001in progress. >> All right. Good evening. Buenos tardes and welcome to the regular governing board meeting. I call this meeting to order at 5:30. Next item on the agenda is item 1.02, the pledge of allegiance. Please stand and for a moment of silence. You may be seated. Next item on the agenda is 1.03 roll call. I will hand it off to Miss Alanise to take roll call. Thank you, Madame Vice President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, March 3rd, starting with Dr. Michael Buts, Miss Victoria Castro Carell here, Dr. Megan Francoitz here, Dr. Ashley Hodgej >> here, >> and Mrs. Tatiana Pena >> here. >> Thank you. We do have a quorum to proceed. >> Thank you, Miss Alanise. Um, next item is item 1.04, adoption of the agenda.
002Is there a motion to approve item 1.04 on the agenda? >> So moved. >> I second. >> Motion by Miss Ba, second by Miss Frank or Dr. Frankitz. All in favor say I. >> I. I. All any opposed? Motion carries unanimously. Next item is item 1.05, approval of the minutes. Is there a motion to approve the items? Um 1.05. >> So moved. >> Second. >> Okay. Dr. Hodge, was that a second? >> Yes. >> Okay. Yes. Okay. >> Motion by Dr. Frankitz, second by Dr. Hajj. All in favor say I. I. >> I. I.................... Any opposed. Motion carries. >> All right. Next item is item 2.01. Student outcome focused governance. anchoring the board and community on Roosevelt vision vi vision, mission, values, and focus on students. Um, Roosevelt has been educating South Phoenix students for
003over 100 years. We are committed to creating better futures to for all education. As the largest K through8 education system in South Phoenix, we strive every day to build strong foundations through authentic and innovative experiences through that ensure success for every student by keeping student outcomes as the focus of the conversation. All right, I'm going to go ahead and share my screen. There we go. All right, Dr. Hud, are you ready? >> Yes, ma'am. Thank you. >> Perfect. Um, as she already said, we are on a journey um to improving student outcomes and we adopt the student outcomes focused governance. As a a board, we are committed um to gathering community insight um so that way we can continue to improve and engage um our community and improving student outcomes. So let's review our our
004vision is a community united to create better futures for all through education. So when we speak about student outcomes focused governance, we are focused on improving student achievement and success through researchbased policymaking and decisions to increase learning outcomes. Um, this is as always, um, I love this visual because it's a v visual of our parents coming together in a community outreach here in this very boardroom, um, with myself and one of our former board members, um, Alexis Aguil, um, and talking about how we could use that same uh, board member, that same community input to set our goals and guardrails to be able to reach our vision. Student outcomes focused governance means that the board puts student outcomes and success first in every single decision that we make, whether it's financial, academic, or operational. Um,
005that can look a lot of different ways. So, it can mean that whatever we're thinking about, whether it's our vision and goals, our values, or our progress, um, we're thinking about that from the executive team to the board level. We are working together to make sure that we're setting student outcome goals. We're identifying our guard rails and we're monitoring progress. We're going to actually do that tonight. In tonight's meeting, we're going to be talking out about some of our math goals as well as some of our superintendent guard rails. Um, and then in practice, what that looks like is student outcomes focused governance means that we're spending ideally 50% of our time in board meetings is spent on student outcomes. Also, you know, bonus that most of our board meetings should be shorter. So, we're
006trying to trim those down as much as possible. Um, so yay for the principles in the audience. Um, board adopts a budget that prioritizes adopted goals and guardrails. Superintendent evaluation focused on adopted goals and guardrails. Board conduct is rooted in guardrails, RSD, community collaboration, and collective vision. Increased two-way communication regarding goals and guardrails and alignment from the boardroom to the living room to the classroom. All right. Um so as Megan had mentioned uh we have adopted academic goals and so here they are there easiest way to remember them is 45 and five. Our first goal is the percent of fourth grade students that score meets grade level or above on the AASA ELA will increase from 20% in August 2023 to 45% by August 2028. And then um going forward I'll just say the numbers
007what we're starting at it will always be starting from 23 2023 and then we'll be finishing in um August 2028. So the second one is the percent of fifth grade students that score meets grade level or above on ASA math will increase from 11% to 45% by August 2028. Um, number three, the percent of seventh grade students that score meets grade level or above on ASA ELA will increase from 22% to 45% by August of 2028. And then the fourth one is the percent of eighth grade students that score meets grade level or above on ASA math will increase from 12% to 45% by August 2028. and we have board guard rails as well. The first is that we are um going to have healthy board conduct and discourse. Our second is board operating procedures
008that we've set forward. Our third guard rail is student outcomes focused decisionmaking. Our fourth is financial integrity and our fifth is our community engagement. These five super these are our five superintendent guard rules that we've adopted. Starting with number one, the superintendent shall not go without proactively sharing updates and plans on the budget or enrollment that will change the current last landscape and stability of our district to stakeholders including board members, students, parents, staff, and community members. Guard rule number two, the superintendent 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 allocate district budget resources in a manner in a manner that does not prioritize
009and support student outcome focused goals, ensuring that financial decisions directly contribute to the academic and developmental success of all students. Guard rule number four, the superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers, including promoting from within to ensure that they have a positive impact on students as evidenced by data. And our last guardrail, the superintendent shall not fail to ensure progress towards exiting ATSI and CSI status, which ensures that students with special needs and English learners and African-American receive equitable access to high quality instruction, resources, and student services tailored to their unique needs to promote their academic su success and overall development. And as always, thank you guys for joining us this beautiful Tuesday, which is the first Tuesday of every single month. Um, so thank
010you guys for being here, parents, students, community members, and um, also our staff. You can join um, on through Zoom. So, thank you guys all for those that are joining us via Zoom. Um, please continue to share your voice and give us your feedback. Um, hold us accountable to our goals in our guardrails. If you forget our goals, they're actually on the wall as well. Um, and continue to build the partnership and collaboration that moves us uh move our help move our students forward. All right. Now that we are grounded in our student outcome focus governance, um I will pass I will um continue to item 2.02, 02 which is our progress monitoring for academic goals number two. Um and I will pass it on to Dr. Bio. >> Thank you, Madame Vice President, members
011of the board, executive team and Roosevelt community. Uh today we will review um our progress towards academic goal number two. Um and as a reminder um academic goal number two has two interim goals connected to it. This is this is my mute. Can control it myself. >> Thank you, Nate. Um all right. So um the interim goals. So so goal number two focuses on the proficiency of our fifth grade students specifically in um in math on the uh state assessment. And just as a reminder, the state um progress is 40 uh% passing. So uh we've set our goal as a district at 45. So that would be superseding the state average. Um as we look at our interim goals, the um percentage of our interim goal is that the percentage of students performing at proficiency
012or higher in third grade math uh increase from um 29.8 to 36 by the end of this year. And then also that the percentage of students performing minimally proficient um on the third grade star math assessment will um decrease from 48.8 to 40% by the end of the year. Um this particular goal continues to be um an area for us to to really focus and dig deep on. So, as we look at our state um proficiency as a as a district, I'm sorry, our math proficiency as a district in fifth grade, we have seen growth over the years, but we're far from where we had set our ending goal to have been last year. So, last year we had wanted to be at 20% and we ended at 13.71. So, currently the goal as a
013whole is off track. And then as we progress monitor um while we are making some traction in this goal uh we still uh believe that the interim goal is off track um and at the end of of the data presentation I'll share what we're doing to um ensure that we're that we're doing better on this goal. Um progress monitoring from uh this progress monitoring report is from our assessments that we did in January. The um next progress monitoring actually happens right after spring break. So we'll have fresh data for the next round of um the presentations. And as we look at our progress by school um we see that we have some um differences in performance by campus. I did want to um highlight um Bernard Black um as they are increasing their uh partially
014proficient number um to 32.8 and um they have experienced a decrease um in students that are minimally proficient of 16.1 points. So that um though we're not where we want to be, uh Bernard Black is moving forward there. And then also wanted to highlight Campbell um seeing that they have the the um their p prof proficiency is at 35.9 um and also they've also decreased their um minimally proficient um uh by 10.6 points. Also wanted to highlight Julian um their combined proficiency is at 37.1 and they decreased their minimally proficient by 12.7 points and also increased their proficiency by 9.1 points. So wanted to ensure that we are um visiting um Julian and also learning from what they're doing to move that proficiency forward and also don't want to leave Southwest um out with um
015they were able to minimize their their minimally proficient by 6.6 points and their partially proficient is now at 30.8. So we are making some traction in some schools in in this particular grade level, but we know that we have lots to work on still. So as we look at academic goal number four, as a reminder, academic goal number four is focused on eighth grade math proficiency and our interim goals focus on sixth grade um math proficiency on our STAR data. moving from 19.7 to 28 and then also minimizing the number of students that minimally proficient decreasing that from 64 to 49 by May of this year. So again on this goal as well as we look at our math performance though over the years we've progressed and gotten better we know that we um our
016our our target was 22% at the end of last year and we didn't make that. So right now we're saying that this goal is off track and as we progress monitor that um likewise we we continue to see our our um data here just being consistent um proficient uh uh progress monitoring report after progress monitoring report. So we're still off track in our interim goals as well. And as we look at that performance by school, um again we have some mixed results. Um though we know and recognize that as a whole district we need to get better. We do want to call out some schools um that are seeing some traction in their sixth grade. Um particularly we see Greenfield who um decreased their uh percent of min minimally proficient by 8.9 and also were
017able to grow their proficiency. Um Irene Lopez decreased um their minimally proficient by 9.9. Uh Julian decreased their proficiency by eight and also increased their proficiency by 6.5. Again, want to see what's happening there at Julian. So we can replicate some of those practices. And then TGAR decreased their minimally proficient by 18.4 points. So that's a great um uh improvement there. and simultaneously increase their proficiency by 8.8. So, also looking to see and um actually in one of the the um questions that was submitted, it speaks to some of the the strengths that we found are happening at TGAR. Okay. So, what are we doing about this? So, we have these key math inputs. So, um, one of the things that we've been doing as a district, um, we've talked about our our our learning
018walk data. So, we see that we have some strengths that we want to make sure that we're building upon. Um, and as we, um, do our walkthroughs, we um, in math specifically, just want to um, name that we have had 786 classroom visits or walkthroughs since winter break. So that's that's a lot of presence that we have in our classrooms. Um not only by ourselves also with of course the support of our principles. Um but we have 786 data points that we've been able to collect. So when we go into the classrooms, we are using our uh our work that we've learned through relay, which when we go in there, um the relay teaches us to look to see what is the next best action step um that this teacher can take to improve learning
019in that classroom. And it might be either a management track or a rigor track. So the ne the steps the action steps are divided into management and or rigor. So what we see as we're walking through our classrooms is that 75% of the next steps are focused on the rigor which gives us an indication that the management in our classrooms is fairly strong since our leadership uh principles andor district staff as we're walking through were identifying that the next step for that teacher would be on the rigor track. Um and we see that um most of those action steps are in emphasizing the internalization of the um lesson andor the academic monitoring. Again, those are both on the rigor tracks. Um we also um what that tells us too is that as our the academic
020monitoring or rigor number three academic monitoring um is identified after a teacher has shown that they have pretty good dominance over their instructional planning. So that also gives us an indication that our instructional planning is stronger than it was before. Um the next bullet is modeling and and clarity of steps are common. So again, we continue to see that classroom management is not um a pervasive issue across our district, though we do know that we have some classrooms where that is a an issue that we're working towards. Um and um also as we are looking at our student engagement um as a whole district um the average engagement across the math classrooms was about 80% and we see that in the lower grades um kinder one two and the 35 bands it's even higher at
02183 um to 87%. So again um this can be uh directly correlated to um classroom management practices and then um as you all know this is our our first year of rolling out MTSSB. So the behavior work and and um that we've been doing with our with our teachers and then with the implementation of PBIS and also Boytown. So we see that that's showing traction and improvement as well. But we have some areas that we need to really work on. So, one of the the gaps that we see is um our success criteria. So, we um based on our our walkthroughs, we only see 14% of our um math lessons explicitly referencing um the success criteria during the lesson. So, our teachers are not um uh referencing it and also the uh success criteria is
022not driving the lesson yet. So that's an area that we see that we need to work on and also students need to be able to own that this is the success criteria. This is how they can be successful in achieving success for that particular lesson. So that continues to be an area that we need to focus on. Also our exit tickets um and our um our classroom formative um assessments are not yet routine. So we need to uh make sure that we continue to focus on that. Um, also we notice that student discourse is limited. So while many of our students are are compliant and they're following along with the lesson, they're not speaking. So we need to make sure that we're engaging them in discourse with each other and with their teacher around the
023content of the math. Um we do want to note that um bar um had the highest um percent um and they they've had a huge focus on student discourse but also they had the highest percent of um classrooms with um strong student discourse and then also we saw that huge reduction and that increase there at bar. So um we know that that's um a practice that we want to spread um from Bar Elementary onto our other campuses. Um and then also we see that the productive struggle. So So that's um uneven. So we really want to move away from um making sure that our kids feel good during math to really having them productively struggle so that they can move and stretch to the next um level of understanding. Right? which is just like any
024other muscle when we're working out. We know we have to push that muscle in order to be able to to get stronger. We want to do that uh when we're when we're working on math with our students. Um so really focusing on having less scaffolding for the students and making them work a little bit harder so that they can um reach that next level of rigor. Um so as we are looking at our professional development options um to ensure that we're strengthening our teachers. These are the um the optional professional developments or outside of the the workday professional developments that we've offered. And as you see there um starting uh February 9th, we see um there was a professional development on math rigger, another one on February 17th. on the 26 um we had productive
025struggle in science and math and then we have upcoming on March 26 and April 28th discourse in science um discourse in science on March 26th. Um so again we're responding through what we're seeing in our walkthrough data and what we're um listening from our teachers um as we are working with them to um to understand what what do they perceive as the obstacles in moving forward. um in the 58 uh departmentalized math classes. Um we you can see there on February 26 again we offered productive struggle in math and then also discourse again for them in March 26. One of the areas that we focused on the most um energy this year when it comes to math is really strengthening the systems that we have for PLT um specifically our protocols and our practices. So
026again the weekly planning meetings um format uh weekly data meetings format and then uh tracking the uh weekly data meeting um um actions or activities. So this is an example of one um so this is the type of um this is where we we see um the uh the focus of the uh lesson um with the pretest. Then um we noticed that that's a gap. So then we um had the the model um is the type of of retaching that we're doing uh the retaching date and then going back in and noting okay now what is the passing rate? So as you can see in this example we move from 14 to 37. Um again our our focus has been on establishing these systems so that we're responding to that daily level data um by
027intentionally um doing something about it in the classroom. Um, another focus for improvement that we had is our district-wide targeted math tutoring. So, as a reminder, we typically um manage tutoring at the campus level, but for um our math tutoring, we attempted to do um starting um in January. In January, we attempted to do a district level for the first time um district guided math tutoring. Um so, uh the format has been nine weeks. Um we were really tight on the lesson structure so that we have coherence across the experience in all of our schools. Um really focusing on students for this particular um opportunity students who are close to being able to be proficient. Um we targeted third, fifth, sixth and eighth grade. And that's the number of students that um are participating. In
028second grade, we do have eight students because um as you all know, Kennedy is a K through three and they um they um lobbyed us to be able to add some eight some second graders. So, we were able to say yes there and they um had eight second graders participating. Um as we are um tracking the progress on this, we'll be able to uh see um starting right after um spring break, we'll be um doing progress monitoring again um on these grade levels. So, we'll be able to see um the uh the change that we that we've uh that we've achieved through this again being the first time that we've done tutoring um guided from the district level. And um you all know that we have um consulted with the K12 coalition um to focus
029on math program improvement. So, we do have um a um consultant coming in to support us, giving us an outside look at our practices. Um what we've done so far is shared with them um all of our classroom visit data, of course, making sure that we've um we've uh kept this the teachers names confidential. Um they've had access to all of our pacing guides, all of our materials, um all of the work again that we're doing through our relay and our action steps. Um and right after spring break, they're also going to be engaged in classroom site visits, also reviewing the um results of our empathy interviews. So um what empathy interviews are is we've um chosen to interview um students and staff to directly ask them what is their experience like. Right? So we
030we know what we've designed the experience to be like, but we want to know what is their actual experience like. So we've been able to um um conduct 66 total empathy interviews to date. Um half of them have been in math. Um so we've also shared uh that information with the math consultant. So that can be part of the analysis as well. Um we do expect to have a um a report um with recommendations from the consultant back to us um towards the the middle of May so that we can make sure we still have time to um implement that include any um necessary changes to our budget um as we move forward to to really focus on improving math math um performance for the following year. And that's what I have for us. So
031next I wanted to know if you had any questions um directly related to the presentation and then we also have the questions that you submitted ahead of time. Does anybody have any questions or comments? Um madam vice president I have a few if that's okay. >> Um first of all I think before we get into questions I want to just say a few things. One is I know when I look back to where we were in October where it was the first time we were progress monitoring this data this year I just want to name and stamp for exact team for you Dr. Portillo for community how incredibly much we have grown how incredibly much you have pushed us to grow this year around the way we are looking at this data and the way
032we are pulling apart the diagnosis of where we are at and why we are here. Um, I think part of the reason and I I moved to whatever table, the progress monitoring report originally was at the time I did not feel confident as a board member that I was clear about how we were going to get to where we were going because I wasn't clear about what the issue was we were trying to solve. and the level of clarity in the diagnosis that we saw today in this progress monitoring report was a complete 180 from where we were in October. Um, and to be very clear, the the data is not where we wanted to be. We know we have a lot of work to do and I appreciate you naming that. And the work
033we have to do is in front of us and not something we're still trying to figure out. And that feels so different in this report than it did in October. Um, and so a huge shout out to you, a huge shout out to the team, a huge shout out to Megan, a huge shout out to principles, a huge shout out to everyone who's been doing that work in classrooms. Um, I think this just felt very clear of this is the work that we're going after. This is the work that's been happening in classrooms. And to be clear, I know that work was happening in classrooms, but the cohesiveness of here's the vision of what we're trying to achieve. Here's what the issue is, and here's how we are fixing it. um just as a board
034member felt very clear to me about here's the plan that we are going to move forward and my confidence that this is going to improve if we follow this plan felt so much stronger than it did um where we were maybe three or four months ago. So just a huge shout out to you Dr. Cortio and to the to the team around you for that. Um I think the the question I have um and I'm so glad that you mentioned bar and the the idea that discourse was one of the things that was driving um some of the pieces there. If we could go back to the slide with the PowerPoint um and the gaps, specifically the gaps slide, whoever's driving, Nate will bring it up. Nate will bring it up. Um, I was just
035curious, um, besides the discourse piece, if there were any other trends in terms of the the other gaps that we saw, if there were any other, um, any other bright spots in our schools that we saw that were other schools were showing that they had a strength in that area that we were able to build upon. Um, just as we think about prioritizing which of those gaps to close first. Um yeah, it's the it should be the gaps. >> Yeah, that one. >> So, thank you for that question. Um that the particular one that we found with um with um bar I know that just really stood out. So, we're still continuing to do analysis on what's going strong at the other campuses. I know off the top of my head um that a lot
036of the work that is happening with PLTS at Julian specifically um um under the leadership of course of our their current principal but also a previous year's principal um they've really developed that PLT to be much tighter than what I've observed at um a few of the campuses that are still working to to increase. So I would say their PLT2 protocols is another one but we are going to be um getting the rest of that analysis to you all in our next report. >> Great. Thank you so much. Um and then I think this might be a question this might also come out there but I think asking here if there's any insight. Um, one of the strengths that I saw here was on the previous slide was that planning for rigor was strong. That
037that was something that had improved dramatically, but we are seeing that the productive struggle is not um any insight into how if we're planning for it well, but it's not happening in execution. What's the disconnect that we're seeing in the classroom? >> Yeah. So, um, just to to clarify, it's not that planning for rigor is is strong. It's that that's the next step that we're working on. So, it's really um the management that is stronger. >> Got it. Thank you. Um and then this is just a really quick technical question. Um when you were naming that the criteria for success are present, are those things that are happening that are listed in the curriculum? Is the teacher coming up with those? Like how if I'm a teacher, where how how do I know my criteria
038for success for the lesson that I'm teaching? >> Thank you. So, um Miss Gustin and I were talking about that um question earlier today. So, I'm going to tee it off to her because she has the more technical answer. >> Sure. Thank you, uh, madame vice president, uh, members of the governing board, executive team, community. Uh, success criteria has definitely been a work in progress for us. In our current curriculum maps, uh, especially for math, what we've done is, uh, for each unit plan, there's an overarching exemplar of what what does mastery look like for the full unit. Uh but then within the actual day-to-day plans uh success criteria has only been fully defined for the first day. Uh the days moving forward as as as an example of what we would want this to
039look like. Uh but in our planning process in our weekly planning meeting protocol, it is built into uh to the steps and how they work through that. And we do believe that uh teachers developing it themselves, kind of grappling with what that is is important in developing their conceptual understanding and then really being able to plan well how they're going to academically monitor that. At the same time, uh we definitely encourage them like you don't have to start from scratch. There are very great tools out there that you can plug in the learning target and the and the standard and it's going to give you uh pretty clear success criteria to build from. So we believe it's an important process that teachers should be engaged in. Uh but that's not to say that in the
040future we wouldn't want to just name that uh and have them move on to some of the other pieces of planning. >> Got it. That's really helpful. Thank you. Madame President, do you have any questions or comments? >> Yes, I do. Thank you, Madame Vice President. Um, so I know we just wrapped up the the math tutoring initiative. Are we measuring um outcomes or the success of the program any other way other than um proficiency? How how are we measuring the success of the program? So thank you um Madame President for that question. Um again this is the first time that we've done this program. So one of the um ways that we are monitoring success is also looking at the um the attendance. So our students participating um in the um in the program
041and because it's our first time doing it um you know we we've learned a lot through the first time. So though every campus is taking attendance, we did see that um we uh every campus is taking it in a slightly different way or collecting that data differently. So it was difficult to put it all together um um in order to be able to calculate it without having to do it by hand. But um when we did do it by hand, we found that our attendance is about 75% um um strong. So, we're excited that um that we do have that level of participation for an afterchool um program, especially knowing that um as humans, we tend to want to do less of the things that we're not as good at and more of the things
042that we're really good at, right? So, um 75% for our first time around does seem to be something that that is good. Um and um if we haven't already done so, I think another way to um to see what um what the success of that is would be to do um a type of maybe a empathy interview or a couple of questions to the for the students that are participating so that we can learn from them um as we plan for next year. >> Um thank you for that. Um I don't have another Oh, were there like any pre or post tests or assessments that the students were given prior to starting it? >> Yeah, so um thank you. Thank you for that question as well. um we have our star progress monitoring data um
043from January which is the uh final deciding factor of who is invited and then we'll have our post um will be our star progress monitoring that starts right after um spring break. So we'll be able to see the um efficacy of the program when it comes to improving proficiency and where we need to make it better for the following year. Um, aside from the questions that you're all asking right now, um, Nate, do you mind sharing the questions that were presubmitted too so we don't lose track of those questions as well? >> Um, >> sorry, Madam President. >> No, those so my questions are related to my question that I asked. So, I'm making sure that I'm at it right now. And then I also to um piggyback off of vice vice president's question um
044about algebra 1. Um, and so my question is, how many do we know how many students are enrolled in algebra 1 their freshman year? Because I know it says 64% of our of our students uh are performing in algebra 1. Yeah, I don't have that report right in front of me, but it is um I know that um algebra 1 would be the first class that they take their freshman year unless they've over that class and gone into geometry. >> And then is is algebra 1 the first level of math class or could we have students in a a different math class going into freshman year? >> You know, I can double check that. Uh Dr. Hajj, but I believe that um that is the first level class. I I'm going to double check that
045though. I'm sorry. >> Okay. Um and I think those are all of my questions. Well, no, no, one final question. When can we anticipate like the final attendance data for the the tutoring program? >> Sure. Uh we have the uh to what Dr. Portio shared we have data trackers, attendance trackers uh for all the schools. What's been a little bit tricky is uh you learn as you go. Uh each school was entering data in a different like one school had a for absent and P for present and the next school had X and then the next uh so it as we were going through trying to capture what that data looks like it was it was a little bit more timeconuming than expected. Uh, but I would say I ideally within like a week or
046so after it closes, we'll be able to have we'll be able to go through all of the spreadsheets to to get the most accurate number we can. >> Okay. Thank you. That's it, Madame Vice President. Thank you, >> Madam Vice President. My my question is more of a historical question um regarding intermole 4.2. when were we at 6 64.3 um as far as that particular historical number like when when what year what month were we at 64.3 >> I'm sorry Dr. Buts 64.3 >> yes 60 so uh inter goal 4.2 who says that the percentage of students performing at minimum proficient on the sixth grade star math assessment will decrease from 64.3 to 49%. >> Oh, okay. Thank you. >> So, I'm asking historically when were we at 64? >> Yeah, thank you for that.
047Um, so that was at the end of um of the school year last year. So, that would be the the end um the star data from May of last year. >> So, May 25. >> Yes. >> Okay. Thank you. That's that's my only question. Thank you. >> All right. Thank you guys all for submitting your questions. Um I do want to take a moment to um quickly go over my questions that I asked. Um I do appreciate you guys you answering them, Dr. Portillo. Um just to highlight um yeah, I was curious about our eighth grade students who were promoting and where they were attending. So, I um I was happy to learn that those that do continue to stay within our South Phoenix um community and attend a Phoenix Union High School that there
048has been a comprehensive data dashboard um that's been shared with us. So, I really appreciate that. Now, we're building on that and we want to make sure that what we are doing here at Roosevelt is having a a direct impact and we're continuing to see that growth in high school because it doesn't just stop here at Roosevelt 8th grade. See you later. we we do want to continue and um see that growth in high school and and even beyond. Um so I do appreciate that and I know that we will continue to monitor that as well. Um and my second one well that one was also um related to mal like our algebra students. So um madam president you kind of touched on that as well. Um but the third one um which is professional
049development. Um I am curious to continue to hear what um what opportunities our staff and our teachers are attending um because that helps us continue to invest in those opportunities. So please let us know um those trainings and the conferences or um meetings that are that you find very helpful and beneficial to you. Um so I was happy to learn that the um a very well attended training was that e instruction. Um could you share a little bit more about that? >> Yeah. So we're we're excited. So again the um the question or we interpreted the question to be focused on our um our trainings that we offer when teachers are off contract, right? not during the the school day because during the school day we really have maximized a lot of the training to
050be around reading and um and then um the PLT structures for math. So yeah, we were really excited to see um that teachers um had the highest level of attendance in their e um in the rele options. Um they were both after school and then some of them were offered on Saturdays. Um also, um feedback from the participants really emphasized that they appreciated the courses offering strategies, um that are universal, um that help our EL kids, but also help all of our students that are struggling um and also not content specific. So, they were for all contents. Another um focus um of feedback that we received is that um that our teachers really do have that strong um desire to keep learning on how to how to solve the the problem that we have with
051our our EL students not achieving um where we would want them to achieve. So them really digging into what can they do as professionals to do better for those for that um student population. Um, another um area that um that um that stood out to me that teachers appreciated is that they um learned the techniques, but they also had time to um to uh plan to use those techniques or strategies in their lessons. So, that's something also that came out as a feature of the way we structured those classes, those courses. Um, so we might um also start using that same structure or lend that towards other other courses. Miss Gustin, do you have anything else you'd like to add? No, I think I think that's good. I mean, for us, it really is about
052uh as we talk ahead for the next school year. We are our team is very focused on narrowing the focus. We want teachers to have opportunities to to choose um and we want to be able to offer a variety that really meets the needs of teachers at different at different points in their career. But at the same time uh even to the the investment of time, resources uh and money that that the the trainings that we have are very tightly aligned to our goals and our priorities. uh and there's been a lot that we've learned this year as we've reflected on the trainings that we've offered of which ones uh are are most powerful and impactful. So, we're looking forward to refining that even further. And I just want to name as a board member,
053I've seen that over the course of my time on the board, the continued narrowing and focus of the the trainings provided to staff and the continuing opting in versus the you know um kind of narrowing that focus so that the trainings provided are focused on those things that are most um critical to the district. So I appreciate that as well. >> Yeah. Al also something um I wanted to name is um as we looked at that attendance the um attendance that is the the least or the the classes the courses that had the least um attendance were our asynchronous courses. So, I I do think that as we move forward um with building our our um our our course book or course catalog, we know that we're going to have many more um much more
054in-person sessions than asynchronous sessions. And then looking at their attendance, it really supports us in making that decision that the asynchronous courses really had a lot less attendance than the um inerson ones. >> Thank you, Dr. Bio. And thank you board members for submitting your questions. Um also the the creation of this agenda being provided two weeks in advance really allows us to really go into the agenda ask you know dig in deep of um what clarifying questions do we have. So I just really appreciate the time that you um give to us and answering and um continuing this conversation. All right. So moving on to item 2.03 03 which is progress monitoring report for superintendent guardrail number two and the superintendent guardrail is now up over here as well. It's very fine print but
055if you squint you could see it. So I will now pass it on to Dr. Mortio. Thank you. And and in our presentation it's larger. So um yes. So um aside from our academic goals we also have our guardrails. So, so the guardrails are focused on the um what came through um as the uh voice of our community um as being very important um of value to the community. So, guardrail number two specifically focuses on you can go to Oh, I can control it. Yes, thank you. on establishing advisory council. So really um leaning into um gaining input from those that we are here to serve. Um so advisory councils and then also looking at the results of the climate survey. So um as we are looking at our advisory councils um as a reminder
056we have our community and parent advisory group. Um we also have our faith advisory group knowing how important um faith-based community is to South Phoenix. Uh we also have our African-American advisory group. Um and we have our we have our student advisory group. So these dates are not the only dates that we met. We've we or that we will be meeting. Um there's there's lots of other dates planned. Um one thing that is is you'll find to be really cute as we send it um your way is um we have a uh our student survey that went out um or will be going out I believe tomorrow. Today. Okay. went out today. Um the voice actor is actually our um our director of communication son. So he's the voice actor behind the um video. But
057it's really asking students, informing students about the importance of their attendance at school and how we want them to be here to learn and then also the direct impact that their attendance has on our funding and asking them for what um giving them a voice as to what they would want us to make sure that we're including in our budget moving forward. Um also our um climate survey as a whole. Um I know that it it's not closed yet, but um as we're looking at um the UN climate survey, this would be the third year that we've done it. Third year? Yes, fourth year. Thank you, Miss Wadley. Under the leadership of uh Miss Wadley, our um student wellness director. Um we have had even larger participation that we have had in the past. Um
058it's a very well representative um um survey. um we do get uh upwards of 800 or so participants in that survey. So it's it's um I don't have the numbers in front of me just right now um Miss Wadley, but I know that as we move forward to give the last presentation um on this particular guard, we'll have those concluding numbers for you. Um it is a comprehensive parent, student, and staff survey. Um guardrail 2.2 is um ensuring that we are improving or increasing the number of afterschool programs um available for parents for child care um from three which what is what we had prior to three more. So um prior we um have had the uh city of uh Phoenix pack which we have at three campuses Campbell Southwest and Valley View. That's a
059a paid option um lowcost option for our families. Then we also have the 21st century afterchool program at bar Konchos Julian and Sunland. Um I know um 21st century grants applications are just about due pretty soon here and we have um several um campuses. I know I'm making eye contact with Miss Chavez from Chavez Elementary who um was um working really hard on her application recently. Um but we are also looking at expanding 21st century grants. hopefully we'll be able to get that approved. And then at um the Martin Luther King Jr. Early Childhood Center um we've now added u mentor kids um who offers um no charge um child care there and then also lovable kids academy which offers a um paid opportunity. New new programs and new partnership that we have is with
060champions. It is a paid opportunity um after school. Um and um as we are working to develop this partnership with champions and also introducing them to our district um for the first time, we see that we are are still struggling to get um uh families to sign up for the program. Um I know that they're pushing a um very lowcost um spring break camp um to try to introduce um parents to the program, but uh we do have fully licensed right now at Bernard Black, Greenfield, and Bar. And then we are working on inspections um over at Pastor and Lopez um uh Kennedy, Chavez, Konchos, and Sunland. So, we're still um working on those campuses so that we can um hopefully establish champion programs at those campuses as well. >> Dr. Portio, do you mind
061uh sorry, we had a quick update to that? Actually, just since the slide was created, we now have uh all of our schools, the the paperwork uh pieces that were missing have now been resolved. So, they're all in the process with inspections. >> Great. Great. Great. So we've really um at the close of the year we do expect to have surpassed that guardrail and the expectation for it. Thank you. Okay. So guardrail 2.3 is that we have um at least 50% of our schools host a nutrition information and tasting session for students and parents um focused on educating families on on our um nutrition um program here in our district. um but also allowing for food sampling and collecting feedback so that we can improve um the satisfaction of our our children um in the
062that participate in the child nutrition services. So um we have um completed taste testing events at seven of our 13 sites as of Christmas break or winter break and then also um four additional events are scheduled um already in February they already occurred or in March. So we would have um surpassed this guard as well. The information that we're receiving from that and I'll actually pass it over to Miss um to Dr. battle um because um this area of operations falls directly under her purview. >> Madame President online, vice president, governing board members and community. Uh thank you very much. I just want to commend uh the CNS department under the supervision of Heather uh Cooksh. No. Yes, I got two Heathers. Yes, Heather Cookshank. And she's just done a phenomenal job. She takes her
063job very seriously. And as of last spring, they were doing taste test. And you might recall they came here also the students in the junior chef uh program and uh Mr. TK is really excited about that opportunity and and so are the students as we prepare our students for careers and we start that early K8. So it's important that we peique their interest. So the test samples thank you principles for allowing that to happen inviting parents to come. Uh there were um survey questions through a QR code that gave feedback. I also can tell you that there are plans next year to even be more, if you will, culturally responsive and they've gone to some training and to see how we can provide more meals uh that our students uh might appreciate more. So, a
064lot of good work, collaboration has occurred for this particular guard rail. Thank you. That concludes um this guardrail. And again, just as a reminder, this guard rule focuses on the whole child. Um, that's why those three interim areas um were selected. >> Thank you, Dr. Bortillo. Any comments, questions? Um, first of all, thank you, Madam Vice President. Um, I was here with all of the parents who said they wanted the tastings and so just a huge shout out because I know the work that went into that and I know how important it was to parents. that was the number one thing we heard when we um had those community engagement sessions. So, the fact that we've delivered on that, I just deeply appreciate that as a parent. Um I know that's something that was really
065important to them, not just because of the food, but because they wanted their students to feel full at school. They wanted them to be ready to learn. They wanted them to be feeling like they could do their best at school. And they felt that that was really deeply connected to whether or not they had a lunch that they chose to eat. and they wanted to make sure that they were sending their kid to school in a way that they could eat lunch and be ready to go for the rest of the day. So, I just deeply appreciate that. Um, and just kudos that we've we've met so many of these markers. One quick question, when we're talking about the after school and before school programs, um, I know we have the total number of programs,
066uh, and this may be something we have and we can get sent as board members. Do we have a count of actual seats available in the programs versus the expressed need and is there any way that we keep track of the number of parents who've expressed a desire or need for an afterchool or before school program? So what we can do is we can get that that report to you. Um, so I'm hearing you say um um number of seats that we have and then number of seats maybe if we have any waiting lists or any seats that are vacant. >> Yeah, I mean just I would be curious to see like obviously we have the programs but how many students are we actually serving and then are there any campuses where we have weight
067lists or have uh are potentially parents who aren't being served or who are you know waiting to be served. Okay. Thank you, >> Madame President. Any questions or comments? >> Yes, ma'am. Thank you. Um, I just want to commend um Dr. Bertillio and your team on meeting and exceeding our guard rails. I know that one of the things that was really important is is offering after school programming. Um, so I'm super excited that we are. And then food is another hot commodity. Um, people usually don't like school lunch. So, I love that we're making a concertive effort to make sure that our students enjoy the food. And then I'm even more excited to hear that we are trying to make it more culturally relevant. Um, and that we're taking care of the whole child. I
068think that that's that's truly our job is to educate the entire child. So, so shout out to the team for for educating the whole child. >> Thank you, Madam President. Thank you, Dr. Thank you. All right. So, no any Okay, perfect. All right. Next item on the agenda is public participation. Uh, Maria, looks like we do we have any public participation for tonight's meeting? >> Yes, madame vice president. And before we start, I will read a statement regarding public participation. Good evening. Personal attacks upon board members, staff personnel or other people in attendance or absent by individuals who address the board are discouraged. Presenters are cautioned that statements or representations concerning others that convey an object an unjust or unfavorable impression may subject the presenter to civil action for defamation. As a reminder, the board
069will not respond directly to public comments. I will now pass it back to Madame Vice President, Miss Castro Carell. >> Thank you, Miss Analise. Um, it looks like we have one public participation. Um, Miss Relle Travis, you can take the podium. You will have um three minutes and Maria will um set a timer. >> Hi. Um, good evening. Um, thank you for taking the time to listen to me. I'm coming here as a parent and a mother. Um, I have five children in which two of them attend Sunland Elementary School. Um, I'm asking that the board please take a look at, um, my son is now, he's a first grader. I'm asking the board to open up a full investigation of my son's kindergarten kindergarten year. Um, my son suffered traumatic events. Um he was
070beat up in the bathroom many times. Um he was asked to bring he was asked to bring money to um to school by bullies. I reported it. I kept reporting it. Um I asked for a 504 plan for my son and I was denied it. I was denied it the whole year. my son suffers is now on an IEP based off of um based off of his um qualifications of emotional behavioral um emotional behavior, social and academics. I have met with uh Dr. Portillo. Um I was assured at that time that this issue was going to be resolved. Um I have gotten nothing but um nothing but mis I have been misled many many many times. Um after meeting with Dr. Porio and addressing the two concerns that I had in regards to my son's
071kindergarten year kindergarten year um and the and how how this just slipped through the cracks and nobody knew about it. Um, I have talked to Maria. Um, I was told that I was going to get a follow-up. Two weeks later, I no followup. I, uh, called Maria and I asked her, oh, I I text Dr. Portio, who gave me her number, um, at a previous event and told me that if I needed anything, she would sit down and talk to me. Um, it's like it's been like pulling teeth trying to get anywhere. I'm at a dead end. Um, I have Miss Dr. Portio asked me what what it is that I want. I told her what I wanted. She assured me that it was going to be resolved. During my son's IEP meeting, I was
072assured by Maria that the person that was going to be in IEP meeting directly talked to Dr. Battles and that she was going to be implementing all of my all of my requests into this 504 plan into this IEP. I get to the IEP meeting and the district lady has no idea who I am, no idea who my son is. I would like a full investigation of not just my son's kindergarten year, but how this matter has been um handled. This has not been handled right. I am coming to you for help. I asked Dr. Forel to make it right. She assured me that anyone who had anything to do with the incidents at John R. Davis would be investigated and they would be they would if they were still working for the district they
073would um they would receive some type of reprimand. I have yet seen that my I go on but >> thank you Miss Travis I don't I've never been here before so I don't know what do I just walk away >> it's okay. Um yeah, time is up. So, Madame Vice President, you would just um address it to Dr. Portillo and the executive team to follow up. >> We'll follow up with Dr. Corteo. Thank you for being here. >> Thank you. All right. Okay. Next item on the agenda is um item 4.01, the superintendent reports. I will pass it on to Dr. Portio. >> Thank you, Madame Vice President. for our superintendent's report. I since I've been talking most of the meeting um I don't have much else to offer other than um on your agenda
074today under um the consent agenda for personnel items is a very important item that I'd like to recognize and that is that on there is the um selection of Miss Ashley Grant as the uh principal for pastor um and she is here today in the audience and I'd like her to please stand to be welcomed to our district. >> So, we're excited um after today's agenda to be able to uh present more information about her to our community and um to our board um and um that she'll be taking over the helm. Also want to recognize uh Miss Stephanie Aosta. So, So, our beloved principal here in um Roosevelt for all of the hard work and many, many years that she's given to our district. Um she's heading off into retirement. So, we're really excited
075for her to be able to enjoy um uh her time and hopefully still help us out with different um projects that we might have because we're not letting her go that easy. And we do have a foundation she can support us with as well. Um also wanted to recognize Miss um Janette Beichchum. So as you recall, Miss Bechum took over the helm of Sunland um on a very difficult year of transition as we have a beautiful new building and then also the um the bringing together of two cultures from Davis and Sunland into one. Um and also she um started after October break so she also didn't get a chance to open up the year but she's done a tremendous job of being able to put together systems and um bring together that that staff
076and um so we are have her name also on the agenda under personnel items to become move from being the interim president principal interim principal of Sunland to the um the actual principal of Sunland. So, if you can stand, Miss Beichum. Thank you. Thank you. >> And that's all I have for the superintendent's report. >> Thank you, Dr. Bertillo. Next item on the agenda is item 4.02, board member updates. Um, Madame President, do you have any updates? >> I do. Thank you. Um, welcome to to our our school district. um Miss Grant and congratulations, Miss Beum. Um I just want to highlight the fact that on our consent agenda as well are multiple um staff increases. Um and so I'm super excited that we were able to um keep our commitment to the community and
077keep our commitment to our staff that we would um give them raises as we could. Um, so I'm super excited that that's on the agenda tonight and that we're able to bring that to our staff. >> Thank you. Any other board updates? >> No, I just know everyone's heading into a very, very, very well-deserved spring break. So, hope everybody enjoys their their time. >> Thank you. Okay. Well, I have a couple of updates. Um, I had the pleasure to attend our interview skills clinic for aspiring administrators. Um, that happened on Saturday. Um, I got to hear from Dr. Battle. Um, and from this was a partnership with Roosevelt and the A Association of Latino Administrators and Superintendent and the A um, Alliance of Black Black School Educators. So, I want to um do a special
078shout out to Miss Jacqueline Johnson and of course, Miss Chanel Alexander for making this um creating this event and um it was very well attended, super informative. Um I even said that I kind of forgot that I was there as a board member cuz I was taking notes like this was very helpful interview clinic. Um so, I look forward to to future events. So, I just really appreciate you. Um, I also do want to recognize um it is women's history month. So, not history month. Um, so I do appreciate um being up here with um these amazing women um and our our women that are teaching and being amazing educators. Um also, happy National Social Workers Week. So, thank you for all you do um and being present for our students. Um, I also want
079to do a special shout out to our teachers who will be hosting parent teacher conferences this week. Um, so our gift is obviously spring break. So I hope that you guys have great conferences and you'll get to relax. Um, if you don't have any plans for spring break, I do encourage you to take advantage of free resources at our Phoenix Public Library, South Mountain and Cesar Chavez. Um, it is tax season, so you can get your taxes done for free if you make under $69,000. Um, and there's also, um, great opportunities for our students to read. Um, help us get these goals. If you see that there that we are trying to hit proficiency, um, take your kids to the library, pick up a book. Um, I sometimes play a little game with my with
080my niece and I I go around the house and I'm like, "Give me a number." And they're like, "Okay, four. Okay. All right." Right. And I tell my niece, "Okay, you have to read four pages." That's that was a that was a decision. So, um, please take advantage of our our public libraries. They're there for a reason. Um, there's also steam time there. So, there's fun events for our teenagers. Um, but take advantage of that space. That space is for you. Um, and just thank you guys for that's my quick little board update. So, I appreciate you guys all. Next item on the agenda is item 4.03. 03 which is um REA report. So I will like to welcome Dr. Martha Thomas um Thomas to the podium. >> Good evening madame vice president, governing board
081members, Drs. Theo, our executive team, our REA and RSD community and all of our staff. I am Martha Thomas, president of the Roosevelt Education Association. Um, next slide, Mr. Nate. You can go ahead and move on. We are recognized, REA is recognized by our schoolboard policy as a sole representative of all our employees. At this point, I want to say thank you to all of you for doing that for us. As I stand here today and speak to you. Oh, what is this? Oh, okay. Thank you technology. Um, I want to say thank you on behalf of REA because our Thank you. Um, we have so many of what we call our brothers and sisters in different associations that are fighting to just be able to be recognized by their school district. So, thank you
082so much for doing this and recognizing us as a part of the district and giving us time to be able to report what we do for our community. So, I wanted to put that out there for all of you. Thank you so much. Okay, let's see if this work. Um, one of the things that we have done, we just recently did which we are really proud of. Um, for our 2627 meet and confer resolution, RFD and REA met had our meet and confer teams complete the resolutions for the 2627 school year. Um we REA membership ratified the resolutions on a 63% approval to a 37% rejection vote. So we are really happy that we were able to do that for our district and I'm sure all of our staff are looking forward to those numbers.
083This is a small one here. you you guys can probably see it a little bit more clearer. Um, but this is the new list for the 2627 school year that we have um put together and all this list among a few other forms will be sent out to all of our administrators for our next school year of our visits to our campuses. Um, and the dates that we will be heading over to visit their campus, both REA and AEA. Um we have scheduled two blitz um weeks to do within the year and um so that we can make sure everybody kind of knows where we're going and when we'll be there for each of the campuses. And this is a copy of our um our dates for our executive board meetings and as well as
084our site rep meetings. Our site rep meetings are for all of our members to attend at different campuses. And so each of our campuses sign up for one meeting to for all of us to attend. And that's where we discuss what issues are going on and when when we will be there and what can we do to to help each other to get accomplishments made for all of our members. some of our upcoming event um for the 26th year. What we're finishing out part of this is what we're finishing out this year and then a little bit into our next school year. We have a number of events um our first annual um meet and confer training. It's coming up this month. Um so that we can start preparing others to join in for meet
085and confer. Um we will also have our reelections this month. So we will um share with you the results of those of our officers for um in April and then we have one more blitz for this this year to do um our delegate assembly for our members and leadership and growth summit. These are things that trainings that we go through um for those of us who want to stay in leadership or are thinking of becoming leaders and in our union and um trying to help our union grow. At this point right now, we have we've grown somewhat. Um I want to say we are like at 380 members right now. Um so we're getting them daily. they're coming in and so it's been really really nice. Um, we were planning on we were trying really
086really hard to have our shirts done by today. That didn't quite happen. They'll be done tomorrow. So, we had a a plan of how we were going to present those shirts. So, we're going to kind of do a two a two-way. We're gonna show you what the shirts look like and then we're going to do our presentation next month. Okay. So, we decided that our final for our ESP shirts, this is what they will look like for all of our classified members. Um, this is for all of our certified members. And as was asked by our Madame President, could we possibly get shirts for our board members? So, here we go. Um, governing board member, >> that's just for Ashley is what I'm hearing. Okay, great. Don't be a hater. Don't be a hater. >>
087Here is Dr. Frankit. Um, Papiana Pena and Dr. Michael Buck. And last but not least, Victoria Castro. So you guys will receive your your shirts from our executive board members next month. Um and we will not forget our superintendent and our deputy superintendent. Okay. So all of those will be given to you next month. Um, and we will start, we're going to try to get all of our shirts out this week before spring break to all of our members and then you guys will receive your packages next month. >> Any questions for me? >> Thank you, Dr. Thomas. We look forward to your presentation next month and then a whole fashion runway show. I need all of you. Thank you, >> Madam Vice President. >> Yes, Madam President. >> I just want to say thank
088you to REA. I mean, I didn't expect that we would get personalized church, but I appreciate it. Thank you so much, >> Madame Vice President. Um I know that um Dr. Thomas isn't giving herself credit, but she is the the leader of the um of the REA on our meeting and confer. And um on our consent agenda today, we have a number of increases um for staff. And that was um thanks to the leadership of Rea and um and her work and of course the commitment of the of the district and the the well the the willingness of us as an executive team to uh recognize our employees, but really want to make sure that um that we give credit where it's due to Dr. Thomas and her leadership. Thank you, Dr. Thomas. All right.
089Next item on the agenda is item 4.04. Um, reinventing Roosevelt. I will pass it back to Dr. Bortio. >> Thank you, Madam President. So, for reinventing Roosevelt today, we have um a number of u updates to give you. Um, some of them will be focusing on bond projects. So again, thank you to our community for being so generous in approving our bond initiatives. Um and uh Dr. Battle will um update us on on all the the bond things that we have going on. Also, we will um we will present to you on our enrollment um how we're doing on actual enrollment um uh this year in comparison to the same time last year and then our reenrollment efforts this year and then um the same time last year um as well as um as concluding
090with an update on where we are with um Max Bush um as we are are moving forward with opening that school for the the August clear. >> Thank you, Dr. Gortio, Madame President, Vice President, governing board members, community, and exec team a little bit. I want to want first preface that the slide is more of a resource, so we're not going to spend a whole lot of time on it, but there's a lot of visuals for you to be able to refer back to as you will receive updates. And thank you, Maria, as well for including those updates that our wonderful Mr. Gabe McDaniel Daniel puts together for you. Um, in case the community should ask you what's happening with their bond dollars, you will have that access. So, with that said, we'll starting off
091with Maxine Bush Future Ready Academy. Uh, you'll see some slides and a little bit about the planning to ensure that there's collaboration and input from individuals. We know that we've met several times, uh, Miss Danzy and myself and team with DLR and Concord to get them kickstarted. So there are some things that have already underway uh as it relates the plans, furniture layouts and so forth are being uh discussed. So you'll see innovation forward designs and again please refer back to and if we need to if Dr. Portio if it's her pleasure we can always bring back more detailed um information for you but it's really starting to come together as it looks for our innovation for the future ready campus. So here are some more designs that kind of tell you what the classroom
092structure will look like. You'll see that there will be access from the interior walls so that there's shared uh leadership as well as instruction and open spaces. So this is the front area again. Um you'll see that there's ex exploration studios that are joined to support the group. And then also as I shared walking pathways that will give us access to the front. Just a reminder, we're talking prek through two the first year. And you'll still uh be able to determine what to do with the backside eventually. And then there's a construction schedule. Again, as a reference, you may go back to it to take a look at really the detailed plan that's been put together by the team. That's what these next two slides are for. And then we've got Sunland phase two that's
093underway. Beautiful grass that's out there. It's really popping. And then we had a little accident, not us, but the community. But thank you Bob and team for mitigating that as always as swiftly as you have done. So I want to just say that the the teams that come together that talk about each of the pro uh projects have just been fabulous attentive thoughtful and they've done a lot of good research. So from facilities to construction technology CNS partners in the field um we're looking at a lot of things uh that are going to happen. for instance at Sunland the gymnasium and kitchen that particular building will will be gone eventually and it will look just as nice as the rest of the campus and thank you Miss Beerman team for your input as well. So
094we'll have a new facility phase 2 that will be a competitive gym full size like the other campuses that are full-size as well. So they'll be able to have soccer out there this coming um week. So again that was an expeditious effort of of Bob and team. So, a little bit of the layout. Again, you can refer back to it and be our pleasure to come back and answer any questions um so you can see it more closely. So, there'll be the gym and the dining and performance. Remember, we know Sunland really does an exceptional job with our performance and we were very uh acute to that and Dr. Portillo had some great input about inside outside opportunities for the theater. So, again, lots of good stuff happening there. other bond projects that we're going
095to make sure our new our principal not new but Miss Sylvia will be invited as well. A lot of the same collaborative effort you'll see as it relates to um both Bush and Sunland teams of people meeting regularly making sure that we are addressing all the things that would be helpful and somewhat standard to the other campuses. So we have a community engagement concept development. Miss Miller has a great group of uh parents that I'm certain will be excited about their role in it, the schematic design, cost modeling, board review, and direction. So, nothing will happen, of course, without the board seeing the final drawings, but this is just to remind us again as Dr. Cortillio said, the community is very thoughtful in supporting our bond project. So, as much as we can, we want
096to provide updates. And then we've got Konchos. Had a chance to talk to Dr. Ro today and also Mr. McDaniel. They're going to um get together to ensure that we don't disrupt the work, but also the instruction as we start to uh revisit the front office uh secure and and finalize the the vest view as well as a single point of entry like the other campuses. Security is important to us and we believe that it will really open up things. Um and that's been a long await. So, Southwest Playground, we talked about that at one of our former uh board meetings. Uh that's underway. all the things that you've seen from this this um stand as it relates to how we'll evolve that. We'll also have pastor playground well overdue. Very excited about that. And
097then we've got Dr. Portillo who will provide some enrollment updates. >> And before we go on, any questions on the bond project? >> I do have a question. Um Dr. battle with the with the um outgoing playground equipment. Are we like is that being sold or what are they doing with that equipment? Good question. I think we'll work with finance, but what we've learned is we we really can't repurpose it. Um it's not as safe as and also our trust will won't appreciate that. Um but I can tell you the metal is very, you know, attractive. So, we'll have to figure out how we can get something for that. And I'll work with um the finance department with Chris and Mr. Finn and Bob and the team and assets. We'll figure out a way we
098don't just throw that good stuff away. Okay. So, moving on to enrollment updates. So, the current enrollment, kinder through 8th grade, this includes our special education numbers and self-contained numbers. Um these numbers shouldn't be um new to you since we do report them to you at your mid u month um um uh budget and enrollment updates. But um wanted to um to have your your eyes look on our online registration. So, as we're planning for next year, we focus on reenrollment um campaign as a uh way for us to be able to to um determine our our staffing. So, um, our principles right now have their preliminary staffing, but as enrollment, um, reenrollment, um, and any new enrollments, um, show up, then we're able to then as as time goes on, start to, um, make
099sure that we have the right number of staff at a particular school, at a particular grade level. So, reenrollment is very important. um as I've been um going on tour on radio and um a couple of different um um opportunities that we've had to um have some um some TV media and um also um with different social media. I continuously tell parents it's like planning a party and you know that you're planning for a hundred but then right now it looks like only 20 people are coming and then you know the day of the party 150 people come. So, it's really tough for us to be able to uh to budget and provide the appropriate amount of staffing at the in the right grade level at the right school without having that reenrollment. Um this
100is the third year now that we're going into um doing uh our reenrollment effort. Um and so here we have our numbers um of reenrollment this year in comparison to last year. So um at this point in the year, right? So, what we saw as a pattern last year is we had a number of families enroll their children um or reenroll their children, confirm that they're coming um the couple of weeks before school started and even the week after school started um which is is tough for us. So, as we're trying to move our culture um as a district away from that, we continue to um push having um efforts um to drive that reenrollment. So, we'll continue to give you reenrollment updates. Um we do see some campuses that have really um increased the
101amount of reenrollment um commitments um so far in comparison to last year. And then we uh leaned into those that um have a different number from last year in the negative way so that we can ensure that um they're they're consistently um using every opportunity that they have to help parents to reenroll. >> Dr. Pat, can I just ask a clarifying question on the last side? Um when we look at those numbers when you have the completed online registrations are any of those including kindergarten or are they not including kindergarten? >> Yes, Dr. Frank. This is K through eight. >> Okay. Correct. Thank you. >> Yes. So that's a a great question because our eighth grade class that is outgoing. Yes. So yes. So it does include our kindergarten. Thank you. >> Uh Dr. Bio
102also follow up with us. So, um, cuz we do see some campuses are really thriving with this. Um, are we seeing their best practices or are they like running little campaigns to kind of get parents to do that or like what are we doing to kind of see if we could replicate that everywhere? We have a principal meeting on uh Thursday and um during the uh Danny dialogue part of the principal meeting and we'll get giving an opportunity for um campuses to share their um their um initiatives that they put together to get that number up. But it it's just a really important number so that we can confirm and and make sure that as we open the year we don't have um classes that are too large um which has been a concern that
103has come up in our uh in our surveys. We know that there are a limited number of teachers in Arizona. So, the sooner we know how many teachers we need, um the sooner that we can make sure we commit to them without also um being wasteful and having class sizes that are then too small. Again, this is the last slide um that we just want to share with you. there was a request from a board member about the staffing and so this is what we are initially looking at at the same time just like the other campuses. It's our hope uh that the enrollment continues to grow throughout the district and there will be adjustments made as we have done before not only at Bush but also at the other sites. So we just want
104to assure you that you know there may be some positions that won't be backfilled. I want to commend the human resources department and the exec team as we look at this uh regularly especially as we get in a good rhythm and the and the principles and their communication of flexibility of understanding that there may be a time that we'll have to adjust and u provide a pivot or two but nevertheless this is the request and the response that was we have today thank you Dr. Bortilla Dr. rattle. Any questions or final thoughts? All right, moving on to the next item. 4.0 Oh, just kidding. Not 4.04. Um, next item on the agenda is um approval of the consent agenda items. Um, is there a motion to approve consent agenda items 5.02 through 5.19 as presented?
105>> So moved. Motion by Oh, sec. Any second? >> Second. >> All right. Motion by Dr. Frankitz, second by Miss Pena. Um, is there any discussion? Hearing none. Um, all in favor say I. >> I. >> Any opposed? >> That was a I, so it was just a late I. Okay. All right. Motion carries. >> Yeah. >> Yes. We >> So people are officially now employees. >> Yeah. We got some good stuff in there. All right. Moving on to the next item um which is action item 6.01 01 um approval of the board self- evaluation held on February 3rd, 2026 with a score of 39% on the student outcome focus governance evaluation tool and the BAE governing board self-evaluation instrument as discussed in the meeting. Is there a motion to approve um item 6.0 to
106approve the governing self um evaluation? Madame Vice President, just to clarify, it's 39 points and I moved that we approve. >> All right. >> That's my That's my bad. I put 39% and I'll second. >> Thank you. All right. Motion by Dr. Frankitz, second by Dr. Hodgej. Madame President, um, and is there any discussion on this uh governing board self-evaluation? Hearing none. All in favor say I. >> I. >> You're not late. Dr. V. Good. You're on time. >> Any opposed? >> Hearing none. Motion carries. All right. Next item. 6.02. Uh recommend that the governing board discuss and vote several bylaws change uh change proposals from the Arizona School Board Association. Our governing board will determine how our district votes uh district votes will be cast. So this is one vote per district. Is there
107a motion to approve item 6.02 to approve the vote on the bylaw change proposals from the Arizona School Board Association? So moved. Is there a second? >> Second. >> Okay. Motion by Dr. Frankwoods, second by Dr. Hodgej. Madame President, is there any discussion for item 6.0? Yes, madame vice president. Um, so when we had our study session last month, there was a question about how the board would cast our vote, if we needed to basically appoint um, representation, and we don't. So, we just need to complete a form online before March 6 indicating if we approve the bylaw changes or not. And then I also just want to provide a little color um, from ASBA and and why the bylaws um, are being asked to be voted on. Um, and so what they're saying is
108that last year feedback from member boards indicated that the volume and the complexity of the proposed bylaw changes presented simultaneously was difficult to process effectively. In response, the governance committee chaired by Chris King of the Veil School Unified School District and Puma County Director undertook a thorough review and refinement of the proposals. The revised bylaw amendments are now being presented for board member consideration. And at a very high level too, um basically um it allows for um standards and consistency. Um some meeting and voting procedures were updated. Um more executive oversight. So it's strengthening is strengthened. And then representation reflects the current census and data. Um, and there's clear rules for emergencies and would it allow us to have electronic voting? So, that's a summary of of the bylaw changes that we are voting on.
109>> Okay. Thank you, Madame President. Um, is there any discussion on the ASBA bylaws? Okay. All in favor say, "I." >> I. >> Any opposed? Motion carries. Next item on the agenda is item 6.03, approval of the progress monitoring report for academic goals number two and number four by roll call. Um, is there a motion to approve item 6.03, approval of the progress monitoring report for academic two and four? >> Is it do we do roll call first or do we do >> we have to do the >> Okay. So, >> thank you. Is there a second? >> Second. >> All right. Motion by Miss Pena. Um, second by Dr. Buts. Is there any discussion? Um, no discussion, but again, I just want to commend uh, Superintendent Portio and the work that the team has
110put in um, to move us from where we were at the beginning of the year to where we are now and just really appreciate the work that we are doing to continue to get better for our students. >> All right, Miss Alanise, can you please uh, make roll call vote for item 6.03 to approve the progress monitoring report for academic goal number two and number four? Thank you, Madame Vice President. Roll call vote for item 6.03 to approve the progress monitoring report for academic goals number two and number four. Starting with Dr. Michael Buts. >> I. >> Miss Victoria Castro Carell. >> I. >> Dr. Megan Franowitz. >> I. >> Dr. Ashley Hodgej. >> I. >> And Mrs. Tatiana Pena. >> Item 6.03 03 approved with the completion of roll call vote 520. Wonderful. Motion
111carries. Um, next item is 6.04, approval of the progress monitoring report for superintendent guard role number two. Um, by roll call vote. So, is there a motion to approve item 6.4, approval of the progress monitoring report for superintendent guard role number two? >> So moved. >> Second. >> Okay. Motion by Miss Pena, second by Dr. But is there any discussion on item 6.04? Again, deéja vu, I just want to commend Superintendent Portio on achieving all of those interim guard rails um and the work that it took to be able to take that from the community engagement um sessions that we had, you know, two years ago to be able to be where we're at now where we're kind of hitting those guardrails and um those internal guard rails and being able to mark those off
112the list. So, just huge huge work there. All right. Is there perfect any more discussion? Okay, I will pass it on to Miss Alanise um to make a roll call vote for item 6.4 to approve the progress monitoring report for superintendent guard number two. >> Thank you, Madame Vice President. Roll call vote for item 6.04 to approve the progress monitoring report for superintendent guard row number two. Starting with Dr. Michael Buts. >> I. >> Miss Victoria Castro Carell. >> I. >> Dr. Megan Franowitz >> I. >> Dr. Ashley Hodgej >> I >> and Mrs. Tatiana Pena >> Item 6.04 approved with the completion of roll call vote 5 to zero. >> Thank you. Motion carries. Next item on the agenda is item 6 7.01 information and discussion. Um is there any discussion? Seeing none. All
113right. Next item on the agenda is item is executive session 8.01. Is there a motion to enter executive session? I'm seeing no motion. Um the board will not enter executive session and we'll proceed to the agenda. So next item on the agenda is adjournment. Um let's see. Have having concluded this meeting is there a motion to adjurnn? >> So moved. Second. >> All right. Motion by Miss Pena, second by Dr. Buts. All in favor say I. >> I. >> Any opposed? Meeting adjourned. Thank you. Have a good night.