Roosevelt School District No. 66 Governing Board Meeting - Feb. 3, 2026

001Dr. Haj, can you hear my audio? >> Yes, I can. Thank you. >> Perfect. Thank you. Count down the seconds. Good evening and welcome to the public hearing. It is called to order. The next item on the agenda is roll call. Maria, can you please perform roll call this evening? >> Thank you, Madame President. Good evening. Roll call for tonight's public hearing meeting on Tuesday, February 3rd, starting with Dr. Michael Buds >> here. >> Miss Victoria Castro Carell >> here, Dr. Megan Francoitz >> here, >> Dr. Ashley Hodgej >> here, >> and Mrs. Datiana 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 to approve the agenda? So moved. Second. Moved by

002Miss Pena, seconded by Vice President Castro Corel. Any discussion? All in favor indicate by saying I. >> I. I. >> Motion carries. Next item on the agenda is the public hearing for the official recommendation for establishment and opening of Maxine. Bush Futura Academy and adoption of school boundaries. And I will pass it to Dr. Portillio. Thank you, Madame President, uh members of the board, executive team, and Roosevelt community. We are excited today to share more information about Axino Bush Veretti Academy. And to do that, I'm going to pass it on to Dr. Anna Battle, who has been leading the charge on the planning. Thank you very much, Dr. Portillio. Madame President, governing board members, I'd like to ask if Miss Danzy would go ahead and head this way. So, I want to just give her

003qualify her. She's not feeling real well today. So, we got lots of grace for you, my dear. And so, thank you for being here. >> Thank you. Good evening. So, what we're going to do, um, soon as we get the slides up, are you joining? Okay. All righty. So, can we go to the next slide? Thank you very much. So, the items that we're going to talk about this evening, um, board members, include a public hearing, which is required, and a brief boundary presentation. Secondly, you have in the uh presentation a policy or regulation that defines what our requirements are to request boundary changes and the processes. And then thirdly, we'll talk about the closure of M O Bush and that is only to um address the next request and that is a name change.

004There's not a drastic change but we have um some information to share the reason for that. And then lastly, just a little more color about some of the marketing that has occurred up until this point. So with that said, without further ado, if you go to the next slide. So the name change recommendation, closure of Maxine Obush Elementary School with the CTDS number as you see listed and then reopen Maxine Obush Future Ready Academy. As you have heard in previous board meetings, we talked about with you as well as the executive team what our goal is here in Roosevelt as it relates to future ed academy. And when we had the opportunity to consolidate schools last year, we shared with the public that we were going to u initiate at the proper timing an innovative

005school. So this is the part of the requirement to make it official. So, we're recommending governing board officially close Max Bush Elementary as it relates to uh the CTDS number um just to ensure that there is a separation between the schools. But in fact, Max Bush is still present with the name but with future ready academy to be really clear that Miss Miss Danzy will share uh the purpose and the reason for that. If you'd move to the next slide, please. And then the boundary recommendation policy JC and regulation JCR along with ARS 15341 says there must be a hearing with public comments available along with notice and maps of the boundary changes. So, we've included that and also the language in the law as it re requires for us to send communication out and

006the timelines in which that should happen. Next slide, please. So you'll see that the proposed boundaries include the entire district. Most of our sites um have specific boundaries. So intentionally we said any school that lives in the Roosevelt boundaries will be eligible to attend. And again more information will come here shortly. Next slide please. So, at this point, we're going to have Miss Danzy share more information relative to the new school, Maxingo Bush, uh, for our public, as well as if you all have any questions, she'd be glad to entertain them. And myself, Miss Danzy. >> Absolutely. Good evening. Good evening, board president, vice president, superintendent, deputy superintendent, executive team, board members, and community. I'm super excited to present some information regarding the opening of the brand new academy. This presentation explains how Maxino Bush

007Future Ready Academy was intentionally developed. Um the rationale behind key decisions and how coherence has been maintained throughout the planning. Next slide. The design began with listening to community voice, studying proven models and grounding decisions in learning science and future readiness. There were opportunities for us to visit district schools, charter schools, instate, out of state, and pull some of those things that we saw that were effective for them and we know to be effective as far as how students learn to apply it and add it into the design process and the visioning for what we wanted this to be. I also did some virtual studies on some um other countries that have been proven to have high academic track records of excellence um focusing on Finland which they um implore a student centered and personal

008growth vision. Singapore focuses on problem solving and critical thinking and we all know those are things that our students need. So we decided to use the transcend design process and transcend is a group of educators, innovators, and change makers with experience as school and systems leaders. Their mission is to support school communities to create and spread extraordinary learning for all. They believe the future demands something different and activating this transformational change requires shifts or leaps toward extraordinary learning for all. I absolutely believe the same thing just based on what we've been seeing from student performance for the last few years. Um we use insights from the science of learning and development with other additional context in order to start this process. Um we asked ourselves to focus on the principles we know in design that

009most affect how students learn and there were some implications for our school design in that. And so we decided to create questions that keep us grounded and keep us focused and keep us honoring what we know best about how students learn. And so everything that we decide or decisions that were made began with the question of how might we design learning to why? Because we want to make sure we continue to honor what those factors and what those principles are, which I will share over time. So it's very intentional over just traditional Learning science identifies four factors as critical to student success. They became our filter for all major design decisions. Those four factors include cognition, motivation, identity, and individual variability. Each of those factors have many, many different principles attached to them. But the

010goal was to pull the principles that most connect to this community, this particular school and the goals for growth and where we wanted to go and where we were seeing um what was needed as far as the surveys go where the qualitative and the quantitative data. So we chose to focus on the principles of relevance and meaning, agency and ownership, belonging and identity, perspective and growth. There are some very um specific features that make this school distinct. These features are core to the design and directly reflect how students learn best. One is team teaching. We know that when we have the knowledge of multiple experts, students are going to better be able to connect the information. They're going to be able to connect to a person. um the team won't get burned out because there's

011only one person trying to supply all of the answers and all of the supports for students and it takes a collective group of people. I think I mentioned this um talking about the design of the building. There were about nine or 11 of us sitting having a conversation and making decisions about the design of a building, but we're talking about the design of students minds. It takes a team. It takes a village. It always has. mixed age learning studios. This means that our classrooms will not just contain one age group. It'll be mixed according to skills development and interest because the younger kids have opportunity to learn from the older kids as well as the older kids having a chance to mentor and be a representative model of what it means to be a a

012student who would tribes who wants to be there, who wants to learn. And so it makes sense to meet them where they are regardless of the age difference, but we'll make sure that we have them in pods so that there's not an extreme age difference in students. So for example, the first pod would be a um K2 pod, so to speak. And so you would see kids moving according to their skills need. And once they got it and they've shown us that they're ma they've mastered it, then they move to the next level of performance. Outdoor and nature integrated learning is something that we saw when we did a school visit to I believe it was Delmare Heights. They did a fantastic job of pulling in the elements of their community and aspects of nature

013that we know will motivate students, including gardens. Um they had a a very beautiful garden and it was really incorporated into the way the students worked daily not just for academic means and content needs but for um those soft skills that collaboration and working together creating that sense of community and being one with um a a bigger picture not just within the classroom. Whole child community embedded experiences are all about those things that um are in addition to academics. All those things that we know students need in order to thrive, not just the academic portion of it. Flexible learning spaces. Well, the saying is form follows function. Uh our schools and and learning has a different function than it used to. And so the form has to change. The form needs to comply with the

014function. And so we need to think about that and be able to be flexible in what that looks like. Our students want choice, agency, and autonomy. This creates an opportunity for them to be self-sufficient, self-reliant, self-disciplined, not expecting someone to tell them what to do or to do it for them, but allowing them to have the opportunity to do it for themselves and to want to do it for themselves. Launching with these grades, which is just preK through second, um allows depth, quality, and long-term sustainability. We wanted to make sure we focused on the foundational years of students along with the foundational years of this particular instructional framework. It's a developmentally um aligned system. It's aligned to the model. We also needed to consider what resources will we have? What opportunities will we have as

015far as the building goes for what we're saying we want to do. You can only do so much. So, you have to be very aware of the physical space and and the remodeling that's going to take place. The more students we said we were going to take within this first year, the more remodel, the more money, the more everything, the more resources. And so, we really need to think about, okay, we want to start this strong. We want to be able to sustain what we do and we want to be able to work out whatever kinks in the system we find before we scale it up because you always want to scale up excellence. Okay. Why open enrollment? Well, open enrollment supports equity. It supports access and responsiveness to families seeking this model. This was

016something that families said they wanted. This whole design was based on input from the community. It was based on input from the students and any staff members that participated. Um, it allows us to expand access to to innovative learning for anyone in the district and those outside of the district that want to be a part of it. It honors family choice and it is aligned to the district's innovation goal. We say we want to do something different, something unique to reach the students. This is our opportunity to do that. Okay. So, I've heard a lot about application. Is there really an application process? Yes, we do have an application process, but that application process is not meant um to screen anyone. The application helps us understand family interest. It ensures families have a clear picture

017of our learning model. We plan for the appropriate student support and manage enrollment fairly if interest exceeds available seats. The application again is not a test and it's not used to screen students academically or behaviorally. It's just meant for everybody to have a a clear picture of what they're getting into, what you should expect when you come through those doors, and then what we need to do to support your family and your child or children going to that school. Why the name? Well, this name communicates the school's purpose clearly to families in the community. It signals a future focused mission and it reflects the learning model we wanted. We wanted to honor um identity but be able to evolve with purpose. And so it the decision was made about creating future ready because sometimes what

018you have to do to be future ready is going to shift and change and you want to have an open window to be able to adjust for those needs and those shifts and those changes without being pigeonheld to just one thing. We ended up sending out a number of surveys. Um we had I think our student focus group survey, our new RSD school group survey. um the school tagline survey and then we had some focus area discussions and there were about I would say between 100 and 240 participants for each of those surveys and all of them were open for about over a 100 days. Some of them it was about 150 days. How did we collect our input? A number of different ways. It was collected um continuously through multiple channels. So on the

019weekends and during the week, in the evening, we were able to have some listening stops where we spoke to people within a church, within a barber shop to gather information from them and to share information about what the plan was and what the idea was and the intention behind it and why we were doing it the way that we were doing it. but also to let them know that whatever information that they were sharing with us and whatever their perspectives were, we were going to include it in the decisions and in the evolvement of um this iteration of this school. We were able to also create committees. So, we had a number of committee meetings. One of those committees was the RSD um committee which is made up of RSD employees. So we had people

020from wellness um from curriculum from early childhood from the community outreach and communication portion participate and it shifts as the need shifts. So as we start to talk about and get ready for different um parts of the planning process. So now we're kind of in the implementation stewardship. Before we were in the visioning stewardship, we will start to ask different p people to participate. So I would have separate meetings with technology as needed and pull whoever in that is um need to be a part of that conversation, need to be a part of those discussions. We also have our um community committee which meets once a month and they were a big part of the visioning aspect of this and and the foundational understanding of where we wanted to go with what that vision and

021that mission should look like and why we needed that community input. Um there was a a survey again put out to the community that was out there for about 200 days actually and unfortunately I only had about two people um actually fill it out and show interest but we were able to take some um recommendations and some considerations and actually call them or talk to them to invite them to participate. We currently have about five people that take play a part that are a part of that committee um that meets regularly and I don't think I shared the RSD committee meets bi-weekly. So we had surveys that were shared and these were some of the results from those surveys. We had a student survey but we also had the the family staff and community survey.

022So, as you can see, there were um a number of things that they brought to our attention in the planning for this and we actually incorporated it into what our instructional framework was going to look like. They wanted small class sizes and individualized support. Our school will be focused on personalized learning and because we have team style teaching, we're able to accommodate a more intimate instructional aspect. Um they wanted stronger expectations and academic rigor. We have mastery based learning which means you do not not move forward until you show us evidence of mastery on skills and concepts. They wanted us to prioritize hands-on project based learning opportunities. We've built in um project based learning along with challenge based learning. We are actually now um a school for project lead the way. So we are officially

023a project lead the way school which is really cool. So, we'll have access to a number of different opportunities and resources. Um, they wanted us to broaden the definition of student success beyond academics. Well, that's where that identity, belonging, and family circle bit comes in. We want to make sure that we define success beyond just academic outcomes. There are so many things that go into creating a successful citizen, a successful person. And it's all about who they are as people, including the personal character. And so from that we developed our portrait of a bush learner based on um the needs and what we saw and the desires. And we didn't just do that for the learners, we also did that for our learning guides which are our instructors and those who support the students. Our

024student survey said that they wanted voice and choice in their learning. It was limited. They want a problem solving culture that is consistent and this was on both ends. Safety, belonging, and caring relationships that was top of the line. And I think that is something that having that teambased support um is really going to help with because you know they are going to know their kids. This group of staff, these group of individuals will know those kids up and down, left and right, especially when they're personalizing the learning and creating those personalized learning plans. They wanted opportunities for creativity, leadership, and problem solving and engaging relevant learning experiences. Those experiences need to be actually connected to their reality and their world. If they can't make those connections, they're not going to learn it. Usually, when

025you come out of something remembering something or or really um tapping into it, there was some kind of connection that you made, whether it was intellectual or emotional, and we need to make sure we do that for them. Listening tour. So on the listening tour, um these were pretty much all adults. Um it was some people who had previously participated in the district, some people who were no longer a part of the district, um some people who were still in the district. These were the things that they shared. uh they actually wanted to know one of the big things was knowing um what the students are expected to know by the end of each trimester. They want to be able to say, "Okay, this is where they're starting and this is where they're ending." And

026so, um in order for us to support with that, we've created some very specific outcomes that we want students to get to by a certain point in time by the end of the trimester. And there's a very clear um indicator of performance for each of those steps along the way so that there is no question you always know okay I can do this now in order for me to move to the next level this is what I need to do. Um they wanted opportunities for um learning for them to learn about technology and the resources that we have within the district and the things that we're using so that they can support at home. And one of the the the most interesting um parts of this was that they actually wanted to have parental participation

027requirements for students who attend the school. So their question was um how are we going to make sure that those who decide to join this school family will actually be a part of this school family and take the time and spend the time no matter what that looks like because parent participation can be a number of things. And I have a menu of options for them to choose from in order to participate. And it's friendly for those who work because I know I work. I work full-time. My husband works full-time. So, it's hard for us to get into the school. But there are so many other things that you can do to participate. But overall, they were feeling excited, hopeful, thankful, and wanted to help. How with information shared, we had multiple feedback loops ensuring

028transparency and alignment. There were exact teaming presentations as we started rolling through this process along with an initial sharing of the timelines and the phases for how this was going to be built out. Um we had RSD planning team updates. There were u community committee meetings. We had our deputy superintendent check-ins on a regular basis and she shared information with um Dr. Portillo and then we had some general board updates. But as we get more specific and get into the nitty-gritty, then the updates will be very much specific. 4-day instructional week. There was a 4-day instructional week recommended based on the workload demand for personalization and individualized learning plan. But let's be clear, it's not a 4-day work week. you work five days a week, but you have um a mandatory instructional day with students

029as the certified staff Monday through Thursday. And then on Friday, there's an optional structured day for students for those families that want their students to still have an opportunity, but the staff will be getting all of their trainings. They'll be doing their plannings. They're looking over their data, making plans, um modifying those personalized learning plans on those days. And it is very clearly laid out what that looks like. And it guarantees them the opportunity to not have interrupted planning time and not have to cover for someone else because it is hard work to do this. You really have to be in there and consistently looking at data, consistently looking at where students are to make those adjustments in real time. Why this model? Well, Arizona requires instructional hours. It It's not specific days. They want

030you to meet a a certain number of hours, and we're able to do that in the schedule. Longer blocks, of course, support deeper deeper learning. We want them to go as deep as possible. We don't want it to be surface level because if they go deeper, they're going to be able to apply it in other areas, in other ways. It enables us to have a strong team-based model. Um, and it it just is a wonderful opportunity for kids and the team to get really connected to learning. Our instructional time um for our kindergarten group and uh first through third meets the required instructional hours. So, we are good to go there. And then the Friday planning time allows us to improve lesson quality and make sure that it's consistent and make sure everyone is on

031the same page, what what things look like as they're working together with the kids. Here's an example of a potential master schedule for Monday through Thursday. Um, in this schedule, you can see that there is very specific structured literacy time. I am a reading expert. I am an early childhood expert and I totally believe that you must have that. So that will not change. We will follow that structured literacy um foundation because we know that the science of reading says this is how they are going to best learn. And our project based learning, our challenge based learning wraps around that. It will wrap around that. And so we incorporate that in a number of different ways. Here's a potential master schedule for those students who attend on Friday. So, as you can see, it's not

032just we're going to play all day. We're going here and this is what we're going to do. No, you're going to get the supports that you need, whether that's enrichment, whether that's that personalized intervention, whether it's extending um your project- based learning and what you need to do with it or having opportunities to do community- based learning including outdoor gardening. So there's a number of different opportunities for kids um on this day. Things that make Friday special. Well, it strengthens the student agency. It reinforces mastery based learning. Um and it allows families scheduling flexibility while maintaining high quality learning opportunities. It allows students more opportunities for enhancement and processing of their tier one learning experiences from the week. community assets are used in this um formula in this framework to support learning. Like we said,

033we want to make sure that we allow the students to see the connections to real life, to their community, to their reality. And so we built that in because it was an opportunity when we looked at what we could possibly do in the community. That was a big opportunity. So, Maxino Bush Future Ready Academy will continue to evolve based on implementation evidence and community feedback. This planning process reflects discipline, responsible innovation aligned to district goals and vision to create better futures for all through education because we know not one sizefits all. >> Yes. Thank you very much, Miss Sansy. What I'd like to do is close with this. Well done. As an elementary school district, we have a responsibility to ensure that we're building our students skills to prepare them for the next level. And

034while we were doing this, at the same time, we would say that the graduation profile had been published and it's for state of 48. So, for example, what you've heard and delivered by Miss Danzy are a few futures and so I'd like you to crosswalk it with me. Enrollment, employment, enlistment, service, and entrepreneurship. So as an elementary school district with this model as well as with our other schools, it is our goal to show evidence towards these futures. And of course we all know that our kiddos need to have digital literacy. They need to have critical thinking. They need to have creative opportunities for the innovative thinking, adaptability, collaboration, ethics, and impact. Those are all evident and will be evident on a regular basis as we continue to grow our students talent in our teachers

035professional development. With that said, we thank you very much. And that's the end of our presentation. Thank you so much, Miss Danzy and Dr. Battle. Um, the next item on the agenda is public participation. It does not look like we have any public participation for the public hearing. Um, with that being said, the next item on the agenda is adjournment. Having concluded our public hearing, is there a motion to adjurnn? >> So move. >> Second. >> Um sec um moved by Dr. Buts and seconded by Castro Corel. Um all in favor indicate by saying I. >> I. >> Meeting adjourned. Good evening and welcome to our regularly scheduled governing board meeting and I call it to order at 6 o'clock. The next item on the agenda is the pledge of allegiance. Please stand for the

036pledge of allegiance and a moment of silence. Thank you. You may be seated. Next item on the agenda is roll call. Maria, would you please make roll call for this evening's meeting? >> Thank you, Madame President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, February 3rd. Starting with Dr. Michael Betts >> here, >> Miss Victoria Castro Carell >> here, >> Dr. Megan Francoitz >> here, >> Dr. Ashley Hodgej >> here, >> and Mrs. Datiana Pñena >> here. >> Thank you. We do have a quorum to proceed. >> Thank you so much. Next item on the agenda is the adoption of the agenda. Is there a motion to adopt the agenda? >> So moved. >> Second. Motion by Miss Pñena, second by Vice President Casha Corel. Um, any discussion? All in favor

037indicate by saying I. >> I. I. >> I read Megan's eye or Dr. Franco's eye. Motion carries. Next item on the agenda is approval of the minutes. Um, is there a motion to approve the minutes for the month of January 2026? >> So moved. Second. Motion by Miss Pñena. Second by Miss Casha Corel. Um any discussion? All in favor indicate by saying I. >> I. Motion carries unanimously. Um and next item on the agenda is student outcome focused governance and anchoring the the community on Roosevelt's vision, mission, and values. Give me one second. Am I elevated to a panelist? I'm not seeing anything. Hold on. Let me log out and log back in. Okay, maybe not. I think it's frozen. Let me see. Can I send it to you, Nate? Thank you for your patience.

038Um so I'm just going to talk through it so that we are not wasting more time as technology is not being my friend right now. Um so as we all know that we adopted student focus governance um a few years ago. I think this is our third year. Um, and our entire board is committed to student outcome focused governance and making sure that we improve the academic outcomes of the students in South Phoenix. Okay. Just tell me right here so I can just talk, please. So we review our our our vision and is a community united to create better futures. Okay, thank you so much for helping me. Um, can you elevate me to a panelist again? Yay. Thank you. I apologize. Thought I was ready. Okay. regulates. >> Yeah, thank you. Um, so when

039it comes to student outcomes focused governance, our focus is improving student achievement and success through researchbased policym and decisions to increase the learning outcomes for students. Um, you can see here, this is a picture of one of our community uh two-way communications that we did earlier on as part of that goal setting. Um, and one of the things that we do as a school board is set our goals and guard rails based on our community's feedback um, to reach that vision. Student outcomes focused governance really means that the board is putting students and their outcomes first in every single decision that we make. And that means that we are working together as a board with the superintendent, Dr. Portio and the executive team along with all of our uh principles, people on the campus and

040the entire RSD community to make sure that the vision and goals are moving into student outcomes, our values are being translated into our guard rails and that in every board meeting we are getting those progress monitoring updates to know whether or not we're on track. And functionally, what you'll see that's different for a board that's focused on student outcomes governance is that 50% of our time at board meetings. Our goal is that 50% is spent on student outcomes. Our board adopts a budget that is prioritizing our adopted goals and guardrails. The superintendent evaluation focuses on those adopted goals and guardrails and that our conduct as a board we've agreed is rooted in our guardrails, community collaboration and vision. We have increased two-way communication regarding those goals and guardrails. And we hope that there is alignment

041from the boardroom to the classroom to the living room. >> And we have adopted um goals or academic goals. And it's easy to remember 45 and five. The first one is the percent of fourth grade students that score meets grade level or above on the AASA ELA will increase from 20% to okay, it's okay. uh 20% in August 2023 to 45% in August 2028. Number two, the percent of fifth grade students that score meets uh grade level or above on AESA math will increase from 11% on August 2023 to 45% by August of 2028. Uh the third one is the percent of seventh grade students that score meets grade level or above on ASA ELA will increase from 22% on August of 2023 to August 2028 or 45% um by August 2028. And the fourth

042is the percent of eighth grade students that score meets grade level or above on AASA will increase from 12% to 45% by August 2028. We also um established some guard rails for the board to go by. The first one is make sure that we have a healthy board conduct and discourse. Um second is our operating procedures. The third is um that all of our decision making is focused with the student outcomes first. Uh guard rail number four is the financial integrity and guard rail number five our engagement that we have with the community. Our superintendent also has guardrails for a total of five. Guard rule number one, the super 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

043district to stakeholders including board members, students, parents, staff, and community members. Guard rule number two, the superintendent shall not fail to consider climate surveys 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 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 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 guard rule number five, the superintendent shall not fail to ensure

044progress towards exiting ATSI and CSI status, which ensures that students with special with special needs and English learner and African-American receive equitable access to high quality instruction, resources, and support services tailored to their unique needs to promote their academic success and overall development. All right. So, as always, thank you all for joining us on this lovely Tuesday, which happens every first of the month. Um, so thank you guys for joining on Zoom. And for those that are here in person, um, bring a friend next next month, next Tuesday. Um, we like to have a full room. Um, but as always, please continue to share your voice. Um, give feedback, share our awesome posts on Instagram and our Facebook. Our comm's team does amazing jobs with our videos and our pictures. Um, and also hold us

045accountable to the goals and guardrails. If you forget them, they are on our wall 45 and five. Um, and continue to build this partnership and collaboration that helps us move our students forward. Thank you. >> Thank you. Um, next item on the agenda is the discussion of our our board evaluation. Thank you all for submitting your information and we'll get to the other screen and we'll start with the um the SFG one. So you'll notice that I went ahead and where there was majority I put the board total. So for vision and goals um majority was at a 25. Is everybody okay with the 25? >> Yeah. And I probably meant a 25. So I think I was just I put it in incorrectly. I agree with the 25. Thank you. Um the next one

046is values and guard rails. Um we landed at a 10 all across the board. Oh, okay. That was unanimous. And then for monitoring accountability, we do I mean majority was 10, but I would love to hear from Dr. Frank as to why um you chose a zero. Um the reason I didn't um put a 10 was because this included our December period where we said the um one of the components under 10 was the board has received monitoring reports in accordance with its monitoring calendar. And in December we there was a set of reports where we got everything batched together. I forget if it was January, December where we got a a few progress reports together. And so to me, we got them, but it was off of our normal progress monitoring calendar. So until

047we get past that cycle, I don't think we met that criteria. So that would put us at a zero for me. >> Thank you for reminding me um that we did talk about that. So I'm going to change mine to a zero cuz I do agree um with that. I don't know how anybody else feels. >> I second that. Okay. So, zero. Thank you. >> I think we are on track to be able to hit that 10 next time. And you know, kudos to the executive team for doing all the things they need to make sure that we're we're on track to hit that next time. >> All right. The next one, um, we did not have a consensus. Well, actually, there is kind of majority is zero. Um, and I think that was a

048similar >> I'm willing to move to zero. I think I I'm um there are some things I I did not um think of with that one. So, I'm okay with changing mine. >> Yeah, I think for me it was the second bullet point under zero. The board did not receive the final version of materials to be voted on. Yes, there has been some changes and I specifically did take something off of the agenda the other day, so on Friday. Okay, so the next one is unity and trust and we were split two threes and and two ones. I'll open the floor for anyone who would like to to talk first. Um I'll just name for myself. Um based on previous board discussions that we have had, I don't think we've met the criteria of the

049final point in the meeting student outcomes focus. I don't think our board has unanimously agreed that all board members have honored their ethical boundaries. Not necessarily. I'm Am I saying that I have said that, but I think as a board we have not agreed. >> Okay. I I'm in agreement with Megan on that one. >> How you feeling? It's the unity and trust for zero to move it to zero or one >> to zero. We're just your feedback. Could you put a three? >> No, it's me. We're moving it to a one. Not not >> Oh, yes. Yes. Yes. >> Yes. A one. My apologies. Thank you. I'm okay with with moving it to a one. >> Okay. >> But just know I'm at a three. I trust you. I'm just I'm good with a

050one. >> Did I put I think I put a three, too. Yes, I'm in agreement. Okay. Let's move that to a one. And then for continuous improvement, we were all at a three for a total score of 38. Okay. The next one >> and then um President Hajj I think when we had talked about this during our study session I think what we had discussed is assuming that you know all of those progress monitor reports are on time and we are receiving our materials on time. >> Those two should resolve themselves by our next evaluation which would put us on track for those other two. We there was no additional things that we needed to do as a board to get those on track other than maintain our current schedules. Is that right? >> Can

051you repeat that one more time? Megan, we were >> Yeah, for sure. >> Um, so the two that we were off track on, um, in terms of the progress monitoring, making sure that the progress monitoring is on track so that we're matching the progress monitoring calendar and then receiving the materials in time prior to the board meeting. for those two categories. Those were the items that we needed to to resolve before the next selfie ballot in order to be on track in those categories or are there other things we need to do in those categories? >> No, I think that was the biggest thing. Oh, go ahead. Agreed. I think um something also to note is because I think what also made it really difficult was the time of year. So knowing that when we're

052hitting that November, December, it's easy to kind of get schedules mixed up. So, let's just really keep that in our mindsets for this next year as that that time comes by. That's like a more difficult time to make sure that we're abiding by all those, you know, um goals that we have set. >> Yeah. Thank you. Okay. For the next one, Let me pull it up. Give me one second. >> Also, kudos to us for really tightening up this selfie bow process. I think this is the fastest it's ever gone. >> I would I would agree with that. It's taking me longer to I didn't have the other document to find the other document um than anything else. I was prepared today. Um for the first one which is financial management. Um, it looks like

053we all majority chose a two. Let me get the definition. Disregard the numbers because Yeah. Okay. So for the first one, the board re reviews or establishes district policies that ensure proper budgeting and compliance with applicable laws rules in USF FRS USF FRS. Um, so is everybody okay with the two for majority? Okay, the next one >> I'm okay. Go ahead. Okay, the next one is a three, which is the board approves a budget that will provide the necessary resources to properly manage the district finances. We okay with the three? Okay, are we okay with the two for the next one? Okay, look at y'all. All right, and then the next one is a three. Are we okay with a three for financial management? Yeah. What about um the next one? A5. We a majority

054has a two. Are we okay with a two? I hear a yes from Dr. Buts. What about you ladies? And that one is A5. The board keeps the community informed about the district's finances. >> I think we're a three for that one. >> Okay. How's everybody else feeling? The three means the board has taken action and reviewed and or accomplished the identified actions or the actions identified. Madam President, I feel like we've done a lot of progress, but then I would still like to continue and just further that momentum um in hopes that or we also empower our community to know where to access or where to inquire about like if they are curious about our find like where to find that financial need. So besides from attending um our board meetings, what else can

055where is that information available? just having them feel more comfortable and more empowered to to give suggestions and I don't know about it too. >> What I hear you saying is that you want it more accessible outside of the boardroom and so possibly like on our website like a landing page or something that specifically takes our community to our our finances. >> Absolutely. cuz I I do agree with Miss Pñena where um we've we've been very transparent and we've we've done a lot of great things, but we need to start tooting our horn. I feel like are the community I um they we we're doing really amazing stuff and I just want them to to it's one thing for us to speak on it but I would love for to hear more of our community

056speak on the amazing things that we're doing especially because we're being very um sustainable with with our financial decisions and um so yeah. >> Okay. But I think what I would just name um Dr. Haj, can you go back up to the um the definition for a one, a two, and a three? Um, I think the idea of like the two is the board has plans in progress to review or to take action and the three is the board has taken action. It doesn't necessarily mean that there's not more action we could take. It means that the board has taken action. And so I think there's always going to be room for us to improve and anything that we're doing well, we want to continue to do and do better. But I think the rating

057scale is really about like have we not started the process? Do we have plans to start the process or have we undertaken the process or completed the process? And I think if our question is like have we been communicating our financial position currently and in the future to the community? Yes, we have taken action there and we have included superintendent updates post the board meeting. we have, you know, created a lot of information has gone out to the community related to the bonds. Um, like we can say that the board has taken action or has reviewed and accomplished those actions and there are more actions we can take, but I don't think we can say that like we have plans in progress. We only have plans in progress to review. So, I would just put

058us back to like what the rating scale actually means. I don't necessarily think we're at a two. I agree with uh Vice President Castro Crow that there's more we could do, but I don't think that means we're at a two. >> That's that's what I was uh doing my my scale on, but I agree with you. I think we need to have cuz there is on our website some of the financials, but I don't think it's to the extent of what we present here. And so I think it'd be wonderful to add that, but um but as far as a grading scale, I understood it that we are meeting a three on that one. I'd like to change it to a three then >> with hopes of also are are we able to somehow maybe

059edit the rating scale to add like although if we've accomplished and we feel strongly for a three that it's not okay we're great moving on it's there's still we're still following up with it and doing >> yeah the conversation >> I wonder if that's actually in our next steps where we talk about like what our next steps are coming out of this eval Yes. And I think I named Well, did I name it? I think it's named on here. Okay, I'll add it. Yes, it's on here. Where to access or inquire about RSD's financial status. So, yes, we have it. Um, so we're going to do a three there. And then for review development of policies, we write a two Is everybody okay with the two? I'm okay moving to a two. Okay. And then

060for the last one is divided two twos and two threes. Where would you all like to land? That one is the board periodically reviews existing policies to ensure that they are relevant. stand with my three on that one because that's talking about that we periodically it does not say specific dates or times it just says periodically and we are doing that so I'm staying with my three >> okay I I could go with three how you feeling I agree cuz um also the previous question is I mean we're continuing the momentum with our policy diet aligning it to SOFG so it's very clear that we are reviewing our our policy Okay, thank you. Any other Oh, so areas of improvement. We talked about before our progress monitoring calendar, the two-way communication um and that all

061board members are more committed to completing that and we'll talk more about that during our retreat on the 7th. Um we'll also talk about reviewing our policies um during our study session, I mean during our retreat. And then I have some more information on the ownership of the goals and so we can dive into that as well. Um let's see, improve our scores. We talked about how we're going to improve our scores with um being back on track with our progress monitoring. And we still I still have to um revise the agenda. I have not done that yet. And so I plan to work on that and bring it to you all for suggestions and feedback. Um we talked about that one. And then do you all want to talk about any strengths? I think

062we have a lot of great attendance from our board members. I think that shows that we are really serious about our, you know, the service that we have stepped up to to do for the community. So I think our attendance and our our um participation. >> So we're committed. Okay. I also want to take some time to acknowledge the time that goes into the agenda. Um, specifically to Dr. Hajj and Miss Maria Alanise because I know that she does so much. You will do and Dr. um Dr. Borta, Dr. Battle, everybody that that if you guys see this agenda, it is just a dream. It's very concise, to the point. And for those that are attending, we're here 2 hours max. Sometimes we go a little over with it's a couple minutes. Um but just

063seeing um I' I've attended other board meetings and they're they go for hours. So I'm just very impressed with with our our board meeting agenda and um I think it's very focused on on student outcomes and it's we're only going to get better. So >> thank you. >> Any other comments? >> The decorum. think the way that we um share respect towards uh one another and we just put our focus on what we're here for which is making sure that we bring successful education to our community. >> Thank you. Any other Did you want to say something Dr. >> Yeah, I was just going to echo that you know both from the executive team and the board the consistent improvement. I think we've seen that in the reports we've been provided. We've seen that in

064the agenda. We've seen that in the um trimming of time and presentations. We've seen that, you know, in all aspects of the agenda and the reporting. Um in a way that I think like we have a truly a a much different board meeting than we had a year ago or two years ago. Um in a way that is like going to change the game for boards moving forward. And so I think a huge credit to both the executive team and to the the board for that work. Okay, that close out that portion. Thank you all. The next item on the agenda is the progress monitoring for academic schools one and three and I will pass it to Dr. Bortillio. >> Thank you, Madam President. Uh members of the board, executive team, and Roosevelt community, we

065are here to report out on academic goal number one for start with and then we're going to go on to academic goal number three. And if I can, I'm just going to bring up my version of the presentation here while um Mr. Hawkins is going to drive it on the computer there. Okay, thank you. So, we're going to start with um today again we're we're presenting on goal number one um and that's that our fourth grade students um increase from 20% to 45% on um our doubleASA ELA uh proficiency um by 2028. So, today we're going to report out on interim goals 1.1, 1.2, and 1.3. So as we look at our longitudinal um uh progress here we see that we have been um gaining um when we um began we were at a much

066different place um last year we ended up the year um at 24.9. So though we did show progress, we did not meet the target that we set for ourselves. And as we um go towards the next target, which is 33 at the end of this year, we know that we have a lot of increases we need to make to our student growth percentile average in order to make those greater gains in proficiency. um at this point or earlier the last time that I checked our um our overall um growth percentile average was at 45.5 and we do need to increase that to be more aggressive with the closing of that uh the difference between where we are and what our our target is. Okay. So, the interim that we're looking at here is um our

067oral reading fluency in second grade. So, the uh the interim is that the percentage of second grade students reading at or above 76 words per minute would increase from 56 to 70 by the end of the year. Um that would be in May as measured by our STAR oral reading fluency assessment on the second grade passage. Um so as we look at this uh what we see as you see the dotted line at the top is where our goal is. Um what we see is that we are um increasing um again and this is December data. I'm interested to see what our our more more um as we move forward with making doing some of the work that we've been doing how this oral reading fluency measure will will um that will gain points in

068that. Um it should be noted um that uh as we move forward um in the year the at risk category does change. So at the beginning of the um year the um the at risk category was defined as uh 54 words per minute and now at the middle of the year the at risk category is design is um is defined as 63 words per minute. So we are increasing uh proficiency in this and also the bar is getting higher for us um to be able to reach proficiency. So, this slide summarizes our progress in the second grade um oral reading fluency from fall to oops, sorry, there we go. This one is second grade um uh proficiency on STAR. And as we look, we can see that the um goal is on track, though we

069know that we um are are very close to to um it's it's close. So, we're on track, but it's close. And we need to make sure that we stay on track with this one. So, we need to be even more aggressive in ensuring that we're trying to get to that um 1.2 um proficiency level, but that is the one that we have the the most promise on. Um, and then as we're decreasing the percent of um, students that are in the in the um, highest levels of of need, um, we're we're glad to see that, but again, we just need to be more aggressive to be able to um, actually be on track for this at the end of the year. Okay. And again, this data is from December. um as we've been progress monitoring,

070we do have some shifts, but this is the December data. Um and uh we'll be excited to to share with you as we um improve, but this is what the data looks like now. Um we do have some schools as um I do want to highlight for example, Irene Lopez in second grade um and then Campbell with their the percent of students that they have moved out of the minimally proficient category is looking great there. And then we have some other schools who really want to highlight the percent of kids that are moving into the um combined proficiency category. So that would be just want to highlight um Southwest and Julian on this one. All right. So moving on to academic goal number three. So academic goal number three is that we move our seventh

071grade students proficiency up from 22% to 45% again by 2028 as measured by double A um SA ELAS. Um and let's go ahead and look at our interim goal 3.1. Oh, sorry. I'm not as uh fluid in the in the delivery as Nick was here. Um again, the the story is similar as last year as we ended the year, we did show gains. We were at 27.6, but we did not reach our 30 um% target. And again, this year, as we're pursuing that 35 um target, we absolutely need to increase the rate that we're growing at. All right. Now, if as we look at 3.1. Okay. So, as we look at 3.1, what we can see is that from October to December, we did have some rebounds. Um, so we are moving positively, but we

072also know that again we are far from where we want to be. um in order to uh to reach that interim goal. And then here are the results by school. Okay. So that was a a review of the data that I know you already saw in January. Um and in January we did that midyear check. So it's not new data. But what I wanted to spend more time today is really uh delving deeper into what are we doing in response to that data. So um as we work to connect and improve um our student performance and most of all move the adult practices, right? Because the adult practices have to move first um in order for the student performance to improve. I'm going to share a little bit more deeply um three of our key

073inputs. Um one of them revolving around the um priority reading plans and within that um specifically um sharing out uh our Ashlock um uh learning walk um progress our strategic look force for the district um learning walk tool and then our star CBM progress monitoring reports and what we're wanting to do with that. Okay. So, we had our Ashlock um learning walk about two weeks ago. Um these happened by monthly. Um we had 100% participation from the site um instructional coaches and um 92% participation of our principles. Um the session began with a 30 minute um uh meeting um equipping our our principles and other um other attendees on what they should be noticing um as they're observing the model that uh Miss Ashock was doing. So specifically some of the things that stood out

074that they should be observing for was the wait time in the routines, the signals that she's giving the students, the monitoring of the students, and then the work with the routines and the templates. So um so in that I wanted you to um draw your attention specifically to um the picture where we see uh Miss Britney um heart you see her shoulder there in the picture and what she has in front of her. So she's one of the participants she's observing the um the model that's happening but also if you could see on her laptop on her iPad she has their um the um information that has been shared. So she's able to um to look at the information that was shared in that equipping session. Then you see she has her handouts with her.

075So she's taking notes at the same time. So, I just wanted to call attention that beyond just observing um they're our our principles are now at the point where they're able to take all of that information and really um bring it together so that they are more intentional about what they're looking for in the model and then able then to compare that to what they're looking for in their classrooms as they're moving the adult behaviors forward. um the um a system has been um established for coaching both the site instructional coaches and the teachers in implementation of the routines. So the Ashlock routines um and uh we're going into round three um coming up uh pretty soon here um and the next steps are going to be that our coaches are going to be u

076checking off our um on additional routines. So, we've already established some of the routines. They're going to be um uh checking off on our multistellabic um types of of um of routines. Um and then also the coaches will be modeling the syllable syllable types. So, how do you do a lesson on on syllabication? Um also coaches will observe and coach all of the teachers on the implementation of the new routines that we're adding. Um and that is uh that is set to be completed by March 31st and then they'll start again going through more coaching cycles to support the implementation. Um, also wanted to note that our director of early um, literacy and early childhood, Miss Mendoza, she'll be working more directly with principles also to support them in effectively monitoring these classrooms. Um, using

077the look force specifically on our learning walk that has to do with reading priority plans. Um, so while the rest of the team will continue to do the walkthroughs which include the reading priority plans, she's going in and doing a deeper walkthrough with each of the principles. um things that we really need to continue to work on that I wanted to note is our um is our need to ensure that we're adjusting our supports and our feedback and then also the accountability for implementation on the campuses. Okay. So, this is um just a glance of the data that we look at when we're looking at our learning walkthrough um results. So, each quarter we're taking the learning walkthrough and we're refining it and then adding more and more sophistication to it. Um so, this is

078a screenshot um from quarter 3 um the look force for principles, IC's and district um leadership. This is what we assess when we meet at DELT to see what our next plans for implementation are. And here's another shot. So we we're moving beyond in quarter 3 when it came to the district learning walking tool section that has to do with the implementation of the reading plans. We're reading beyond just looking at the foundational structure. So at first we were looking at is the room set up adequately um based on the recommendation of of of the routines that we were delivering. are the door signs up, how's the the lesson pacing? So, now we're um including different types of questions. So, we're looking even deeper to make sure that the strategies and the teaching techniques are

079creating a a greater focus on strategies that are also leading to increased comprehension. All right. So, um I mentioned that um thank you. I mentioned that while we will continue, the rest of the team will continue to do learning walks that include um questions about the um the uh reading priority plans, our director of early literacy and early childhood will be more directly working with the principles again providing a deeper and a and a more sustained um uh amount of feedback um and next steps um in response to specifically the reading portion. Okay. So, this is a snapshot of our CBM monitoring reports. So, within the Renaissance system that we're using, we're able to access reports for each measure. Um, including reports like like this one that shows progress from one benchmark to the other.

080Um what we are seeing is that we um in our younger grades we have not yet developed a system to uh to district-wide um monitor and respond to this level of data um or even as we're looking at the implementation of phonics screeners to assess students individual um phonics school proficiency. We don't have a district-wide system yet. So we have given some um some um direction. and it's not a coherent um system and that's something that we're working on um on rolling out next. Um the teaching and learning team met with um the Renaissance team to implement what our our next system would be for phonics screener so that it works within the platform and we're e we're better able to um to access district-wide data um so that we could respond more fluidly to

081um what our students data is telling us. We know that this is important data because the accuracy and the phonics is a predictor to um oral reading fluency. And then also we need that strong oral reading fluency to um be able to improve our comprehension skills on SAR. All right. So moving on to PLT protocols. So PLT protocols are TNL um leadership um visits PLT meetings each week um typically on Tuesdays and then that um that information is used um I'll show you um a rubric that we have on the next page to measure how we're doing on the implementation of our protocols and then we provide feedback on that. So, a member of the uh teacher effectiveness team is partnered up with each of our schools to co-plan or co-f facilitate the PLT meetings.

082Um, this serves a couple of different purposes. One is that we're making sure that um professional learning is happening for both the coaches through that collaborative experience, but then also we want to make sure that we're informing um ourselves as to the supports that the schools need um in order to be able to implement the protocols for PLTS. Um the other one thing I wanted to mention is that the instructional coaches are engaging virtually in PLC meetings where they collaborate um with each other um to um to celebrate and then also to problem solve. Um I know that there was an in-person one that occurred last Friday that I was able to sit in a portion of as well. Um and it's incredible to see um all of the the um learning that they are

083are are gaining. So next you see the um the uh observation tool that we're using the rubric that we're using um this observation tool was created based on the gears rubric from project momentum um along with our weekly planning meetings and our weekly data uh meeting protocols. So we created the rubric um the the scale is 1 to three. Right now our average score as a district is 2.1. So that means that we have to um continue to push to get to that level three before we can see optimal um um results based on on this input itself. Um again things to for us to continue to work on is providing u more frequency and how we give this feedback. So more a system that allows us to create uh more opportunities um to observe

084those PLTs on Tuesdays and provide that that feedback more frequently. And then also um ensuring that we are um creating systems to respond and differentiate um for the different schools. All right. So moving on, the last input I wanted to talk about was so is an intervention um tool that we're using for kids to be able to um improve on on their um learning. In full transparency, we have not given coherent direction as to um the um the uh specific requirements of how how many minutes um blocks of intervention uh abuse of but we have um provided the expectation that needs to be utilized and then also we provided training um in the summer. We've offered additional sessions um throughout the year, but there's a lot more that we can do to make sure that

085we have uh more time protected for intervention time and the use of EXL and then also more direction and more coaching on it. Um, in addition, we're developing plans um for more defined uh reading intervention programs in general um and aligning our resources as we plan for our budget investments for next year um including the use of SIPs um K5 um and then also really building towards creating more coherence in our um tier 2. Um so as we look at the next slide here so this is an excel data report and at the top is the um the the goal. So the goal is that we're increasing one skill um per week right so right now as we look at our average we're increasing six skills per week. So as we use so that indicates

086to us that again we have to create more coherence more direction um and then also as we've been observing one of the things that that I know I noted and and so did the rest of the team is that not only do we have to provide support in our use of ensure that teachers know how to use it more uh deliberately but also in the management of that intervention block. So how do we manage the students behavior during that time? It's unrelated to reading but behavior and manage classroom management really impacts everything so that we can best um just maximize the the impact that this time um and this effort is creating on our student learning and um the next um slide is the same. So again, our um goal our our goal is one

087and we're at 6. Okay. Um I do want to highlight though we do have a leaderboard for on our leaderboard I wanted to highlight uh Bernard Black. So, >> so of the students using EXL, Bernard Black right now, um their average is 5.5 skills. Um closely followed by Valley View at 4.8 eight. And then notable mention above 1.1 or one is uh uh Kennedy Campbell, Irene Lopez, Greenfield, Success Academy, Julian Pastor, and Sunland. So, we are moving better. We're getting better, but we we have a lot of work we need to continue to do. Thank you. and I will open it up to board members. Right before we do that though, I want to say that I breached my integrity and I did not submit questions. It's the first time that I have not done

088it, but I do have some questions, but I'll open it up to to the board. >> I just wanted to clarify, Dr. Portio, so has that been implemented yet or we're barely starting to implement it more regularly? It's so we did the training in the summer and we created the expectation. We um in reflection we should have um created deeper coherence across the system by being more um more um specific on how it's to be used how frequently. So we're creating that part of the system to make that 6 go higher. >> And um so is going to be used kind of like as an interim way of being able to see the student growth before we get to the major. Yeah, it's one of our intervention um materials that we that we have. >>

089Wonderful. Thank you for for that um >> the sample. I enjoyed that. >> Amos I submitted questions and they were all answered. So, thank you for the very detailed um one. I was very curious about um like the our the project momentum. Um, so I'm I am happy that um our schools are starting to use the weekly data trackers. Um, see learning more about I'm curious to learn more about the power phonics lesson and the the impact of that and and um and also looking forward to March and seeing how that second round of of full day site visits at each campus goes. Um, yeah, I just wanted to highlight that. Thank you for answering my questions ahead of time. >> Do you have any questions, Dr. Boots? No. Okay. Um, do you want to

090go now, Dr. Frank Woods, or you want me to go first? >> You can go. Um, I think I have a couple questions about the specific inputs and how we're measuring their relationship to the outcomes. I think where what I am understanding is um I think you very clearly articulated all of the inputs that are happening and it seems like those inputs are happening fairly consistently across the district and what we're seeing in the results is we are getting different outcomes at different schools and different grade levels and so I think my question is like how are we accounting for the fact that different schools are getting different outcomes with the same input So, how do we know which inputs are most effective and which ones are not as effective if all of the schools

091are using the same inputs? Like, how are we able to measure which ones are making the difference as we think about our campuses? >> Thank you, um, board member Frankit. So, one of the things that we as a I want to make sure that we're clear is that we're working towards ensuring that we are consistently implementing across our campuses. Um, we're we're not there yet. So that's the big piece that we are are working on is establishing um uh more um more differentiated responses to the adults implementation of these systems so that then we can create we can um uh increase the the student performance. Um as we do have some campuses that um for example uh in kindergarten um at Southwest um want to highlight them um and their um early literacy scores they

092had 78.8% passing that's an amazing passing rate um closely followed by Valley View that was at 73. So as we look at that we do see um and and that the implementation there is more effective. It's more fluid. They're uh doing more of uh ensuring that the um that the um that the teachers have that protected time not only for the implementation of the um of the priority um uh reading plans, all the things have to do with prioritizing reading in our district, but also one of the other pieces that they um in and asking them that they've expanded into is uh honing into creating um a or established tier 2 implementation. And that's where in seeing what they're doing for us, it's giving us the indication that we need to lean more towards creating

093a district-wide tier 2 um implementation. So, that's where we're working on now. But as we are looking um at our campuses where we see more um fluid and um an effective uh delivery of the um the routines the the strategies that's where we're seeing better growth. >> So for example the learning walks etc with the data from the learning locks is more consistent or higher we're seeing better student achievement or better student results >> in general. Yes. Okay. Um, thank you. That's helpful. And then, um, in terms of the, um, bimonthly ashlock, the, um, learning visits, um, how is there any way that we're able to capture or measure the learning from those visits? I like there are certain schools that are there or we're able to then see in the the weeks or months

094following what the impact of those visits is. I know obviously that that's >> it's a valuable experience. and are we able to see the impact of that on the student data as we think about the the measuring the impact of that those visits? >> Yeah, thank you. Um definitely. So, um in in wanting to ensure that we're being um accurate in our assessment of is this being implemented well are the adult behaviors changing and then also is it actually yielding student results. One of the things that we asked um principles to do after this last session and closing of the um of the Ashlock day that that um they observed all the different grade levels and all the things that had to do with that activity. We asked them to create a reflection of how

095that has impacted their practice and then what they're committing to do with the experience that they had. So that's something that we'll be also um ensuring that we're leaning into those reflections um and um giving guidance where after we review the reflection as they're learning there might be other things that we also want them to reflect on right um so that we can um we can track is this actually um impacting the uh the behavior. >> Got it. Thank you so much. I really appreciate that. >> Thank you. So my question is a little similar to Dr. Frankwoods and I guess I'm just I'm just curious to know does each campus know why their data isn't moving? Like have we been able to like pinpoint exactly what is causing the slow growth or the no

096growth? As I engage with principles in their um one-on- ones, what I um and asking them is precisely that question. So I might say I I'm looking at your data in grade X. Um you've had this growth, you have this performance. Um what what's going on? What's happening well? What's not happening well? And um for the most part they are able to identify um a reason and then also we talk through okay what are the next steps then to be able to then fill that reason. um a lot of the work that we've been doing began this year with more intensity. So as we as I have become more sophisticated um in the use of our um of our scorecard and in those um those meetings with our principles, I know that our conversations are

097getting more and more sophisticated as well. So I do think um for those that I'm speaking with um and I I would say the same with Dr. Battle and I'll let you chime in too. I want to speak for you, but what I observe with the principles that I'm following um that I'm working with is um they are they pretty much know what's going on. Some of the things that they also um point out are points of reflection for us as an executive team because there's um some things that that are that we could do different as we plan for next year. So that also helps to inform not only their practice but also our practice. Thank you, Madame President. Uh governing board members community pretty consistent. Uh for example, I had an opportunity to

098speak to a couple of them uh principles yesterday and today and uh independently they're working diligently about the initiatives and the strategies that they're learning as PLTs as principal leaders. uh there also uh was discussion about how we can be more diligent in looking at the performance outcomes that are specifically from the strategies. So while they're feeling better, it's February, feeling better about implementation and now recognizing the rhythm of the initiatives, um they do believe and that's the feedback for the executive team is that we want to make sure we're looking at the um performance from those strategies. So that's that's where they are right now. >> Thank you for that. And then I guess my follow-up question would be based on those conversations, are we able to determine which campuses need additional resources or

099support? Like how are we are we able to gauge that or do we not have enough information to determine if they need some additional resources to help or support to help move the needle? >> Well, principles are pretty good at telling us what more resources they need. Um but also as we're looking at the data and having those discussions um something that has been really important is that that's really informing a lot of the conversations that we as executive team are having and then um when we're creating the budget. So, some of the things that we can respond to this year, um, we're responding to the best we can. Um, but as we're planning for next year, those information, those conversations are really informing our budgeting for next year, our creation of our schedules for

100next year, our creation of our summer learning plans for next year. So, we as an executive team are also taking ownership. the principles um are are I would say very diligent in um implementing um they understand that these are the inputs and that we cannot um show progress on whether or not this input is working unless it's being implemented. So they're working hard on making sure that they're doing that part on their own while also um informing us of what we as a system need to do so that next year when we get started we'll be that much more ahead. um and even in the selection the the uh abandonment of some of the um the um great ideas that we've implemented this year but maybe it's too much the those conversations are really guiding

101us and then also in um in um in that uh I guess the the distribution of how we want to respond to every campus we know that we can't be um formulaic. So today we were talking a lot um about um the um creation of next year's MTSS plan and that was one of the major points of discussion is that we have to provide every campus what they need based on where their scores are right now and their enrollment um the different contexts that they have not just a formulaic um response to to those resources. Thank you for that because that's like basically the question is how are we ensuring that campuses are getting equity as opposed to equality, right? Like we need to make sure that all of our campuses are getting specifically what

102they need and that everybody's not getting the same thing because everybody's campus is not the same. So, thank you. Are there any other questions? All right. Thank you. Thank you. And I will have my questions next month. I apologize. Next item on the agenda is the superintendent goal number one. Um and I will pass it to Dr. Portillio. Thank you uh Madame President, members of the board, executive team. Um, guardrail number one uh revolves around the communic killer communication and keeping our community uh uh a breast about our um enrollment and the connection that um that enrollment has to our budget and our finances. So with that I'm going to pass it on to Mr. Pulk, who has been my partner in crime as we've gone around um on tour um sharing all of the

103great things happening with finances. >> Thank you, Dr. Pato, Madame President, members of the board, executive team, and community members. Um as it relates to interim goal one, we intentionally used multiple communication channels to ensure accessibility and transparency. This included emails, texts, recorded video presentations, and postings on district website. Engagement data shows strong reach and interaction, confirming stakeholders are receiving and engaging with the financial information. This validates our approach and supports continued use of diversified communication methods. This interim goal intentionally moves us beyond compliance to proactive transparency. These updates are shared broadly with employees and community through multiple formats to meet stakeholders where they are. For interim goal two, meetings with external constituents. We established consistent scheduled engagement with key external stakeholder groups. These meetings created structured opportunities for dialogue rather than one-time information sharing.

104Topics included enrollment and attendance trends, budget allocations, capital planning, and staffing impacts. Emphasis was placed on connecting financial data to operational realities, and long-term planning. This ensured stakeholders understood just not just what the numbers are, but why they matter. For interim goal three, meeting with students, student advisory group included representations from every school. These sessions evaluated students elevated student voice and reinforce transparency at all levels of the organization. A follow-up survey will ensure broader student input beyond those physically present. Students were introduced to enrollment trends and the direct link between attendance and funding. These conversations help students understand how daily attendance impacts programs, staffing, and opportunities. This reinforces shared responsibility and long-term sustainability. Any questions? Any questions, board members? >> Nope. I guess you gave us everything we needed. We appreciate it. Next item on

105the agenda is public participation. There is no public participation this evening. Um, and I will pass it to Dr. Portio for the superintendent report. >> Um at this point because of time I would want to say that things are going well. We're working um diligently to move our students outcomes forward and I do not have an additional report. >> Thank you. Next item on the agenda is board member update. Is there a board member that like that would like to share an update? President Haj, I would just love to one shout out our board members who attended our um board member training um in the end of January. So, thank you to Miss Castro Barrell and President Hajj as well as Superintendent Portillio. Um, thank you for attending and just really excited to continue to

106encourage our community members who are interested in learning more about the board or interested in running for the board. Um, again, we have an election coming up in November. So, anyone who's interested in running for the board, now is the time to begin researching that and continuing to um, fill out all of the necessary paperwork. Um, and then again, just a huge congratulations to our deputy superintendent um, Dr. Anna Battle for her recent um selection as the Chandler superintendent. Um we could not be more proud of her and I want to make sure that she gets recognized for that. So could not be more proud of you, Dr. Rattle. Give her a little round of applause. >> Oh, we beat you to the applause. Sorry. Did you hear your applause, but you guys just have

107to be a little louder. So, yay. >> Thank you. And to piggy back off of the school board school, I want to shout out Maria um because all of the behind the scenes and making it happen, it was seamless. So, thank you so much for all your contributions and making it an a success. >> You guys are very welcome. Thank you. >> And yes, I echo the sentiments. Um it's bittersweet. I'm so sad to see you go, but we get to have you for a little while longer. And so, I'm just going to embrace that. But congratulations, Dr. Battle. All right. Next item on the agenda is REA report. Um we would like to welcome Miss Dr. Martha Tom Thomas to the podium. Good evening Madame President, governing board members. Dr. Theo, our executive team,

108our RSD and REA community as well as our South Phoenix community. I am Martha Thomas and I am the proud president of the Roosevelt Education Association. I have put together a slide um a PowerPoint presentation for you um updating what is coming up, what we've done, a little bit of what we've done in 25 and then what what is coming. Um, we are recognized by schoolboard policy as the sole representative for all of our district employees, which we are very proud of. Next slide. Um, I am not only the proud president of REA, I am also the extremely proud social worker at Bernard Black Entrepreneurial Academy. We are winning as statewide we are winning higher salaries overall. Um we work directly with elected officials from both parties. We successfully advocate for for more than1 billion

109dollar in new funding for education. And as a result the average teacher salary in Arizona has increased by $11,000 in less than a decade. Our major accomplishments that we had from last year um are a few we accomplished seven of them through meet and confer. We are currently in meet and confer now. Um I am really excited about that and you just have to wait for the results of that one. Um, that'll be in March's presentation, but we are really excited about it. We're almost done. We're almost done. Um, next slide, please. Election season is coming, as was mentioned before. Um, last year we knocked on 5,000 doors um with 30 volunteers that were engaged in assisting and in helping us to accomplish that goal. Um we had in 25 in September we um had

110our site rep training um which we've only been doing for two years. So we are really proud of that training. We have those members who want to be site reps on their campuses. They have to go through a training in order to do that. Um and we will continue doing that um because we have found that really really helpful. um for both the district and our association. We are the fastest growing educator union in the country. Um many many educators um trade employees um people who work in education are really um seeing the value of being a part of our association. Our AA president actually for the first time got a chance to do a presentation to the Senate in the House. Um, and she did an awesome job. So, we're really proud of her.

111I kind of thought about Mr. Oato and I said, okay, I wanted to see what the trend was for REA in terms of membership. I have been president for the last three years. Um, but I wanted to see where was it um at before I got here. Um, so I had Aea go back and do a graph for me. Um, the yellow graph is ESPs as we have recruited. The blue is our certified staff and then the red is all of us together as one group. So I would say in the last three years we have done a really good job of recruiting um welcoming new members. We've had a lot of support from administrators in helping us to navigate their campuses um and giving us opportunities to meet with our our new staff and

112to be able to support our staff um when the the occasion arises that they need help from us. So, we're really proud of that. Um we have coming up for the first half of 26 um we will have our first annual meet and confer training in March. Um we have a number of members who are interested in meet and confer but don't really understand it. Um I know I plan on being and retiring in two years so somebody's gonna have to take over. Um, but and I have no idea how long Miss Alexander is gonna be here, but but what I what I what we're trying to do is to make sure that we have enough members that are here that understand, meet and confer, and know how to work with the district as we

113move forward. So, um, we're really excited about that training. We are also scheduling another blitz in April. um for four for five to six of our campuses. I will let um administrators know which ones those are. It really depends on the numbers of their staff and do they have you know how many new employees do they have compared to how many members they have. So we have to look at all those numbers before we pick which campuses we will um visit. We also have our new hire event is coming up in July. Um and then we will have our annual site rep training again in September for any new members who want to be a site me a site rep um a site rep um person for our campuses. And then we will we too

114will have our um November election coming up. Um, our election will come up between February and March. So, we will know, you will know by hopefully by our next board meeting who our new president and vice president will be because those positions will be coming up. Um, as well as we will have positions for those who want to attend our delegate assembly, um, our representative assembly that will be out of state. So, we will we are putting together um right now two of our members are being trained to do the election and then they will put together the ballot. Um our members will vote and then we should have some type of results hopefully um by our next board meeting. Um but whoever's thinking about running for November's elections, let us know. Um and we

115will try to put together a forum so that we can have the community be a part of as well. Those are my updates. Is there any is there another slide Mr. Oh okay. >> Thank you. Um we wanted to thank all of our members that we currently have which is 357 of them. Um, we wanted to thank them by giving them a new shirt. So, we have designed a new REA and this is our first t-shirt. Normally, we provide polo shirts for everyone. We're going to do t-shirts and we have created um one for our ESP population and then we have one for our professional um um certified staff. Um, and so this is what they will basically look like. We're still working on some of the the labels that we're putting inside the Arizona

116State, but we're really excited about this. Everyone will get this as a gift and along with a few other things. Um, and we will deliver them personally to each campus. Um, you want to show the other slide, Nate? There's the professional one. Um, and so we have the exec team has gotten together and we came up with this t-shirt um, for our staff. And that is the end of my presentation. Any questions? >> Madame President and Dr. Thomas, just a huge shout out to you for the amount of one to bring the graph into the presentation. very proud of that and to >> there you go >> to see the very clear um trend in um in enrollment um over the time that you've been president. I think that is just a really impressive record

117and to be able to see that so clearly um just appreciative of all the work that you've done and I think that's really reflected in the enrollment into REA. So, thank you for your work and thank you for all that you've done to be able to bring um both new educators into Roosevelt and into REA. >> You're welcome. Thank you. >> She's still what I was going to say, but I feel like we need a board shirt that says like the board supports Rea Roosevelt. I don't know. It was kind of cool. >> Kind of cool. >> Take that into consideration. >> Kind of cool. Just saying. Just saying. No, thank you for your service and your dedication to our staff and and making REA better and improving um the the enrollment. So, thank you.

118>> You're welcome. >> Thank you. >> All right. Next item on the agenda is reinventing Roosevelt. Um I will pass it to Dr. Bortio for an update. Thank you, Madam President, members of the board, executive team, and Roosevelt community. On our reinventing Roosevelt um presentation, we're going to focus on um upcoming bond projects and construction projects, different campuses. And to um share more about that, I'm going to tee it off to Dr. Battle. >> Thank you very much, Dr. Portillio. Again, madame president, vice president, governor, members, and community. And also I want to say to the community uh at large, thank you for supporting the bond. We thank you for your support not only there but also the override because we need to utilize those dollars to help support our infrastructure and a variety of

119things that we told the borders the voters we do. So with that said, here's a little update and I want to commend um Mr. McDaniel and also Mr. Lucas for their efforts and dedication um towards this presentation. All righty then. So, um, a little bit of an update. Again, this is not the end all. If you're just now tuning in, we had a little a lot of stuff going on. So, um, this is just an update with those dollars and cents. So, office swap in the library conchos is, uh, we're gearing up for this summer to create a secure single point path that our other campuses that have had recent work done. So, they too will be able to have that and they've been working very patiently with the consolidations of last year. And a

120part of that will be a modern office uh front office with the district standards again security features media center and an imaginative maker space. So again all things we believe should be completed in the next four to five months without or with little dis disruption as we possibly can. You like my qualifying language there. And so next slide please. Southwest is going to experience playground uh very similar to a few other campuses we've we've shared with you. So, elementary age group hybrid concept, traditional and modern. There will be there have been vendor walks have taken place. Design sessions of course to support our ESS population and all and we're looking through February of 26. So, that's up and coming. We're pending approval in March and and we'll proceed with ordering structures with the lead time

121of 4 to 6 weeks and then construction will begin uh during summer break duration of about four weeks. Next slide please. And then pastor as well again they're going to join the team of wonderful exciting playground areas for our kiddos elementary age group hybrid. Again similar we've had dender walks pending approval in March so look forward to that. uh our governing board members in construction again this summer not to interrupt the school day as much as possible. All right, that's all we got for now. Okay, we'll be back soon. Thank you very much. >> Thank you. Any questions for board members? >> I just want to express I'm so grateful to see that we are really um caring about the playground areas for our children. And it is so important that our kids get out

122and stretch and breathe and just get a break. And so I'm so glad that we are putting some attention to that for our kiddos. Thank you. Next item on the agenda is approval of the consent items from 5.02 to 5.14. Is there a motion to approve the agenda? >> So move. >> Second. That was in unison. Okay. Um motion by Dr. Buds and second by Dr. Franklowitz. Um any discussion? All in favor indicate by saying I. I. >> I. >> Motion carries. Um next item on the agenda is approval of the progress monitoring report for academics goals one and three and approval of the progress monitoring report for superintendent Garo. Number one by roll call. Is there a motion to approve? So moved. Second motion by Miss Pena, second by Miss Castro Coriel. Any discussion?

123Yes. No discussion. Okay. I'll pass it to Maria to perform a roll call vote. Thank you, Madame President. Roll call vote for item 6.01. 01 to approve the progress monitoring report for academic goals number one and number three and approval of the progress monitoring report for superintendent guard row number one by roll call vote starting with Dr. Michael Buts >> yes >> Miss Victoria Castro Carell >> yes >> Dr. Megan Francoitz >> yes >> Dr. Ashley Hodgej >> I >> and Mrs. Datiana Pñena >> Item 6.01 approved with the completion of roll call vote 5 to zero. Thank you so much. Um the next item on the agenda is approval of the award and fees for Maxino Bush School Field renovations and repairs to Chase building team by roll call vote. Is there a motion

124to approve? >> So moved. Second motion by Miss Pñena, second by Miss Castro Corell. Any discussion. All right, I'll pass it to Maria um to perform roll call vote. Thank you again, Madame President. Roll call vote for item 6.02 to approve the award and fees for Maxine O. Bush Schoolfield renovations and repairs to Chase building team. Starting with Dr. Michael Buds. >> Yes. Miss Victoria Castro Carell. Hi. >> Dr. Megan Frankitz. >> Hi. >> Dr. Ashley Hajj understandaining >> and Mrs. Tatana Pñena. >> Yes. >> Thank you. Item 6.02 approve with a completion of roll call vote 420. >> Thank you. The next item on the agenda is approval to close Roseville School District 66 Maxo Bush Elementary School by roll call vote. Is there a motion? >> So moved. >> I second. >> Motion

125by Miss Pñena, second by Dr. Frankwoods. Any discussion? >> No. Okay. I will go ahead Dr. Frank. Go ahead. Um, I just want to name that I really appreciate the consideration of the name. Um, I think originally there was some discussion of it being Bush Future Ready Academy and I appreciate um, keeping the Maxine O. Bush Future Ready Academy. I think that's meaningful to the community. It's meaningful to me. Um, and I think it just ensures that we're keeping the community voice really um, close at hand in this revamp of the the campus. So I want to name explicitly that that's um something I appreciate in this um closing and reopening of the campus. >> I think you jumped a little ahead. That's this is just to close Max Bush >> and then 6.04. >>

126Great for the main coming up of what I appreciate about the next item. >> I'll pass it to to Maria to perform the roll call. If there's no no other discussion, >> I just wanted to add to that just for the record cuz um I just want to make sure everyone that watches this meeting understands that what we are doing is we are just closing an old school and we are reopening under a new name. That is for legal purposes. So, um we're doing it that we're not getting rid of the the school. We are just putting a new name um and staying to um we're still keeping Maximino Bush but we are extending it and that will be the next vote. But I just want to make sure that's clear because I don't want

127to see the media saying something that we didn't do. Okay. >> So I was confused about this item. So if I think it's I'm really glad you clarified for the community. I appreciate that. >> All right. I'll pass it to Maria. >> Thank you, Madame President. Roll call vote for item 03. Approval to close Roosevelt School District 66 Maxine O. Bush Elementary School starting with Dr. Michael Bucks. >> Yes. >> Miss Victoria Castro Carell. >> I Dr. Megan Franowitz. >> I >> Dr. Ashley Hajj. >> I. >> And Mrs. Tatiana Pñena. I item 6.03 approve with the completion of roll call vote 5 to zero. >> Thank you so much. Next item on the agenda is approval to establish Maxine Bush Future Ready Academy as a new prek through8 school at 602 East Siesta Drive,

128Phoenix, Arizona 85042 by roll call vote. Is there a motion to approve this item? >> So moved. >> Second. Motion by Miss Penguin, second by Dr. Buts. Any discussion? I would like to say Oh, go ahead. Go ahead. Um, okay. I I just wanted to make it clear that um starting for the school year 26 27, we'll only have prek through 2nd grade. Correct. And then after following that, it's every single year we're adding up till the 8th grade. Is that correct? >> Yes, my understanding. >> Great ma'am. Just making it clear. >> Thank you for clarifying. And I just want to say um that I'm super excited for us being innovative. Um and I love the guiding questions that were used to formulate um what Bush would look like. Um and then I also

129want to shout out Miss Danzy for meeting with each of the board members. I know that we had several meet I had several meetings with her. So I appreciate her taking the time to meet with me. Um and then just the thoughtfulness. Um, I do like the idea of figuring out creative ways to educate our kids and trying to keep them engaged. Um, and then also bringing in the family participation component. Um, so I'm really excited to see that. And and I also love that we're being super intentional with partnering with our partners who have gardens on our property. Um, that's something that I feel like I've been pushing for a while that we utilize and allow our students to benefit um, from the things that are happening. um with the land that's that's ours.

130Is there any other questions or comments? >> I do want to highlight that from the climate survey we did this past year, we had really great outcome on that. Um and something that was brought up was like parent engagement and um college and career readiness. And so this is just a perfect example that we we are fulfilling that and we're listening to the community's voice and we're making that happen through this future ready academy. So thank you Dr. Battle and Dr. for making that um for yeah being the the what? >> Yeah, the catalyst. >> I also want to piggyback that I'm just really excited about this that we are going to be opening Max Bush Future Ready Academy. I think the community is uh going to be pretty excited about this as well. So,

131I'm looking forward to what this brings to our community. It is also my understanding that we have some people who are already interested. >> Okay. Do we have a total rate or an estimate yet? >> I will I will be glad to get that accurate number for you today. But as of last week, we had 75 interest. Yes, >> that is amazing. >> Great. We love the interest. Keep it coming. All right. If there's no further discussion, um I will pass it to Maria to perform the roll call vote. Thank you, Madame President. Roll call vote for item 6.04, approval to establish Maxine O. Bush Future Ready Academy as a new prek through8 school at 602 East Cest Drive, Phoenix, Arizona 85042. Starting with Dr. Michael Buts. >> Yes. >> Miss Victoria Castro Carell. I

132Dr. Megan Frinkitz. >> I >> Dr. Ashley Hajj. >> I >> and Mrs. Datiana Pñena. >> I thank you. Item 6.04 approved with the completion of roll call vote 5 to zero. >> Thank you so much. The next item on the agenda is the approval to adopt the governing board's theory of action. By roll call vote, is there a motion to adopt our theory of action? So move a second. Second >> moved by Miss Castro Corio. Was it second by Py or Frank Woods? >> You can give it to Miss P. >> Yes, Pena. Um any discussion? I just want to say before we get into the discussion, I just want to name what our theory of action is. Um and it is when we came up with it when we had a retreat and

133so then we also had to get feedback from the community. Um so our theory of action is if the district directs all instructional materials and strategies and sets a common bar for consistency and quality of materials and methods empower schools, parents and community to work together to support the whole child and increasing sharing of practices from high performing schools while increasing support for lower performing schools and s and student subgroups. then RSD will achieve our academic goals within a sustainable enrollmentbased budget, creating better futures for all through education. With that being said, is there any other discussion or comments? Okay, I will pass it to Maria to perform roll call vote. Thank you, Madame President. Roll call vote for item 6.05, approval to adopt the governing board theory of action. Starting with Dr. Michael Buts.

134Yes, >> Miss Victoria Castro Corral. >> I >> Dr. Megan Francoitz. >> Okay. >> Dr. Ashley Hodgej. >> I. >> And Mrs. Tatiana Beign. >> Item 6.05 approved with the completion of roll call vote 5 to zero. Thank you. >> Thank you so much. Um, next item on the agenda, information and discussion. We don't have any. Um, we don't have exact session tonight. And so having concluded um our business for this evening, is there a motion to adjourn? >> So moved. >> Second. >> Motion by Miss Pena, second by Dr. Buts. All in favor indicate by saying I. I. Meeting adjourned. Thank you so much. Have a great evening.