Roosevelt School District No. 66 Governing Board Meeting - April 7, 2026

001Good evening and welcome. The regular governing board meeting is called to order. Next item on the agenda is the pledge of allegiance. Please stand for the pledge of allegiance and a moment of silence. Thank you. You may be seated. Next item on the agenda is roll call. And I will pass it to Maria to perform roll call for this evening's meeting. >> Thank you, Madame President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, April 7th. Starting with Dr. Michael But, Miss Victoria Castro Corral >> here, >> Dr. Megan Francoitz here, Dr. Ashley Hodgej >> here, >> and Mrs. Tatiana Pñena >> here. >> Thank you. We do have a quorum to proceed. >> Thank you so much. Next item on the agenda is adoption of the agenda. Is there a motion

002to adopt the agenda? >> So moved. Second. Motion by Miss Pñena, second by Miss Castro Corel. Any discussion? All in favor, please indicate by saying I. >> I. >> Motion carries unanimously. Next item on the agenda is approval of the minutes. Is there a motion to approve the minutes? >> Some moved. >> Second. >> Motion by Dr. Frankitz, second by Vice President Castro Corel. Um, any discussion? All in favor, please indicate by saying I. >> I. Motion carries. Next item on the agenda is student outcome focused governance. Um anchoring the board and the community on Roosevelt's mission, vision, values, and focus on students. And give me one second while I share my screen. The Roosevelt School District has been educating South Phoenix students for over a 100red years. We are committed to creating better futures

003for all through education. As one of the largest K8 systems in South Phoenix, we strive every day to build strong foundations through authentic and innovative experiences that ensure success for every student by keeping student outcomes as a focus of the conversation. Um, the entire board is committed to engaging our South Phoenix community and gathering meaningful insight. Um, our vision is community united to create a better future for all through education. And when we talk about student outcomes focused governance, what we're talking about is a focus on improving student achievement through research-based policym um to increase learning outcomes based on the community's values and vision. Our district board uh focuses our goals and guard rails around those things that our community values and that we know are going to be best for our students. Next slide,

004please. And so that means that we as a board are putting our student outcomes first in every single decision that we make. Whether it's budget, whether it's curriculum, whether it's decision about whatever we have in front of us is putting our students first. There are a lot of uh behaviors that strong boards do that get results for students. and we and the executive team have worked really hard over the last few years to focus on setting vision and goals, making sure we have concrete goals and outcomes. Um that our values are showing up in identified non-negotiables and our guard rails and that we are monitoring progress and accountability. We're really excited to be doing some progress monitoring tonight. We're going to be talking about our literacy goals tonight. Um and then some other concrete things

005that that means is about 50% of our time in board meetings is spent on student outcomes. It also side note means we're trying to get out of here in less than two hours as part of that time frame. So, you know, efficiency is important as well as that time. Um, board adopts a budget that prioritizes adapted goals and guardrails. Uh, the superintendent evaluation is focused on the adopted goals and guardrails. The board conduct is rooted in go guardrails, RSD community collaboration, and collective vision. Increased two-way communication regarding goals and guardrails. That means we're out in the community. We're out with our stakeholders talking about how our goals are progressing and feedback that they have. And overall we are seeking alignment from the boardroom to the living room to the classroom here in RSD. All right.

006And then here we are at our adopted academic goals 45 and five. So the first one is the percent of fourth grade students that score meets grade level or above on AASL ASA ELA will increase from 20% in August 2023 to 45% by August 2028. Second goal is the percent of fifth grade students that score meets grade level or above. In AASA, math will increase from 11% uh from August 2023 to 45% by August 2028. The third goal is the percent of 7th grade students that score meets grade level or above on AESA ELA will increase from 22% in August 2023 to 45% by August 2028. And our fourth goal is the percent of eighth grade students that score meets grade level or above on ASA math will increase from 12% on August 2023 to

00745% by August 2028. Along with that, we have established some board guard rails. Our first one is that we are going to make sure that we have a healthy board conduct and discourse, which we've been working very well on, I would say. Guard rail number two is board operating procedures. We're making sure we're getting that all in alignment and well organized and structured. Guard rail number three, student outcomes focused decision making. On all the decisions that we make, we try to make sure we have that emphasis. Um, guardrail number four, financial integrity. Um, if you've been following along with how we've been doing as a district, we have been living up to that and I'm very proud to say that. Guard rail number five, community engagement. We are out there trying to make sure that

008we build bridges and um have better communication with our community. We've also adopted a superintendent guardrails. Guard number 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, student, parents, staff, and community members. Guard rule number two, the superintendent shall not fail to consider climate survey results to ensure a holistic approach to student development addressing academic, social, emotional, and physical well-being, which includes afterchool programming and wraparound services. Guard rule number three, the superintendent shall not shall not allocate district budget resources in a manner that does not prioritize and support student outcome focused goals, ensuring that financial decisions directly contribute to the academic and developmental success of all students. Guard next slide. Guard

009rule number four. The superintendent shall not fail to implement and maintain effective strategies for the retention and development and development of teachers including promoting from within to ensure that they have a positive impact on students as evidenced by data and guard rule number five. The superintendent superintendent shall not fail to ensure progress towards exiting ATSI and CSI status which ensures that students with special uh special needs and English learners and African-American receive equitable access to highquality instruction resources and support services tailored to their unique needs to promote their academic success and overall development. Next slide. And as always, you can join our board meeting every Tuesday or every first Tuesday of the month. I always do this every Tuesday come through. Um but thank you guys all for um showing up. If you are joining

010um via Zoom, I appreciate you. Um please uh share your voice and your feedback with us. This is your time um to share what's going on on your campus. Um I encourage you to also uh participate in public comment if if you would like. Um and hold us accountable to the goals and our guard rules that we adopt. um build and continue this partnership and collaboration that will help us move our students forward. Next slide. Oh, that is all. Thank you. Thank you so much. Um that being said, the next item on our agenda is to progress monitor our academics goals one and three. Um and I will pass it to Dr. Portio. Thank you, Madame President, members of the board, executive team, and Roosevelt community. Today we will be um reviewing uh academic goal

011number one. Um as a reminder, academic goal number one focuses on and I'm sorry, I have to have my glasses here. It's a little bit small for me. um focuses on our fourth grade um students being able to reach 45% by the year 2028. Meaning that 44 45% of our students would be at um at or above uh proficiency. So we are following our interim goals. the percent which 1.1 is the percentage of second grade students reading at or above 76 words per minute would increase um to 70% by the end of the year as measured by the star oral reading fluency assessment on grade two. Um 1.2 is that the percentage of students performing at proficiency or higher on the second grade star reading assessment would increase um to 35 by the end of

012the year. And 1.3 is that the percentage of students performing at minimally proficient on the second grade star reading assessment will decrease um to 45% by um the end of the school year. And as a reminder to the public, we are tracking second grade because that will be then our fourth grade in 2028. So as we review our double ASA assessments, what we see over the years is that we've been progressing steadily, yet we are off track because we are not at the targets that we set for ourselves when we embarked on the journey of student outcomes focused governance. So as we look at this graphic, it's a representation, a visual representation of our district's uh Renaissance test. So the star is a renaissance product and we wanted to show this to you all so

013that you can get a perspective that while testing can happen um at any time throughout the year we really have these designated windows for progress monitoring and benchmarking that also leads us to um to uh predict how we'll do on the actual interim goal. So as we see in prek um and kinder and first grade we have the early literacy um exam the CBM and that is a predictor of how we will do then on star um uh reading CBM and then that is a predictor of how we'll do on grade three star reading which then is our predictor moving on and um that's important to note because as we're looking at um how our students are doing on oral reading fluency. We know that they need to be accurate. They have to have fluidity

014in their reading because that leads then to comprehension. And um we know that our star second grade assessment and moving on to the other grade levels is very heavy on comprehension. There we go. All right. So, as again as we're looking at star early literacy benchmark um for our full academic year students. So, these are students that have been here for the entire academic year. This graph represents how our kindergarten students are performing um from August all the way through January. Um, as we see students in kindergarten have improved significantly since the beginning of the school year and we typically would see this improvement in in kindergarten literacy assessments, but as we see throughout the year, we're continuing to increase that number um which uh is something that we're celebrating. Um our most recent um

015assessment scores which were taken the last um two weeks ago now um show that we have an additional 5 percentage points increase since January. So that number continues to grow. Let's see here. Might have gone backwards. There we go. Okay. So now we're looking at early literacy for our first grade students. First grade early literacy scores are slightly up from August and um we could consider that they're relatively flat at this point. This chart like the last chart represents just our fiscal um academic year students who have um an August assessment and a January January assessment. There is a very slight decline from where we were um at mid midyear the previous year. Uh but we want to make sure that we're we're clear and um accurate in that reporting. Something to note though is

016that um is that as we continue throughout the year, this oral reading uh fluency assessment um actually continues to grow and get harder for our students to be able to um to attain. So even though we see that we are not growing, we are growing by maintaining that number. However, we know that we need to increase even more. And here's our progress monitoring again for interim goal 1.1. So, the percentage second grade students reading at or above 76 words per minute again is what we're tracking. And um though uh we do see here a a a significant increase um from 41% now to 49% of our students. Again, I just want to reiterate that the um the the uh words per minute for students to be able to be at benchmark actually grows as the

017year goes on. So, not only is are the percentage of students getting bigger, but also they're getting better um because we have a more rigorous uh point um to be able to say that they're at benchmark. So, that's a celebration for us. And as we're looking at our um second grade um here we go, our second grade um fluency. This chart shows then that words correct per minute by school. and then by testing window and it clearly shows that students are getting more fluent at reading and that's a good thing but again this hasn't translated to um big increases in comprehension yet for us. Um later on in the presentation I'm going to share with you what we're doing to increase comprehension and then to continue this growth. Okay. So, as we're looking then at

018progress monitoring goals 1.2 and 1.3. Again, now this includes more comprehension um um based um questioning, we see that we continue to be um generally flat from the last time. Though we have increased from the beginning of the school year, we're um not where we want to be just yet. But we do think that we're slightly off track um because we still have some time to be able to reach that goal. Okay. So then here are um our proficiency bands by school. As we look at our proficiency bands by school, I do want to call attention to a couple of places where we see that we're showing um um more improvement than in other areas. So, I do want to call attention to Southwest specifically when we see that they decreased the percentage of students

019in the minimally proficient um group by 15 points. That's an amazing um uh improvement there. So, shout out to Southwest and then also an increase of the num percent of u in points of the percentage of students who are actually at um combined proficiency. So we're really excited to see um what is happening at Southwest. I know several of the principles have um met andor visited um Southwest to also be able to learn from them as well. Um, I also want to call attention to Valley View at 6.1 decrease and 8.1 increase. So, good job for them as well. And um, Campbell with a huge decrease there in the percentage of kids that are um that are um in minimally proficient category and then also an increase in the combined proficiency. Um, and also Irene

020Lopez. So congratulations to all of the school. Um as we continue to work uh towards um all of the initiatives that we have in the area of reading, we know that we're continuing to work on execution and having more coherence across all of our schools and across our grade levels. So sometimes we think about our students that um move into our district um and um wonder if that has any impact on our overall scores. And the reason why we're showing you fiscal e uh full academic year students is because um of course we are tracking the performance of all of our students and we welcome all of them. But also we wanted to report um full academic year students because this is a predictor of how um we will be judged on our school letter

021grades because school letter grades include the performance of our full academic year students as and as we're already in the testing season the state testing season and also um making predictors for um for changes in um in any um any potential changes in our school letter grades. We're looking at the full academic year students as well. So as we look at second grade um in black you can see um the students who um who are not yet proficient. So they're minimally proficient and as you can see our non um full academic year students there's um 65% of them are in that category. But then our full academic year students are at 62. So we don't see a huge change there between our students that have been here all year and then our students that are

022coming into us in second grade. So, now we're moving on to academic goal number three. And academic goal number three, as a reminder to the public, um focuses on the percent of seventh grade students that score at proficiency or higher on the state assessment and being able to um increase that number to 45% again by the year 2028. Uh interim goals 3.1 is the percentage of students that are performing at proficiency or higher on the fifth grade star reading assessment would then increase this year to 30%. And 3.2 is that the percentage of students minimally proficient on the fifth grade um star reading assessment would decrease um to 45% by the end of this school year. And again, we're tracking fifth grade because they'll be the seventh graders in 2028. So as we look at

023um at our trajectory across um years, we see again that we are trending in the right direction. Um but we are off track because we didn't meet the target that we had set for ourselves though we are increasing. Okay. So here's our progress monitoring on our star. And again, the star has um it's it's heavy on comprehension, especially in seventh grade. And as we look at our star, we see again that we continue to be off track because we are relatively flat from the beginning of the year to this point. And these are the results by school. So as a district, we continue to be relatively flat. And again, um we're looking at our full academic year students because that's the predictor. Um while we're here um do want to shout out um Greenfield for

024the um work that they've been doing especially in intervention and being able to decrease that number of students at minimally proficient and uh I want to call out Sunland. So Sunland with their increase in seventh grade um proficiency as well. So congratulations Sunland. Now, differently from second grade, as we look at our fifth grade, so as we look at our older students, we seem to have a larger number of students that are coming into us as well. Um, and um, we see a bigger discrepancy there be between the kids that have been with us a full academic year and the kids that are coming into us. Um, of course we welcome all the students and we want to educate all of them. But as a predictor of our letter grades, we wanted to show the

025difference there with um, uh, 76% of the students that are non um, full academic year um, being at minimally proficient versus 59% of our students who are um, have been with us a full academic year. Right? So now this is the part of the meeting where I talk about what are we going to do about it right so the the most important thing is what are we doing to accelerate the speed at which students are are getting better so as we're working um as a district you all know that we've been working very um diligently to improve our tier one instruction right and we have multiple initiatives when it comes to uh practices in our classrooms leadership practices and moves that are improving tier one instruction so now with the district is doing moving forward

026is um creating systems and structures to improve tier 2 instruction systemically. So though there are tier 2 um improvements happening across the district and multiple schools, it hasn't been directed at the district level. Um though we've had some training and some optional work and hasn't been directed at the at the district level. So, as we're looking for next year, uh we've been creating all kinds of structures um in preparation for next year. Uh one of them being our um our um schedule. So, ensuring that students will have two opportunities to receive intervention throughout the day. Um having more consistency and coherence in our school schedules um is one thing. We also know that um and are are thankful to the board for continuing to support us having an interventionist position on every campus. But as

027we're looking at creating um systems that are more robust to support our students, we saw that we needed to have uh more um support in our classified areas. Um so we um just recently um in predicting what next year's budget will be felt comfortable enough to approve for us to um complement the number of pair of professionals that already are on our every campus on our at every campus so that we can support our um principles with being able to create intervention teams that would be led um with um the um the support of our interventionist and the support of the instructional coach of course and the principal to be able to go as a team um based on that schedule to support our students and be able to create smaller, more targeted um groups

028to be able to meet those intervention needs that our students have um uh grade level by grade level. And one of the um uh one of the things we need to do with materials is that we want to streamline the materials that are being used for intervention in tier 2 um so that we are um just more coherent across the district. So this is SIPS is not going to be the only intervention program that we have available for campuses, but this is going to be one that we're going to focus on as a district. So that we are um uh continuing to support with professional development um uh with uh walkthroughs with um feedback on the use of SIPs. So when we think about SIPs, it's um a phonics continuum and um there's um there's

029four SIPs or four versions of SIPs. One of them um starts with the simple alphabetic um principle. So that's the beginning um um skills and then there's purple is the spelling pattern. So it goes from blue to purple would be the progression. Um we do know that we have older students that haven't benefited from the science of reading. um and that initiative that we've had in the past. Um so as we see all these great increases of younger grades being able to have access to um stronger tier one instruction and then um and then um now moving on to a systemic tier two. We know that many of our students that are older still need some support with their phonics, but we don't want to expose them to um materials that are created for little

030kids. Right? So, um, that's the the SIP, the yellow one, the simple alphabetic and spelling pattern, but it's designed for older readers. Um, so that's the yellow one. And then the the red one is we know that um especially informational text, there's a lot of um uh phonics um that are appropriate for for older readers as well. Um for example um roots roots affixes and and um affixes meaning pref prefixes and suffixes that help us to derive the meaning of a word. Um especially an informational text right so as we're reading heavy science reading in uh non-fiction text oftent times when we have these multi-elabic words kids were taught in the past and teachers were taught to tell kids to skip it right to skip the word. And then because some of our students are

031struggling readers and they've been taught to skip the word, they're consistently skipping the word and that really impacts comprehension. So this um the red um uh part of of SIPs would be appropriate for a student that is a good reader, but also just as a as a formal um uh teaching of what does that um what is the grammatic meaning of each one of those um aixes, prefixes, suffixes, and the roots so that they're able to better attack words on their own um and not skip. So again, that would be an intervention. So, it's systemic. It's explicit decoding instruction, kinder through 12th grade. In this case, we're going to use a kinder through 8th grade. Um, there's the four different programs based on the diagnostic assessment. That's how we'll know which one um kids will

032go into. And again, this is not the end all and be all of the materials we'll use for tier 2, but this is one that we're really going to heavily focus on as a district. Um, it is accompanied by decodable text. So kids will be able to also focus um on practicing these skills in text because we know we don't want them to just be um practicing in isolation. And um currently we're implementing at nine schools for tier one intervention, but it hasn't had a systemic support program or process across the district. So it might be implemented at various different levels of sophistication. So with our tier one um we continue to to um to work on um the work that Miss Ashlock is um is guiding our teams through. So one of the things

033that um that I wanted you all to know about this um initiative or this input is that um in March Miss Ashwok came um to um visit our district again. So, she was here for a week and I think Miss Geston has some materials, right, to share with you. So, she'll she'll share a few materials that I'll um refer to um so you can see what the um staff received when she was here. We were told we can't keep the spiral booklet, so that's why we're laughing. >> Well, we want all our kids to have it. So, >> thank you. Thank you. So, and so I'll refer to these as I explain a little bit about her visit. So, when she came in March, she focused on observing teachers. So she observed teachers, gave feedback.

034These observations again happen with other people in the room as well. Um they start with a premeating. Um in the picture you can see Miss Ashlock in the pink shirt with the um the uh leadership team around her. Um and she's prepping them as to what they need to focus on when she's um observing with the teachers and then also when she's modeling um the um the debriefing work. Then there's debriefing work afterwards um as well. Um one of the areas that we want to make sure that we are moving beyond. So again um she she's been working with us and moving us along the continuum. Um, one of the areas she um is pushing us into is um getting again that automaticity um um in the implementation of the um the uh the priority

035reading plans so that kids can spend more time at the end of each reading lesson each day in text. So applying the skills in the text and not just um learning them in isolation. Also looking at text structure. So, um looking to see what teaching kids um to be able to know what strategies they can use independently to um look at text structure so that they can then um be able to derive meaning from that and support themselves um in um in um being able to be independent from their teacher. Also, the phonics decoding strategy. phonics decoding strategy is again the affixes the um prefix suffix root words um being able to uh spot the vowels divide in between and really attacking those multi-elabic words independently. So these are skills that the teachers teach the

036kids so that the kids can be able to improve their comprehension which is different from before where we were really focusing on the teacher learning the skills. how the teachers are teaching kids. Um, and again really focused on informational text. So moving away from only looking at um at um at um fiction. So the little booklet that you have is a booklet that the students receive. So the students have these booklets and it goes through all the different ways um different um uh directions for them to be able to uh recognize words. it gives them definition so that they know the academic language. Um and then also some of these academic language language it actually shows up in in the test, right? It gives them a toolbox. So if you can see on page six,

037there's a little toolbox there. Um and this is an overview page, right, of all the different tools that are in this little booklet. But it's a toolbox that kids use so that they can help themselves and again uh move away from that dependence on the teacher. So it just goes through all the different skills that kids learn. Um one of the um interesting ones is strategy four on page 24. And again this is the phonics decoding strategy. So again, looking at the prefixes, the f pre pre suffixes, the roots, um vowel spellings, knowing where to divide words in between syllables, how to blend them together, and then um really moving back to the word. So once they've made a a reasonable um guess at what that word is, like not they're not just guessing randomly,

038but a reasonable um uh prediction of that word based on all of these skills. Then they go back and check it in the context and ensure that it makes sense. So, we're moving a away from kids skipping it. So, if we had lots more time, I would take you through the whole booklet because it's pretty cool. Um, I think Miss Pena, you were in the room one time when they were referring to the booklet. Yeah. Um, also, um, you can see the the Ashlock routine packets. So, we just wanted to give you a copy of what we mean when we talk about the templates, examples, and test cards. So, as you look through these ones, you'll see that um the template cards are um and Miss Gustin can correct me if I say enter um

039if I say template card instead of um >> passc card. Yeah, thank you. >> And just to clarify that, we didn't do the full packet. So, there's just a if you want the full packet, we will happily make you those copies and you can take those home. So, so these are all the cards, right? So, when teachers are um learning teacher strategies, they are they are um learning card one, which is the template for letter recognition. It goes through all the cards right there all the way to card 14, template for reading text, um which is advanced text, goes through all the cards. 17 is vocabulary. So, we're moving away from only phonics based cards to vocabulary comprehension cards. So this is the the whole flow of it, right? And then there's examples of how

040then the the teacher would use these cards. We also have videos and we have modeling. Um then come the task cards. So task cards are um not just um as simple as the cards. So if you look at the test cards, the task cards um prompt teachers um to elicit student responses. So these are more like good practices when it comes to reading and then a lot of them really um carry over into other subject areas as well. Um uh task B is a specific u vocabulary instruction. Again in this case it's for reading but it can also be used for mathematics or any other area. Task C um C is for um for fluency. Task D is for time and text. Task E is for managing um student engagement and discussions. So really teaching

041teachers to move away what what not to do and then how what to do to get more kids um engaged in the lesson. So that's just a little bit of an overview of where we're moving into now um in the progress that we've been doing with Ashel Consulting. Um and then one of our next inputs that we have is our check offs. So um if you can see on your screen it's it's very little but as you can see um in the top box we have our teacher monitoring check offs. So um in black it it would it's covering what the teacher's name is, right? Because we we want to make sure we protect the identity of of everybody. Um but um we'll have the teacher name there and then there's the different um template

042cards. So on card 10 in this example um it'll it'll say like in teacher I don't know Miss Miss Brown. Um so far they've had sidebyside coaching about template card 10. Then um the uh instructional coach has been in there to observe it in the classroom. Then they did a little bit more sideby-side coaching to provide more feedback and then they're observing in the classroom as well. So it's just a way for us to track the training that we're giving the teachers um outside of the big professional development training because we need to make sure that the teachers are practicing in the classroom. Um if you look at um a syllable types um the syllable types lesson um which is the this further box over in the corner um it's just been modeled in that

043classroom. So that's something that we're just introducing to that particular teacher. Um but then we have our coaches. So um we always want our coaches to be um further ahead than our teachers, right? So these are the um check offs that we have for our coaches. So um we have all the template cards um and test cards that we wanted them to have mastered by um November 21st and then January 30th. And we continue then to track this to make sure that we're um ensuring that all of our coaches are fluent enough to be able to model it themselves and coach teachers. So that's the um the um plan that we have in place to ensure that we're we're growing and not always being dependent on the external consultant coming in. We also have our

044uh district level um uh literacy coaches. So we have two literacy level uh um coaches who are also um further along in that training. And then as we move forward and of course Miss Gustin has participated in a lot of that training as well along with our um our director of um of early literacy um and as we will add a new team member our chief um they'll also be trained on all of this as well. And then we have another um another input. So we know we collect a lot of data but we also want to have a clear idea of what students and the teachers are experiencing. So another um input that we've done is we have empathy interviews. So the an empathy interviews are an opportunity for us to um gain more

045um more perspective. So what happens is we have um for each of our campuses we have a team um and the the team will um go to the campus um one will go and focus on math and the other one will be focused on reading. So they will go and walk the the school and get a a a comprehensive understanding of what um they're there all day and they're getting a comprehensive um understanding of what's happening in our classrooms and implementation of our different initiatives. Um uh generally what's happening um on that campus and then they also um we also had two interviewers. So one focused on reading and the other one focused on math. So the interview we interviewers um conducted um conducted the the same interview. Um we were able for reading we

046were able to have 14 um teachers interviewed and then 13 students interviewed so that we can again gain this additional perspective to pair on um with all the data that we're collecting right student performance data and then adult performance data. And um we um are using AI. So we were able to take that information um and uh and we were able to then ask um um up upload that information very carefully because we had to make sure that it didn't have any student or teacher identifying information. But then um put that information in along with other data sets that we have not identifiable so that we can get a a a bigger idea of um what our what our um impact looks like. So um we do have a video that AI helped us to

047create. It's just a little summary of our findings. And before we even play it, because I know you're you're going to play the video, just want to let you know that we made sure that it actually made sense, right? So the um so the um interviewers also kept notes, right? And we um made sure that the interviewers um validated that this was the correct input that we were loading in um into the system. Miss Gon, before we play it, do you have anything to add? >> Uh sure. I don't know. Did did you have the next slide that gives just for context? Uh our our two interviewers really stuck to to these themes and the teacher interviews and then the student interviews. Uh there's certainly a many different ways that we could go about, you

048know, questions we wanted to ask. uh but but as an example, these were some of the prompts that they used and then built off of follow-up questions based off of the response of the teacher or the student. Uh so we wanted to make sure that we understood like their their experience, what's working, what's not working, and then uh you know what what would they want to see uh different and it was it was really informative. And so uh again to re-emphasize what Dr. Portio was saying we had the transcripts from the interviews. Uh we also had the interviewers notes. Uh we synthesized transcripts, got themes, but then had our interviewers go back and like double check like is was this really truly as significant of a theme in what you heard or is this uh

049I don't want to say an exaggeration, but just to make sure it was as as close to accurate as as possible. And then we used uh a tool through Notebook LM to create uh the video. Uh it it's'll sound like a podcast. Um and you will hear some things are a little bit overemphasized, so just roll with it. Uh and they'll and you'll see that even I think the first first slide or picture is a little wonky. Um but we were really impressed with the bigger message that uh came out of it and we're excited to respond to that. Yeah. So, um it'll play in a second. And we also wanted to um you know say that we're being fully transparent. So, we didn't hear all great things and that's important for us to know

050so that we can be better. >> Mrs. Geston, I don't believe Nate has access to the video. So, I can play it. I'll just Yeah. Do you want me to see if I can pull it up? >> While we're pulling it up, Madam President, can I ask just a quick clarifying question on the empathy interviews? >> Yes, sure. Uh uh superintendent, when we think about the students who are included in empathy interviews, obviously with a fairly small number, that limits the range of experiences, but what were we able to get in terms of range of student experiences? Were we able to get high students, low students, students who have a special ed background, students who are doing well in reading, students who are not doing well in reading? Like what range of students were we

051able to get? Um, as we think about these interviews, are they a specific group of students or are they a mix of students from the class? >> Yeah, it was it was a mix um intentionally. >> I'm getting the spinning wheel. Let me try one more thing. Okay, I have another I have a question. We can just talk while give her some time so she doesn't feel rushed. Um, it's so stressful when you're leading and you can't get it together. Um, so in terms of the books, does every student get a book? Like how how does what does that look like? Because I'm really impressed. I love it. And I love the diversity that's in the books, too. I love the representation um that all of our students can see themselves >> learning and reading.

052So, >> thank you. So, the books are created by Miss Ashlock. So, we did purchase them. >> Yeah. >> Let's see what else do I have. The master schedule. Um, so that's a that's district-wide. It's not and every campus has like the two time blocks for supported intervention. >> Yeah. For for the upcoming year, we created master schedules. Um, and um, our staff is going so we created them based on um, what we were trying to create, which is space for two interventions. Um, but then also we're going um, they're meeting campus by campus to ensure that we didn't um, miss anything. So based on that campus is um number of staff that they have assigned to a particular grade level, number of students um and then um their start time and their end time,

053the number of special areas that they have. Um we created an individual schedule for each campus, but the coherence um they might have starting and ending times that are different for that block and maybe reading it in the morning at one and the afternoon at another. But um yeah, they were tailored for every campus based on coherent expectations. Okay, looks like we're ready. >> Cross your fingers. >> Okay. If you really want to appreciate it, do you have Any other questions? >> Um, so my other question is the intervention team. So if I have a if I have a campus that has 900 students, will I get the same amount of pair of professionals as a school that has 300? No. So um each one of the teams. So we also tailored the resource um

054um allocation to every campus. So based on the number of students and the level that those students are at because some some it might be a smaller campus that has more need um because of where the students are on their data and then also um based on the number of pair professionals that they already have and then also the number of special education students who have a one-on-one aid assigned because if they have a one-on-one aid, it pulls that pair of professional away from the intervention team. So based on all that, we have a tailored number of additional pair of professionals that will be given to every campus >> and then those teams will have like a different training to help push in. >> Yeah. So they'll be they'll be trained um so that they

055um they're able the pair professionals that are part of these teams um they'll have um general understanding but then also on specific um intervention programs. So it'll be twofold and also some general management training how to be able to work with with groups of students in this way so that we're setting them up to be um successful and we know like just like with our teachers that's going to be you know they have to grow and they have to learn um but um yeah we'll be providing coaching and support to them all as well. >> Thank you. And I think we're ready. We're going to try. >> Okay, we're ready. We're going to speak it into existence. talk to the teachers and the students. >> I wonder if I need to >> I have my

056Looks like we might get this in an email single day. So that's exactly what we did. >> So So we may have to We can do that. So now I'll open up the floor to other board members for their questions. I know I started and I usually don't. Um so I'll open the floor for other questions. Dr. Portillo, I had a followup to what Ashley was saying. I I love this thing. This is wonderful. This is like prayers being answered when I see all this and all the skill sets that we're going to be teaching and we are teaching children now using the Ashlet um program. But for what ages do they get the entire thing? Because some of these skill sets it might be a little bit more um for older kids. And let

057me see if we have Can I phone a friend? Um nope. What age groups received the booklet? Oh, thank you, Miss Dunley. We started third grade with the answer from the audience. We appreciate that. Thank you, friend. >> Um, Madam President, I just had a couple of follow-up questions. Um, one, I just want to name and I feel like I say this every meeting is like the quality of answers I got to my questions were phenomenal and I think has increased in quality as we've gone through this process. So truly I could have gotten these answers and not asked any questions right now. So just want to name like thank you to the team. I know that takes a lot of work and investment. Um and I just think we're in such a good place

058that we know the answers to these questions when they are coming. Um so just truly like really impressed with that level of clarity um and with the level of clarity in the presentation. So these are truly just some follow-ups that sparked as you were presenting. Um I think one of the questions I had that was really well answered was that you know obviously the kindergarten and second grade data right now is a little bit higher than that first grade data. And so first grade um as you name seems to be kind of this this point where hey some of those measures are changing first grade is is trending a little bit lower but that picks up again in second grade. Um, and I guess my question here is just as we see that that those

059scores are dipping in first grade, what uh strategy shifts, if any, have we made or are we thinking about making in terms of our kindergarten schedule or kindergarten exposure knowing that if kindergarten is looking at one set of things and first grade's looking at a different set of things, how do we start getting our kindergarteners >> Yeah. >> exposed to some of those first grade materials a little bit earlier. Is that in the strategy discussion at all or how are we thinking about that? >> Yes, thank you for that question. So, what I can say is that um as we're creating next year's assessment plan, that actually is something that we were discussing and we added different assessments to kindergarten for next year um so that that can we can start um gauging our kids

060ready to be pushed on further. Right. The other um thing that I can say is that looking at that data was one of the biggest drivers along with um getting um uh the assurance from Mr. Poke that um we can afford um to have those intervention teams. Um again, in order to to be able to maintain that investment in future years, we really have to work on our enrollment and ensure that our enrollment stays stable if not increased. Right? So, I know that our um principles um when I've met been meeting with them, they really have asked for this investment as well. But um knowing that we have that dip in first grade, that's why it's so critical that we provide these intense interventions as soon as possible so that that gap doesn't grow, right?

061And and that's what we see with some of our older students now is that they have had less exposure >> to um quality um um science of reading based tier one when they were younger. And then also um we didn't have a systemic tier 2. So that's one of the biggest drivers to um to push the systemic tier 2 initiative for next year. >> No, absolutely. I appreciate that. Um and then the other piece there that I think again was really well answered is you know as we think about what in first grade might be driving some of those dips um whether it's the schedule curriculum. I think I appreciated being very transparent that at this point with the data we have, we don't know. As we're thinking about the data collection and our data

062analysis from this year, what data are we looking at to be able to get a better idea of changes that might potentially need to be made in first grade? So, are we looking at walkthrough data? Are we looking at assessment data? Like, what data is driving some of that that decision making? >> Yeah. So, um, one of the biggest things that we're doing is having more systemic, uh, phonics screener data, um, because that'll really let us know, um, which type of, uh, intervention material really what those groups would look like. So, for now, we are looking at the data we have. I I'm not saying we don't have any phonics data, but campuses have collected it in in various ways, and it's hard to to aggregate that as a district. >> Got it. Um and

063then last question I think just truly as a statement of like so much has been done in this space. Um obviously summer PD is a big point where training occurs and all those things. How is the team thinking about reflecting all of this work in summer professional development on boarding for new staff um at a high level? How will summer PD look different for staff than it might have in previous years to reflect this this change? So, I know last year we added um to the professional calendar, we added additional days to the teacher um uh return week, right? So, we used to have one week of return um week for teachers to come in and get professional development. This year, last year we added two days to that. So, now uh returning teachers return

064one week and two days before early and we maintain that in our budget for this next year. Um there's other ways as well. So, uh, Miss Geston will talk a little bit more about that and then also some of the work we're doing in June. And Miss Gustin, I know we have other work happening in July aside from those two dates. >> Sure. Absolutely. Uh, I it was perfect timing. Our our reading team, we were just talking about that today. U along with having the the series B of the summer reading academy that will get very much into the vocabulary comprehension piece. Uh, we're offering that in June and July. We'll also have series A again for our new teachers or the teachers who weren't able to take it this past year uh to get

065the foundational uh structures in place. Uh but to both uh two things that Dr. Portto mentioned sips and phonics screeners those are those are not just big investments. The financial piece is the least of the it's a big investment into our system. uh and if we want to do it well, our people need to know how to do it well and have the the time to learn. Uh so we were just talking today about how a big priority during those summer trainings especially the two days uh we call summer institute along with a the bigger roll out of our MTSS uh model uh for our K5 reading. It'll it'll absolutely be training on phonx screeners and then how to use that data, not just how to deliver it and what it means and to capture

066that data, but then what to do with it. And then the the training on utilizing the SIPs intervention systems. Um, as we continue to map out our our plan and our priorities, certainly there will be more than that. Uh but those are some big uh shifts, improvements that we are making to the plan that we want to make sure we back up with the the training and then the the opportunity to really plan and and and implement that. Uh so part of when we think about PD, it's not just that initial experience, it's the ongoing the coaching, the monitoring, the followup. Ashley, I'm so glad you said that too because I think that we can look at this change, but actually I know as board members, we got to see um teachers get to go

067through the letters training and things like that. So, this is actually, you know, a lot of development that has happened over, you know, a longer period of time rather than just we're seeing the culmination of that work and it's coming to the forefront, but doesn't mean that that work wasn't happening behind the scenes. Um, so just a huge shout out again to the team. So, appreciate that. Thank you. >> Madam Vice President, do you have any questions? Are you okay? >> Yeah. I I um one of my questions was to back to our goal one and three um to frame the percentages into the number of students. Um I feel like that was very helpful. Thank you also for for answering that question. Um that this was amazing. um the fact that you guys were

068able to provide me the answer of um the the interim goal was 35% um and although we were um we we are um progressing through uh the right direction um it's what was it at 30% so that would be approximately 30 students to hit that proficiency so I think just um demonst like showing the the data um not so much with percentages but with students was really helpful for me to understand because I feel like sometimes I um get get kind of lost with the numbers and the percentages that um you know I need to remind myself that these are students and not just numbers and percentages. Um so for me to to really put students to these percentages which is 30 students to hit their proficiency was really um impactful for me. Um, so

069I do look forward to um the progress monitoring reports uh moving forward because I know that you will be including those the students as well as how far along we are from the percentage. But thank you for doing that. Um I know that we talked about it during our board retreat in March. So um you know we're still we're still growing and and learning. Um and yeah, this is just very helpful data. So thank you for for providing that. Can I just also name that we asked the same question. I didn't even see your question, but our questions were very similar. I was like, "Oh, wow. We're literally on the same page. It's crazy." Um, so yes, I do appreciate the thoughtfulness that went into our answers and being able to capture the data with

070actual numbers of students. So, it's helpful for us to see and I don't know if we're sharing this with like the campuses as well cuz right 30 students, how many kids per campus is that to literally move the district? So, I think that would be helpful um information if we're not sharing that with our principles already. I know we have a principal meeting this Friday. You want to talk a little bit more about that? The content of the principal's meeting for Friday. >> The whole thing? >> No, we don't have that many that much generally. Yes. uh to the degree of which are we are we going to break the data down at some point so that the principles can see how many students it takes and how many students that will be per campus

071right so if we're all on campus we have 30 students it's literally less than 10 students for the four of us up here right so are we breaking the data >> down I misunderstood the question so I don't believe that's happening this not on the agenda >> I mean we can see where we can make it happen uh because I do think that's such a powerful practice when you see the faces Yeah. >> Um, >> but Miss Gustin and I will be planning the summit tomorrow. Tomorrow we'll be planning the summit. Um, and there we will be breaking down information that way. So, sorry Miss Gustin didn't put you on the on the spotlight. And then I also want to name too, I didn't even notice that there was a student in a wheelchair. So,

072I said diversity, but I didn't even say inclusion. And so, I think that is very powerful um that we're being inclusive as well. Um, so that really warmed my heart. if there's are any other questions or comments. You have a question. Okay. Yeah, I wanted to add a little bit more. Um, well, you guys touched on a lot of stuff that I was thinking about. So, um, I wanted to hear like, you know, as as we're seeing these, uh, gains, you know, where they are. What are you hearing from teachers? What are you hearing from the campuses that's helping with those gains? Well, did the video work? No, >> I we can play that. What I would tell you, it's funny, you should ask. So, yesterday uh I we had a teacher here for uh

073a committee that we were working on and she was asking me about, you know, what my role is and I explained and and she went on to just I'm going to use the word gush because she was just so grateful as a kindergarten teacher. uh she was so grateful for the resources that they have this year and she was last year was her first year in Roosevelt and she compared last year to this year in terms of the the curriculum maps, the unit plans, the pri the priority reading plans, the training uh that she just said it had transformed her experience as a teacher. Uh and and this lady's data is impressive. uh the the the amount of students at proficiency in her in her class, it's I I think they're at I don't 94%

074proficient. So, uh it was so hearing like hearing that feedback, especially for a teacher who I we want to hear that feedback from all of our teachers. Uh but to to have her without soliciting the hey, how's it going and do you like our stuff? uh for her to for her to volunteer that and feel like compelled to really thank uh the district team was it really meant a lot. So um yes as one example but this I think also gives a good uh kind of broader summarization of how teachers are feeling about what we have in place. Is it? >> So I do have a followup Dr. Portio and um executive team. Um okay, so you were mentioning that SIPs has been implemented tier one And then tier two. No. So it's it's been

075implemented um at some campuses. >> Yes. >> Um at some point um but without a district support system um so so it's for it's a tier 2 intervention or even a tier three depending on the student. >> Okay. So are we trying to expand that to all the campuses eventually? So, all campuses um for this upcoming year. Right now, we're putting together the plans to be able to support that to happen at all campuses. So, that was, you know, part of the strategy of of the schedule, the um intervention teams, um the training that we're going to do this summer. All of that has to be in place for for us to be able to make this initiative successful with district supports because right now campuses are making it work if if they're using it.

076I was loving that as you were given that presentation hearing about SIPs and then also um I had the experience to see a little bit of the Ashlock training and um I'm glad that you also shared that um Megan about like that that teacher that kindergarten teacher because I'm like I could imagine myself in that same position because that's I started teaching here in Roosevelt and it was a while ago. Um we didn't have that. We did not have that and I was fresh from ASU. um the teacher college and I had no idea how to teach reading and they put me in kindergarten and um it was like sinker swim and so seeing what we have in place now I'm like this is exactly what we needed and um also I my experience of

077seeing Ashock in in work I'm like this is like having a teacher college on campus so to all those people out there looking for a good teaching job um I would say Roosevelt has a good program here to help you be a great teacher. And I would also say that seeing this being something that we're going to be implementing more and more and making it part of our our daily changing, this is the sort of stuff you see in competitive schools. I could tell you that for a fact. So to those parents who are not sure, we'd love to have you, too. But anyways, didn't want to be a commercial, but I just wanted to say that I am very impressed with this and I'm really thankful that you guys are doing all this diligence

078and in all this work and these are the teaching tools and and resources that we need to give our teachers in order to have better successes for their students. So, thank you. I I do want to um credit our principles. Um it's been a huge learning curve for them as well. So um some of them may have had a background um already in reading, some did not. So um for some it has even been a a a bigger learning curve, but um they've had to also do a lot of of um focusing on um on this initiative, a lot of learning on their own on on their plates. Um they um have also gone through some of the letters training as well. So they've also um been a a huge part of it and the

079instructional coaches as well with all the work that they're doing um the interventionists. So yes, absolutely want to um praise our teachers and then know that they have a a support system that is behind this initiative as well. >> Thank you so much. Um, the next item on the agenda is the progress monitoring report for Superintendent Garo number three and I will pass it to Dr. Bertillo. >> Thank you. Um, Madame President, members of the board, executive team and Roosevelt community. Um, we are going to be giving you a presentation on progress monitoring report um for superintendent guardrail number three. as a reminder to the community and I think you might want this um Mr. Hen so you can control it yourself. Um as a reminder to the community um superintendent guardrail number three really

080focuses in general it's about making sure that our resources are making an impact. That's the the general the general um gist of guardrail number three. Guardwell number um 3.1 is about creating a system that tracks and publicly reports the impact of and per pupil cost of our all of our investments that we're making in in curriculum. Um interim guardrail 3.2 um does the same establishing a system for publicly tracking um and reporting the impact of per pupil cost um of what we're spending on professional development. And then the last one moves into the same concept but when it comes to um to all of our capital investments. So with that I'll um pass it over to Mr. Poke our um executive director for business services. >> Thank you Dr. Patillo and our very own director

081of finance Mr. Tony Finn will be handling the presentation this evening. >> All right. Good evening everyone. Um, just a side note, I've seen the video and it's it's it's phenomenal. So, I was thinking to myself, it's actually I was actually glad it didn't play because I was thinking, how am I going to follow up that that video? But when you see it, you'll you'll be impressed. Um, so, as you just heard from Dr. Portito, we have a lot of great systems that we're putting in place and along with all of the good work that Megan's team is doing and our instructional staff at our schools are doing, we're we're doing a lot of things in a different way to affect results. uh because one thing that that we are uh in sync on as

082a team is uh creating an environment where um students succeed and putting things in place that help them succeed. So that's something that that we take very seriously. Uh so tonight I'm going to give you an overview of our post assessment collaboration model. Um what this is is it gives us a framework um so we can create and execute um strategies that impact that um that performance especially in our our assessment data um because like I said earlier that's what we're here for. We want to educate our community and um do it in a fiscally responsible way. So the key challenge that we identified is how do we use all of the data to make timely decisions that lead to action. Um our solution is a repeatable collabor uh collaboration structure um that aligns data

083decisions and resources so our instructional priorities are implemented in an equitable uh in an equitable way. Along with that accountability that our students deserve, our post assessment collaboration model is about making sure that assessment data is consistently leads to strategies that we can execute. Um because what is the use of having all this data if we can't use it in a quick way um to affect change in the next cycle that leads to results. So we wanted to create a holistic process that connects our instructional needs um our budgeting um staffing and operations so we can really respond in a way that that is agile and it's quick. Um in my previous life I used to do I used to lead projects and there's two methodologies if you're um used if you know about leading

084projects. There's waterfall and there's agile. Um sometimes we can fall into that waterfall mentality which you roll through the whole project and then you make changes at the end. But you have to go back because a lot of time and and money is lost going backwards to fix something. Whereas if you use an agile methodology after each sprint process you can make changes and you can affect change that costs a little bit more. there's more time invested, but the project and the results are usually a lot better um that way. Um so that's the approach that we're taking. Uh we really want to be able to look at our our results after each assessment window and take a look at what do we need to do, what were those results, what do we need to

085do to make changes so we can implement those changes that affect the next window. So another thing is our process is a crossf functional partnership model um with teaching and learning business services HR and our executive leadership team um making decisions together instead of making decisions um departmentally in silos. Um this shared approach ensures that our priorities are realistic um compliant and that we can implement them across the board with the sign on for all from all of our departments. So here you can see how each department contributes to these meetings. Uh the goal is to have an agreed upon actionable outcome um with the outputs of these meet of these meetings being a need summary um priority standards and intervention targets and a draft list of requests for resources that we'll all discuss and

086agree upon. So after each assessment window, we'll follow the same cycle. analyze, prioritize, implement, monitor and reflect. Um this c creates consistency across the year and strengthens our accountability. Uh so as you can see here with the six-phase cycle, um after we go through this cycle, our deliverables are um a prioritized action plan um an approved resource list and a timeline for implementation. And again, I do want to stress that this is going to be done crossf functionally and collaboratively. So everyone is in the same room, everyone hears the same information and everyone agrees on on the outcomes and deliverables that we need to meet. So another thing about this process is it's very symbiotic and it's uh transparent uh because if we're making decisions in silos, you know, one department is uh making a

087decision coming up with a strategy that may be redundant what another department is doing or it could conflict with what another department is doing. So we really wanted to um make sure that you know one um it's transparent across the board uh with all the departments and throughout the throughout the process all the decisions are documented tracked and reviewed because one thing that is really important is any strategies that we roll out um we want to ensure equity and compliance and u make these decisions in the data. So the t the key takeaway is this approach makes sure decisions are clear, fair and responsible. Um so you the board and the community can trust that resources are being used wisely and uh with the end goal of the collective success of ours. So, another really

088key element to this is um we designed this to give the board in our community confidence that our instructional investments are one evidence-based um two they align with the actual student needs. Um and then also there's a clear connection between what the data is, what the decisions are um that we're making, what the results are, and um and what are the responsible uses of our resources um so we can have that trust and transparency. And finally, this is a sample of what our tracker template looks like for Glarrow 3.3. Um, this way we could track how how our capital investment >> Mr. Finn, can you are you sharing your screen? >> Oh, >> thank you. >> Sorry, he's the technology. we just help pay for it. >> Um, >> that's why everybody has to be

089in the same room, you know, that's why this is key. >> So, let me go back to this one because I think this is this is like what ties everything together. We know the value that we're bringing, you know, not just to the board, but to the community. uh because you know as I mentioned earlier we really want to project that confidence of transparency um that what we are doing is in the best interest of our students and for in the best interest of the taxpayers in our district and this um is a sample of our tracker for guard world 3.3 um so this way we can track our capital investments and how to impact our student performance. Um, this is just dummy information here, but as we go along, we'll fill this this tracker

090out and it'll be uh it'll be publicly shared um to the board and the community. So, to summarize, uh this collaborative system ensures alignment between transparency and that our public dollars are being spent on real student needs and outcomes. Um because at the end of the day um I think we'll all agree that we have a few fiduciary duty to be good stewards of the public's money. But not only that, uh we have a duty to deliver high quality um instruction um that leads to academic achievement and success for all of our students. And I know that's something that you know all of us um at the district believe and and all of our hardworking instructional staffs at our our school. Um we are really here to improve u the lives of all of our

091students and the people. So with that I will take questions. >> Madame President um thank you for this. Um I'm so excited about it. um especially the cross collaboration among um different schools. Actually, one of my questions was uh what strategies are we implementing to support smaller schools that are experiencing higher per student cost due to lower enrollment and how can we improve cost efficiency um to ensure that more con that it's more consistent um per student expenditures across students um schools. So um this is exactly my answer right here. So thank you for this presentation. Um and I've looked forward to to um the gap analysis that will be conducted at the schools. Um I also think it's so um helpful and look forward to the discussions that are going to be happening among

092the principles and teachers and schools um because I feel like there's there's that level of like camaraderie. I I understand that there's need at every single school, but I think that when we come together and um really put all of our needs together at the table, um we can start sharing. So, um I'm I'm assuming like, hey, if if one school has 100 chairs, and I'm like, well, we need 100 more chairs. But then one school is like asking, hey, well, we only have 50. So then the other school is more mindful of like, okay, well, you know what, we can survive with 75. and you know like in that negotiation and um it can happen but um I'm looking forward to it. So um yeah thank you for your presentation. >> If I could

093just add on I think one thing that's important for us to always keep in mind that um we assess the needs individually right because we could have like schools of like size populations but they have different needs. So, we can't have a a blanket on one-sizefits-all um solution. We really need to roll up our sleeves and figure out what those individual needs are for those students at a particular school and come up with solutions for that. Um but another thing too is um we also have to discern and differentiate between needs and wants. Um because at the end of the day like I mentioned earlier um we do have a fiduciary duty to you know take care of the taxpayers money in responsible way. So, um, you know, that's that's another really big goal, um,

094that that we want to put in place is, you know, separate the needs and wants, um, you know, through our collaboration to figure out, you know, how to make all of our students. >> Thank you. And and just to comment to that, I love that this is laying the foundation of it because something that um throughout our board that we talk about is that the return on investment and we I want to proudly and transparently say that all of the resources that we are investing in, it has a a direct impact in the students and that it aligns with our board goals and um we're also supporting every uh school leadership, students and families. So um thank you for that. manifesting it. Um, again, similarly, thank you so much for the presentation and I just

095having been on the district side and the campus side, I think just the idea that everybody wants what's best for kids and sometimes we don't have the right conversations to be able to set us up for success. So, again, appreciate that um the everyone being in the same space and having that replicable system so that everyone knows what to expect every round. Um the only question I had about the collaboration process was as we think about communication to stakeholders in the community to campuses and maybe Dr. Portio this is partly a question for you as well is when does that communication come out? Um and I know obviously we've got the tracker that will be available and you know we're making decisions about resources or changes. Um and then you know obviously there are some

096communication streams that change depending on what what is available. So just curious how we're thinking about communication throughout this process to make sure that we're not only allocating the resources correctly but also making sure that people feel informed at the right level at the right time. >> So So one of the um things that we already are currently doing is making sure that we have these videos that we uh Mr. Pul and I star in um on the district website available for view but also um and we created one for kids as well. Um so we we did one um to be able to get input from them in the creation of the budget. Um but also in our community um uh community engagement um department um what we've been talking about is costing out

097what a direct mailer would would cost. So, we we used to as a district um produce a newsletter that went out to every person that recited in South Phoenix. Now, that's very expensive. Um so, we're looking at cost and seeing if we if it might um be a good return on investment for us to just get the word out to the larger community. Um right now, we are sending um uh links out to our families through our API um app um and to our employees. But again, um reaching out to the larger community through um a a physical newsletter um is something we've talked about, but we we need to get that cost um um and again the return on investment and the frequency that we would do that in. >> I appreciate that. Thank

098you. I echo the sentiments that's already been shared and I think I really appreciate the equitable approach um to each campus because again each campus is not the same and so I I truly appreciate us being mindful of the resources and being good stewards but also making sure that our campuses have what they need. Um so thank you. Appreciate it. >> And um just one last thing. >> Okay. >> Um apologize for the sticky button turning the slides. Um, if anyone in the community is interested in looking through the deck, it will be uploaded on >> Perfect. Thank you so much. Next item on our agenda is public participation. Um, and we do not have any. Um, so then the next item will be our superintendent report. Um, and I'll pass it to Dr. Bortio.

099>> Thank you. Um, Madame President, for our superintendent's report today, um, I do have something to share. Um, it's a celebration for us as a district. Um, so I am pleased to share that the district has officially exited the um, corrective action plan that was that was issued by the auditor general. So that um as a reminder to the public um that was issued to us um following the 2024 fiscal year audit um and um we worked on it um under previous leadership and then also Mr. P came in and and took the the reigns of that um to get us over the finish line. In December, um the uh auditor general came back to um to uh review our progress on um the areas that we were deficient in and um they conducted that

100follow-up review um again of our policies, our procedures, our internal controls and determined that the district has made significant and meaningful improvements. Um over the past year, the t the team um here at the district and then also at the campuses um have been proactive in um in strengthening financial oversight um enhancing our internal controls and aligning our practices um with the state requirements and um and this work reflects just a very strong commitment from our staff for that um continuous improvement um accountability and then that moving towards operational excellence. So again, want to thank uh Mr. Pulk and everyone that was involved in that work. Um all of us um spent several meetings with the um auditor general and though she's a very nice nice lady that that was um supporting us, I would

101say that we'd love to like meet her up for like you meet up with her for positive reasons, right, for coffee or something else. Um that this was this was good news. Um the successful closure of the corrective action plan is important. It's an important milestone for the district. um and it demonstrates our our ability to respond effectively and implement sustainable changes. Um also some of these changes um are happening on the campuses. So we also want to um commend and support our principles um on that work as well. Um and uh we'll continue to educate our staff um as we have to sustain these changes um so that we are um uh implementing best practices even when the auditor general is not telling us to do so. Um uh we want to make sure

102that we are progressing for that long-term compliance, transparency, and then support for student success. So, while we did um officially exit, there are some areas that we need to continue to refine um and get better at and we're building um on that. So, with that, I'll pass it over to Mr. Poke so he can give us an overall summary of what those areas are. >> Sure. Thank you, Dr. Patio. And yes, while it is extremely good news that we have uh exited the corrective action plan, we do have areas that we we do need to strengthen and we have implemented those procedures uh such as our our cash receiving um making our deposits in a timely manner. Um some of our procurement issues that uh we needed to be more um we needed to allow

103a little more time for some of the quotes to come in, things like that that the auditor general pointed out. and we've already made those changes and um and so we're we're seeing the the progress that's being made and our goal is to to ensure that we stay out of a corrective action plan and that we don't ever have to meet um the lovely auditor general's office again unless it's for coffee somewhere off site. Um, but I'd like to thank um our team, especially the transition team that uh that handled it before uh Tony and I joined the district. Uh namely Julie Nino. She's not here. She might be listening at home. Uh but she did a fantastic job of really um just taking the reigns and holding everything together and and it's it's truly

104it's a team effort and again back to the principles to the admin assistants at the schools just uh doing you know what we've asked them to do to ensure that we stay in compliance and and that is our goal um to not only do everything that Tony just mentioned in in his presentation but as well as make sure that we are completely compliant so that we are you So, you know, we are um beholden to our taxpayers and to the members of the community and we have that fiduciary responsibility and we want to honor that. So, >> any other questions or comments from board members? >> Um Dr. support the old executive team. Um, madam president, I just wanted to express the gratitude that I have to see that we are able to overcome and

105kind of, you know, just move on from this. This is really wonderful for the district and whatever we can do to get this out there. I mean, if the media wants to come to the port on this, that would be wonderful. Um, but but yeah, let's spread the word far and wide to the community so that they could see that Roosevelt's really doing some amazing things right now. I echo the sentiments. Congratulations um to to us um because I feel like we all shared some of the the stress and all the things and so super grateful that we have um closed the cap and shout out to the district for all of the diligence on on doing that. The next item on the agenda is board member update. Um, do any board members have um

106any updates they would like to share? >> Um, Madam President, just a quick one. Um, this week is National Assistant Principal Week. So, if you haven't thanked your assistant principal, go ahead and thank them. Um, we also know that it's ASA season. So, just again a huge shout out to all of our teachers, our principles, our teams on the campuses. Um, and we know that ASA is the scorecard that we use. But the real win for us as we think about the long-term gain for students is that our kids are learning more this year than they had the last year and the year before and going into next year more ready to take on that curriculum. So while that may not show up in every single scorecard, we know that the difference that that makes

107when a student starts the next school year, every minute and every day, whether it's ASA or not, counts for our kids. And so just again, huge shout out to everyone who's putting that time in and for all of the work and logistics that go into um making sure that those assessments run well. >> I also just a quick update um yes, a shout out to all of our um assistant principles and um I believe our uh pair professional appreciation day was also April 1st. So thank you all to our par profofessional that are out in the school supporting our students. Um, I do also want to give a shout out to our board members as well because we, as mentioned before, we did have a board retreat in March and we had 100% attendance, including

108our executive team. So, all of these faces, I got to see them on a Saturday um all day, which which is very cool. Um, but this is um, you know, it's we don't just come up here in the diets and just make decisions. we that we put a lot of work into um in in into making sure that good decisions are being made that we're working collaboratively um and just enjoying each other's company. So um really appreciate our retreat. So shout out to our board president because I know that this is this is also your work of being intentional on our calendar and making sure that we have those times to to meet um outside of just a board meeting. Um, also I want to throw it out there that we will be um the

109some of our our um some of our board members will be present at the kids day festival that will be next Saturday um from 9 to 1 at pastor. So if you have no plans now you do come. So come and see us. Um we will have a table. Um so this could be your opportunity um family, students, um staff to come and um speak with a board member. Um give us your feedback um instead of you know if you if you don't feel comfortable or maybe um with doing public comment, that's okay. You can come to the kids uh festival next Saturday and talk to us oneonone. Um but we want to hear from you and there will also be a raffle if you come and talk to us. So, I hope to see

110you there. Um, other than that, that's that's my updates. Thank you, >> Victoria. Just wanted to make sure that was April 18th, correct? Okay. Yes. So, AP No, it's it's in two Saturdays, sir. Okay. Two week. I'm going to see you guys in two weeks. So, thank you for announcing that. And I just wanted to second what was already shared by my colleagues. Thank you for everything that you share. I in agreement. very proud of where we're going with this district and I also invite you to the other loss nños because I plan to be there as well. I echo the sentiments of all of the board members. No need of me repeating what was already said. So, thank you. Um the next item on the agenda is the REA report. Um there will not

111be an REA report. Um the next item on the agenda is reinventing Roosevelt and then I will pass it to Dr. over to you. Thank you, Madam President, members of the board, executive team, and Roosevelt community. Um, I do want to um uh uh present to you what we're doing with our campuses that we are repurposing. Um, but before I do that, I do want to have a point of clarification that when we say um the board retreat um it's here in the boardroom um >> not at a fancy resort or anything like that. It's right here. Yeah, it's it's here and it's not retreat. It's actually a ton of work and learning. Um, so it's really a planning session. Um, so I just wanted to clarify that for the public when we say retreat

112and also um encourage everyone to come out to um Children's Day. Aside from that, all of our campuses will be present and showcasing the schools as well. So we'll be able to um not only celebrate Pastor School where it's being hosted, but all of our campuses will be present as well. Um, okay. So, as we are um beginning here our reinventing Roosevelt um uh presentation, I do want to say that uh Mr. Victor Vidales um I don't believe that he's here in the audience um just yet. Um but Mr. Victor Vidales is the um the um consultant that is supporting us with a lot of this work. So, um it allows us to be able to prioritize getting community input um knowing how um full our our work is already. Um um Dr. Battle and

113I have been able to attend the sessions. Um either her or I or Mr. Pulk um and uh Mr. Finn have attended the sessions, but um we um we don't have to plan them and organize them and and then I'll collect the data. So, it's it's been very helpful to have him um leading the charge in facilitating that work, especially as um alumni and as a member of our community and a business owner within our community. So, we did hold four sessions um and we have one more session coming on May 14th in the evening. So we held four sessions on Saturday uh mornings um late mornings um um hosted at um various different um properties um and in order to promote these um sessions we had um Mr. Vidalis's team canvas the uh neighborhoods

114around the um the uh facility or the property um with flyers and then speaking to individuals who were present and willing to engage with them. Also um we um sent direct mailers within 500 ft of each of the um properties. So the um residents that live next to the uh vacant facility also um were able to be notified. Um we sent um uh invitations to all of our parents and all of our staff um through our app to app and then um to our community as well um community partners as well. Um the um these sessions were held in English and in Spanish. So there's bilingual outreach um our um our um if if there was somebody that needed Spanish translation. Um and then also the surveys were sent in English and in Spanish. Um

115the uh focus was on repurposing the vacant school sites and then again we we did have some strong um participation. So who responded? Um we had residents, parents, educators. It was a mix. We had nonprofit um and community leaders. Um we had all of the six the the um South Phoenix zip codes represented. and then um people that had deep community ties to the sites themselves. The core message that came through from all the people that were um present and then those that answered the surveys is that um these properties should remain community assets, not profit driven projects. So it's very clear when we um got this this feedback, we wanted to make sure that we're listening to the community. So um the resounding core message is that the the community does not want us

116to um partner with um a profit-driven project. They want it to be a community asset um accessible um local and then affordable. So the top priorities that came through um that the community would like us to focus on is uh finding partners that pro would provide community or recreation centers um youth programs, arts and culture, workforce development and parks and green space. Um uh Mr. Vidales and I um are working on um on and I I believe we might have some confirmation yet already with our council and and mayor or we're working on >> working on it. >> Okay. So, we're working on it and they they've accepted that um we just need to coordinate calendars so we could meet with our city council women, our local city council women and our mayor to see

117if there's opportunity for us to partner also with the city or other entities um that they can support us with. So again the top priorities that came up is um youth and families. So um after school programs um tutoring and enrichment um um efforts um child care and early education um safe spaces for um for community to gather and to grow and and play. Um economic opportunity again was um job training um GED um and um other um continuing educa education for adults um small business um support so incubators for small businesses and then trade and tech um skills facilities um with health and wellness um we have the youth um sports and fitness. So really interested in us um the community was really interested in us using our our properties to be able to

118promote youth um fitness. And again these would be outside of our students. This is more for community access um family and wellness activities um green space and then um services for um people with um special needs. Um we asked the community what would you reject? So what's not wanted? So they do not want us to um uh partner with um police or ICE for any type of training. Um they don't not want us to engage with any developers on luxury housing. Um they also do not support um would not support us um leasing the spaces to warehouse for warehouses or data centers. Um and also um do not want us to engage with any um commercial use that would be incompatible with our district vision and mission. um community expectations. So, they do want to

119have um real decision-making power. So, um this effort that we've made um we are creating a um summary presentation so that we can send it back out to those that um that gave us input and to um those that um came to the meetings. Um they'd like us to um to um try to uh focus as much as we can with local hiring. Um and then they want us to be transparent and then to continue to engage them as we progress through this pro process. So here are some more recommendations they gave us. Uh multi-use community hubs, youth centered design, um workforce integration, bilingual access, and then community-led governance. And I believe that's it. That's the last slide. So with that, if you have any questions, I'd be happy to answer >> any questions. >>

120Just to clarify, the the bilingual access, is that referring to like English classes? >> Um well, from the session that I attended, what I heard was that they want to make sure that we have staff that is bilingual that would welcome them. So, if it's a community center that we would prioritize um partnering with um an entity that would prioritize having bilingual staff available. Thank you. >> Thank you so much. Um we're actually going to take a 5m minute break. Um and so we will return at 7:20. at 7:20. Um, next item on the agenda are approval of our consent items 5.02 through 5.23. Is there a motion to approve the consent agenda? >> So moved. Second. Moved by Dr. Frankless, second by Miss Pñena. Any discussion? All in favor, please indicate by saying I.

121I. >> Motion carries unanimously. Next item on the agenda is approval of the progress monitoring reports for academic goals one and three by roll call. Is there a motion to approve? >> A motion. Oh, sorry. You go ahead. >> So move. >> I second. >> Motion by Miss Pena, second by Dr. Franwoods. Um any discussion? >> No discussion. But again, just want to really reiterate that like the level of growth and clarity that this has provided. So again, just shout out to the executive team and everyone who's been involved in the process. >> I echo the sentiments. We've grown so much in such a short amount of time. So appreciate the hard work. Um and now I will pass it to Maria for roll call vote. Thank you, Madame President. Roll call vote for item

1226.01 to approve the progress monitoring report for academic goal number one and number three. Starting with Mrs. Victoria Castro Corral >> I. >> Dr. Megan Franowitz >> enthusiastically I >> Dr. Ashley Hodge I. >> And Mrs. Satiana I. Item 62.3 approved. Um with the completion of roll call vote four to zero. >> Thank you. Next item on the agenda is 6.02 approval of the progress monitoring report for superintendent goal number three by roll call vo. Is there a motion to approve? >> So moved. >> A second. >> Moved by Miss Pñena. Second by um Dr. Franklewood. Any discussion? And now I'll pass it to Maria to perform a roll call vote. >> Thank you again, Madame President. Roll call vote for item 6.02 to approve the progress monitoring report for superintendent guard row number three.

123Starting with Mrs. Victoria Castro Carell >> I. >> Dr. Megan Franowitz >> I. >> Dr. Ashley Hodgej >> I. >> And Mrs. Tatiana Pena >> Item 6.02 02 approved with the completion of roll call vote 4 to zero. >> Thank you. Next item on the agenda is approval for the request of employee benefits for fiscal year 2026 and 2027. Is there a motion to approve? >> So moved. >> Second. Motion by Dr. Frankwood. Second by Madame Vice President. Any discussion? All in favor, please indicate by saying I. >> I. And for the record, I'm going to abstain as I serve on the Arizona School Board Insurance Trust um as the vice chair. Next item on the agenda is item 6.04. Superintendent Portillo, will you please pres present the statement of charges? >> Thank you, Madame

124President. Members of the board, executive team, and Roosevelt community, I hereby present the governing board with a statement of charges against certificated employee Donald Hosenfield and request that the governing board take the following actions relative to the statement of charges. One, that the governing board conclude that the district has sufficient cause to dismiss Donald Hosenfield if the allegations are true. Two, that the governing board vote to provide Donald Hosenfield with notice of its intent to dismiss him. Three, that the governing board vote to place Donald Hosenfield on administrative leave of absence without with pay in accordance with um statute Arizona statute 15540 pending the outcome of the dismissal proceeding or other resolution of this matter. Four, that the governing board vote to authorize me or designate to provide notice of the charges to the state

125board of education. And five, that the governing board authorized me to select a hearing officer to hold the hearing if one is requested. Thank you. >> Thank you. The administration is asking the board to take actions reference. We do not determine whether allegations are true or false today and cannot dove into the details of this case. Rather, we can only decide whether the district would have sufficient cause to dismiss the certificated staff if the allegations are true. If we vote to give notice of the intent to terminate Mr. Hosenfield Hosenfield, we will have 10 he will have 10 calendar days from the date he is served with the notice in which to request a hearing. the filing of a timely hearing request shall suspend the imposition of the dismissal pending completion of the hearing. Does

126any board member wish to make a motion on these items? Madam President, I move that the allegations presented in the statement of charges presented by the administration would constitute good cause for the dismissal of teacher Donald Hosenfeld. If true, that the governing board authorized the superintendent or designate to provide him written notice of the board's intention to dismiss him from employment at the conclusion of 10 calendar days after service of the notice unless he requests a hearing within the 10 days. That Donald Hosenfeld be placed on administrative leave of absence with pay effective immediately and continuing until the termination is effective or until the outcome of the dismissal process. that the board authorizes the superintendent or the superintendent's designate to provide notice of these charges and the board's action to the state board of education

127and that if a hearing officer is not selected by mutual agreement of the parties that the board designate the superintendent to select a hearing officer from the pre-approved list to conduct a hearing if requested and issue a recommendation to the board. >> Is there a second? Second. So motion um by Dr. Francoitz, second by Miss Pena. Um any other discussion? >> No. >> Okay. All in favor please um indicate by saying I. >> I. >> Motion carries unanimously. Um that is all that the action is required on this agenda item for tonight. The next item on the agenda is adjournment. Having concluded this meeting, is there a motion to adjourn? So moved. >> Second. >> Motion by Miss Pñena, second by Dr. Frankitz. Um all in favor, please indicate by saying I. I. Motion carries.

128Meeting adjourned. Have a great evening.