Roosevelt School District No. 66 Governing Board Meeting - May 5, 2026

001Good evening. The public meet the public hearing meeting is called to order. Welcome everyone to tonight's public hearing meeting. Um, next item on the agenda is roll call and I'll pass it to Maria to perform roll call this evening. >> Thank you, Madame President. Good evening. Roll call for tonight's public hearing meeting on Tuesday, May 5th. Starting with Dr. Michael Buds, >> present. >> Miss Victoria Castro Carral >> here. >> Dr. Megan Francoit >> here. >> Dr. Ashley Hodgej >> here. And Mrs. Datiana Pñena >> here. >> Thank you. We do have a quorum to proceed. >> Thank you so much. The next item on the agenda is adoption of the agenda. Is there a motion to adopt the agenda? >> So moved. >> Second. >> Motion by Dr. Frankwood, second by Dr. Buds. Any

002discussion? >> All in favor, please indicate by saying I. I. >> I. Motion carries. Next item on the agenda is public hearing for fiscal year 2025 2026 budget revision number three. And I will pass it to Dr. Bortillio. >> Thank you. Good afternoon. Um, Madame President, members of the board, executive team, and Roosevelt community, I'd like to have Mr. Christopher Pulk, um, bring up the revised budget number three. >> Good evening. Thank you, Dr. Patio, uh, Madame President, members of the board. Um, tonight's revision is revision number three for fiscal year FY26. And this is There we go. Um this this is the information uh that was provided by the state that led to this revision. So I'll get started. Tonight's revision reflects the most current information provided by the state. This is not a

003change in direction. It's a refinement to ensure that our budget aligns with updated state calculations while protecting our full budget capacity. At a high level, what you see is a shift between maintenance and operations and capital. It's not a reduction in resources. Specifically, M decreased by 1.6 million while capital increased by 4.3 million. It's important to note that we intentionally shifted 3.5 million from M to capital at the district level to better align our resources with one-time investments. This shift actually gives us more flexibility on the capital side, especially for one-time investments like curriculum adoption, facilities, and equipment needs. And just as important, this does not mean reductions. All of our planned investments remain intact. In summary, this revision aligns us with the updated state calculations, increases our flexibility for strategic investments, and keeps us

004fully aligned with our long-term plan. Any questions? I don't have any questions. Any questions, board members? Um, >> no questions, but I just want to name part of the reason we have no questions is because we've been kept updated and in the loop throughout several study sessions. Um, so just again appreciate the communication around the budget um and the continued communication around the why of any adjustments that have been made. So, appreciate that. >> Thank you. >> All right. Thank you so much. Um, next item on the agenda is public participation. I did not receive any cards, so there's no public participation. Um, next item on the agenda is adjournment. Is there a motion to adjourn the public hearing? >> So, second. >> Moved by Miss Pñena, second by Dr. Buds. Um, all in favor,

005please indicate by saying I. >> I. >> Motion carries. Special or public hearing is adjourned. Next, I'm sorry. Welcome to this evening's governing board meeting and I call it to order at 5:34. The next item on the agenda is the pledge of allegiance. Can you please stand for a pledge of allegiance and a moment of silence? You may be seated. Thank you. Next item on the agenda is roll call for our regular meeting and I'll pass it back to Maria. >> Thank you, Madame President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, May 5th, starting with Dr. Michael Buts, >> present. >> Miss Victoria Castro Carral >> here. >> Dr. Megan Francoit >> here. Dr. Ashley Hodgej >> here. >> And Mrs. Datiana Pñena >> here. Thank you. We do have

006a quorum to proceed. >> Thank you very much. The next item on the agenda is the adoption of the agenda. Is there a motion to adopt the agenda? >> So moved. Second. Moved by Miss Pena, second by Miss Castro Corel. Any discussion? All in favor, please indicate by saying I. I. Motion carries. Next item on the agenda is approval of the minutes. Um, is there a motion to approve the minutes? Some moved. >> Second. >> Moved by Dr. Francois and second by Miss Castro Coriel. Any discussion? >> All in favor, please indicate by saying I. >> I. >> Motion carries. Next item on the agenda is student focus governance. Um and then this is where we anchor in the board and the community on our that our vision, mission and values um focused on students.

007It's not allowing me to share. There you go. maybe. Okay. Student outcome focused governance. Um, the Roosevelt School District has been educating South Phoenix students for over 100 years. We are committed to creating better futures for all through education. As the largest K8 system in South Phoenix, we strive every day to build strong foundations through authentic, innovative experiences that ensure success for every student by keeping student outcomes as the focus of the conversation. Um, the entire board is committed to engaging our community um so that we can gather meaningful insight. Our vision is a community united to create better futures for all through education. When we're talking about student outcomes focused governance, that means that our focus is approving improving student achievement and success through researchbased policymaking and decisions to increase learning outcomes. Um, all

008of these goals and guardrails are taken from the input of our community as you can see here. Um, one of our community listening sessions. Um, and we used as the board we use those uh that input to set our goals and guardrails. Student outcomes focused governance means that our board puts student outcomes first and success first in every single decision that we make. That means there's a lot of specific behaviors behind the scenes both from the school board and from the executive team. Um from the board you see a focus on vision and goals, values and progress and accountability. We're going to have some progress monitoring here tonight and that we work closely with the executive team to make sure that we're setting those student outcome goals, monitoring them, and identifying those things that are

009the highest priority for our superintendent to focus on. In practice, that means that 50% of our time at board meetings is spent on student outcomes. That's our goal. Board adopts a budget that prioritizes our adapted goals and guardrails. The superintendent evaluation is focused on adapted goals and guardrails. Our conduct as a board is rooted in our guardrails, our RSD community collaboration, and our collective vision. We are increasing and continuing to think about how we can increase two-way communication regarding our goals and guardrails across all stakeholders, including our students, families, and staff, as well as the broader community. Um, and overall, we're seeking alignment from the boardroom to the living room as including the classroom. We adopted academic goals and the easiest way to remember that is 45 and five. The first one is the percent

010of fourth grade students that score meets grade level or above on the ASA ELA will increase from 20% from August 2023 to 45% in August of 2028. Our second goal, the percent of fifth grade students that score meets grade level or above on the AESA math will increase from 11% to 45% by August uh 2028. Our third goal, the percent of seventh grade students that score meets grade level or above on ASA ELA will increase from 22% to 45%. And our fourth goal, the percent of eighth grade students that score meets grade level or above on AESA math will increase from 12% to 45%. August 2028. We also have um guard rails put in place for ourselves. The first guardrail is that we'll have healthy board conduct and discourse. Uh the second is um our

011procedures that we operate by. Uh guardrail number three, the student outcomes focused decisionm. Um, guard bill number four, we want to make sure that we have um integrity in our financial decisions that we make. And then guard bill number five, uh, we are really working hard to make sure that we have grown our community engagement. In addition to that, we also have our superintendent guardrails. We have five total. Starting with the first one, 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 to stakeholders including board members, students, parents, staff, and community members. Guard rule number two, the superintendent should not fail to consider climate survey results to ensure a holistic approach to student development addressing academic, social,

012emotional, and physical well-being, which includes afterchool programming and wraparound services. Guard rule number three, the superintendent should 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. >> Okay. Guard rule number four, which we will be reviewing today, is a 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 uh on students as evidenced by data. And guard rule number five, the superintendent shall not fail to ensure progress towards exiting ATSI and CSI status, which ensures that students with special needs and English learners and African-American receive equitable access to highquality instruction resources and support

013services tailored to their unique needs to promote their academic success and overall development. And as always, happy Tuesday. Um, thank you guys for joining um today for our board meeting. It um occurs every first Tuesday of the month. Um so please bring your friends, bring your family, bring your daughters, everybody tell them to come on Tuesday. Share your voices, share your feedback with us. Hold us accountable to our goals and our guard rails. Um if you forget our guard rails, well our guardrails behind me, very small font, but that's okay. We got you cuz we'll be we'll have it up in the in the screen. Um, and then we have our four board goals to your left. Um, but continue this partnership. Um, Roosevelt is is what it is because of you all. So, thank

014you guys for showing up. Um, and we look forward to hearing more from you. Thank you very much. Um, next item on the agenda is progress monitoring report for academic goals two and four. And I'll pass it to Dr. Portio. Thank you, Madam President, members of the board, executive team, and Roosevelt community. Um, as shared a moment ago by board member Castro Corell, today we will be uh reviewing academic goal number two. And academic goal number two focuses on the proficiency of our uh fifth grade students on double ASA. Um, our interim goals as we track this cohort of students, they're currently in third grade. Our interim goal is um tracking their improvement on STAR math assessment from 29.8 to 36% by the close of May 2026 and the percent of students performing at minimally

015proficient dropping from 48.8 to 40% by the close of May 2026. So as we look at our longitudinal data uh for double ASA we see that in fifth grade um we have increased um from last year to previous 2024 to 2025 but we also know that we didn't hit our target. So our target was 20. Um students did um uh spend the majority of April testing on various different assessments. And we do have some preliminary predictions. Um at this point we're predicting our um outcome uh on doubleASA to be between 15% and 20% depending on um various different factors. That's the the window. So it's very very early predictions. um we'll be able to uh to share those with you as soon as they come out. We're anxiously awaiting those results. Where do I point

016it? There we go. Okay. So, again, as we progress monitor our goals, our interim goal 2.21, 21. Um, as we see um on the chart, this goal is currently off track. Um, as we as we look at um at the March 2026 star data, we needed 88 students still to move up to meet our goal. Um, expectations for proficiency do increase each um each time that we take the assessment throughout the year. So, it's harder for students to be able to um to test at proficiency as the year progresses. Um we are anxiously um awaiting the May results. Um mo most of the schools are testing this week. Um yes, this week. Yes, this week. So, today, tomorrow, um um this week they will be taking the assessment. So, we're really um looking forward to

017seeing what those results tell us. As we look at the campus achievements again, we continue to see a variety of of results. Um, as I um met with along with um Miss Geston met with the um principles. We talked about what are some of the challenges that they're facing and um uh overall some of the challenges that that they um shared with us are that we need to create a system that's more responsive um when we have um different types of teacher absences. So we love and and care for our teachers and we know that they're human beings and sometimes they get sick. We have medical um uh leaves uh bereavements, maternity leaves and that can make a a huge impact on our students especially when there might be one teacher teaching mathematics at the

018campus or um um that that's impacting a lot of the the students um performance. We also um heard from them that we need to uh develop professional development to be able to support um teachers as they're managing uh small groupoup instruction. So we're looking at um at uh making sure that our teachers are able to manage behaviors. Um also be able to respond to student absences, student attendance, and gaps that they have. As we know that our our gaps continue to be larger and larger. Um, one of the other things to think through that, um, is important for us to, uh, consider as we're supporting our students is that our teachers are telling us that they need more time to be able to support manipulative uh, the use of manipulatives in the classrooms. Um, and

019also they're doing a lot of learning themselves. So, especially at the lower grades, we know that we've been um, professionally developing them when it comes to reading instruction and and those are competing priorities. So teachers are telling us they need more time to be able to fully engage in the learning um to be able to support our students in their math learning as well. And again more time to be able to engage students in small groupoup instruction and also those use of manipulatives. Um this is our our uh pay data. So as we explained at previous um meetings when we have our um our students start the year with us and then also test with us those are full academic year students and then we have non full academic year students and we've been presenting

020in the last few meetings for you um how new students are coming into our campus. So um we do see uh in this latest um data collection that as we have received new students um there there's uh 49% of them that are in the minimally proficient category. So we know that that accounts for about a little bit less than five students throughout our whole system. Um but we wanted to make sure that we showed that data for you since we've been showing it um in the last few meetings. Then when we look at our next goal, goal number four is the focus. I'm sorry I'm trying to manage multiple things here. Um is the u proficiency of our eighth grade students. So our eighth grade students, we said that we wanted to increase from 12%

021to 45% by 2028. So as we track the current cohort, it's sixth grade students. We're tracking their growth on the STAR math assessment. Increasing that from 19.7% to 28% would be the goal by the end of the year. And then also on 4.2, we are tracking that we are uh in wanting to decrease the percentage of students that we have at minimally proficient to 49% by the close of May. So as we look at our longitudinal data on doubleASA, what we see is that this is by far the um the goal that has been the most challenging for us. Um as we're moving forward um our district, we know that we have a lot of information of growth that we need to make in mathematics. Um especially in 8th grade. Um our preliminary estimates right

022now do predict a slight drop as you've seen throughout the the year um in our uh tracking of our star data. So this is the data by schools. Um again we have seen an increase in our um in our MA March uh star data which is a good thing but we also know that we have a long way to go before we reach our goal. So right now we're trending in the right direction but we're not on track. And then as we look at our results by school, um we do want to make sure that we are um we see a lot more growth than we have seen in earlier in the year. But again, we we also know that as a whole district, we're we're far from being where we wanted to be. But

023I did get a chance to talk to the principles and I asked them, what are you doing um in the schools where we've seen more growth? So I want to give a shout out to uh Greenfield. Um so Greenfield School um as you see they dropped um their percentage of kids at minimally proficient and are growing their percent of kids at uh proficiency. Um one of the things that they said that they're doing is um taking the the um the problem sets that are in our current adoption and making them harder. So increasing the rigor. Yep. And then Julian want to shout out Julian as well. So Julian, what they're telling us is that they continue to work and then also um Julian did pretty well on the third grade one as well. So I

024want to shout them out for that. Um they're um Yep. So one of the strengths that they have is um they are working with coaching the teachers. So their coaching cycle, coaching the teachers and then uh making sure that they are doing the uh planning alongside with their teachers um observing the teach and then um being able to be part of the planning for the retach and just having a really tight and repetitive cycle on that. Um and what they're seeing is that their teachers are being very actively engaged in those planning cycles and the data meetings, which I'll talk a little bit more about the data meetings a few slides from here. um and they're also really sticking to that use of the protocol. So, a lot of great things happening um at Julian.

025We also got some ideas from our principles um as to some how to address some of the challenges um that we see in this grade. Um one of the um the ideas that came out is the need to make revisions to our uh pacing guides in particular towards the close of the year. They saw that there's gaps where we can better utilize that time. So they've made some suggestions on that. They've also given feedback on rigor of the items in the current adoption. So that's something that we're looking at as well. And I think I forgot to also mention I can go back. Sorry, really quickly to I forgot to mention some shout outs here, too. I went right to the challenges because, you know, we're always trying to get better, but I want to

026make sure that I shout out um some of the things that are working well in third grade. So, again, Julian and Southwest, I want to shout out both of them. So, they've experienced a lot of growth again um and also in the decrease of the the percent of students in their minimally proficient categories. Um, also Bernard Black, um, what Julian and Southwest again wanted to emphasize is the importance of that strong planning and teaching and re-eing cycles. Um, teachers are making commitments through those cycles and then they're following through for each other and then also um, in those commitments um that they're making towards um, the students. Um at both campuses, principles um reported that their teachers are eager to receive feedback and then act on it. And moving back to where we were, oops.

027All right. So, as we're looking at our sixth grade uh March proficiency, we do see a huge um change or difference between our full academic year students and our students that are coming to us new to Roosevelt in the older grades. So, we do see that when a student is a non-pull academic year student, we see um about 85% of them in math in sixth grade are coming to us minimally proficient. So, that's something that we also need to make sure that we're addressing as a system because we know that kids are going to be moving into our district. One of the um things that I wanted to share on is our targeted tutoring outcomes. So, this um the the last few months we engaged in uh in very targeted tutoring. Uh so this means

028that we chose specific students that were right um on the brink of becoming proficient. They might have needed um just a little bit of support in particular skills. So what we see in the top box are those students who participated in the targeted tutoring and again this tutoring was in small groups. So they might have had six or or so students in their in their group. And we saw um a a big dis a big difference between the uh results of our students participating in the tutoring and those that did not get to participate in that tutoring. So, as you see in third grade, we had a change of 12.5% in our in our um proficiency uh in students that took the the tutoring and then those that didn't, we actually uh saw a drop.

029Um in fifth grade, 8.5 and then in those that didn't, we saw another drop. Um in sixth grade, a huge change in proficiency, 296.6% and then a drop in those that didn't. And then in 8th grade, 16.6 seven and those that participated in the tutoring program versus those that didn't. And I'll te it off to Miss um Geston to tell us a little bit more about what we saw um we want to replicate in that tutoring. >> Good evening, governing board, uh madame president, uh vice president, board members, exec team, community. I think this came up in a couple of the questions that were asked. This was this was the first time to my recollection that as a district we've ever implemented a a a tutoring program where we have designed um the the structure

030identified who the students are uh and then really pushed out the the specific tutoring resources uh and and for a nine-week period we're really excited about the impact that it's made. Uh it was a combination of of fluency practice, uh some test prep for the older grades, some individual time through our LL program to uh for them to specifically target their um their their personal gaps for for math uh along with some direct instruction with specific skills that we'd identified as as aligned with uh our essential standards. Uh so we do we we've this has been a great learning experience for us that we we intend to replicate um not just through as we move forward and and look at our our future after school tutoring programs but as we continue to strengthen both our

031tier one core math instruction and then uh get even better with our our tier 2 math intervention block. Uh there's a lot of lessons learned here that we're excited to apply uh as we move into the next school year. So our team is actively working on that uh through our essential standards teams and then the teaching and learning uh division as a whole. >> Thank you Miss Gustin. So now uh we wanted to talk more about the input. So this is a little bit of a summary of what we do in those weekly data meetings. And know we know that we've mentioned that this is um one of the inputs that we're utilizing to improve performance um and to improve our teachers understanding of math as well. Um but we wanted to break it down

032a little bit further for you. So um during the data meetings um their weekly data meetings the this protocol uh leads teams through using their exemplar to analyze the students work and identify the gaps in the learning. So as you see in the first box thank you as you see in the first box um we have uh the um protocol and then next to it a photograph of the exit ticket that that um particular team was using. So this is an example um and what they're doing is that they are creating the teacher's exemplar and then unpacking it so that they're all um understanding exactly what they mean by performance in um for that particular student. So they're all coming um uh to that coherent agreement of this is what we mean uh for rigor

033for our particular grade level. And there's a lot of u a lot of learning that occurs when they have that opportunity to discuss together. Um the next box is the uh is that they then analyze the student exemplar against the teacher's exemplar. So they're able then to take each one of the students um exit tickets and then compare to what they just agreed upon was um the expectation of rigor for their grade level. Um and uh then as you see to on the box the top box on the right then they start to to um sort out um those students who did not master on that exit ticket and then start to identify and name what was the gap. what are the coming the common misunderstandings based on that um on um on what they're

034seeing the students producing and then um trying to uh see what are those misconceptions, misunderstandings and starting to group students into um skills-based um um groups so that they're able then to to attack that gap um either in their small group or some of the campuses are already starting to trade kids in math when they're able to. Um so then uh num the the next box is to actually do something about it. So then they plan when is their retach going to be what um what uh models of teaching are they going to use during that retach and then who's going to do that work. Again we wanted to emphasize that that is leading to increases in professional development. It is a form of professional development for our teachers. Even though they're planning for students,

035they're also growing themselves. Um it's really deepening the conceptual understanding that the teachers have of that standard and then what the kids need to reach mastery um for their grade level. And this is something that we continue to work on across our district as we have different levels of implementation. We know that we need to continue to support in this area um supporting our coaches as they support the teachers on the campuses. Oh, part of apologize there. And part of that process is the data tracker. So during those data meetings, the teams also complete data trackers for the lessons exit tickets. Um here's an example of how a campus has just in a few weeks um become more focused and more specific in the use of their data tracker. Um you can also see the

036change in mastery after they did their retach. So the first time they did the lesson, 14% of the students passed and then the second time then 87% of the students or third sorry 37% of the students reach mastery the second week and then on the third week they went from 63% to 83%. So again, just want to emphasize that we are continuing to work as a whole district to refine this work and build more coh more cohesion across our district and more consistency in the implementation of our PLTS. Um we were um fortunate and grateful that our our board approved for a team of TNL um staff to go to the National Council of Teachers and Mathematics conference. Um one of the key takeaways that they got from um from that um conference is um

037a focus on learning about intervention systems for mathematics. So, one of the key takeaways is the importance of having again that coherent structured math intervention system across the entire district. Um, really focusing on having short targeted intervention cycles for kids focused on the essential standards. Um, a big push towards handson uh manipulatives. um really um having the kids um engage in uh in concrete representations um and then leading to more abstract uh progressions to deepen their understanding. Um they also uh talked a lot about um foundational skills um at the younger grades and the importance of having kinesthetic development. So really hands-on movement, having kids really engage in um in having a strong foundation of early numeracy systems, especially in the younger grades as they're the base um in pre-K through 2 grade. Um again

038we mentioned uh the deep connection between kids moving kids um touching using those manipulative cognition um early math learning and then um and then making sure that we're taking that learning and really conceptualizing it um in the culture that the student resides in. So really respecting the funds of knowledge that the students and families already come with and then uh using that to uh leverage uh creating math as a more meaningful experience for our students that's more human- centered um as a discipline and then also um using strategies such as mathematical modeling in their real world context. um and really leaning on students being able to to uh lead some of that inquiry work so that they're solving uh problems in their school, in their community and their cultural context um not just on in

039the context that's presented in the textbook. Another um push was the importance of uh normalizing that it's okay to struggle in math and then really to celebrate that growth and then the importance of engaging families in that learning process. Again, bringing in their funds of knowledge um to help our students build confidence and belonging. And really ultimately, we don't want to just teach math, but we want to redefine the relationship that students have with math and that our staff has with mathematics. As you all know, we've um engaged in a complete um audit of our math practices, our math curriculum, how we're utilizing our time for math. Um we are in the middle of our work with the Levvenia group for evaluating our math program and developing a district math improvement plan. Um during the

040month of April, our consultant conducted three days of site visits to see math instruction in action and to meet with focus groups to understand perspectives of the current math program and its supports. Um his work has now transitioned into analysis of student data, uh our tier one curriculum resources and our curriculum maps and unit maps plans. Um we're also he's also going to help us um synthesize that qualitative data along with the quantitative data and began drafting recommendations for us to implement next year. Um our TNL team is uh being greatly supported by this consultant as well and um deepening their uh understanding and development of leading that math work. Um the work should all be completed by the end of June um with a board presentation planned for that June study session. Um and

041the last thing that I have to to share is um as you remember we engaged in empathy interviews about our improvement in reading instruction. So we also engaged in empathy interviews and uh and uh collection of data in our math experience. So um the video that's going to play is a culmination of the questions that were asked again from staff and for students um so that we can have also an understanding and help us in our planning and our budgeting of what they are actually experiencing on a day-to-day basis. I know the volume worked earlier because I could hear it all the way down in my office when you were testing it. How about we just start talking so we can >> Yep. >> Okay. I'll open it up for questions from board members now.

042Um board me um board president Ashley and Dr. Dr. Portio, I had a question. Um, when it came to the tutoring program, which I was really happy to see that um, the children that are being tutored in math that they are um, we're seeing some growth, significant growth there. Um, my question is which campuses are doing the tutoring program and then how are they implementing? Is it during the school or is it after school? Maybe that's a question for uh, Miss Guest and I'm not sure who who it should be going to. >> Sure. It was all of our campuses and it was the nine essentially the nine weeks between uh mid January up until the first week of April. Uh and we targeted according to the the grade levels that aligned with either our

043interim or our our 45 and five goals. So it was third, fifth, sixth, and eighth grade that that did the tutoring. Madame President, um not a question but more of a comment, but I I do appreciate that in the progress monitoring you included the number of students. Um we mentioned in our past um meeting how these are not just numbers. These are not just our goals and just throw in a a percentage. These are students. Um so I did I do appreciate that you mentioned 88 students for goal two and 110 um for goal four. So these are how many students we are away from from meeting our goal. Um so I I look forward to learning more about um how we can continue to support and I do appreciate love the the intentionality when

044it comes to tutoring because there are some students that just need that small push and that support to just make it to proficiency. So I I do appreciate that. So thank you. That was first on my list to say thank you. So, thank you for for doing that. Any other questions or comments? >> U Madam President, I just have I think two questions. Um, one I appreciate just um all the responses to the questions that we sent and one I just wanted to kind of lift up and hear a little bit more about is um we got to see a snapshot of those data meetings and see what teachers were able to do and what they were using that data for. Can you speak a little bit to the professional development in math content that's

045happening alongside that? Because I think from from what was presented, we have a really clear picture of the data meeting side of it. And as someone who inadvertently became a math teacher this year, like that's obviously a big part of the learning. Um, and making sure that teachers have the the content support as well. >> Sure. Uh, off the top of my head, I'm not able to give you good specifics. Uh I would also start by saying like that is a place that we need stronger alignment and we've been actively planning for uh in terms of uh I'm trying to think of the best way to describe one of our coaches kind of had this realization around um she felt like she'd focused too much of her professional development on strategies versus truly developing the

046conceptual understanding uh for teachers. And so as we were especially as we're working with Levvenia group to to get out, you know, a a 30 mile away uh perspective on our our math program as a whole. Uh we do see I think our team knows a lot of where our gaps are, but having them either reaffirmed by the consultant or to also be able to put some other things into perspective has been has been huge. Uh so as we are developing our plan for next year uh certainly we believe that the PLT process that Dr. Portio shared is probably one of the most powerful ways to develop conceptual understanding. That's not that all doesn't always in that time frame you don't always have enough there isn't enough time to get into all of the specific

047strategies and and what manipulatives work best here. We also think that our curriculum has a lot of that guidance that we need to pay closer attention to. Um but our team in their plan that for the next school year uh in all of the different settings from the afterchool optional PDCP training to the PLT meetings to the ways that we'll push in with school sites uh will be much more targeted uh to specific strategies and for specific um like key essential standards that we we our data speaks to us needing to to develop our teachers more That was a very long-winded answer and >> no I I really appreciate it. I also just want to affirm too that I think those data meetings and looking at student work and discussing that with colleagues is very

048much a form of professional development especially content professional development. So I think that just speaks to the the myriad of different ways that we can provide that content development for teachers. Um and I think that goes to my second question which again was answered here but I want to just lift up a little bit here. Um obviously there's been a lot of reflection there are a lot of reflections that are kind of ongoing as we go through the process with our consultant but we have some more concrete ones around the scope and sequence around training professional development. Um could you just speak to strategically how those are being embedded at this point into summer training into scope and sequence and like how are we codifying what we already know going into next year even even

049before we're we're implementing that work. >> Yes. Let me let me pull up my notes. We just uh yesterday, yesterday was Monday, uh we we we had our check-in with uh with our consultant uh and both of our coaches were present to speak to the things that they already have in the works, especially gearing up for our essential standards uh teams. And so, for instance, in sixth through 8th grade, uh there's been a lot of revisions already to the structure of the unit plans. uh things that they're working to embed is more specific learning activities in in each lesson. So giving even clearer direction as to what needs to be emphasized. Um they had not yet had specific exit tickets for every day of of every lesson. So that's built in. Uh another huge one

050is and this is going to be woven into all of our plans is the specific supports for our EL students and and ESS students. those scaffolds that uh we can't uh supports for especially those two student groups can't be separated. They need to be in everything. Uh more visual prompts to teachers of when to engage in student discourse, when to use different engagement strategies, whiteboards, manipulatives, that type of thing. Um in the K5 uh arena, shifting, Dr. Dr. Portio spoke to this earlier, but the shifting of the the pacing uh making sure that we're not moving too quickly through uh the content. Uh moving around flex days, uh actually using them uh at the beginning of a unit for pre-esting and giving teachers more data as before they uh begin the lesson. Uh and then

051as we look at the data for specific standards that really need more attention, building in specific days for that. Above all of that though, I would say um probably the overarching theme is is the need for more fluency, explicit flu fluency practice uh across all grade levels. uh building that in during core instruction and then also making sure that that's a key piece of our our math intervention block. Fluency is has it it's become like the buzzword. I mean just like because we've talked so much about that's that being one of the biggest gaps for us uh that will be built into the plans. Um and and then obviously also the professional development the resources that we need to equip our our teachers with. One of the things that I wanted to to highlight with

052that is that last year um we um we used our funding to be able to have our teachers return two days prior to returning teacher week. Um that's an expensive investment across our district. Um but we found that that time was was essential and teachers always are asking for more time to be able to learn and plan. And as we're creating this year's budget, we've also and I know um during our reinventing Roosevelt, I'll talk a little bit more how we intend to um use our utilize our budget to respond to some of this data. But um as we're planning for next year also, we're continuing that strategy of making sure our teachers are returning and getting compensated to return those two days prior to returning teacher week as well. Um as well as continuing

053to invest in our new teachers by bringing them in even earlier. Dr. Bless, do you have any questions? >> Uh, thank you, Madam President. Yeah, I was kind of thinking uh and and before I kind of get into my my thought, I I wanted to make sure that you know I didn't spend too much time um taking away from the uh the I guess the minutes that we spend on talking about uh inputs uh because this is considered an input, right? uh talking about you know the uh the strategies we're putting in place um such as the uh uh the consultant am I am I correct am I understand that correct with the SOG sg >> yes okay >> the strategies >> yes so so my my only kind of curiosity is that you know

054when we bring in these consultants um we bring in outside people to instruct and provide strategies to our employees um you know what what's the return on investment um in in in that process. What does that look like? How does that impact the culture of our teaching? You know, how are teachers feeling about uh the particular consultants coming in? Uh that that's kind of more of my curiosity. Um and I'll just kind of kind of leave that there. Um because I know, you know, we don't typically manage uh the inputs as a board, but I just wanted to kind of put that in uh in in that space for us to think about as board members. Thank you. >> Thank you. Um I have a question. Can we go back to the slide for the

055tutoring results, please? Cuz I'm just curious to see about the growth now that we have the attendance data. So, I'm just curious to see what the growth was based on attendance and how that can impact if we don't encourage our kids to come to school or figure out why they were not in the tutoring class. Okay, thank you. So, the group that showed the highest growth was sixth graders and it looks like give or take within sixth grade have mid 50 to 60% attendance. Um, and third grade had 68%. So, what I'm referencing is the question that I asked a couple of months ago about um the attendance for the target and tutoring program. So then I re asked the question so that I could get the data and so I was just curious to

056see if um attendance impacted um the outcomes and it looks like it did a little bit. Um so thank you for that. Um, I also want to um to name that I appreciate the fact that we're trying to um capitalize and offer more targeted tutoring programs so that our students can move and when we can meet our goals. Um, and to Madam Vice President's point, I think that we do have students that require a little bit more um and a little extra time and so with that we can um ensure that they are able to be proficient so that they can be successful. So, thank you so much. Um, any other questions or comments? >> Yeah, Madam President, can I just ask a quick clarifying question? Um, and I think this is coming in response

057to Dr. Butz's remark. I just want to clarify my understanding. Um, for the Levvenia group, are we currently we're using them as a consultant, but are we currently using them or planning to use them to provide any training to teachers or training to how are we using them if at all in the training space? >> Definitely. So at this point um he he is interacting with teachers as far as observing what's happening in classrooms and providing some um some opportunity to do some interviews. But the majority of the work that's happening is really to advise the leadership on us setting up a program um of of support for our teachers and for our students. Um, so at this point there's there's not engagement in professional development with our with our um with our staff. >>

058So what you're describing to me sounds like similar to like our strategic planning adisement, etc. Okay, thank you. >> Oh, wait. I have one final question that I realize I wrote. Um, how are we going to address the students who transfer? We talked about there being a difference. Um but I don't recall hearing how we're going to specifically address the students who are transferring like what targeted interventions are we going to do for them so that we can move them forward as well. >> Yeah. So at this point we don't we don't have that plan yet. That's what we're identifying though that it is a problem because as we see um even in the the earlier um presentations about reading in our upper grades, we have we've noticed that um as we're looking at this

059data closer that the older the students are when they transfer into our district um the larger those gaps tend to be. Um and we're not observing the same pattern um as as significant in the younger grades, right? So, it's something that we've identified, something that we know that we need to make sure that we plan for, but right now I don't have an answer. We're still working on that. >> I'm sorry, Miss the the only thing I would add is one of our biggest priorities moving into next year is full implementation of an MTSS model for academics and behavior. And when you have an MTSS model in place, it is by design you look at every kid. You don't no kids are falling through the the cracks. Um and every kid is getting the intervention

060and support that they need uh first within the school day and then and then that process of using the data and analyzing the data also informs who are the kids that we really need to to to target and and beg and plead and and negotiate with parents to to have them involved in after school programming as well. Uh so I I wouldn't say that I think it's a good idea for us to be even more mindful in those practices of monitoring to that question of kid kiddos who are joining us late. Um how do we make sure that we're we're extra tracking them especially if they are are not at proficiency. Uh but through our assessment system that we'll be putting in place with screeners and progress monitoring, uh the whole intent is that we're

061able to meet every kid's needs where they're at. And and on that note, um non-academically, uh we know that families move for all kinds of reasons, but also um as students are older, we we do see that um we need to support the entire family and and I know we have our investment in our family liaison um as well as our social workers on our campuses. Um but really identifying other than the academic gap, what other intervention or support might the family need or might the the student need? Um, so really looking at it from a more holistic perspective. >> Dr. Portio, I have a followup. There's a mention about the some of the schools that we were seeing the higher growth in their math proficiency and you mentioned that part of what was the

062cause was the rigor. Are we doing anything to try to bring rigor throughout the entire district? cuz we do some see some children that they're not the ones that are like having a hard time staying afloat. Some of them are staying afloat, but they're just they're not getting the rigor that keeps them as active in their math in their growth. So, what are what are we going to do to implement some more rigor? >> Yeah. So, um MTSS means multi-tier systems of support. So, it's support but also um pushing kids forward. Um, so the same system should yield supports for all of our students. Um, knowing that um, and and I'll talk about that during the reinventing Roosevelt a little bit more, how we're investing to make sure that that all works. We've been doing

063a lot of planning this year so that we can launch that for next year and and uh, really meeting improving our system so that we're better meeting kids where they are, whether if they're advanced or if they're struggling. Thank you so much for indulging me in my last minute question. I appreciate it and your honesty and candid about about where we are and where we want to go. So appreciate that. Um and thank you to all of the board members who submitted questions. I did bleach my integrity and I submitted mine late for the record. Um okay, next item on the agenda is Oh, our video. Yay. Okay, just kidding. Thank you. That was very insightful. Any questions or comments? No. And I think that we did not share the audio via Zoom and so

064I just ask that we be able to post the video on the website so that the people on Zoom who couldn't hear it um be able to view it. Please. Thank you. Um, the next item on the agenda is Superintendent Garo number four and I will pass it to Dr. Portio. Thank you, Madam President, members of the board, executive team, and Roosevelt community. I'd like to uh um I think we have our presentation coming up in just a second, right? I'd like to share with you how we're progressing on guardrail number four. So guardrail number four focuses on uh in attaining the the board super the board student outcome goals that I as superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers including promoting from within to

065ensure that they have a positive impact on students as evidenced by data. So to talk a little bit more about this, I'm going to tee it off to our exec director for human resources, Michanelle Alexander. >> Thank you, Dr. Bertillio. Madame President, madame vice president, governing board, uh, leadership and community. Thank you so much for the opportunity to share a little bit about guardrail number four, specifically as it relates to human resources. Um, Dr. Bertillo read the basics of the guardrail, but we do have three specific goals that we need to meet in that space. And so what you see there is our first goal was to grow our own pipeline. The next two look really similar. It's about teachers within years 1 to five. We want to retain them and then we want to

066reduce um a high impact of turnover in those groups as well. So that's what I'll be sharing for you tonight. I'm from my screen this looks large enough just in case it's not I'm just going to talk I'm going to make it a little bit larger and slide over. What I have for you here is um a timeline of how we're trying to grow our own talent and what we've done from the beginning of the year. You may remember the first time you heard about this was at the November December board meeting um where we presented work that had started during the summertime. I have to tell you this guardrail in particular is really due um for progress check-in in June. Want to say it's May doing a little check-in right now. Just you know,

067shout out to the HR team out there. Oh, I love the gratuitous clapping. Please, please. So, um, again, you you mentioned I I mentioned that we did start looking at this guardrail earlier in the year, November, December. So, we wanted to show that the work had already began um in the summer. So, the first thing you see there is we started at the end of last year with rewriting job descriptions. So, we brought new job descriptions and salary schedules and started to approve that process so we'd be ready to start this year with a good foundation and set of teachers that we wanted to make sure we retained um through compensation and then an alignment to their work. So, we brought that to you. Um you can see I have their summer of 2025. The

068next thing uh in July we partnered with all-in education and that's where we started our paraprofessional pipeline. those individuals, we wanted to bring them on board um to work here and as a pair professional or support staff member, ideally grow them into teachers, our growing our own pipeline. So, we were able to hire nine of those individuals and one has since been promoted. Um we will start that process again. Yes, we will start that process again working this summer with that group of individuals as well. Um next you see in September, it's an ongoing we continue to be a pair of professional testing site. We advertise that on our website. So, individuals who are right out of high school, who are interested in becoming um an educator, they're able to come to our district, potentially

069start in an instructional aid support position um and then move their way through pair professional testing and we offer that here for them um by appointment um through our human resources department. We also partner with South Mountain Community College. It's just right up the road um here to bring over folks in their teacher prep program to for observation hours and again growing uh right here in our own backyard our talent to bring them on board with us. We moved on to October and we started to really build some partnerships with some exciting opportunities with ad. Um so the first one is the a trap. That's actually an acronym for the Arizona teacher. I know. A trap, Arizona Teacher Retention Apprenticeship Program. So, it's a that's their acronym, everyone. Um, so it brings uh folks on

070board who are interested in becoming teachers. They're actually able to go through an apprenticeship program with one of our staff members. Our staff members also paid through that process and if you are become a participant in it, they will continue to help pay for your education and get your bachelor's degree. So, it's a wonderful opportunity. We had that meeting um in October. Had about 10 folks interested in it. We'll continue to partner with them to see if we're able to get them enrolled. We continued on um and began our South Mountain Community College observation hours at that time. And then we also met with the National Association of Colleges and Centers for Teacher Education Programs. And that's for PD support. So again, bringing more opportunities to our staff as we continue to grow and develop.

071Um we moved on to November and had a classified specific job fair um where we were able to hire trades. Um so we were looking for plumbers and maintenance techs and um uh crossing guards and we transportation folks. So, we had a really targeted job fair during that time and we continued on with our leadership cohort at that time. The last thing we've done so far for this school year is hold another district-wide job fair that was held here at the district office back in February. And then we held an interview skills clinic in partnership um with two community organizations where Dr. Patillo did uh provide an opening message uh for us. Um Dr. Battle was able to come and speak, Dr. Buts was there also and so was board member Victoria Cast. So that's

072where we are with that pipeline development and our timeline so far. There we go. All right. So let's let's talk a little bit about where we are with teacher retention. So we were looking at increasing our retention rate for teachers in years 0 through five. Um, and we said we wanted to increase that by 25%. That was our target from what we were at last school year. So, in order to do that, we wanted to look at the demographic of our schools. We see we have 13 schools. On average, our teachers in those 13 schools have been here in our district about 8 years. 357 teachers or so. One thing that we know about that profile um is remember I said we brought salary schedules. So, we changed our salary schedule last year. We had

073a step increase in in 2526 of $750 per step. Um we started that year with those individuals. We said let's look at where they are for their evaluation rating. We're really proud to report that 91% of our teachers who have been evaluated are in the proficient or above category. And then 70% of those 70% are actually proficient and 21% highly proficient. So again, tracking that data. This slide will look similar to the next one and you'll see why we're why we're looking at that information. Um because again, we want to keep those folks here and see what impact they're having. So the profile of those uh teachers that are in years 0 to 5 of that 357 that I was referring to, 88 of those teachers um were retained from year to year. So 25%.

074But when we look at who has now accepted their contract to come back based on the changes we've made, you'll see that we're at about 60%. So we're going up. So we've met our 25% goal, which is another wonderful clap for everyone this I mean we can clap for everybody this time, not just me. All right. So we've been able to um increase that and that was prior to the contract acceptance deadline. So we for contracts that we offered out to our teachers, we had 91% of those back when I was putting this together to make uh the board packet in in time. So we did a wonderful job. Um and that's really a credit to their supervisors, the principles of of having an environment where staff want to come back and and stay with

075us. All right. So we wanted to determine like what's happening with site extracurriculars. overwhelmingly we have folks that are participating in afterchool sports, student council, youth clubs. Um it's we have an abundance of of opportunities to make additional um compensation by doing that and we have a lot of activity. You guys have been to some of our events. You're able to see what we put out there and it's we're able to do what we do for our teachers and our um for our students and for the community because our teachers are taking on those responsibilities. Last thing we wanted to see in this category in particular, what did the exit survey say? And so what we were able to find is 48% of our folks that have departed Roosevelt, four out of five of them

076basically say they have an overall wonderful experience. Clearly, we can dig down to each of those spaces of why, but that those are phenomenal numbers. Um, we know when you get a survey because you go through the Chick-fil-A line, you either fill it out because you were really happy or you were really upset. Uh, and so for us, these are really great numbers. um of having people being willing to participate in surveys and four out of five of them say that they really are enjoying working here at Roosevelt. So when we look at that and we have these great numbers of folks that are returning to us, how what kind of impact in particular does that group have um on our students and the growth that we need to see? So we found that out

077of that group that I just listed, 22 of those folks are highly proficient. So about that 88 22 are in the highly proficient category which is wonderful and we've been able to keep 73% of those individuals here. So the target number that I gave you before that we grew but that's even better. So out of the folks that we grew 22 of them are in the highly proficient category. Um so that's wonderful for us. Um and they've signed their contract and they're coming back next year. again um when I look at who is um out of that highly proficient group who are holding additional roles it's mostly through uh 21st century or after school um programs that they're doing. We have a couple of other assignments in there but that's where we saw them the

078majority of that target group um doing additional responsibilities uh on their campuses. Lastly, one thing that we know for sure helped us is you all were were uh kind enough to improve approve some really great increases. Uh and so last year, remember I said we did a step increase of $750. This year we did a step increase $772, but what we did when we got to years four to five cuz that's where our target is, we increased that group to $2,272. So once you go year five with us, once you if you're in year four this year and you come back next year, your increase was actually a minimum of that. Um and so that was a big target because that's where we are wanting to make sure we keep our talent. If we're saying

079that we know here in Roosevelt after eight years or so, you may end up transitioning out. We know that you can have a greater impact and our data is showing that and we're able to continue to keep you past year five. Um and then again still great exit survey data at the um 4.5 four out of five excuse me. So I say all that um that's where we are now a month in advance. Say again uh but where where are we going next? What what do we have uh that's next step? Couple things. I have six bulleted areas here that we need to look at for next steps um as we continue to work through this guard rail and and think about what changes we may need to make to our approach to have more

080concrete data um and continue to dig in and see why people are are choosing Roosevelt and staying here. One in particular is the retention insight survey. So um we want to develop a survey to say why are you staying? We've we've embarked on that before in Roosevelt. So, not just the exit, but when we start the new school year, why why did you decide to come back? You had a whole summer and a lot of opportunities. So, why did you stay with us? It's really important for us to grab that data. So, we'll we'll look at a retention survey. Also, um we will increase our visibility on our campuses. Um and so right now, uh campuses sometimes see us and say, "Uhoh, what is HR doing here?" We we don't want that, right? We want

081to be out there on campuses and people have a wonderful time and and engage with us and and hear about all the wonderful opportunities that we have and why you want to be here and grow. So, we'll increase our visibility as we move into the next school year. We'll continue um to build our partnership with uh teaching and learning so we can collaborate on professional development and training. I mentioned a couple of spaces where we've embarked on our own from human resources, but we know there's nothing like in-house support and training. So, we'll build a good partnership with teaching and learning to make sure that we're able to um offer targeted um respon our or targeted professional development for for our folks that are in that window of zero to 5 years. Next thing um

082a really big one for us is to look at our trade groups. So, I mentioned several opportunities to build a pipeline to um instruction. We know that there's a pipeline to build for our trade groups as well. So, we'll work through that process and look at different um organizations. I've had some preliminary conversations with Rio Salado um and Gateway Community College. So, I'll continue to have those conversations so that we can build a pipeline of of getting a workforce group working through them. Um the last two is we're working with community engagement on an employee digital spotlight. There's nothing like uh being recognized. I I said myself during this presentation, I love a good clap. So, I would imagine our our staff would also love a good shout out. Um, and so we want to

083work with community engagement just to honor and recognize um the staff and and what they're doing and stay here. We know our principles do it, but at the district level, we'd like to also take part in that as well. And then um years of service acknowledgement. Thursday will be our retirement celebration and our years of service. Um, and so we just want to really throw more into that program and really build that up. Um, because we want you to be here with with us um, and celebrate celebrate folks that are making that choice. And so that is the progress I have so far on um, guardrail number four. >> Thank you so much. And I'll open it up to our board members for any questions that you all might have. >> Madam President, Yes sir.

084>> I want to say uh you know first first of all thank you for that presentation. That was a uh a good a really good presentation. I found the information very helpful. Um I did want to look at the 48% a little bit more uh in terms of uh departing staff members. Can you define staff? Is that is that all staff? Is that specific to teachers? Do you have a breakdown? Because I I would be really interested in what the breakdown is for staff or teachers specifically. >> Thank you Madam President Dr. Buts. We certainly can give you the breakdown of what that is. That is looking at staff as a whole. So while this presentation is targeted on our teacher retention, the big thing that the superintendent talks about and we talk about just

085in cabinet is we have a diverse employee group. And so we decided um for this presentation to talk about staff as a whole as they leave as opposed to just teachers, >> but we certainly can get that information to you. >> Thank you. I think that would be helpful. Um uh and this kind of segus my next question for uh the consultant that's collecting data for the strategic plan. Um is any of this information uh being transferred to uh this particular consultant that's collecting this uh this data from various stakeholders? I I think this would be amazing information for uh this particular consultant to have. So I have had the opportunity to participate in some of the strategic planning. So I certainly can get it to um to her to include where the board and

086Dr. Patioc sit. >> Thank you. >> I have a question. Can you tell me a little bit about the leadership cohort? Like what does that entail and who was in it? >> Absolutely. Um Madam President, so the the desire is again to grow our pipeline. So, we put it out to anyone that was an aspiring leader. Um, you could be an inspired leading in Roosevelt or other neighboring districts. So, we part we reached out to all of our our theater schools. So, Phoenix Union um and we reached out to other HR colleagues to see if they had folks that were interested in becoming leaders in um education. So, principles, assistant principles, and so on and so forth. That's what our first um initial meeting was. What we want to do is to develop a cohort

087of leaders here. So looking at our teacher leaders on campuses to see what the next level they may want to go to, if that's an instructional coach, if they're looking to go into um administration. So this was our our baseline year of that. So this isn't something that we've had before. This is new. This is a new >> it's new for the what my rollout is for human resources. Yes. >> Yes. Okay. Thank you. And I also want to thank you for being ahead of the calendar. a great job. We appreciate or I appreciate it. Any other questions or comments? No. Okay. Thank you. Um, next item on the agenda is public comment and I do not have any forms. So, we do not have public comment this evening. Um, we'll move on to reports.

088Um, the next item is superintendent report and I will pass it to Dr. Portillo. Thank you, Madame President, members of the board, executive team, and Roosevelt community. For my report for today, I wanted to touch upon um a couple of things that well, one of them um being the retirement celebration. So, we are really excited to um to be able to celebrate our staff in a in a more um in a way that better um better represents what it is that they've done. they've retired from an entire career in um in education, whether they spent that whole career in Roosevelt or they just spent their last year they they've been serving children. So, it it's going to be a more celebratory um type of of um of gathering. And we're also um like Miss um

089Alexander mentioned going to be celebrating our years of service. So I do want to um recognize that just here in on our on our dis as part of our executive team we have two people that are receiving 20 years plus um service recognition. That would be Miss Geston and Miss Alexander. >> So that's that's amazing. It it's going to be a fun a fun gathering. We're hoping that you all can make it um to to celebrate with us. Um, and it's going to be at the neighborhood house. So, we want to bring more life to the neighborhood house across the street to that property. So, they this, you know, we're throwing a party there. So, it gave us the opportunity to to make sure we did some cleaning up of that space as well. Um,

090sometimes we got to do that to make sure we we prioritize some some things, but it's going to be awesome. Our principles are going to be there to celebrate the staff um as well. So, we're really excited about um about that celebration. The other thing is this week is teacher appreciation week. Um so we're really really excited about celebrating our teachers and I think I heard some snaps or one clap for our teachers and um their dedication to serving our babies here in South Phoenix and and we know that there's so much beauty here in South Phoenix and these kids deserve the best teachers before them. So we're really excited to celebrate them. It's also um uh national t uh school um nurse day um tomorrow and also on Friday it's um national school communicators

091um day. So we'll be celebrating that department um those both of those departments as well. Um and also wanted to give you an update on the renaming um process for Cesar Chavez school. Um and make sure I had took some notes here so that I didn't forget. Um one of the things that our committee is doing and again um you all have assigned the membership of that committee. So um or who could be a member of that committee based on policy. So um we're sticking to the policy. Also the process has to follow open meeting law. Um so we got legal consultation on that. Just want to remind you all of that. But what we've done prior to the committee meeting is that we um sent a survey to all of the existing Chavez community.

092So existing students, existing parents, and existing staff, sent them a survey to gather from them potential um nominations for names for renaming the school. And then also um we asked in that question or would you like the school to keep it its same name? So, we're gathering that information so that our committee can look at that information and then be able to uh make a uh more concise list of um of potential uh nominations for new names andor to keep the existing name. Um once they've been able to gather all of that, then we're going to put out that list to the larger community. So that'll be available to anyone who wants to vote and or give input as to the selection of what the name should be and then the committee will gather again,

093evaluate all of that data and then be able to make a recommendation to the school board. Um we do anticipate that recommendation coming to the school board at the June meeting. So all of that work is happening um throughout the month of May. Um also, um we wanted to um to announce that on today's agenda, um a consent agenda for hiring, we have a a a group of um incoming leaders to our district. So, I wanted to recognize them. So, as I call their name, if they can stand, we have Miss Shakira Simmons, who is going to be on the agenda for chief of schools. Jason Nuttle who will be on who will be joining us as the exec director of operations, Mr. Brian Estes, our new human resources supervisor, uh, Miss, um, and let

094me make sure I say it right. Damonet. Did I say it right? Miss Norris, where are you? Miss Zane Norris, our new director of transportation, uh, flew in from LA to be able to be in the meeting today. So, thank you. And sitting next to her, you know, is our exiting uh, transportation director, which we will miss greatly. Um, we'll miss you. and then also our own Elizabeth Susa >> who has who has been promoted as the new director of curriculum assessment and data. So, welcome. And I think Nick is in the room or he was earlier. >> Oh, he just stepped out. So, you know, as as you all know that he's leaning to uh to be a principal. So, we're um excited to welcome our new leadership and then say um sad goodbyes

095to those that are leaving us >> um for for other um other jobs in other districts u primarily for promotions in other districts. So, we're excited um for our our staff that is coming in and those that are leaving. And that's all I have for the superintendent's report. >> Thank you. Any questions or comments from board members? Okay. The next item on the agenda is board member update. Any updates? Board members, >> I just wanted to say with it being teacher appreciation week, um the appreciation that I that I feel and I know that um my fellow board members and the executive team, we all feel for all of you teachers that are giving of your time and your energy and your sacrifice serving the children of our community. Thank you for for dedicating um

096your lives to this work. It is not an easy work. I've I've experienced it before and I grew up with two public school teachers, so I know firsthand um how that lifestyle is and how difficult it can be um on everyone. And I also know how wonderful it can be as well as you're making a difference in so many children's lives and and um their parents' lives as well. You can really make someone's future with the impact that you have on them. So, I just wanted to express that gratitude to all the teachers, and of course, the staff members, all the administrators, and everyone throughout our district because we're all participating in educating the children here in South Phoenix. Thank you for that. Um, and Cinco de Mayo as well. >> Madam President, I just

097have a few updates. Um I do want to acknowledge that um April 25th we had our kids day festival. So our deos festival it was um at hosted at pastor. So thank you for hosting. Um Maggali I think stepped out but I did want to do a shout out to the comm's um the comm's department. So Maggali will Aruro um thank you guys for for um making that uh event for what it is. A special shout out to Dr. Borio as well because if you don't if you didn't stay till the end of the event. Um the comm's team, Dr. Bio and I, we actually took down some tents. All right, so this work is not just up here doing board work. We're we also uh are down getting dirty. Um and your superintendent did

098it in heels, so shout outs. Um >> wedges. Wedges. >> Oh, wedges. Okay. Um also, um I Shout out to um our school bus drivers. It was um the appreciation day was on April 28th. Um so thank you to all of the our bus drivers that keep our kiddos um safe and bring them to and from um school. Um which is also um thanks to the leadership of of Mr. Kyle, which I can't believe you're leaving us, but we we um we uh celebrate with you. And we also welcome our new director of transportation. So welcome. Um what else? A lot of stuff we are looking now it's May obviously so we are all looking forward to our eighth grade promotion celebration. You will have a board member there uh because our students come first.

099So how can we not come and celebrate with you all? So um yeah and what else will we Oh we will also be at the spring banquet. Um that will be next Tuesday, May 12th. Um, so you will also get to hear from a couple board members. We'll be there um connecting with some students and families. So please come and talk to us. Um, and if you weren't at this the kids day festival, we did have the opportunity to connect with a lot of families. Um, specifically talking about our board goals. So if you don't hear it from um if you're don't come here, you're going to hear it in the community. You're going to see us out there and you will know that 45 in five. So 45% in five years. Um and that

100won't be possible um without your guys' partnership. So please join us in this um in this work. Um and then also just mental health awareness month. Take care of yourself. Um Asian American and Pacific Islander um heritage month. So um just take it all in this month of May. I know there's a lot going on. We got a lot a lot of shout outs, teacher appreciation, um our school bus drivers. It's also school lunch hero on May 1st. So, if our our um lunch heroes that feed our kiddos as well, please give them a shout out and say thank you. Um but yeah, that's that's about my updates. Just a little one or two notes. >> Thank you so much, Vice President Castro Cororeio. >> So hard to follow. I thought you were going to

101say principal appreciation day on May 1st. So, if we can give our principles a round of applause, please. I think we had every other appreciation day in there. I thought you were going to hit it. I was like, >> she left something for you. She left something for you, Pastor K. I appreciate that. Um, again, just a huge shout out to all of our teachers or principles and the work that you do. Um, when we got to be at the Dday Linos, um, I had other people were talking to parents. I was in charge of having the kids spin the like thing for prizes. So, I asked, "How was ASA testing? How your teacher this year?" Everybody had a great teacher and did great at the ASA. And how do you think you did? I

102don't know. But I was great. Everything was great. So, um, kids were very excited to be there. They loved their schools. They loved their teachers. They were incredibly proud to tell us what campus they were from. They would point over to where their campus could be found so that we could go check it out. Um, it was just really exciting to see how how really passionate the kids were as well as the families. Um, so really excited to see that. Um, one um, just update from myself and Dr. Hajj, we got a chance to attend the National School Board Association conference in April. um really exciting because our work has been so focused as a board. Um our priorities right now are really on our two-way communication with our families as well as our policy

103work. Um so we got to attend a series of uh sessions on family advocacy, on policy and values, on student engagement, um and on governance structures. Um one thing in particular that I'm excited personally to bring back to the board in a future study session is just how we can continue to better engage our students um as stakeholders within our district. Um, many districts have, you know, student representatives. I know we have our student advisory council. Um, so we got the chance to talk to some other districts that have that as part of policy. So really excited as we go into the next school year to think about how we can continue to bring our students voices um both into our board presentations, into the boardroom, and into the work that we're doing. I'm so

104excited to talk about some of those things as we get into future um board study sessions. >> Do you have an update, Dr. Buts? No, I just thank you, Madam President. I just want to echo uh all the other sentiments that all the board members have expressed towards the teachers, staff, and principles uh making it through this uh this year of transition. And so, uh we celebrate all of you and thank you for your hard work for our students. >> Thank you. And I'll echo the sentiments of all of my colleagues. I don't think we need to hear it again for the fifth time. Um so, thank you for all that you do. Uh we truly appreciate it. and this work is hard and and we know that it's hard and so make sure you

105are taking care of yourselves. Um and again we appreciate you. The next item on the agenda is Rea report. Do we have REA report tonight? Okay, we do not have REA report. Um the next item on the agenda is reinventing Roosevelt. Um and I will pass it to Dr. Bortio for an update on Reinvent Roosevelt. >> President, >> not a worry. There is absolutely no REA report. However, one of the representatives wanted to make sure we acknowledge the shirts that were given. And >> oh yes, >> so kind as to share the the wonderful shirts that are we all receive shirts. Um a couple of meetings ago, I kind of said it'll be nice for us to have one and so we have one and so we're super grateful. Um I don't have mine in

106my possession at this very moment, but I'm super grateful. Thank you so much um to REA for all of the hard work that you do on behalf of all of our staff and our students. So thank you. Everybody deserve yeah you know everybody deserve a round of applause. Now we'll move on to rementor Roosevelt. Thank you Dr. Battle for the reminder. >> Thank you madam president members of the board executive team and Roosevelt community. Following I'd like to uh report to you what we're doing with reinventing Roosevelt. So last year we engaged in a whole um reinvention uh revisioning of our district, right? Including our strategic plan, how we're approaching our um academics, our retention of our staff, all of our guard rails. Um and I wanted to um give you our our latest um

107iteration of um of what we're doing to improve. All right. So one of the things that we're doing is um engaging in community. Right. So, I wanted to just put out all of the dates that we've had this year. We do have one more meeting with our faith advisory council or a committee. Um that that's uh actually on Thursday. Um but we're um we're about to close out with this and then come to reflection in June so that we can see how we can make um our engagement even better for the following year. Um but what we found um through the engaging of the community um we asked them a lot of questions on how to improve our district but particularly um engaged with them multiple times on how we should use our budget. Right?

108So a lot of the questions were about that and I know that uh Mr. Pulk and myself um and the the the uh executive team as a whole are using a lot of the information that we gain from this engagement also along with our climate survey. Um I know that that's going to be uh climate survey results will be shared with you um at a at a future study session. We had thousands of uh participants um respond to the climate survey, students, parents and staff. And then our empathy interviews to really inform what we're doing with our money. Um, one of the um the re the most um some of the most important results that we got from the community advisory committee was that they wanted us to uh make sure that we're strengthening in

109direct student supports. So directly in the classroom prioritizing safety and campus conditions with a big emphasis on the play fields. Um then also um expansion of academic and enrichment opportunities particularly for our gifted students. Um also um continued support of our student and family needs. So um continuing to to um focus with uh the efforts that we're making with with family engagement. Um, this includes increasing support in special education classrooms, um, staffing and investing in safe and well-maintained facilities, and providing greater access to programs such as afterchool activities, tutoring, STEM opportunities, and even more sports. So, our community really loves sport. I would say performing arts also came in um, very was very popular in the responses that we received. Um and uh what we are gonna I show you in the next couple of

110slides um and my team can chime in if I forget something is how we're utilizing our budget um to support us. So you will have a study session um that's a preview on the projected budget but these are some of the things we already have um in play. um wanted to emphasize with our capital projects and again this is thank thank goodness that our community trusted in us and passed that um bond election. Um so I always say thank you to our community. Um Sunland phase two. So in phase two of Sunland we're going to be uh building a new gymnasium, a cafeteria and performing arts space for them. um at knowing that um that Sunland has a huge um uh effort in performing arts, we wanted to make sure that we were um intentional

111about um their performing arts space. Um then Irene Lopez um we are engaging in visioning and planning stages for their complete school replacement. Um knowing that Irene Lopez still has to um do some work about um creating a a strong identity about what their signature program is, we are engaging in that vision and planning stage so that the um the building can also support us um support them with u making that um signature program um be strong. Then at Konchos um for safety we are doing the office and library remodeling um pastor um getting a new playground southwest new playground. Also wanted to remind you that we are currently in construction at Bush Future Maxo Bush Future Ready Academy. um specifically focusing on the front office and the um the uh the beginning of the

112of the program launch only with a couple of classrooms there. Um at um Chavez, that's another um uh complete um rebuild. We're going to be engaging them in the fall for vision and planning stages um for design as well. All right. Um, we also were very fortunate um through um engagement from I I do want to say um give a shout out to um Gabe and also to Bob, but everybody that supported in um having us be a recipient for the Fiesta Sports Donation at um Seal Greenfield. So it was a uh partnership between the district legacy sports foundation and then the Fiesta Bowl charities and through that we um received a uh renovated basketball court. So the sports courts um are beautiful um one full court and two half courts for outdoor basketball. Um

113they have modular interlocking sports tiles um so they're very very bouncy. Somewhere on social media, there's a a picture of me um shooting a basket in my heels too in my red dress. Um but having fun engaging with the kids. It was a great day to celebrate the kids. Um and then the updated goals and uh again new padding. They also gave us um the rate bowl, the playing field that they had um at the bowl game. So they reinstalled it over at um at Greenfield and it's beautiful. So we Oh, yeah. Let's clap for that. It's It's absolutely beautiful. Um and u I know as I was driving past Greenfield, it was really inspiring. You know, Greenfield um has kind of a basin um where the old school Greenfield used to be before we

114built the new Greenfield campus. And um that's where the field is. So, I saw um families laying out their blankets and like um and umbrellas um parasol out there um engaging and watching the kids play. And it was just so so heartwarming to see our community out there utilizing this space. Um it's 75,000 square uh foot sod um for football and uh soccer. Um it's fully painted. Um and um we'll be able it has a combination of football and soccer goals and then also it has a our our Roosevelt very first um solar and electric scoreboard. So we're really excited about that. Um and uh the students also participated in football in a football clinic that was sponsored by uh Fiesta Bowl again. Um it was it was amazing to see them interact with the

115athletes. And here's a picture of the scoreboard. I just want to say thank you to them um not only for this specific donation which is going to support not only the kids at Greenfield and Kennedy and Houston because they're all on that main strip, but also all of the kids in our district because we'll be hosting games and tournaments at at this um field. Also, it's given us great inspiration as we continue to hear from community and climate surveys and and all the ways that we engage with them that they want us to invest and spend um some of the bond money on these fields. So, it's been a great uh inspiration for us um to continue to enhance our play areas on our other campuses as well. >> Thank you. Thank you. Um then

116we've um we've want to highlight with you the investment that we're going to be making in gifted education. So this year, thank you board for approving for us to have a gifted specialist. She's fabulous. Um been doing a lot of work um currently with what we have, but then also in planning for next year. um uh we have seen uh thanks to her her um work and then also the support on the campuses a 78% increase and students that are identified as gifted um in our district. So we're really excited to see that and a 218% increase in EL students who have been identified for gifted instruction. So we're really excited about that. Yeah. >> And as we're moving on to plan for next year, um we um are are um opening up four um

117gifted teacher positions um for the following year. So dedicating um that the budget for to be able to support that. The teachers will be able to um to provide um direct instruction to our gifted students. Each one will be assigned two or three schools depending on the geographic area and then also number of kids identified in in those particular grade levels at those schools. But we're really excited to uh provide that that support to our gifted students. And then also on the consent agenda for today as a supplemental is a um curriculum uh that will be for our gifted students specifically. Um, speaking of our gifted students, here's just the data for um number of students that were um at each campus identified as gifted um last year in comparison to this year and then

118the percent change. So, we've talked uh quite a bit in our um presentations of inputs about uh MTSS, so multi-tered systems of support. Um so wanted to talk to you about how we're investing in um our systems so that we can get better results for our students. Um and as we talk about multi-ter systems to support, it's not just the funding but how we're utilizing our time. So this is a comprehensive strategic approach to improve learning which includes the um changing overhaul of our schedules on our campuses. Um so that our schedules allow for our campuses to have two intervention um blocks um during the day. Um increases in staffing um looking at curricular expenditures so that we can really support that tier one instruction, tier 2 instruction, and tier three instruction. So for our

119general ed and special ed classrooms, we heard uh again that we need to have more investment in our ESS classrooms and then also a reduction in the size of our gened um um class loads. So, uh, we're adding 10 general education teachers to our mix as and also of course retaining those that we already have and, um, adding eight, um, special education teachers for the following year. Um, we're also, um, we're also focusing on, let me see here, adding more special area teachers to the mix as well. So, we'll be adding six more special area teachers throughout our district to provide more enrichment opportunities for our students as we're hoping um not as we're focusing on the whole child. But then also um adding the special area teachers will help to optimize the schedules that

120I mentioned earlier so that we can have those two um sets of interventions throughout the day. Um it'll optimize the schedules um and most exciting um for us is adding 30 more pair of professionals um to support those tier 2 reading teams that'll be um supporting our students um to be stronger uh readers and get um that stronger um stronger foundation when it comes to reading. So we're really excited about that. the pair professionals will provide targeted small groupoup support um again primarily in reading during that intervention block. So that's the the investment that we'll be making there. Um as you all know also I've mentioned that um that next year we'll be um we'll be looking at and engaging in the u curricular adoption process for math and reading. So that takes about a

121year for us to analyze um and um go through that whole process and then make it available for public viewing. Um so we're really excited about that for both math and reading. Uh we expect to bring a recommendation to the board um in spring of 2027 um so that we can start using those new materials in fall of 2027. And that's the report that I have for this month. Any questions? Benders, I have a question. So, we're adding 10 g um teachers, eight sp and how many special areas? >> Six. >> Okay. Yeah. And sorry, go ahead. I didn't want to say that that fluctuates a little bit as we're reviewing the data. So, I would like to say estimated or approximate. >> Okay. And is this still allowing us to operate within our um

122our was it our our ADM? Yeah, our student enrollment. >> Yeah. So, we um well, I'll let our our um exec director of business and finance speak to that, but um remember we'll be doing a study session on the budget um coming up soon and proposed budget coming to you in June. >> Yes, ma'am. Madam President, this was one of those strategic investments that that we had planned back in January based on anticipated enrollment for next year. But as we also look at the data, we want to offer the tier 2 supports basically to um do everything we can, no stone stone unturned, trying to uh improve uh our student outcomes. >> And just a follow-up question, do we know approximately how much additional this is going to cost the district? You're taking away all

123the surprise. >> Oh, I'm sorry. I mean, it was presented, so >> all said and done for the gifted cluster and the 30 uh pair of professionals, we're looking at right around $2 million. And then with the um the addition to the salary schedules uh that we had already already discussed, totals approximately just a little under $7 million. Okay. So, that would be 7 million annually moving forward if we fill all of the positions. Correct. >> If we fill all the positions. >> Okay. Thank you. Any other questions from board members? >> Uh, Madame President, just a clarifying question. Um, you mentioned there's 363 gifted students, 86 of them being EEL. Is the 86 embedded in the total or is that a separate? >> Yes, they're embedded. >> Thank you. Any other questions? No. Okay.

124Moving on. The next item on the agenda is um the consent agenda. Is there a motion to approve the consent item agenda items 5.02 02 through 5.11 as presented. So moved. >> Second. >> Moved by Dr. Frank, second by Dr. Buds. Any discussion? All in favor, please indicate by saying I. >> I. Motion carries. Next item on the agenda is approval of the fiscal year 2025 2026 budget revision number three, um, which is what we had our public hearing on. Is there a motion to approve? >> Some move. >> Second. >> Moved by Madame Vice President, second by Miss Pena. Any discussion? All in Oh, sorry. I think this is roll call. Does it have to be roll call? No. Okay. All in favor, please indicate by saying I. >> I. Motion carries unanimously. Um,

125the next item on the agenda is approval of the Roosevelt School District academic calendar. Um, is there a motion to approve? So moved. Second. >> Moved by Dr. Frankitz, second by Madam Vice President. Any discussion? No discussion. Can we do we have it available to at least so we can show the the community what it is before we vote? Just because we did talk about it in our last meeting that we would um leave renaming the Cesar Chavez holiday to our calendar committee, our academic calendar committee. And so I just want to be transparent and show um what the change is. And so I don't know Dr. Port if you want to speak to that just briefly please. >> Yeah, I will actually um show it and then u Miss Geston if you can speak

126to the change. >> Sure. Uh, Madame President, members of the governing board, exec team and community, uh, following the decision to, um, in response to all things Ceso Chavez, we, uh, under the direction of the governing board went back to community through a survey, uh, that went out to to staff and to families, uh, with some different options on what to what to do with that day, whether it was continuing with that where it was already marked on the calendar for future years in keeping with the the name that the the board had had chosen. Uh was it moving it to a different place in the calendar year? Um and ultimately I'll I'll name the choices. So for one, it was one of the options was the Friday before winter break. One of the options

127was moving it to the end of the school year so that the school year would end a day early. Um and then the another option was the Friday of teacher appreciation week. Uh and then the final option was uh moving it to the Monday after we we currently every year have a Friday spring recess. Uh so moving it to a the Monday following that and creating a a 4-day uh weekend. And overwhelmingly the the the the community and the families uh were were most in favor of either the spring recess option or keeping it uh where it was with with the name change. Uh so through the then taking the data back to our calendar committee looking through all of the different options uh the the committee recommended going with the the spring recess option.

128Uh and a big part of that was consistency in the calendar of knowing that you know with with some of the options it could change from year to year of where it falls. Uh also hearing the feedback from families around um where that where that holiday lands it it's it's more favorable to families in terms of of travel after a holiday weekend, that type of thing. Uh so uh that's where we landed. That's what we recommend the governing board and we are excited to have this approved so we can begin all of the the planning that comes after having these dates locked in for the school year. >> Thank you. Any questions or comments for board members? >> Yes, Madame President. Um Mrs. Geston, there's just a little um thing that I noticed on the

129calendar. Um it's not while it is teal on August 3rd, beneath it, it does not say first day of school. Oh, thank you. >> And then if you scroll up or down, I guess to the last day of school, I think it should be also clarified what is the last day of school. So, let's just >> the if you look at the very bottom, uh it has there is the key for first and last day of school, the teal box. >> Uh but we can I think that's an easy thing to add in just so that it's it's clear right below the dates. Madame President, just a um a question for Miss Geston. With the placement of the spring recess, does this impact um state testing in any in any way? >> No, there depending

130upon the year, it can fall during that window. Um but as we looked at the different options and and even within our calendar committee uh we had uh one of the committee members is an assistant principal who is our the site testing coordinator and that person felt very confident that it wasn't we just we just scheduled the testing around that. Um and sometimes it's nice to have a little bit of of space so that our kids just aren't going week after week of of full testing. So, >> thank you so much for giving us the brief explanation. Um, and with that, any further discussion? Okay. All in favor, please indicate by saying I. >> I. >> Motion carries. Um, next item on the agenda is approval of the progress monitoring report for academics goal two

131and four by roll call vote. Is there a motion to approve? >> So moved. >> I second. Moved by Miss Pena, second by Dr. Franco Woods. Any discussion? Okay, I'll pass it to Maria to perform roll call vote. Thank you, Madame President. Roll call vote for item 6.03 to approve the progress monitoring report for academic goals number two and number four. Starting with Dr. Michael Buts. I >> Miss Victoria Castro Carell. >> I >> Dr. Megan Franowit. >> I >> Dr. Ashley Hodgej. >> I >> and Mrs. Dapiana Pñena. >> Hi. >> Item 6.03 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 gar number four by roll call vo. Is there a motion to approve?

132So moved. >> Second. >> I second. >> Motion by Miss Pñena, second by Dr. Franco Woods. Any discussion? >> And I'll pass it back to Maria for a roll call vote. Thank you, Madame President. Roll call vote for item 6.04 to approve the progress monitoring report for superintendent guardrail number four, starting with Dr. Dr. Michael But >> I, >> Miss Victoria Castro Carell, >> I, >> Dr. Megan Francoit, >> I, >> Dr. Ashley Hod, >> I, >> and Mrs. Tatiana Pñena, >> Item 6.04, approved with the completion of roll call vote 520. >> Thank you so much. Next item on the agenda is approval of policies BB, BBBA, BBB, BBBC, BBBD, and BBBE for discussion and possible action. Is there a motion to approve? >> So moved. >> Second. >> Moved by Dr. Frankitz and

133second by Dr. Buts. And now we'll open up the floor to our policy committee to give us a briefing on on the policies. >> Thank you, Madam President. Um I'll go ahead and jump in and then Dr. Betts um please go ahead and jump in whenever you feel ready. So we are talking about um we've been reviewing our A and B policies which are a lot of our governance policies um and the goal here is to say where do we have policies that are potentially redundant or where do we have policies that potentially have not yet been revised um in the last few years to make sure that everything is in alignment. Um as we were going through the B policies um we really have two buckets of policies. One bucket which we are not

134bringing tonight is policies which may need some revision or may require some more substantial discussion by the board. Um Dr. Butts and I are going to meet again this week to be able to go through those and come up with our recommendations for those policies. Um as we were going through though we did have several policies and I think you got it via email and you also have it in front of you. The all of the policies which Dr. Haj read so admirably without any tongue twisting at all. Um we had a series of policies that are um basically direct copies from state statute. Um we are legally required to follow them. Things like how is a board member elected, how does a board member resign, etc. Um we are not required to have them

135as a standalone board policy. And so the recommendation that we are bringing to the board is to discuss potentially removing them from our policy manual. Um and then I think open to the idea of you know do we want to have them as a reference somewhere else? Do we want to keep them on the website? Do we want to put them in our board operating procedures? Um but essentially in our policy manual they are redundant because um all of these things are state statute and we as the RSD board do not have a separate policy because we are following the state statute and that will stand whether or not we have that policy. Dr. Betts, is there anything else you wanted to add there? No, >> I think that was very well articulated with uh

136our conversation. So thank you Dr. Frinkeritz. Dr. Frank, so as a follow-up question to that, so what you're saying is that we want to edit our um our board policies so that we take out this redundancy. Is there going to be anything in place just saying like see, you know, state statutes or anything like that? So that so like in case we do have someone in the future here that's like I don't know where to find those answers, it's like well you can look at the state statute. Do are we going to do that or we just going to leave it completely blank? >> Yeah. So, I think the the recommendation that that we were discussing is I think one part of the reason is because they are redundant and as a board the next

137step of our policy diet is to say, hey, if we have it on the books, we need to then review it every year or every few months. And so, are these policies that we need to spend time reviewing annually? Probably not because they're state statute. Um, I think to that note, there's some there could be some discussion about where do we include these references? Do we include them? I would say from my opinion personally, I don't know that we need to restate them in our board operating procedures, but we could reference them in our board operating procedures. We could put a link on our website. Um, as we think about schoolboard school coming up, we could think about how we include that information there. I think having that information available to the community through RSD

138is helpful. I don't know that it needs to be in our policy manual because it's something then that we have to be responsible for monitoring and updating. Um so I think opens to the idea of one is part of that the discussion about removing them and then two the second part of that discussion is then what do we do with them? Um the one point that I know Dr. Betts made that I really appreciated was you know we are going through so much work with our um planning and our strategic planning. Um if we are going to make updates to our board operating procedure we may want to make those all at once. So, if that's something that we're interested in doing, we may want to name, great, we're removing these from policy and we're

139going to revisit them as part of our board operating procedures later on rather than saying automatically, we're putting them in now and now we have to reapprove our board operating procedures several different times. So, um I think just something to think about if we are going to make that adaptation, we may want to save that for one batch edit of our board operating procedures, especially given that we're going to be bringing some policies over the next month. um we may want to consider doing a uh an edit to our board operating policies after we bring the next set of policies. >> I do want to add that I um I appreciate that uh you're making it easier for us with monitoring our policies because state statute can change and so we kind of want to

140minimize us having to make edits in our policy. So if it is through state statute, you know, that is a higher law. So we follow that higher law. So, I do appreciate that we are simplifying um our board policies. Thank you for taking that time. So, I guess the conversation is one, are we okay with moving the policies? Removing the policy. Okay. And then two, do we want to um put them in the board operator procedures or where do we want to house them is the second piece of it. U Madam President, if I could make a recommendation, um what Dr. Ramos kind of spoke to us about is that we hold essentially a legacy list uh like essentially an archive of any policies that we've taken out of the policy manual. So that way

141they are held we still >> manual or the the policy actual policy >> of the manual or sorry our policy documents. Okay. >> Out of our policy documents. So anything that we're taking out of our policy documents we move it to essentially an archive or a legacy list which then gives us the option to add it back into the board operating procedures. now it can leaves us option to add it in later. So I think that that there's an option that's kind of in the middle ground of hey we remove them and then we decide once we have our full bucket of policies in front of us like what do we ultimately want to do with that set of policies. I think my only hesitation with automatically adding them to the board operating procedures is

142we don't yet have the board operating procedures draft in front of us with how exactly those would be added. So, I think the like the general direction to do that we can do, but I don't know if we can adopt them into our board operating procedures yet. >> Thank you for that. I think my only concern is I think that we need to just have a reference. So, I don't know where they lie, but we need to I think when I when I think about the board operating procedures as a new board member, um I think it would be helpful for us to be able to say, "Hey, here you go. Here's what you should read." And they should have like a high level of all of the things. And so for me, I think

143it's really important that we make sure that these are captured somewhere um in one place. And so whether it's the links, whether it's, hey, ARS statue blah blah blah, go here. I just think that we need to be able to reference it because when there's no this iteration of the board isn't here, we need people to be able to to reference the the items. Um what I would request then madam president um in the board is that I think then if we are looking to include a summary of these points or sum of the of these policies into our board operating procedures rather than just putting them and copying them over if we can um as a policy committee take the time before we come to the June meeting to put a summary of those

144together that we can then adopt into our board operating procedures um rather than putting these wholesale because I also don't know that that's the easiest way to access some of these policies. Um, and there's probably some other good information that we could put in for people who are running for school board, etc. that might be helpful for them to know. Um, so with the permission, uh, or you know, with the board's blessing, I think we could definitely take that back to the policy committee and come up with a cleaner, sleeker version of the BB BB policies um, and uh, take those um, bring those to our June meeting as we think about um, our next set of policy work. Any other comments or or questions from board members? I'm okay with that. I just I

145just want them to be housed somewhere and and I'm okay with, you know, us summarizing getting rid of some of it, but I just want us to make sure that we are placing them somewhere. Um and they're not just getting, you know, tossed to the wayside. So, with that being said, um it sounds like the board is in favor of removing the policies and then um the policy committee will go back and make recommendations on how to revise the board operating procedures. Is that correct? >> Yep. Okay. >> Do we need to remake that motion then or? >> Yes. Yes, we can restate the motion. But before we make the motion, I just want to say thank you to my colleagues for dividing and conquering the work. Um the work has been heavy. So, I

146really appreciate the lift from our two-way um communication committee and also from the policy committee. So, thank you all for all of your hard work and leaning in. Um I truly appreciate it. It it really helps. So, yes, can you revise a motion for me, please? >> I will do it to the best of my ability to help you. >> I would love to motion that we on item 6.05, 05, which I'm not going to read out loud. Um, that we remove the following policies from our policy manual and that the policy committee take action prior to the next board meeting to bring a potential revised version of those for the board operating procedures. >> Second. >> I motion by Dr. Frankwood, second by her partner in crime, Dr. But um, any any other further

147discussion? All in favor, please indicate by saying I. I. >> I. Motion carries. Um there's no information. >> No, we don't have to do roll call. Thank you though. Um next item is adjournment. Having concluded our business this evening, is there a motion to adjurnn? >> So moved. Second. Motion by Dr. Francois, second by Miss Pena. Um all in favor please indicate by saying I. I. >> Motion carries. Meeting agend. Have a great evening.