitment to the students and families of Roosevelt Elementary School District. Your work matters deeply and I appreciate each and

135every one of you. May God continue to bless each of you, guide your paths, strengthen your hearts and pour his favor upon this beautiful community each and every day. I leave with immense gratitude, unwavering optimism, and the firm belief that this that the very best days are yet to come. Roosevelt Elementary School District, they are a coming. Continue to leave with purpose. Serve with compassion and never underestimate the power you have to change a child's life. Thank you very >> Thank you so much. It's been an honor to to serve alongside of you. Um and we appreciate you. Does anyone want to say anything? We're good. Good. Okay. All right. Thank you. Nate, can you please play the next video? I nominated Dr. Jamaican frigowitz to be recognized by schoolboard partners because she represents the

136kind of student centered valuedriven leadership that this work requires. As a member of the Roosevelt School District governing board, Megan has consistently shown up with courage, integrity, and a real commitment to our students and community. Some of her leadership is visible during board meetings, but so much of what makes her outstanding happens behind the scenes. She studies the work, asks thoughtful questions, pushes our board to stay focused on student outcomes, and help strengthens the way we govern together. This is Megan's final year serving on the board, and because we are on the same election cycle, I know how much time, energy, and heart this role requires. It felt right to nominate her because leaders like Megan deserve to be seen, appreciated, and recognized for the impact they have made while they're still doing the work.

137What I appreciate most about Megan is that she understand that schoolboard service is not just about showing up for meetings or voting on agenda items. It is about doing the discipline work of governance, staying accountable to the community, and keeping our students at the center, especially when the work is complex or difficult. Megan brings care, preparation, and conviction to her role. She has been a steady and thoughtful leader during important moments in our district, and her service has helped make our board stronger. She leads in a way that reflects the values of schoolboard partners and reminds us that strong governance can create the conditions for better outcomes for children. I am grateful to serve alongside Dr. Maker Frigger and proud to see her recognized as an outstanding school board member and community leader. Next, it

138is my pleasure to introduce Ethan Ashen Ashley, CEO and co-founder of School Board Partners, who will provide a special special remarks and recognize Dr. Frankis for her contributions and service to our district. >> Hey, my friend, how you doing? >> Before we I was crying before we started. Now, I'm I'm ready. I've got my Kleenex right here. >> Listen, I might need some after this, too. Uh, Madame President, thank you. Uh, superintendent, colleagues, board members, I just want to say as I was listening to that nomination video, uh, I couldn't help but think about, uh, how much Megan's story uh, is reflected in the way she leads every day. You see, Megan didn't find education uh through politics. She found it through students in classrooms, sitting alongside families. She found it in the way of

139being able to work daily on helping students realize their potential. See, Megan built her whole career around this one simple fact that a child's future should never be determined by their zip code. And so, she sort of used that to guide her in every chapter of her life. We see that. I know that to be true. And as a classroom teacher serving English language learners, she experienced firsthand that every child arrives at school carrying a story, a dream, and unlimited potential. Those experience certainly shaped not only the way that she showed up as an educator, but her understanding about what is true around educational equity. She went on to become a school leader uh and helped grow schools serving students across central Phoenix. And throughout that work, let's be clear, she remained committed to ensuring

140that children are not simply present in classrooms, but they are known, they are valued, they're challenged, and are given an opportunity to succeed. And that commitment shows up in her board service. I was here for all of it hiding in the back. Let me acknowledge that your team hit hit me pretty well. I want to acknowledge that. Thank y'all. Fed me good, too. I just want to acknowledge that. Felt good about that. Uh, and you know, I heard the questions, the challenges, the accountability, the love, and what you and how you show up and the work that you do. See, in this nomination we heard tonight, it spoke about courage. It spoke about accountability. It spoke about a leader willing to make difficult decisions when others might choose an easier path. But what stands out

141to me is not any of those qualities alone because they don't exist in isolation. They're rooted in a lifetime spent serving students. When Megan asked the hard questions and Lord she asked the hard questions. Uh it is because she's been an educator responsible for helping children learn. When she pushes for accountability, it's because she understands what is possible when schools get it right. And when she makes difficult decisions, it's because she understands that leadership requires looking beyond today's headlines and focusing on tomorrow's opportunities for students. That perspective matters. Because the best school board members never forget what schools are actually for. They never forget the children sitting in the classroom. They never forget the families that are hoping for a better future. The teachers working late into the evening or at schoolboard meetings. Thank y'all

142for being here. And the community's dependence on public education open doors of opportunity. And Megan's nomination describes a leader who remained focused on students even when facing criticism and personal attacks. Frankly, this is what leadership looks like. And I want to acknowledge it's not perfection. It's certainly not popularity, but it's purpose. The willingness to stay grounded in your values when pressure mounts. The willingness to put students ahead of yourself. the willingness to make decisions based not on what is easy but what is right. And as schoolboard partners, we often talk about uh two powerful values. One is irrational hope, the belief that our students deserve a better future than what they inherited and righteous disruptive impact, the courage to challenge systems in pursuit of that better future. Dr. Frankitz, you embody both. She believes deeply

143in the promise of children. She believes deeply in the power of public education and she's dedicated her life to improving student outcomes, their experiences, their environments, and ultimately their access. Megan, thank you. Thank you. Thank you for your leadership. Thank you for your courage. Thank you for your commitment to students and families. And thank you for reminding all of us that educational excellence and educational equity are not competing values. Not at all. They are promises that are owed to every child. And so in honor of recognizing you tonight, I just want to say congratulations. We are proud that you've been nominated as school board member of the year. And please join me again in congratulating Megan. I know we're going to take pictures. For those of us who want to see if she wins the

144award, let me acknowledge that you all are all invited to our national conference at uh in Atlanta, Georgia. It's called our collective power taking place November 13th through the 15th. Uh we we want to make sure that she is well represented and has a lot of support there. So, please come out. You're all invited. Tell me how pitches are done in this district. All right. Thank you so much board partners for being here this evening and acknowledging um one of our great board members. Um next item on the agenda is board member update. Um, is there any updates that board members would like to share at this time? No. No. Dr. Frank is you're not allowed. >> I can start us off. Um, well, hello again. It's June. Um, I do want to take the

145time to um just highlight our eighth grade promotion that I was a that the board the entire board was able to participate. So, huge shout out to the principles, our um students, the staff, our parents, um our parents and our families. I was just like blown away by the decoy, like the decoration, the photo ops. Um parents were so excited. The families, I just I I love seeing so many people um coming to support the eighth graders. Um so, just thank you for for inviting the board to to be a part of that. Um, super excited about that. Um, also a shout out to our RSD Foundation that was, um, funding the Genesis of Change scholarship and were awarding $300, um, to eighth graders, which that's amazing. Um, already giving already awarding um, a scholarship

146um, as freshman in high school now. So, very excited. Thanks. Shout out to our RSD Foundation. Um, what else? Um I and I just need to highlight Dr. Battle. It's just it's truly been an honor um to be with you during this um my two years here. Um but you even um when things got hard and most people would have ran, you stayed here. Unwavering support, your guidance, your leadership, um RSD is is al um where it's at because of what you have brought to this role and to this community. So we I just really really appreciate you. Um and I look forward to working with you at Chandler High School district. Um and um it's summer so also um I like to share a little free resource which is our um Phoenix Public Library

147has our summer reading challenge. So, if you know of any um students, which you should know, a lot of students, um help us improve our goal one and three and encourage them to read over the summer. They can get prizes. I took my niece um and she was able to get a prize and it was like a light up um bookmark and she was very excited about that. So, um, make sure that if you do run into a student or, um, anybody that you let them know that the Phoenix Public Library has a free summer reading challenge. So, um, that's that's my two cents, but um, Megan, once again, congratulations on your nomination. I hope you take the the number one spot on the nom. Yes. Any other comments? Go ahead. So, I'll second that

148with what you shared. Thank you for bringing up the summer reading challenge. That's I know that's something that my family we enjoy doing every single summer and the girls are all asking, can we go to the library? So, it's really fun. They have a lot of uh good prizes that they give out there. Um I wanted to share that I had the opportunity to go to about six eighth grade promotions. It was a lot. Um but it was so wonderful to go to all the campuses. If I could have, I would have made it to everybody's promotion, but it just schedules weren't working that way. Um, but I just wanted to say that I was so impressed and so touched by every single eighth grade promotion. Um, all the the the parents and the staff

149that put that together to make it a special moment for those eighth graders that were moving on to high school. Um, there was just a lot of professionalism there. So, I really appreciated to be there to see see that and then also to see the community come out in support of these children in these um um in this growth that they are making. So, that was just really a wonderful honor to be there. Um, Dr. Battle, I also just wanted to say how much I I love you and I I really appreciated getting to know you. Um, especially when we did the Oh, goodness. See, this is why I don't want to say anything about you because I get too emotional. But, but the thing is I really appreciated when we had our moment in

150um, you know, learning about educational finance and just to really get to like pick out your brain a little bit and you pick out my brain and it was just wonderful and just seeing that character of you and what you just showed right there. I mean, one of the reflections that came to my head is like, this is why Roosevelt's so special. We're not like other school districts. We're not like other school boards. We really have our hearts invested into this district and we put the children first. And that's why I felt as even when I heard that you got that promotion that you're going to be moving to Chandler, as as sad as I was, I was also really excited because that district needs you. And so we'll you'll be in my prayers. And

151I also want to express is I have seen I have seen her in prayer for this district. And that is something that any district that has any leader doing that is going to be blessed. Um um and then another thing I just don't want us to forget cuz I was looking at this calendar because the next time we meet it's actually going to be after after the fact, but is the 250th anniversary or birthday of the United States of America. So, I hope that Yes, thank you. So, I hope that we each have taken the time to reflect how special we are to be in this great nation. And I I'd like to extend a thank you to any of the staff members, any of the teachers that took the time to teach their students

152about about our our nation's foundation. And if and if you didn't, it's okay. You could still do it when the school year starts and talk to the children about why this Fourth of July is is more special than more than than the regular Fourth of July. If you haven't had the chance to read the US Constitution, I do recommend it's a pretty um small and simple read as well as the Declaration of Independence. It really just helps you put into perspective how special this is what we're doing here um to be part of this country, this great nation. And let's just Oh, and also Nick Odo, thank you very much for your service. Congratulations to you. And then Megan, you deserve that. Thank you for serving and for everything that you do. It's been an

153honor serving with you, >> Madam President. >> Go ahead. >> Uh, thank you. So, I just want to say two quick things. Uh, number one, congratulations, uh, Dr. M Franowitz. It's been a pleasure to serve with you and uh uh this as you kind of round out this last year. I wish you well um in your next endeavor. And uh also my second thing is for Dr. Battle. It's been a pleasure to work with you a few different times. And so I'm extremely extremely extremely excited about your uh your next venture. And so um thank you for the support of the vision of Roosevelt and all the stakeholders involved. And so um thank you. I wish you well. All right, I think I can talk now. Um, I'm going to talk about the graduations first

154because I think that's safe territory. Um, I got to go to three graduations. Um, I got to be at Concos Julian and um, my local Irene Lopez graduation. Um, if I ever have a life event um, coming up, Irene Lopez, I want to be the the campus that throws that party. Um, the flare was out of control. Um I would just like love to highlight um specifically their uh validatoran speaker. I think that it was such an beautiful and amazing moment. Um the student spoke about um the experience of being a child of immigrants who had come to the United States um really from a family who was seeking that academic opportunity um and being you know in the position of saying hey I I'm the student who is the realization of that dream that

155my family has had. Um, and I think it's just such a beautiful way for us as as a district to be able to capture, you know, what is possible for our students. Um, regardless of what you bring to the table, regardless of what you show up with at a Roosevelt and the first day of kindergarten or the first day of eighth grade or wherever you're at, you know, that's what we are here to do is to be able to support you and get you what you need so that you can grow in the way that you need. And um, I think it was just such a touching remembrance of uh, what we want to do for every single student. And so just um a huge shout out to our campuses. Um also want to highlight

156I told you Tatiana I was gonna say this that Miss Pena got recognized for her mariachi um experience by someone else at one of the campuses. So just wanted to name that um she's a celebrity not just because she's a board member but also because she's a mariachi star. Um so that was really exciting. Um Dr. Battle, I love you. I love you so much. There's just no words that I could say about that. And I just thank you for all the guidance that you've given me as a human, as a woman, as a leader, as an educator over the last few years. I am a better person because I know you. Um, and Ash, um, thank you so much for this. I, this is just beyond an honor that I could even imagine to

157to speak to. I um as I think many of our board members know, I um got the opportunity this year um at the school that I work with um we had we were missing some math teachers this year. So I taught seventh grade math and then eighth grade math. Um and I think the opportunity of being in that teacher seat is just always such a special place to be and remembering, you know, what it's like to see students every single day and to call their parents that afternoon and say, "Hi, let's let's let's just have a conversation." Um, and I think that really just thinking about all the work that our teachers do that go into each of these numbers and knowing, you know, how challenging it can be to show up every single day

158when there's 14 million things happening in your classroom and the love that it takes to be able to do that. Um, there's a quote that justice is what love looks like in public. And I think that that's what's true of board service is what true teaching, what's true of being a leader in our district. And you know, I just um I'm honored to be here with other people who feel the same way and who are who are leading the way for our district. Um and just truly proud to be in a district where we've shown so much growth. And you know, I meant what I said before that, you know, the conversations we're having now, we weren't having a year ago, two years ago, three years ago. Um and to just see where people get

159elected and get to say, "Yep, I did what I said I was going to do when I wanted to get elected." Um, and to be in a place where academic outcomes and uh, student results are changing here in Roosevelt. Um, and to be a part of that is just one of the greatest love stories of my life and I just am so grateful. So, thank you. >> Oh, it's my turn. Let me see. Thanks. No, you're welcome. Um, it's just it's been an honor to serve with you. we started together. Um I know you tell your story and I'm not going to tell it cuz it's your story to tell. Um but it's it's been such a pleasure and an honor just to do this work with you. Um you are always willing to jump

160in and do what's necessary to to move the needle for kids. And it's just it made my life so much better and it made our district so much better. And so um it's just truly an honor to to serve with you and I'm so sad that you're leaving. But, you know, whatever. Um, and to Dr. Battle I don't even have the words. I I just remembered what happened to you and I was just like, "Oh my gosh, like I need to check on her and I didn't even know you, right?" And then saw you again and it was like, "Oh, I'm coming to Roosevelt." I said, "Okay, we'll come on to Roosevelt." And so I just know that everything happens for a reason and you were called here um to help us to help get

161us through a tough time in our district. And so I'm just truly grateful for your leadership. truly grateful for your encouragement, your prayers, um for your check-ins, for understanding, um understanding me, um and giving me space when I need space and not, you know, bothering me when I'm trying to prep and get ready for the board meeting, uh when I come in like 10 minutes prior to the board meeting. So, just truly grateful to be seen by you and to be loved by you and to serve with you, too. So, I I truly wish you the best. Um now, you're closer to my job, so maybe I can just pull up and be like, "Knock knock. here I am. Um, so just truly an honor and just wish you the best in your in your

162next endeavor. Thank you. Um, and I attended some promotions, too. It's always the best time of the year and I'm so glad that we all were able to attend promotions this year. Truly grateful um for the district for getting us the schedule in time so that we can make the time um to attend. So, thank you to the district for that. We really I really appreciate that. Um, and that's all that I have. That was a lot. Okay, next item on the agenda is REA report. Um, Nate, thank you. Tonight, we recognize Dr. Martha Thomas and the REA team for our outstanding leadership, advocacy, and commitment to our employees. Through her work with REA members, the team successfully developed and ratified the 2026 2027 resolutions, earning a 63% approval vote from membership. These resolutions included

163meaningful gains for employees, including payraises for transportation staff, pair professionals, and trade employees, as well as a $2,000 endorsement for certific certificated certification in math, high school math, high school ELA, and science. Beyond our district, REA has continued to be a strong voice for public education, working with elected officials from both parties and helping advocate for 1 billion in new education funding across Arizona. We want to extend a warm welcome and a congratulations to Patrick um Castro as he assumes a role as REA president. We look forward to working together to continue advancing the interests of our employees and strengthening public education. Dr. Thomas and the REA team have demonstrated what dedicated advocacy and collaboration can accomplish. On behalf of our entire governing board, thank you for your leadership and your continued commitment to supporting

164educators, staff, and students. Please join me in congratulating Dr. Thomas and welcoming um President Castro in recognizing the entire REA team on these achievements. >> Thank you, Dr. Haj. Um, President Hajj, board members, Dr. Bertio, Dr. Battle, um, executive team, and Roosevelt family behind me. Um, yeah, I, my name is Patrick Castro. I am a fifth grade teacher at Ivy Lopez. Um, and I am will be the upcoming um, incoming president of REA for the next school year. Um just want to say uh that we look forward to again like like you said working um with the district uh being a voice uh for our members being for members or employees of Roosevelt um and working with that and we will always continue to work on the state level on a a district level wherever

165we need to to do it and um the work was never be done. Um, I just want to if if if I know it was short notice, I just want to say thank you to a couple of people. Dr. Battle, uh, I was here when you walked in for your interview and it was just like, wow. Um, and uh, so and you're leaving and it's like, wow. And and all you can say is is thank you. Um and you're going to my uh I live in Chandler and there again the message will be wow also. So um but uh congratulations and um continued success Dr. Frankitz um we didn't get to work together as much as as we liked had in the past but there again um always enjoy trying to write down your questions

166watching online so finally would just give up and just try to pay attention to the answers but again thank you thank you very much for for for your work u that we did start and and as you as you walk out then there's uh yeah the gentleman behind me Mr. O Yeah, but again um he's become family. Uh actually I become a part of his family. There there is a a a history um I coached his nephew cousin um when he was a ninth grader and now uh to see him 40ome years later grow up and to be uh to see them every year at Mr. Ovito's golf tournament and and to be with them. Um it'll he'll be missed. Um especially personally it'll be missed. Uh and uh again uh congratulations and continued success.

167On on a bright note, I just wanted to uh also pass on a little bit of what um um Miss Gesson has been talking about. um started my day off with I believe it was almost 60 of my colleagues um at the Ashlock uh Ashlock training and all I got to say again is wow um it is it is um great to see the collaboration um and then hearing the word with Dr. to you'll talk about coherence. Um Jennifer Asha just amazing um to to be a part of that and let's sit there and watch and and learn from her as we continue our learning as teachers from second to fifth grade um with the vocabulary with the comprehension and you could see the collaboration between teachers of the different grade levels uh as we're

168working together. It's only Tuesday. We got three more three more days but uh just to see how it is implemented and we take move forward so that we can improve our our our students as being students. Um that's all I got and again look forward to seeing uh working with everybody and thank you. >> Thank you. Next item on the agenda is the principal evaluation performance P plan and I'll pass it to Dr. Portillo. Oh, sorry. Reinvent Roosevelt. Just kidding. Thank you. Reinvent Roosevelt is next. >> Thank you, Madam President. uh members of the board executive team um on our Roosevelt update uh reinventing Roosevelt update for today. We're going to focus on our bond projects and then also on our HVAC plan knowing that HVAC is a very sensitive topic to us and to

169our community. We wanted to ensure that we got ahead of that. Um, so I do want to call um Gabe McDaniel, our bond project manager, and Bob Lucas, our facilities director, to the podium. >> Come on up. Yeah. And um, you know, on a side note, on a side note, um, you know, Mr. McDaniel, you all know, is a musician as well, right? And if you haven't had the opportunity to see uh, Mr. Lucas Cut the Rug. He is a great great dancer. So, >> great dancer. But today, they're going to they're not going to dance or perform for us. They're >> they're going to present on on our um on our buildings and our facilities. >> Thank you very much, Dr. Portio. >> Good evening, Madame President. Um executive members of large, esteemed members

170of the board, uh Dr. Portio, Dr. battle um Roosevelt community. I'm pleased tonight to bring you an update on all of our bond projects. First up, we have Summon phase two. Um, as we move forward with this project, uh, we've shifted it into a district-wide, uh, impact impactful initiative with the design development phase focused on creating facilities intentionally sized to support both districtwide programming and community events. The new full-size gymnasium is being designed to accommodate sports tournaments, divided programming, crosscourt basketball and volleyball, and full capacity bleacher seating, allowing for larger student and community gatherings. The kitchen has been scaled up to support Sunland's large student population, improving meal service capacity and operational efficiency. A modern cafeteria with a performance ready stage and lighting will provide a flexible space for assemblies, performances, and multi-purpose programming. In

171addition, our outdoor amphitheater is planned to support student performances, district events, and broader community gatherings, reinforcing the campus as a hub for educational and community engagement. Additionally, we have an update for your school placement projects. Uh for Irene Lopez, um in partnership with Grace Design, we've been currently in the visioning phase, recently completed the third visioning committee. To date, discussions have focused on understanding the current identity of the school, defining a future focused vision, new campus identity, and identifying key operational and organizational challenges that should be addressed through the replacement project. Throughout the summer, Grace will continue working through the committee's feedback and takeaways to develop an initial concept for the new campus. Upon return to school in August, the committee will reconvene for a fourth visioning meeting in review refinement and to help steer

172the proposed concept as the project continues to evolve. Also for uh Chavez, Senator Chavez school replacement, uh we're we're planning on engaging fall with our partnership for DLR. This fa this phase will focus on collaborating with district stakeholders, staff, and the school community to gather input and shape a shared vision for future campus. The engagement process will help define priorities, program needs, design direction as a project moves into its next stage of planning and development. The next project is our work over at Consos. Um we are currently remodeling the office into a secure secure module. Uh the the contraos secure office remodel has completed the design design development phase with collaborative input and support from both district leadership and contro K consos administration ensuring the project aligns with campus operational needs. The remodel includes secure

173access control improvements, modernized office spaces, enhanced staff support areas, and updated nurses suite to improve functionality and safe safety and daily campus operations. The demolition permit has been approved, and we've commenced demolition of the older areas to make ready for the new. This project is slated to run from May through July um and will be completed in preparation for the upcoming school year. Also for Konchos, we are remodeling the old office into a modern maker space. So we're starting on that as well. Um again, same situation. Went through the design development process um with district staff, our collaboration with our partners at DLR. Um we've already achieved our demo permit, so we're moving forward on demo as well. Um this one will run from June into um September, looks like. Um and we're going to

174have um all your all the details you'd see at the modern maker space, you know, place for project based learning. Um additional modern media spaces for doing presentations. Um, a great place to gather and continue expanding the minds of the children. Everyone's favorite playgrounds. Two playgrounds coming up. Southwest playground. Um, this is a modern traditional hybrid design. So, components of your traditional playgrounds but with a little bit of a twist. Um, classic play elements. Uh the playground will also include ADA compliant servicing and accessible CL comp play components uh supporting safe and equitable access for all users. The project is currently awaiting delivery of playground structures to Southwest. Um that's slated for next week. So we're going to hit the ground running pretty quick here and get going. This product will commence and complete during

175the summer. So we'll be ready in preparation for the upcoming school year and ready for those kids to play. Second playground is at pastor. So same situation. We wanted to make sure that this playground had um ADA elements, you know, places for the kids to climb and expand their their mind. So modern traditional hybrid playground um similar duration. We're waiting for structures to be delivered next week and we will commence and run through July. Um we'll let those kids climb all over it. So they're going to have a great time. So we're looking forward to it. Good deal. Going to turn it over to my counterpart here, Mr. Bob Lucas. Sir Gab is doing outstanding work. It's it's a pleasure to be working alongside of him. Madame President, uh, governing board members, our super supers,

176uh, super executive team as well. Uh, Roosevelt community, thank you for the opportunity, uh, to speak once again. Um, I'm actually a little bit excited to kind of bring you an HBAC update because, um, you know, we've been going through it and and it's hot. So, um, I do have some good news and I will I want to share that with you this evening. So, um, about this time last year, we were filling one of our three vacant positions and, uh, no pun intended, we were in hot water and, uh, we, uh, my team, including myself, are up on the roof doing what we can to keep the systems up and running. Um, and since then, we have filled those three vacant positions. And yes, and I am also excited to report that um with

177the collaboration of our human resources department who has been reaching out to all the local um institutes and facilities out there. Um we were able to hire Yes. Clap for Michelle right there, her team. Um we hired a graduate from uh NTI, the Phoenix campus, a local campus. Um, and uh, he is he's got boots on the ground right now. And I just I I thank your team for getting out there and what they're doing when they're hitting these institutes. They're allowing these graduates the opportunity to um, apply for the trades positions that may or may not be available here and or at other districts. So, it's exciting that they're giving them that opportunity. Thank you again. Um, with these positions filled, we're increasing our response times, decreasing our ticket our open ticket repairs, which

178is great news. So, we're actually starting to gain momentum and gain ground on that. Um, we're coordinating with that with them with the routine and preventive maintenance schedules um as the um the new candidate comes in and he's learning um how to navigate. I have two great mentors that are kind of showing him around. So the scheduling and the routine maintenance will will increase and get better as we move along. So we are now closing the first um go at our preventative maintenance program for fiscal year 26 with our partners over at Pueblo Mechanical. um with them on board this year, we have been able to address the systems, address um all the active campuses and what it's doing with the quarterly scheduling and the repairs that are done at the same time that we're

179um we're we're doing the scheduled events and filter changes which uh obviously were not happening the way they should have in the past. We are now assuring that's absolutely happening. And what they're doing is they're creating a um a snapshot of what's going on with that with all those units, whether there's an issues that are that are pending, things that we need to be concerned about. That's actually putting us ahead of the curve so we can actually start to focus on getting after these issues before they become problems. So, we're going to continue that partnership with PBLO Mechanical in fiscal year 2027. Um they're great partners and I look forward to where we at. We've created a lot of data and we're just getting started. So, we're just going to get better and better on

180knowing what we have ahead of us with our aging units at the schools. This is going to help us out. Um, we are also adding an additional mechanical vendor to help us stay fluid. So, we're not just funneled with the with the one vendor. This gives us the opportunity to stay flexible, keep moving. um if the other ones aren't able to commit to schedules on emergencies and things like that, it gives us a little bit more flexibility. So, this year, reduction in HVAC units failing. This is my favorite one. Last year at this time, I was talking to this board in the community and we had 76 HBAC units that I call critical down. They were down and we've been working really hard. Now, some of those were um absolute replacements and some of them

181we had to get in there and we had to fix them and we had to fix them quick. So, as of right now, today in June 2026, I'm going to change this now. I'm sorry. Um I was reported today that we had one more unit that's down on a non- studentent occupied room. So, now the number is four, but mark my words, we are addressing that unit right now as we speak. So, um, we have replacement plans in progress. Currently, we are focusing on aging units and units that are currently running with outdated R22 refrigerant. Very expensive, very hard to get now, and not good for the ozone layer. So, not only are we focusing on those R22 units, you know, establishing that list, we're also targeting a lot of the units that are at

182their end of useful life. um we've worked these these horses to death and it's about time to start um replacing them. So again with what I mentioned earlier with our preventative maintenance plan and my full team now we're able to address these units, get ahead of these units and start to prepare on how we're going to replace them before they become critical down failures. So, working closely with my finance department um and and Gabriel on the bond side of things to help us navigate through the financial aspect of this. I'm just really happy to say that this time today compared to last year, I'm actually I'm okay to be standing up here. Any questions? >> No, just just gratitude. Thank you so much. All right. Next item on the agenda is the principal evaluation and

183performance pay plan. I'll pass it to Dr. Portio. >> Yeah, thank you. Uh thank you also to both of them for accepting the challenge um that we had before them and then also thank you again for that cross division work from HR and finance and then bringing on Mr. Nuttle also um he's been also walking the campuses and ensuring he's ready to uh move everything forward. So thank you to the team. Um so 4.05 is a principal evaluation and performance pay plan. Um this presentation reflects the principles of student outcomes focused governance um by focusing on student centered goals, accountability, continuous improvement and meaningful feedback that supports administrator growth, operational excellence and improved student outcomes. I do want to say that um this effort has been spearheaded by Miss Chanel Alexander, our exec director of

184human resources and also um want to thank the principles um for um their attention as um we rolled out the initial draft to them and then also for their collaboration as we had a uh well they gave us feedback at that first round. um also have embraced that that we need to ensure that we're moving our student outcomes and all the work that comes with that. And um later on we engaged them in a focus group where they gave us some more feedback um and we were able to uh to come to an agreement that both honors the spirit of what we're doing with student outcomes focused governance and also of course we listen to their input. And with that, I want to pass it over to our exec director extraordinaire, Michanelle Alexander. And she

185does like applause, >> but she has to stand up. Like, you got to stand up. >> Good evening, Madam President. Uh, Madame Vice President, members of the board, exec team, and community. That has become the running joke about applause, but I'm going to take it every time. So, there's that. All right. Last presentation of the night. Uh, and I just have a couple slides that I'd like to go over with you. Thank you so much, Dr. Patiel, for setting this up for our conversation. Um, what I have for you is really an overview of items that you will be approving later in the agenda. So, the actual framework and the policy um are items that are later in the consent agenda. So, I won't show you the framework here because I know it's part of

186your uh governing board packet that you have access to there, but I'm absolutely can provide additional input or or respond to questions that may come up. So, as we heard earlier um from the board, we know that we are committed here focusing our attention on student outputs. And so, as part of that focus, Dr. Patio was tasked with ensuring that we align all of our evaluation instruments to the SFOG framework. Um so the purpose of this presentation is really to provide an overview of that framework and process um that will support how we evaluate our principles in the district using SOFG. So this very first slide is literally um the the framework of what SOFG is which means that you all are not focused on operational inputs but more so about the student outcomes. All

187right. So our evaluation process uh is driven by governing board policy. We currently have policy in place that uh drives what our evaluation process needs to be for all of our employee groups, but our principal and our administrator groups specifically. So we know that there are typically two factors, one Arizona revised statute and then board policy um that drives what our evaluation needs to look like. So what I have here is just to make sure you clearly understand that we really look at our evaluations to push continuous growth and improvement in our school leaders. Um it's not just about accountability. It's not just about student uh outcomes, but we really want to grow our administrators because we know when we evaluate all of our employee groups. I just happen to be talking about administrators tonight,

188right? So we know we use our evaluation instrument to to find areas of refinement, coach, and then build those spaces up. so that we know that our input is really changing what's happening academically. So currently the policy says that the superintendent the board will tell the superintendent to establish a system to evaluate our principles. We've done that. We currently use Marzano. It also goes on to say that there are several areas. One that it's going to be designed to improve principal performance and improve student achievement. The big piece here though is the evaluation needs to be aligned to academic growth and that's at 20% to 33%. So we currently have that in place. So even though we have our board goals and and our guard rails, we have something currently in place that does that

189with our marzal instrument. So we're just going to dig a little further into that. The other two areas that are on the current evaluation instrument is that once the evaluation is complete, a principle is designated in one of four categories and that's highly effective, effective, developing or ineffective. And then the last piece is the evaluation instrument that we have um must use a method to evaluate the performance of principles including data that measures student performance and job effectiveness. ultimately the formula um at the end of those scores will give us our designation. So we're still doing that. However, we're adding to our policy and we're making our policy align with student outcome focused governance. And so because the board is working um with our our district and our board is working with um an attorney

190that helps us make sure we're aligning to policy, we're adding a piece of that tonight. So that's also one of the agenda items. It will continue to have the components that I mentioned before um where we're collaborating, working together. There's a timeline that we'll outline with our administrators to to get to the place of their EVA vow, excuse me. But now we are making sure that we've enhanced the language to include student outcome focused governance in there. And so um this this excerpt here is just a piece of the policy that's actually a part of what you would be looking at tonight. So all the other components stay the same and we're adding on to this that literally talks through the governing board's adopted SOFG um goals and guard rails and that we cascade that

191into the principal's annual evaluation instrument. You'll notice that the policy talks about the principal instrument as well as the exact team because remember we're looking at all of our employee groups tonight. We just happen to be talking about the principal instrument. So back to that purpose. Um so we use multiple measures to evaluate leadership effectiveness and those measures include professional practice, school culture, instructional leadership, stakeholder engagement and then student growth indicators. And so ultimately we want to make sure that as we look at this instrument and all of our others that we really say what the purpose of it is. So it student achievement data plays an important role. Um however the feedback regarding the effectiveness of the administrator's performance um guidance and how do we modify goals to reach our student achievement data and

192then how do we foster a com um a collaborative conversation with the administrator in order to improve their practice. That's really our purpose of the evaluator evaluation excuse me. So here's where we get to our key components. what looks a little bit different tonight. So we have our board goals and we know our academic goals are posted and we know our our slogan is 45 and five. If you remember at the beginning of the conversation I mentioned that we must make sure uh the academic portion of the evaluation instrument is somewhere between 20% and 32%. Well, through the feedback um and from the principal group and what we believe is is going to be great as we move forward with this framework, we looked at 24% for that being the the academic portion as opposed

193to 20. So remember, we have between 20 and 32. So we're looking at 24% of uh the component to get their overall score um being a part of your board goals. The interim guard rails that are the superintendent, we looked at 50% um of achievement needing to make there. That's new because we don't have it listed that way currently in our evaluation plan. So, this aligns to our SOFG. And then our professional standards, we've now included that as well into our evaluation process at 26%. Totaling the entire 100% in order to get those ratings that I talked about a little bit ago. So, the highly effective, the effective, um developing or otherwise We're currently uh right on target to adopt this process. So our timeline that we're looking at is between June and September. The

194administrator works with the executive team and leadership council um to develop goals for the upcoming year aligned to our district goals. So here we are in June trying to adopt the framework so that now we have a good amount of time to look at developing the the um set goals that a principal would be evaluated on. By October um a mutual set of goals will be identified and then that will happen through meetings with the superintendent and the chief of schools. we'll move to December and that administrator will meet with their evaluator for mid-year feedback and then we'll finish our rest of the year between March and June um with continual conversations, coaching um and benchmark checks to see if we're on target so that we're getting towards the end of the year for their

195final evaluation score. Ultimately, we're moving to getting to this place of where their rating would come in. So, highly effective, effective, developing or ineffective. And this chart really is just the idea of what each of those categories mean at a snapshot. So, if you are designated as a highly effective administrator, that means you embrace the challenges and overcome complex obstacles beyond basic operational expectations. Um, I won't read each of those bullets because it's so much more than that, but we did want to at least let you know that's that that's the these are the basic categories that we're looking at. The big thing that everybody wanted to know as we went through this process is how how do I become highly effective? What's my number? Where's my check mark? Where where is my number? So

196for um in order to rate your rate highly effective, we are looking at a principal earning between 90 and 100 points on that overall rubric that I shared. So you remember student goal data is at 24%. Governing um board guardrails I'm sorry at 24 board goals 24% superintendent guard rails at 50% and professional standards at 24% to give you the overall 100. So you need to earn between 90 and 100 points in order to become a highly effective administrator here. And 80 to 90 points is effective. not put the other two categories on there because our principles are either highly effective or effective and that's what it is. So, so there there's that. Um, and then that's it. I I I zoom through this because I I know where we are in this evening. Um,

197but I wanted to make sure that I gave a good overview of what we're looking at and I know we've been talking about this process as you guys have been talking to Dr. P about it. Are there any questions for me? U Madam President, no questions, but I think just to go back to our original student outcomes focused governance. Um, one, I just appreciate how clearly that ties throughout the presentation. Um, and I want to name that this is not just principles and isolation. To your point, it is aligned with the superintendent's evaluation. It's aligned with how we as board members are evaluating ourselves. So, it's definitely that effort to be able to make sure that coherence um is still there. So, I appreciate that the clarity of how this fits into the wider system

198and um I thought it was just really well presented. So, thank you. >> Yes. Thank you. >> All right. If there are any other questions, we'll move on to um consent agenda items. Is there a motion to approve the consent agenda items 5.02 through 5.20? >> So, second a motion by Dr. Franklin is second by Miss Pena. Any discussion? All in favor, please indicate by saying I. >> I. >> Motion carries. Next item on the agenda um is approval of the academic check for all goals um by roll call vote. Is there a motion to approve? >> So moved. >> Second. >> Moved by Dr. Franis, taken by Miss Pena. Any discussion? Um, Madam President, I think to just um name here, I think obviously we are in a position where we haven't met our

199goals, but I do just want to commend the um executive team for the work that they've taken to be able to analyze the gaps and be able to plan for our work moving forward. And I name again that this is worlds different from where we were a year ago, two years ago. And I think the thoughtful the fact that these plans were already well in motion before we got our end of the year data I think speaks to the quality of our progress monitoring and the fact that we were not surprised in these spaces. Um and so just again um this is not where we want to be but we are doing the work to be able to reflect on that. Um and just appreciate the the presentation of that and the thought behind it.

200>> All right. I'll echo your sentiments. Um, with that being said, um, all in favor, please indicate by saying I. Oh, sorry, just kidding. Thank you. >> I'll pass it to Maria. >> Thank you, Madame President. Roll call vote for item 6.01 to approve the academic check for all goals starting with Dr. Michael Buts. >> I, >> Miss Victoria Castro Carell. >> I, Dr. Megan Francoitz, I Dr. Ashley Hajj >> I. >> And Mrs. Tatiana Pñena >> Item 6.01 approved with the completion of roll call vote 5 to zero. >> Thank you. Next item on the agenda is approval of the progress monitoring report for superintendent guard row number five by roll call vote. Is there a motion? >> So moved. >> Second. >> A motion by Miss Via. Second by Dr. Frankwoods. Um, is

201there any um questions or comments? >> Manifest, I'd just like to make the same comment as before. I think a lot of the work that um came up in our academic goals is reflected here um in terms of the thoughtfulness and the overlay. And I I also just appreciate the connection between the goals and guardrails that they are not necessarily two separate buckets of work that the work we're doing to address the goals is also coming out in the guardrails. um and appreciate um especially your reflection uh Miss Gon that it's not EL strategies over here and good instruction over here. It's the two together and how are we thinking about that more cohesive system. So I appreciate that. >> All right. Thank you. And I'll pass it back to Maria. >> Thank you again,

202Madame President. Roll call vote for item 6.02 to approve the progress monitoring report for superintendent guardrail number five. Starting with Dr. Michael Buts. >> Hi. >> Miss Victoria Castro Carell. >> I >> Dr. Megan Francoitz. >> Hi. >> Dr. Ashley Hajj. >> Hi. >> And Mrs. Tatiana Pñena. >> Item 6.02 approved with the completion of roll call vote 5 to zero. >> Thank you. Next item on the agenda is approval of the revised fiscal year 2025 annual financial report. Is there a motion? >> So moved. Second. Motion by Miss Pñena, second by Miss Casha Coro. Any discussion? All in favor, please indicate by saying I. >> I. >> Motion carries. Next item on the agenda is approval of the proposed budget for fiscal year 2026 2027. Is there a motion to approve the budget? So

203moved. >> Is there a second? >> I second. >> Motion by Miss Pñena, second by Dr. Franklin, is any discussion? Oh, no. Yes, there is some discussion. I um want to make sure that we get the the contingency plan. Thank you. The contingency plan and I feel like there was something else too and then the cadence of updates that we will receive um the reports and the progress towards um the investments. So with that being said, all in favor please indicate by saying I. >> I. Motion carries. The next item on the agenda is our board self- evaluation. Is there a motion to approve our self evaluation with a score of 74 for May 2026? >> Moved by Miss Castro Corel, second by Dr. Frankitz. >> Real quick. Um, and then there is the presentation.

204I don't know if we're going to share it, put on the screen or not, but you all have a copy up. Huh? >> Put that number up. >> I don't have a copy of it. >> 72. >> Let me see. >> I'll just hold it up. >> Okay, you can hold it up. Yeah, hold on. Let me see if I can pull it up really quickly. Um, >> while you're doing that, Madam President, I think it's also important to just remind the community that this is not about us getting a score or about winning. It's that the items that we are scored on correlate with research to be what effective school boards that drive student outcomes do. So, yes, we're really excited that our score went up because we all like winning, but also because

205that means we are doing more of the behaviors that school districts that achieve student outcomes do. Um, and that means that we are moving forward towards eventually improving our student outcomes. So, I just want to highlight that as much as we love that number, it's not about the number, it's about all of our behaviors that are behind that. Maria, do you have it readily available that you can share? because publish board docs and draft are two different um looks and so >> yes I don't mind sharing my screen give me one moment >> okay thank you and while she's doing that I just want to thank her because she made it all so pretty for us like she did a really great job of like creating the graph and showing us where we you know

206where we started from and where we are now and entering all the individual scores um and just making it look very professional and an easy way for us to um see where we are. So, thank you so much, Maria, for taking the initiative to do that one and then just doing it. Thank you. >> My pleasure. I'm just going to mirror it now. Okay. So as you can see in November um we had a score of 49 and then we decreased again in we decreased in February um and that was because we had multiple um reports that we had to do um to make up and so that's why we decreased I remember um yeah we were off our cadence and then um when we did our evaluation during our study session um we scored

207a 72 so shout out to the board um in the district because we have to work together in order to um to get here. Um so, thank you all for all of your hard work and just showing up. And I also want to name that everybody completed both evaluations this last time. So, go board. Um okay, so then the next slide um actually has the individual scores and for the different sections. Um and so again, that's how we got 72. So, there are some opportunities for improvement, but we're doing well. And then some of the strengths that we that we named um you all can see them. I'm not going to go um through all of them. Um but I will shout out the team um for leaning into the committee work. Um truly truly

208appreciate the lift. Um and I feel like we're able to get more done quickly um now that we all are sharing some of the work. So, thank you so much for that. And I don't know if there's anything that anybody else wants to highlight or say. Uh before we close out and vote, >> Madam President, I would just name that like we as the board lead this work and so the fact that we're hitting our stride really I think speaks to the leadership that we'll be able to have as a board in this work. And so just really excited to be able to see us going into the next school year with all of the great plans in place and um our board in a place where we're doing our most effective things. And I

209will name some opportunities of improvement. Um, one of the ones I know that we um really want to do is work on our um community two-way communication attendance at board events. And so I just want to highlight that one. Um, it is getting better, but I know that that is an opportunity for growth for us that we all name too. Did >> you eat already? No. >> Dude, taste of my chicken rice soup. >> Dr. Buts, are you talking to us? >> All right. No. I was just about to say I'm hungry. Did you What were you talking about food? I'm hungry too. >> My next president. That was my son I was talking to. >> Listen, tell your son I'm hungry too. Okay. They haven't fed me yet. Okay. So, the upcoming evaluation um

210we will review ourselves again in August um and then again in November. Um so, yeah. So, we're committed to um continuing the work and evaluating ourselves and having the hard conversation and pushing ourselves and and continuingly and continuously growing. So, thank you all for leaning in. Um with that being said, um are there any other comments? No. Okay. All in favor, please indicate by saying I. >> I. >> Motion carries. And that's all. Okay. There is no information discussion this evening nor executive session. Um, next item is adjournment. Having concluded our business this evening, is there a motion to adjourn? >> So moved. Second. >> Moved by Dr. Franklin and second by Miss Pena. All in favor um please indicate by saying I. I. I. I. >> Motion carries. Meeting adjourned.