001Good evening and welcome to our regular meeting. This meeting is called to order and next item on the agenda is the pledge of allegiance. Can you please stand for a pledge of allegiance and a moment of silence? You may be seated. Our interpreter is running a little late, so we'll allow a few minutes um to make sure that everybody can understand our meeting. So, we'll give her a few minutes to to come and then we'll resume. participate. We're going to just take a formal recess because she will start to get set up. So, we'll take a recess and then we'll resume as soon as she gets here and gets set up. And I apologize and I thank you for your patience. So, this meeting is in recess effective 5:33. interpret. Um, I call this meeting
002back to order at 5:38. The next item on the agenda is roll call and I will pass it to Maria so that she can take roll call for this evening's meeting. >> Thank you, Madame President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, November 4th. Starting with Dr. Michael Buts >> here, >> Miss Victoria Castro Carral, Dr. Megan Franowitz >> here, >> Dr. Ashley Hodgej >> here, >> and Mrs. Latiana Pñena >> here. >> Thank you. We do have a quorum to proceed. >> Thank you so much. And Miss Castro Corel, she's on her way. Um, the next item on the agenda is 1.04 04 is the adoption of the agenda. Is there a motion to approve the agenda? >> Salute. >> There's a motion by >> by Dr. Franlewoods. And
003is there a second? Second. Any discussion? >> Yes. Um, I would like to uh make a motion to enter into executive session to talk about the agenda um regarding a personnel matter that is on that's been updated in this agenda. >> A personnel matter. Which item are you referring to? >> Uh 5.5.05. We cannot enter into executive session to talk about an ex um an an employee unless the employee has been notified. So we cannot go into executive session to have that conversation because the employee was not notified. >> Okay. >> That we would talk about them as a whole. >> Okay. >> So I apologize. Since there is a motion and there's a second, all in favor to approve the agenda as presented say I. >> I. I. >> Motion carries. Next item on
004the agenda is approval of the minutes from October 2025. Is there a motion to approve the minutes? So moved. There's been a a motion by Dr. Frankitiz. Is there a second? Second. Second by Miss Castro Coriel. Any discussion? All in favor indicate by saying I. I. >> Motion carries. Next item on the agenda is anchoring student outcome focus governance. And I will share my screen. So now on focus governance um the entire board is committed to engaging our south Phoenix community and gathering meaningful infight to improve academic achievement. Um let's review our our vision is a community united to create better futures for all through education. And when we think about student outcomes focused governance um when we think about this our focus is really on improving student achievement and success through researchbased policym um
005you can see this picture here of myself and former board member Giri addressing some of our parents to be able to get community input on those goals. Um and really the idea that based on the community's values and visions for the district, the school board will set goals and guardrails for reaching that vision. Um which our board was able to do last year. Can you click through? No worries. Um so essentially what that means with student outcomes focused governance is the board puts student outcomes and success first in every single decision that we make. That entails a specific set of behaviors. So boards that are rece are achieving great results for students in their districts are aligned in their vision and goals. They're aligned in their values and aligned with the superintendent, the district team,
006the teachers, the principles, everyone across the board in setting student outcome goals and then monitoring progress. Um you'll get to see a little bit of that throughout our meetings. Um that's something that we're really incredibly proud of that we'll be talking about our goals and guard rails um both in this meeting and in future meetings. Student outcomes, governance, and action. 50% of the time in board meetings is spent on student outcomes. Board adopts a budget that prioritizes adopted goals and guardrails. Superintendent evaluation focused on adopted goals and guardrails. Board conduct is rooted in guardrails, RSD community collaboration, collective vision. We also do increased two-way communication regarding goals and guardrails and alignment from boardroom to the living room. We've adopted um some academic goals. So 45 and five. The first goal that we have is the
007percent of fourth grade students that score meets grade level or above on AASA ELA will increase from 20% on August 2023 to 45% by August 2028. The second, the percent of fifth grade students that score meets grade level or above on AESA math will increase from 11% on August 2023 to 45% by August 2028. Our third goal, the percent of seventh grade students that score meets grade level or above on AESA ELA will increase from 22% on August 2023 to 45 by August 2028. And our fourth goal, the percent of eighth grade students that score meets grade level or above on AESA math will increase from 12% on August 2023 to 45% by August 2028. We also have established uh board guardrails. So our first guardrail is healthy board conduct and discourse. Guardrail number two,
008board operating procedures. Guardrail number three, student outcomes focused decisionmaking. Guardrail number four, financial integrity. Guard guardrail number five, community engagement. We've also adopted a superintendent guardrails. Gole number one, the superintendent shall not go without proactively sharing updates and plans on the budget or enrollment that will change the current landscape and stability of our district to stakeholders including board members, 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 academic and developmental success
009of 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 ensuring that they have a positive impact on students as evidenced by data. Guard rule number five, the superintendent shall not fail to ensure progress towards exiting ATSI and CSI status, which ensures that students with special needs and English learners and African-American receive equitable access to high quality instruction, resources, and support services tailored to their unique needs to promote their academic success and overall development. As always, thank you. Um, as a parent, students, and community members or a part of our staff, you can continue to join our board meetings every Tuesday. Um, kala martes, please come. And for all of those that are um joining us
010live through Zoom, thank you for joining us. Please continue to share your voice and give us your feedback. Hold us accountable. We have, if you ever forget our goals, they're right on the board or on our wall. um and continue to build this partnership and collaborate and help us move our students forward. Thank you. Um the next item on our agenda is the discussion, Hold on one second, is a discussion of our evaluation, our board selfie eval And I just want to name that we are not reviewing our academic goal this evening um to allow the district district additional time to take a deeper dive at the strategies and inputs. Our intent is to ensure that when we revis the goals two and four um and other goals. We are confident in the strategies in
011place um are aligned to improvement outcomes for students. We will still review our guardrail or the values of the community um tonight after our self-evaluation. With that being said, are we ready to discuss our board selfie evaluation? And this time I actually or Maria actually printed out everybody's scores so that way you can see it. I feel like that would be better um than me just having it um and you all not being able to see it. So we'll start with um SFG which is the second page. and I'll share. Oh, okay. Well, thank thank you, Nate. I appreciate it. So, it looks like for the first one, division and goals, um majority um chose 35. Um there's three out of four and so I don't know if you there's any discussion or you all
012want to talk about the 35. Madam President, I just want to reflect here that I'm looking at my scores and I was a very I was on the generous side. So, I would appreciate if if there's feedback to be had, I would really appreciate to hear it. Um, and I'm open to that discussion. I am realizing that I am on an outlier on the uh positive end of the spectrum. Well, there's two. So, it's not just you. Um, I guess I'll speak to Where' you like Would you go? Where you going to go? Well, I'm looking at 35 and um I just don't feel like we've fully um adopted the part where it says the board used a process that included students, parents, staff, and community members in a way that leads them to express
013ownership of the adopted goals. We have those adopted goals. A lot of our staff do. I don't feel like we have really gotten to the point where parents and students feel that yet. I I think we need to be establishing more of the two-way communication tours before we get to that. So that's why it was not in agreement for 35. >> I would echo the same sentiment. I feel like we've internalized it, but our community haven't hasn't internalized it. Our community as a whole hasn't internalized it. I think the question I have there and I I don't necessarily disagree is like what is the evidence that we would see because I I think that we could ask that question and say hey we haven't seen the evidence and so I think as a board then
014we need to name what what are we expecting to see that is the evidence that that happens um because otherwise I think that could mean a variety of different things for us is that you know we're on campuses is that specific things because I I also think this this is something if we're not specifically looking for that that we could it could be there and we are not seeing it. So I think I'm just curious as a board like what we're thinking that we would like what it what is the evidence that we would expect to see from parents from students on the campus level that would give us that confirmation that we're okay. >> Dr. Frankie, I think that's a really good question and um one of the thoughts that comes to my head
015is um when I was touring at TG Bar, I was really I believe it was TG Bar if my memory serves me right. Um I was really impressed that but but it wasn't out in public. It was more for like the teachers in the background, but they kind of had goals on the wall to see like how everyone was doing more successfully academically, right? And so I think having that more public so that children can see like look at us, look how we're doing. You know, it's not necessarily saying each child individually, but just seeing how that campus is doing and then communicating that more with the parents. That might be a way of being able to present that more. I mean, that's just an idea that popped to my head when you when you
016raised that question. And I also think um to piggy back off of that, I think some of our campuses do have it posted um throughout the walls and kids know what number would start, whatever they are. They know where they are and with their goals. So I think um I think that's being done in that. And then secondly, I think for me um I think it's increased two-way communication with our community or our parents and having having that face to face and then possibly doing like a survey or something to see how they feel or what their thoughts are. Yeah. >> But I know it's been a challenge for us in the two-way communication. >> I think that makes sense to me. I think then my just request between now and our next evaluation would
017be that we as a board maybe in a future study session talk about the what is the work we need to do to assess >> to measure >> how close we are to especially for our students and for our community stakeholders. Um because I think things like communicating with students or what is that what is the relative kind of awareness of the goals at different campuses or at different grade levels I think if we're sitting up here and we don't know that um how can we come in with a better picture of that um to just gauge where we're starting from in those places and then to your point um Dr. Hajj, what is then the next step in terms of two-way communication so we're not overlapping with things that are already happening in those
018spaces? That would be my my request if that's possible. So with that being said, are is everyone in favor with the 25? That feel right? >> Okay. For the next one, um the values in guard rails, it looks like majority of us were at a 10. And so if we're comfortable with the 10, um again, we haven't been able to adopt our theories of of action just yet. >> Comfortable dropping my comfortable. >> Okay, we'll move on to the next one. Um monitoring and accountability. Um there was two 20s. Um, and so I'm not sure where everyone is comfortable with landing. Um, Madame President, I wanted to ask cuz I I don't have like timing to have an idea of percentages. Do you have that so that we could use that to help us? I
019do. And I meant to do the averages. So, I apologize that I did not do that. For the month of August, we spent 29% of our time talking about student focus or academics. And then for September, we did 39% and then October was 28%. So, we're have not hit or we're not hitting our our 50% goal as of right this second, but we're definitely standing where 20%. >> Yes. I think we made everything else under that one for meeting student outcomes focus. >> I think for me, what did I put? Oh, I put a zero. I think for me, I put that because we didn't follow our monitoring report, our progress monitoring calendar. We switched our guard railroad up. Um, so the guardrail that we're reviewing tonight was actually supposed to be done last month
020and we switched it to this month. So in honor of my integrity um I would say that we have not done that but that's but madam president just to challenge that slightly is that I I think that is us maintaining our integrity and as long the criteria is that every goal is monitored at least four times per year and every guardrail is monitored at least once per year. Not that the progress monitoring calendar never changes unless I'm missing that somewhere. Are you >> Can you repeat that one more time? I didn't quite catch that. >> So Dr. Haj, Madam President, is naming that because we made an adjustment to the progress monitoring calendar. That's where the zero is coming in. And I think I am naming that I am not seeing where adjusting the progress
021monitoring calendar is taking us out of this this it's not ideal and obviously not what we want to do >> but I think the criteria we're looking at are are we monitoring every goal at least four times a year and every guardrail is monitored at least once per year and so I was just asking if there's somewhere else that that is coming up in the eval that I'm just not miss I'm not catching so I guess I should have did. Okay. So, if you go to approaching student outcome for grades um 10 and it says the board monitoring calendar, hold on, not that one. Hold on. The board has received monitoring reports in accordance with this monitoring calendar. So, I guess technic Yeah, cuz we did receive the report in time. >> Yeah. And then
022we push the presentation. >> Yeah. And then we changed the guard rail though. That's the thing. because it does not say Garbo. Can we just >> I think we changed the calendar. To me, that is different than saying, "Hey, we just didn't do it." >> Madame President, Dr. Frankich, um do we know if they are very specific to not allowing us to make adjustments to calendar cuz I know we made the adjustments because of the fall break, right? That was one of the adjustments and then of course because we didn't feel quite comfortable with the approval of it just yet. Isn't that one of the things? >> Yes. Um but also um we moved the guard rail because we hadn't had our CFO yet and so the progress um the the guardrail that we're reviewing
023today has to do with finance and so that's why we made the switch to have our HR presentation. Right, >> Dr. Portill? Am I correct? Okay. Um so that's why we made the switch. >> Can I just say this back to you then? So, you're saying we should be at the zero because we had to delay that specific guard rail because of other circumstances that delayed us presenting that. >> I'm saying yes, but I could be challenged and I'm okay with I would love to hear from >> Well, fellow board members, >> right? >> I don't think our feelings are going to be too hurt if that's the reason why we get a zero is because we had to make some adjustments. It's not like out of negligence. It's just out of, you know, unfortunate
024circumstance of having to make adjustments just to do it correctly. So, I mean, I'm okay with the zero if that's how we have to go for that one. >> M president, I'm having difficulty giving us a zero. Um, just because with the zero, it's like the Where is it? Did this switch? No. No. This is simple. The school system has not achieved any of the interim goals during the previous 12 months. Didn't we achieve an intram goal >> in the past? >> So that's why Yeah, >> they all have to be. >> I almost wish that we have like something in between, right? Cuz that's kind of like so extreme of a difference in braiding there. And there's no five. So there's no just give us five points >> then I I don't have a
025problem with giving us a zero then. >> Yeah. And I appreciate you narrating it that way. And um President Haj, I appreciate you walking me through how we got to that place. I think that that's where I was not making the connection. So I appreciate you naming where that came up in the eval. >> Okay. So, it sounds like we're okay with the zero. I mean, I'm not okay with it, but it's just where we are, right? It's where we are. Okay. The next one is communication and collaboration. And we were split. Um, there was two fives and two ones. And so, let's see. But I feel like I did aified because I feel like we have been sticking to like our agenda. We haven't been adding stuff at the last minute. Like we've improved
026that significantly. Um and we haven't had more than five topics for discussion. Um, Madam President, when it comes to the no edits, does it also pulling stuff? Does that also fall under that or is it just adding? >> It's both. Any changes? >> Okay. Remembering the business days of the meeting? >> I'm present. The reason why I wasn't sure with this one is because the first part on five, it says there are no more than, sorry, hold on, not that one. It was the second paragraph. the board schedules no more than five topics for discussion during any one board. Have we been consistent with that making sure that there's no more than five? >> So, I would say action items, but you're right, we have not because the presentations are other items and so I
027think that we might have to do an agend agenda adjustment in order to make sure we have list presentations or get creative. I know that there in some districts they're doing like video presentation with links to it that we can watch prior to and then that the community can watch at their leisure. Um, so maybe that's something that we um need to look at as a board. So you're right. Thank you. I'm comfortable going to a one. >> We're regressing off. >> I'm just going to stand down because I'm a clear outlayer here. >> Okay. So for the next one, unity and trust. Um, there was two threes. Um, let's see. I was a three. What did I say? I don't know. What are your thoughts? Madam President, the only reason why I didn't give
028us a five is because I don't know that we memorized all of our boards. You guys all close your eyes right now and recite those goals on the wall and I could change my score. That's the only reason that's fair. I mean at a study session the people who were present was able to do it. >> Yeah. >> So I just want to confidently move forward and just if I catch you on the street I want to be like G board goal number three. What is it? I give you full permission to stop me on the street with me corral and ask me about any of the grocery store or the Safeway who can come come find me. What are your thoughts? >> That's fair, Victoria. That's fair. Um but the other the other thing
029for me was the um third paragraph on meet student outcomes focus. Uh, the board has included language and e ethics and conflicts of interest statement requiring that board members fully recuse themselves from matters involving individuals or organizations who made campaign contributions to them or who appointed them. But I also understand this hold on. Okay. And then also the board and unanimously agreed during the most recent self-ealuation that all board members have honored the three aformentioned ethical boundaries during the previous evaluation period. So I I at this point I question um if we are fully understanding that portion. So that's why I don't want to give us A3 and I think it's kind of early for me to make that judgment right now because we have um something on the agenda that is what's causing that
030conflict for me. One thing that's coming up for me is this is the previous three months. So, it is actually not including tonight's meeting. I don't know if that changes anything for you, board member Pñena. Um, but I I think I'm just raising the point that it would be is it July through October? >> Fair. That's fair. >> So, be comfortable with the three? Oh, go ahead. Sorry. >> I'm I'm also comfortable with the three. Um, and just to clarify, we've all um have signed a conflict of interest statement before serving. So I do want to make that clear. >> Okay. Three it is. >> All right. I I think to board member Pñena's point, I think then it is worth confirming that when we are talking about the July to October period, does the
031board unanimously agree that during the most recent selfie vow that all board members have honored those three aforementioned ethical boundaries? Because I think that is a really important like have we met that or have we not met that? I gave us a five. So I said yes. I was real generous today. >> Okay. So three it is. Um next one is continuous improvement. Um and majority of us had a three. I don't know if you want to talk about that. >> I'm willing to go to a three. Thank you. >> Okay. And so our total score is >> 32. Am I adding that right? save. I do want to name that as a board. I appreciate that we all came in with a score that was higher and we're able to have a conversation where
032we reflected and went to a score that we thought was more accurate. So, I think that's a hard thing to do um to not give ourselves those numbers. So, I just appreciate that. Um okay. All right. The next one is our We can stop sharing this one please. Can you share the other board self-evaluation? Okay. You got it. I have it. I can do it. Okay. Oh, okay. No, not that one. I got it. Okay, for the next one, financial management. Um it looks like majority of us chose a two which is the board has plans in progress to review and take or and andor take necessary actions related to this item. Is everyone okay with the two or do you want to talk about your three? I'd like to understand why everyone put two
033for that one or at least some ideas of why not three. >> Yeah, I can go ahead and name mine. I think one thing that came up for me on a few items where I did put a three is that the three is not that it's perfect. The three is not that we've fixed all the problems. It's that the board has taken action and has reviewed the actions identified. So it means there is positive forward action because of the current status of the USFR and we are in progress with some of those steps. I left that as a two because we are not yet complete with all of those pieces. And so because there was ongoing things that have not yet closed that for me was a formal enough criteria that I left it at
034too versus hey there's nothing formal outstanding and we've taken those action steps. So that's where I sat because there was something formal ongoing and open that we are still currently completing. >> That makes sense. I agree then. But yeah, I'm I'm okay with two. >> Okay. The same one for number two. The board approves a budget that would provide the necessary resources to properly manage the district's finances. Um majority of us um said a two. Is there any discussion? Are we okay with this? I'd like to discuss it because I think and this is again not to say that the budget is perfect, not to say everything has been buttoned up with a bow, but I think the idea that the board has taken action and has reviewed the actions identified. I think to me
035that bar has been met with the work that we've done around school closures, consolidation, and reconfiguring the budget. Um, I don't think that means that the budget is solved. I don't think that means it's not something that we're continuing to work on. But I think the idea that currently the board has taken action in that area um for me that bar has been met because the two says the board has plans in progress to review and or take necessary actions and in my mind those actions have already been taken. >> I think that's being a little bit generous for us. I think we still um could do better. So that's why I didn't want to give us a three for that one. I agree. I'm um sticking to my two. I'd like to um better
036align our budget with our board goals and and just yeah really see it through. Okay, sounds like two it is. Um the next one, the board is accountable for ensuring that district funds are properly expended. Um majority of us or actually all of us we were in alignment. We all put a two. So we'll go to the next one unless there's any discussion. No. Okay. Um number four. The board approves a budget that would promote highquality educational programs without compromising the district's long-term financial health. Um it looks like we were split 22 or Yeah. So, two twos and and two threes. >> Oh, sorry. >> Sorry. Sorry. Yeah. So, I think we're concentrated at two there. >> Okay. Yes. Thank you. My apologies. So, for the next one, we it was split 50/50. Um the
037board keeps the community involved about the district's financial needs. Anyone want to start the discussion? No brave. So, okay. I chose Let me see. I put a two, but I could go either way because we are I feel like we do communicate or we put the information out there. um we're very transparent about our financial management. So I could go up to a three. Yeah. And I think it's also important that this is not like hey generally how are we doing it is how are we doing in the last like from July to October. Um and so I think for me it's also going back to that specific time period. do we feel like during that specific time period we were accurately communicating the district's finances and I think specifically for me one thing that
038I think is a positive is like the updates around enrollment which is a key part of our funding this year and like ensuring that those were updated in the board meeting we as board members received updates I think the idea of that being a part of our guard rails as well for me is part of why I put it at the three again not saying in any way that we couldn't improve but did we meet the bar of the board taking action. I believe we met that bar and we can always do more in that space. So, I think to board member P's point, I don't in any way want to communicate that like we've checked that box and can move on, but I do think we've met the bar of communicating about the district's
039financial needs. >> I agree. I think I I I want to change my score to a three. Um it's very apparent that Roosevelt um has done a lot of changes within the past month from how we were last year. Um and I do see that there is some more transparency and um there's presentations and we're talking about um where funding is going towards. So um I would like to change it to a three. >> All right. The next one is the board reviews existing policies at least once annually. >> I have no reason to I'm okay. >> And we all put a three. >> Well, well for me, but >> majority you like missed the instructions on the assignment. It's fine. >> It's okay. You submitted it. So, there's that. Um the next one is
040the board periodically reviews existing policies um to ensure they are relevant and are meeting the needs of the district. Um we were split 50/50 two twos and two threes. Madam President, the reason I put a two here is because I know we have some updates to the policies that we need to process over the next few months. And so to me, I think that indicates that there's something in our policy review system that needs to be that we are currently working to update that has not yet been resolved. So I think the we have not yet taken all the actions we need to resolve that. That's for me where the two came from. >> I I hear you um Dr. Frank Frankenovich on that one, but I'm wondering is it asking that specifically or is
041it just I think I feel like I've said this one before, but what I read is the board periodically reviews existing policies to ensure that they are relevant and are meeting the needs of the district. So, I'm not sure if it's like, >> you know, you're interpreting it a little bit more than what it says here, but >> that's a great point. I appreciate that. >> So, that's kind of what I went by on that. I think with that note I would be if if we're framing it that way then I think I would be willing to adjust I think given that that context appreciate. Okay. So it is a three. All right. Um the next part of the evaluation talks about our strength and accomplishments. Um and so I'll open the floor so that
042we can talk about those. I think one thing I just want to name like really explicitly is the continued work and partnership with the executive team around our progress monitoring reports and making sure that um all of the great work that's happening on the campuses and all of the great work that's happening with the strategy to be able to move forward is clear to the board in terms of what the strategy is and how we're moving forward. and just know we've had so many great conversations over the last few weeks about um you know how the progress reports look and different things that are happening on campuses um making sure that I get my questions answered and so I think that the partnership in that area has been a real um it continues to be
043not just was in this last three months but continues to be a real area of strength for us um both the progress reports themselves and the continued partnership with the executive team Also to add, I feel like um the agenda is really helpful that it's already done. It's available 2 weeks prior. So I'm able to really digest the agenda and speak and speak with um Dr. Portillo and follow up with anybody if I do have questions about the agenda. So I really appreciate that and I definitely think that's a strength. Any other strengths? Um, wait. Were we doing number two or number? >> We're doing areas of strength. >> Okay. So, see one to our accomplishments. Um, I would also like to name that um we did do a two-way communication um madam vice president
044and I to LD11. Um, so we were able to do a presentation about SOFG. Um, it was short and sweet. Um, nonetheless, we actually did it. So, there's that. Um, I know that we do need to do more. I would also say, um, for the most part, um, majority of the board is engaged and shows up to our meetings um, and our study sessions. So, I I think there's that's a strength. Could we improve? Absolutely. But I think that for the most part, majority of us are committed to the work. So I would just like to name that. Um and then areas of improvement. I already have ownership of the goals. whatever we got to zero in. >> I feel it. >> I think making sure that we are looking far enough ahead on the
045progress monitoring calendar to just be sure that if there is an adjustment that needs to be made that we can look um far enough ahead to be able to predict any adjustments to the progress monitoring calendar or to prepare accordingly. Um, I think some of those were obviously things that were out of our control and I'm sure that there are things that as we're continuing to look ahead, we will be able to to spot and adjust as well. >> Any other areas of improvement? >> I think our two-way communication, we've talked about it. We haven't really done it. Um, and I think that we need to be more committed to that and like every single board member. Um, because it's going to take all of us. The weight is too much for a few of
046us to hold the weight. Like we literally need all boots on the ground. So that's my that's my ask of of the five of us is to increase the commitment to completing the two-way communication. >> Yeah. And I think just a note there because we were able to reschedu or were rescheduling some of the schoolboard school because we didn't have kind of the attendance sign up that we we wanted um we'll be able to remarket that. So I think we do have some things on the books to be able to say great we can move forward with those plans. So I agree um I agree with that need and appreciate that we're already planning in that space. Any other comments before we close out or Sophie Bell? All right, next item on the agenda is
047our guard railroad monitoring. And so I will pass it over to Dr. Gortio um so that we can discuss guard number three. >> Thank you madam president, members of the board executive team and Roosevelt community. Um today we are going to be sharing guardrail number three which is progress uh monitoring update. Um thank you for allowing us the flexibility to change um to switch our HR related guard rail with the finance one. It was uh it was very helpful um to be able to have additional time in our finance um division as our um executive director and director just came on board this academic year. So thank you um for that flexibility. So if we open up to um to uh slide number one. Thank you. Just wanted to remind you what guardrail number three
048is. So, as we look at guard rule number three, um in attaining the board's student outcomes focused uh goals, the superintendent shall not allocate district budget resources in a manner that does not prioritize student uh or support student outcomes focused goals, ensuring that financial decisions directly contribute to the academic and developmental success for all students. So today we are going to be uh reporting out on uh the uh interim goal number 3.1 and 3.2. We'll leave 3.3 for another session for you. And with that, I'd like to introduce our executive director over uh business services, Mr. Christopher Pulk. >> Thank you, Dr. Portillo. Uh Madame President, members of the board, executive team, and members of the community. At this time, I would like to introduce uh Mr. Tony Finn, who will be handling the presentation
049this evening. >> You have to turn your mic on, please. Thank you. >> First time you could tell. >> We'll give you some grace. >> Um, first I want to preemptively apologize. Uh yesterday was my son's um first basketball game, his his team's first basketball game. And my voice may be a little horsearo because I'm that guy I'm that guy in the stands that um yells and my wife doesn't go to the games with me anymore, but but we did win so they did good. Um good evening, Madame President, members of the board, Dr. Portillio, Dr. battle um the executive team and um Roosevelt community. Uh thanks for giving me this opportunity to go over some data with you tonight. Uh before we dive into that, uh I did want to say that I've been
050here for about 2 months and um what's impressed me the most is our community of educators um staff and families um that work really hard every single day um to serve nearly 7,000 students um in our district. And uh we're doing a lot of good work um in the district from what I've seen. Uh so here's what it looks like in numbers. Uh next slide please. Uh at the top you'll find our district overview for the current FY2526 period. We serve 6,928 students. Um our dedicated team includes studentf facing staff. Uh we are projected to spend $52.2 2 million in salaries and wages um this uh school year. Uh this equates to an average of $4.02 million per school and $7,541 per student. The chart on the bottom left represents our cost per student by
051school. Uh the yellow line you see is the district average cost per student, which is that $7,541 mark. In the bottom right section, you'll find a uh a breakdown of spending by school. Um but I do really want to emphasize that these numbers um they really um represent more than just spending. Um sometimes we can get lost in the data and lost in the numbers. Um but we really have to remember that all of this is a reflection of our strong commitment um you know to quality education and ensuring equitable resources for every student. Uh next slide please. So, I want to highlight some critical service areas that span across the district um and represent notable yearto-date investments towards our student success. Uh teaching and learning, uh just over a million dollars in total spending
052and $566 per student. Uh, exceptional student services, just under $3.5 million in spending and $437 per student. Uh, transportation, a little over $2 million in total spending and $490 per student. And child nutrition services, uh, just over $2 million in total spending and $495 per student. Um these are investments um as I mentioned that span across the district and um they're really important because they they advance um equity and and opportunity um by ensuring every student has access to specialized support um safe transportation uh nutritious meals and targeted interventions that help them succeed. All right, next slide please. So next we have uh our instructional investments that focus on three key areas that have an impact on academic performance. Um first ensuring uh teachers have the training and the tools to deliver high quality and
053innovative instruction. Professional development is our largest investment at $1.2 million. Um, second, instructional aids and materials total $749,000 and 400 $749,421. Uh, these are essential uh classroom resources and learning tools such as v uh visual and audio aids, uh, manipulatives, and interactive games and puzzles. And finally, supporting curriculum access for all students. uh textbooks and ebooks um represent the smallest share at $27,000. Uh to date, we have expended uh 2 million in instructional spending. Um and this number includes both expenditures and encumbered amounts. Next slide, please. This table and chart represents our student count by school and grade level. Um, as I mentioned earlier, our um, cost per student average is $7,541. Um, but as you can see, um, looking at the chart, um, there's a cost variance across the schools. Uh, this ranges from
054$11,112 at the highest to $4,15 at the lowest. Um this disparity is primarily driven by enrollment levels um staff tenure and u resulting economies of scale. I think the key takeaway here is um schools with lower enrollment tend to have higher per student costs and this dynamic uh influences how costs are allocated throughout the district. Uh next slide please. So, these charts represent our math and ELA proficiency by grade and cost per student. Um, as you look at this, uh, we do want to keep in mind that our investments are making a dis a difference. Uh in grades three through eight, we dedicated nearly $5 million in math um spending um serving $4,32 students with an overall math proficiency of 15%. Uh earlier grades show promising results u while middle grades represent clear opportunities for
055strategic investment to maximize those goals. Uh in ELA, the story is a little stronger. Uh with similar investment, 22% of students achieved proficiency. Uh grades seventh and eth delivered the highest performance at the lowest cost. Um demonstrating strong ROI and maximizing both effectiveness and efficiency. Uh the key here um in my opinion is that the upper grades deliver the highest return on investment um demonstrating better cost efficiency uh compared to lower grades. Next slide please. These charts uh represent ELA and math proficiency and spending allocation per school. Uh per school salaries range from $110,000 to $543,000 for math and $110 uh,000 to $619,000 for ELA. And this is the total salary um allocations for those um two areas in these schools. Uh as you can see, performance and spending varies across schools. Uh for instance,
056Campbell Campbell leads in math at 28% uh proficiency and ELA at 39% um uh proficiency despite operating with moderate levels of investment. Um the takeaway here is uh when you look at all of the uh proficiency data and you overlay the cost per student um data um there's not a strong correlation um between school spending and student outcomes. Uh so looking at everything in total um when we look at the data student success isn't just about spending more. It's about spending smarter. uh and you know with the leadership of Dr. Portillo, Dr. Battle and the executive team and the board um I really think that uh you know we can transform our commitment to reinvent Rosh Roosevelt into meaningful action um that really strengthens our community and ensures that every student thrives. With that I
057thank you and I open up for questions. Mr. I'm sorry I didn't get your last name. >> Finn F. >> Mr. Finn. Um I just wanted to clarify because I was like I on the first slide it was 7,541 on the student spending. >> Yes. >> Is that just to date or is that what we expect for the entire year? >> That is what we spent uh that's projected spending >> for for the entire year per student. >> Yeah. Now this whole presentation is framed um based on our math and ELA proficiency. So we do have more spending but this is in the areas of math and ELA. >> Oh okay. So this is not all the spending for the entire year per student. Is that what you're telling me? >> No. What I'm saying
058is the framing of this guardrail and for this presentation is based on math and ELA. So the salaries associated with math and the salaries associated with ELA. >> Okay. So that would exclude any other subjects in the because of this presentation. >> Now what we are Yes. Um good call out there. >> Um because what we are going to do this is our first pass at this know as we start digging in and seeing more of the data when we have our update in the spring. Um, you know, we're learning more, you know, from feedback like yours and from, you know, other feedback. As you sit down and digest this data, um, you know, give us some, you know, feedback on how we can slice and present the data that best fits, um, your goals
059and and the goals of the community. Um, but we will, you know, iterate this based on, you know, feedback and and what we see. >> Mr. Finn, thank you. That was I really appreciated the bar graph especially showing the proficiency and the um enrollment as well. I think it did aligns perfectly with our goals. So I just want to say thank you for the visual and just um once again showing the transparency in our district. So thank you. >> Thank you. >> And one other thing I do want to mention is when we look at costs per student, sometimes we can get caught up in how much money we're spending. This is just one part of the mosaic of strategy that we have that leads to our student success plan. Um so we can't look
060at this in a vacuum. You know, as we sit down as a team, you know, um we'll discuss, you know, how all the pieces fit together. Um so we we can execute a strategy that that help all of our students thrive and and increase their scores. >> Mr. Griffin, as a followup, um since you had explained, you know, what this funding is focused on, does that also include any children with IEPs, you know, with Okay, so their funding included for that subject m those subject matters. >> Yes, it's students within that math and ELA category. >> U Madame President, if I may, um I think I have one question for you, Mr. Finn, and then a broader question I think for the leadership. um because this is disagregating that math and ELA data. Is this
061something where we have comparable numbers to other schools across the state or not? Because it's slightly different than the way that we're running numbers typically for average spending per student. >> You know, I I think it's always good um that we look at what other districts are doing um so we can compare, you know, what we're spending to results. Um so that is something that that we can keep in mind you know as we further iterate this report um for our spring report out. >> Got it. Thank you so much. And then um this I think is probably a question that goes to the the superintendent and the executive team. Um this is incredible data and again I just want to echo the clarity of this presentation and what this is going to what this
062has illuminated and I'm sure that this is going to open a lot of doors. I think my my question is just in a brief like as we're thinking about connecting this to strategy, what does this allow us to do or what is kind of the next step in terms of diving into this data to be able to then think about connecting it back to our academic strategy? >> Thank you for the question, Madame Vice President. um members of the board executive team and Roosevelt community. Um the uh guardrail is to develop the um the uh framework or the process to be able to publicly report this data at a per pupil cost which is what we learned when we attended our um Georgetown finance class. Um they really um emphasize and at this point I
063know that um Dr. Battle, Miss Pena are graduating um tomorrow from the class. Good job. Good job. And Dr. Haj and I attended last year. Um uh so they really have recommended that we try to calculate all of our expenses in a per pupil cost which allows us to really see the impact and the cost per student. Um so that's why the guard was written that way. Um what we found is that it definitely had very interesting um compelling data for us to dig deeper like you said. So um one of the things that we are doing is um this Thursday is our community um advisory session. So community members and parents that are part of the advisory will be um joining us. Uh Mr. Pulk will be uh co-presenting along with myself and one
064of our facilitators to share some of this data. We'll also be asking the the members there what information they think we should um we should gather as we create our on the road or on the on our tour presentation. So they'll be informing us. Um also um we'll be recording that presentation once we've developed it um so that we can um post it on our website. But that community advisory group, one of the first steps we're taking is to get them to give us input as to what we should include in the more public presentation. Um, we'll also be doing the same with our student advisory group which is meeting on Monday. some of from uh Charles's perspective um what they think that we need to ask children and then also to close it out
065we'll be asking uh the members that attend the Thursday community advisory group what they think we should do to make it compelling for families to attend a meeting that's about finances thank you so much appreciate that >> all right you didn't do so bad you made it survived thank Thank you. Um, next item on the agenda is public participation. Um, we do have public participation tonight. Um, and so I will read the ammunition. Personal attacks upon board members, staff personnel, or other people in attendance or absent by individuals who address the board are discouraged. Presenters are cautioned that statements or representations concerning others that convey an unjust or unfavorable impression may subject the presenter presenter to civil action for defamation. Um with and also as a reminder the board will not respond directly to a
066public comment and I will call the first person up and we will set a timer for three minutes. And the first person is Angelica Zabla. And then just to clarify if there's translation, they do get choice. >> Correct. Hold on one second. Thank you. Good afternoon members of the board. My name is >> Can you please use the mic so we can hear? Thank you. Sorry. >> Good afternoon members, members of the board, the district and the community. My name is I am the mother of Vanbi Chaga. She goes to Caesar Chavez and I am part of the leadership the the parent group um for the all-in education. Through participating in the all in education, I've learned how to develop clear communication and respect with the with the teachers and all of the personnel at
067the school as well as the members of the community. I've been able to develop a knowledge I've been able to develop a wider knowledge base to be able to understand the um >> the the learning the learning research and and the reading. Um, I've been able to support the the a better understanding of the reading not only for my daughter but also for members of the community. Today I can say that I feel like I am a bridge between the district, my school, and the community. It's a pleasure for me to receive calls from parents asking for help or for a um for for some type of information reference to the education of my children. Um, I appreciate the fact that I have uh been able to be a mentor for the all in ed
068because due to that I've been able to help my community to look for resources and solutions to their to whatever they need. Um, I've had the privilege that my voice is heard for the projects that are important for the district. I'm very thankful. I'm very thankful for all the opportunities that uh I've had to be able to grow as a leader and to able to serve the families, the schools, and my district. >> Thank you for your time and for supporting the programs that help um make the voice of parents in uh in favor of education stronger. >> Good afternoon. Thank you. >> Thank you. Next up, we'll have Amza. Good afternoon members of uh members of the board and the executive team and community members and um everyone else in the district who's present.
069My name is Alma Nunes. Okay, Julian. I'm a parent of someone from PL Julian School. Eric Lopez. My son's name is Eric Lopez Nunes. He's in fourth grade and he is a special needs child. >> Okay. >> And I can say that I'd like to say that I am a proud leader, parent leader with the organization all in education. Being part of this movement has allowed me to grow as a person, as a mother, and as a leader in my community. I've learned how to speak in public, how to analyze educational policies, how to give information to other parents that are in the same situation that that I am in that only need the support of someone that is able to support them. Okay. Okay. I'm able to support these people who like me, they
070just need help from someone who can support them and um to help our schools and as a consequence of that to also help our students. Thanks to this, I've had the opportunity to be able to work for my community and on behalf of my community, not only in my school, but also at the district level and the state level. I've been able to get together uh individually with legislators to talk and express myself about the needs in our education for the students in Arizona and also for the teachers. Okay. This has helped me learn that when as parents we have the information and the adequate support we are able to achieve um important changes for our students for our families and also for all of the students of Arizona. I also wanted to let you
071know that I took part in the KAS. What is it called? >> Yeah, >> okay. In canvas. And we did that on three weekends and in total we were able to knock on 2,000 doors to get people to support the override in Roosevelt. That's not the exact number. It was approximately 2,000 doors that we knocked out. >> Okay. >> Thank you for your time and have a wonderful evening. >> Thank you. Next, we have Tatiana Va Mendes. Good afternoon executive team to the board and to the community. all that. >> Tatiana, >> my name is Tatiana Rivera. >> I'm sorry. Can you please use the non? Thank you. >> My name is Tatiana Rivera. I'm the mother of Carlos Ivanz. He used to be a student at Ignasio Consc. And >> um for parent educator
072academy all in education >> and I'm also part of the program for parent education academy for all in education. In the parent educator educator academy, we have uh found a community of parents that in which we all support each other mutually and we work together for the well-being of our students. In the district, we have created something very special. It's a network of families that collaborate with the schools of the district to improve education for all of the students. and even though my children have uh returned from school and they're uh in high school, I am still working with the network of parents in this community and we also maintain a con um constant communication. Okay. We support each other and we share re resources each time someone from the family needs each other. >>
073Now we are supporting a workshop called together. Together we read. >> Together read. Together grow. >> Together we read. Together we grow. >> We're in three pilot schools. >> There are members of the community uh mothers of students and those that are in education. We are supporting uh students who are in third grade and especially their parents so they can receive resources and so that their reading level of their children can increase. Thank you very much for your attention and for supporting these programs that help strengthen the voice and the education of families at Roosevelt. Gracias. >> Thank you. Next up, we have Laura Laura Nunes Nunes, sorry. >> Um, hi, good afternoon. I'm just here because my son goes to Campbell School, um the one on 24th Street and he is in a functional
074skills class, which is right now only the teacher and the aid and she has 13 kids and we've been coming here um some parents and I to just let you guys know if we could get like um some help for her. So I we we just didn't know where else to go, so they told us to come here. That's all. >> Thank you. And next up, we have Raina Adamea. Good afternoon. >> I also have a child with special needs. The teacher called me because I don't come to school so much. I work My child has had three or four incidents on the bus. Because the teacher doesn't have enough help, she let me know that she has 13 students and she's going to take a new student. It's going to be a total of
07514. It's the same thing. We're just asking for help for the teacher. >> That's all. Thank you. Thank you. And next we have John Campbell. >> Good evening, Madame President, members of the board. Thank you for the opportunity to address you. This is my first time in doing so. First time in attending your meetings. I first of all have to commend you for supporting the work that is being done with the teachers and students in our district. For a long time, it has had a reputation of not being an educationally sound school district. I have been a member of this community in this district for 13 years. And until recently, I have felt that that has been the reputation of the district. As I look at those goals, I commend you for taking the action
076to improve education in our schools. Those are admirable and I commend you for that. I may be speaking a little prematurely here. I want to address the item 6.01 on your agenda. It is apparent that there's a plan to support financially all in it. I was going to ask a number of questions to complete my understanding of what it is to be done. But Madame President, you suggested that we not ask questions and expect an answer. So, I had questions 1 through four ready to address you. But now I'll just move to my statement and plead for your indulgence on my ignorance if there is any. I believe that there is an organization all in ED that might appear to be political in its nature. When I go to the website, I see organization, organization,
077organization. I don't see political mentioned. If it is political in nature, then I would caution you against donating to anything that might appear to be a payto-play. In the very least, at minimum, it is not good optics to donate to an organization that might have political connections. Therefore, without being able to ask any questions of you, I would simply urge you to take that into consideration when you come to address 6.01. Keep in mind transparency. Keep in mind that we don't want to support necessarily a political party or agenda, but instead we're doing the work that will support without that being a political item all in education. Thank you for your time and attention to this matter. Appreciate it. Thank you. >> Thank you. Next up or our last speaker of the evening is Ramona
078Pop. Good evening everyone. Uh I also want to speak on action on the agenda item 660 61. Um I want to speak respectfully tonight against approving a new contract with allin ed that will use grant money to fund their work in the schools. This organization I checked has already had a contract with the district and honestly there's been no visible improvement in academic scores. So I have to ask why is more money spent here instead of using these funds to actually help students learn and achieve. We keep saying that the schools should be non-political spaces places where learning comes first and every family feels respected no matter their background or beliefs. That's just not a nice idea. It's a responsibility. The concern with all in ad is that they are not just an education group.
079They've endorsed political candidates in the past and run programs and they recruit parents and community members into their political network. And we just heard that people knocking on doors. When the district gives them funding and access to our campuses, it's effectively helping build a group of activists to later get involved in schoolboard elections. That may not be the intent, but it's the result. And that's a serious conflict of interest. School money is meant to boost uh student learning, not to support organizations engaged in political activity or advocacy. Approving this contract would blur the line between education and politics and risk public trust in how we use the resources. Um there are plenty of partners who can be supported who can support the students without political ties and those are the partnerships you should focus on.
080Um, the schools belong to everyone, to every parent, every child, and every voter in the community. Let's keep them nonpartisan, transparent, and focused on education. And like Mr. Finn said, don't spend more, but spend smarter. I respectfully ask you to vote no on this contract. Thank you. >> Thank you. Thank you to all who came and spoke to us this evening. Um, next item on the agenda is a superintendent report, and I will pass it to Dr. Portio. Thank you, Madam President, members of the board, executive team, and Roosevelt community. At this time, I do not have a superintendent report. Um, considering also our, uh, limitations of time today. Thank you. Next item on the agenda is item 4.02, um, board member update. Does any board member have any updates that they would like to
081share? Seeing none, moving on to our item 4.03, REA report. We would like to welcome Dr. Martha Thomas to the podium. >> Good evening, Madame President, governing board members, Dr. Boro, executive team, our RA, REA and RSD um and South Phoenix community. I'm Martha Thomas, president of REA. Um, this is my report for October. There were many events I'm just going to say ahead of time that we did this past month, but that will be presented in December along with pictures and all those wonderful things. Um, currently right now we have 334 members. Um, we've just started our blitz within the district for our staff. So, um, as of today, we have gained another 12 members. So we are excited for that. Um we have three more four more days to go. Um we are
082continuing our blitz at Sunland, Greenfield, Julian, Campbell, and Gentros campuses. And then on November 10th, we will also be joining or joining us will be AEA and NEA um as they are here for their conference and want to help out. At this point, that concludes my report. Do you have any questions for me? >> No questions, but excited to hear that you were able to add to the REA family. So, great job. >> Thank you. >> You're welcome. Next item on the agenda is item 4.04, reinventing Roosevelt. I will pass it to Dr. Portio to provide an update. >> Thank you. Um, Madame President, members of the board, executive team, and Roosevelt community. Um when we were going through our uh budgeting and consolidation process for um for the consolidation of schools, we emphasized that
083one of the schools that we were um going to close for a year or two was Max Bush and that we would reinvent that school as an innovation school to um provide parents an additional option that's more innovative within our system and then also to bring back families that had um moved away from our district um and also even to pull in from other um areas if if um if it's something that is uh compelling to them. So, we've been working hard at um gathering input from community members and I have Dr. Battle who will be presenting on an update for that work that we've been doing again with the reimagining reinventing of Max Bush Elementary School. Good evening madame president, governing board members, exec team and community. Um is my pleasure to speak to
084you all this evening. Our principal, Miss Crystal Danzy is not available. Um as we asked her to be here, she already had plans. It's called a birthday tour is what she's getting to do right now. So with that said, uh with the help of Nate, we'll go through some slides. So as Dr. Portillo just shared and I'm sorry I have a cold, but I think um you can understand me is that we're going to talk about um Bush future ready. Go back one slide please. Academy. And before we go to the details of this, I want you to know a little bit about the design which is called transcend designing that we've embraced because we want an innovative campus indeed. So what transcend designing does is it utilizes communitydriven innovation. It also is a design
085journey. So it emphasizes the community that includes administrators, teachers, families, students and they drive the design process very thoroughly and thoughtfully to ensure the school models their unique needs and input of those stakeholders. The design journey, it assesses the challenges and brings stakeholders together to co-create new schools models that prioritize student voice in modern learning. We're beyond just going creating schools to create schools, but to make a definite impact on learning. Some of the key offerings include direct partnerships that work directly with hundreds of schools and direct and districts to implement fundamental changes, not just change for change sake. Knowledge sharing, building and sharing resources, tools and insights of the work to inform a broader education landscape. And then also talent development, cultivating a diverse force and also talent that deals to support the red
086design in schools. And then there's some guiding principles that's universal learning design which is great impact on learning. It's retention oriented and it's it's really about engaging the learner all the way through. And the goal is to build collective solutions so all young people can realize their potential and become active and transformative members of the society. Next slide please. So what you're going to find in these slides are a few things. Vision and foundation and planning you see on the slide there's a design concept um approvals from different stakeholding groups and you'll see there there's a renovation uh plan. Uh we have great bones at Bush. Uh definitely needs some work. It's one of the reasons why we chose it to repurpose, but yet um enough to really use towards our goals and academic um
087pro program development and partnering with ASU is is what we're after as well and other universities to that end. We'll have additional resources so we don't have a heavy impact on the M. We're looking for project lead the way as well as new schools innovative um schools grant uh that we've been able to utilize in Arizona schools before community engagement as I shared and then you'll see in front of you I gave you a preliminary timeline of the school opening it's a one pager that's in front of your computer so things we also want to pull out which you'll hear me say on a number of occasions that we'll have community voices the blueprint is ongoing so we'll have internal partners currently There are standing meetings with the wellness director of academics, the outreach um
088director, our early childhood director, our ESS uh staff, and we just listening to learn to make sure that we're not missing any aspects of creating an outstanding school experience. There were also surveys that had been generated with over 140 stu of participants that provided feedback to the development of the new school Bush Future Ready Academy. So the survey results came from family, staff, community um to talk about their desired shifts, a better understanding of student surveys perspective and a core learning experience uh developed. Next slide please. Thank you. And you can go one more. Nope. Go back. My bad. Yes. Um as well as um a better understanding of what the surveys meant. And then we've got school visits here internally. I know uh board member Pena had talked about that. And then we're also
089going to San Diego to see two of the top schools in the nation and one being called Logan Memorial Education Campus. And then Delmare Heights. There was the third school we were going to visit, but um they've got some challenges and they've canceled those tours. But nevertheless, it's going to be a really good experience and we look forward to bringing back that information to you all as we continue to design um Bush uh future uh ready academy. So, some of the shifts include smaller classes from the survey, individualized support, personalized learning, stronger expectations, academic rigor. This came from the surveys from kiddos, parents, family, community members. Prioritize hands-on project-based PBL learning, mastery of skills, as well as broadening the definition of student success. Again, uh student perspective included voice core learning design based on science
090of learning as you see already in our other schools with letters and such. the educational leaps that talks about uh attaining excellence, not being fearful and not looking for average performance. Uh those experience are included as I shared with PBL and also utilizing the assets here in South Phoenix. The theme focus on innovation, sustainability, and using tech to design for the good. There's a tagline. After taking a hold of a lot of the feedback, what we learned is that we're looking for a future of change makers start here. So, a lot of good work. I just want to commend um the team that has been working internally as well as externally. You'll see the timeline in front of you. Next slide, please. For real this time. And uh some of the things just to highlight
091phase one included identify core innovation drivers and grades served academic program design is a stage two just kind of highlighting a little bit what you may see up there. I know it's small forgive us. Uh including an a school org chart uh visits for inspiration heavy on the marketing and promotion. Thank you. Engagement team. We're being very mindful of the budget as well. um enrollment and school staffing alignment and hirement hiring. So we'll be incorporating um individuals from our human resources and talent department um as we start to embark on enrollment as well as initial launch and monitoring. Having had a chance to be on u the listening tour that here was here down the street, it was amazing. It was quite fun to hear just to engage with the community. Uh there are a
092couple others that are are scheduled to occur as you'll see there um on the timeline. And so this is just a glimpse of what to expect. We look forward to sharing more with you as time progresses. If you have any questions, otherwise that's the end of my presentation. Uh Madame President, uh thank you for that um presentation. I do have a question about the visit to the schools. What are you hoping to um to gain with those visits? >> Thank you very much, Governor B. Member Dr. Buts. Our hope is we have selected those schools one because they're highly performing. two, because the demographics look a whole lot like Roosevelt. Three, you know, in education, if you don't take a few things and you're not learning real well. So, we're going to steal a few
093things and we're going to see what works and um share it with the community that are part of our engagement and come back and share. Um I think it's important that we see what's already happening. We don't need to reinvent all things, but also we want to honor the voices that are right here in the South Phoenix community. >> Thank you. um with the visits to the schools, is there a goal in mind as far as like selecting one particular school or you just collecting information to bring it back and implement it? >> Thank you very much for the question. It is our hope to gather as much information as we can. We want to go in as a sponge if I'm understanding your qu question correctly. So the two schools that we're going to
094including the schools that are in our local proximity, we're going to listen and learn and still a little bit. So, um, not one way is going to be the only way. I think we've seen some great schools that have just evolved and have taken good risk. Also, let me say thank you and honor you all for allowing us to be courageous enough to uh, pause uh, Bush for a year and or two, but also to develop a school that's going to be like no other. What that does not mean is that we are not looking to take away or steal from our wonderful campuses already exist. As you know, Arizona is very fond of choice, but we're going to give plenty of choice in this amazing school district called Roosevelt Elementary School District. >> Sure.
095Thank Thank you for that uh for that response. Um, I guess my question is coming from a curiosity of knowing uh that there are school districts that do this same thing and they go and visit um and they create a uh a track if you will on sending employees there to learn um and they kind of have a a staggered road map of are we we going to send people that's going to be able to come back and train our employees things like that. So I was just curious as to what how involved you know this was process was going to look in terms of visiting the school and just kind of learning or bringing a specific model back and and um and and starting to really uh be selective with the the specific model
096and have employees visit that school as well things like that. So I was just curious. >> Yes. No, it's a very good question Dr. Buts. I think after consulting with Dr. um portillo and exec team um we definitely will do what next steps make sense um to go forward all of those things um could be on the table >> yeah I thank you thank you for the question um Dr. Budson I would just want to add that we are being very mindful of our budget and want to make sure that anything that we do when we travel out that it's going to bring immediate um improvement to our district. So in that we uh will be very selective of which employees we do send and for what purpose right. So for example um uh some
097of the input that already we went for a different purpose we went to observe um a re the relay initiative which has been um the one of the the biggest inputs that we've now put in place here to improve our our accountability on our campuses and then um the development of our principles. So, it was just uh Miss Gustin and I that attended um last year and then we've been able to incorporate that work here. So, we're very selective of who goes um just being mindful of our travel costs and knowing especially want to be um uh good stewards of the um the tax dollars and also knowing that um we have a lot of very talented people here so we can also spread that knowledge through those that we do send. >> Thank you,
098Madam President. Thank you. Um, Madam President, um, I have a statement that I wanted to raise up for my one-on-one and then a a I guess a request. Um, I also wanted to just name that I appreciate, um, a question I had in my one-on-one was also for our planning principal. What experience is she getting within the district and getting to see schools within our own district? And so, I just want to also lift up that it sounds like there's a lot of opportunities to be able to be kind of standing in as a leader in some of our current campuses. And so just really appreciate that that's both looking outside of Roosevelt and looking inside of Roosevelt to look at our bright spots to be able to see what's happening in our current campuses.
099Um the request I would make um is as we're thinking about our first guard rail and updating the community on budget and enrollment if we can make sure that when we do that um progress monitoring, can we specifically include updates on the enrollment strategy or plan for Bush? um because I think that our general enrollment as a district and the enrollment for a new opening campus are going to be related but two separate things and so would like to just make sure that we as a board get that in as we're getting other enrollment updates. Um and would just love to be able to be make sure that we're looking at that um because obviously one of the risks is that we all the kids who are currently at another Roosevelt school now want to
100go to Bush and so we want to make sure that just as a board we're up to date on what's happening in that space. So, thank you so much, >> Dr. Battle. Um, and then Dr. Portio, thank you very much for that presentation. It's really exciting to hear um what we are currently working on for Bush and I can tell that there's been some genuine feedback being received from the community. That's kind of the same thing I'm constantly telling you guys. So, so I appreciate that like it's being received even from directly from these um surveys. And I think that's going in the right direction. I cannot tell you how how often people tell me they want to find a program that is more rigorous academically for the students here. And as we're looking at
101these other competing schools um you know and and replicating or maybe doing even better than what they're doing um certain programs, we're going to see that some of these families here within the community are going to look to Roosevelt and want to be participating in this program. I also appreciate it. It was like hearing music to my ears about how, you know, Arizona is for school choice and we want to make sure that we are um offering those choices. That is exactly the right message we need to be having for the community. >> All right, seeing no other questions, I made a mistake and I overlooked two public comments, so I apologize. I think they were like stuck together. I don't know. My apologies. Um, so we're going to go back to public comment for
102our last two. Um, Zita New York. Oh, no. Okay. Is it? No. >> Good evening, members of the U board of the Roosevelt District. I'm writing this letter to express the fact that I'm worried about the safety and the well-being, educational well-being of my daughter Valentina. From the beginning of this school year in um Campbell, I have observed that there's only one teaching assistant in addition to the teacher in the uh in the room. Currently, the class has 13 students that are all different ages and all have different needs. although I recognize the dedication of Miss Mayor. Uh I'm worried that the limited support um is going to make the individualized attention difficult and it would also impede upon the uh the learning that is needed for each student to be successful. Last year, the
103class had three assistants that helped Mrs. Mayor and that contributed significantly to the academic progress and the behavioral progress uh and my daughter Valentina. This year, I've observed that Mrs. Mayor tends to be busy trying to keep everyone in order to maintain discipline and to make sure that everyone is safe inside of the classroom. And this could limit her capacity to um to provide an an environment uh an optimal learning environment. Mrs. Mayor is obviously uh is obviously interested in the education and uh the well-being of the students, but I'm asking myself, how can she receive the necessary um support? Um, how can she receive the necessary support they need to that she needs to grow without the necessary help? >> Also, the children are not having recess outside this year because of the lack
104of supervision. Instead of that, the educational uh teacher, the special education teachers uh go into the classroom to give class and that means that the students are enclosed in the classroom uh the entire day. I'm worried that this could affect negatively affect her mental health and her development. >> In my opinion, the present situation is um kind of on board with a psychological abandonment of the students. Please keep in mind this the perspective of these children. As a parent, I'm constantly worried about the physical safness of my child. Physical safety. In years past, my daughter Valentina has suffered physical abuse because of older classmates, even though there were three assistants present. Other parents as well as myself have expressed these worries on several occasions to the people responsible um in the district, but we haven't
105received any response or any recognition whatsoever. Thank you for taking the time to consider my worries. Thank you so much for your time. >> Thank you for taking the time to consider um to consider my my worry. Uh I sincerely hope that you will make this a priority the safety and the well-being of the students and that you will act in the manner that is appropriate with the um community values that you guys that everyone defends so much. >> Thank you. Next or last we have Susanna Laura. >> Good evening to Good evening to the Roosevelt District community. I'm here for the same reason. We're four parents that came tonight. Four mothers. since the since the school started. We've been coming to ask more help for the school, >> especially in Miss Mayor's class. >>
106My my little my son's name is Anthony, a special needs child. He's been with her for a year at school. He's really progressed a lot. He's very social. >> We're worried that since the teacher doesn't have help that they're going to take a step back. A lot of people say they can't learn. They don't know. We can't invest a lot of time or anything in it because they're not going to advance. But they do >> because there's Anthony. So we've been coming here to ask help for the teacher, for our students, for our children, and for all the students involved. We need help. We need her to get some help because she can't separate herself into 13 different people. >> And with the with the help that she gets, she's our children are going to
107keep advancing and they're going to keep going step by step progressing through their future. I hope that you would see it in your hearts to send some help and um that would really help the students that are in the class. >> As parents, we've wanted to dedicate our time, but the teacher tells us that we can't. >> So, good evening and we um waiting for your help. Thank you. Again, we appreciate um the parents coming and talking to us. We we hear you. We see you. Next item on the agenda is item 4.05, performance based compensation. Um and now I'll pass it to Dr. Portio. Thank you. U Madame President, members of the board, executive team, and Roosevelt community. Um today we have the um uh performance-based compensation plan for uh teachers and other eligible
108staff. And with that we will have uh Miss Megan Geston who um ran the uh process present for us. Thank you. >> Uh good evening madame president uh members of the governing board exec team and community. I'm I would love to first request that Anthony be at all of our board meetings to cheer us on. Uh cuz he's he is a delight. Uh >> I think he's coming to help you. Oh >> yes, he should come back and visit us. Thank you, Anthony. And that concludes my presentation for done. No, I am here to uh to walk us through uh the performance-based compensation plans for both our certified staff uh and then also our instructional coaches and specialists. Uh I will be doing a condensed version, so I won't be going through all the slides
109that you have in your in your packet, but I'll be happy to answer questions uh about any of the information I share. Uh moving along, the first thing I do want to definitely highlight is that uh we we've made sure that this plan reflects our culture of performance. Uh so really thinking about recognizing the incredible teaching uh and service happening every day across all of our schools. Uh this plan ensures that compensation is directly aligned with the impact we have on student learning. uh not just on effort or time, but on outcomes that reflect real growth. Uh it's it also creates consistency across all of our educator groups. So whether you're a classroom teacher, a counselor, social worker, or now a related service provider, uh their contributions are recognized in an in an equitable way.
110Uh so finally we also want to highlight that the plan connects directly to our student outcomes uh goals reinforcing the work that we do uh from lesson designs to interventions. Uh it ties back to the progress that our students make. Uh so the first thing I want to do is is just walk through what does the process look like uh in the plan development. Uh and this is specifically speaking to uh especially with our uh certified plan. Uh so with our plan uh it is built through a collaborative and trans uh transparent process and that starts with each campus uh and job group represented in the plan uh in the previous year's plan selecting a representative that serves on the committee uh for our district-wide committee. Uh from there uh we start with our district
111leadership uh working to create a proposed plan uh that that includes some different revisions as we learn each year and see the the outcomes from the previous year. Uh we draft the initial uh plan. From there it goes to the committee. The committee reviews the proposed plan. Uh they give feedback. They go back to their their campus. they get even more feedback on that plan. Uh and and they help shape those revisions until there's there's strong alignment. Uh once the committee's work is complete and we are at a point of consensus, uh then it comes back to our district leadership team uh and and superintendent to affirm yes, we are also in support of of the plan and its in its uh format. Uh and then from there it goes out to a vote to
112ratify the plan in statute. So while our plan now includes other job groups aside from teachers, statute uh specifies that only teachers can vote on the plan. Uh and so in the statute it requires that 70% of eligible teachers vote yes uh in order to move it forward. Uh again, although other groups, social workers, counselors, and in now related service providers are included in the plan, according to statute, it still goes back to the teachers for that vote. Uh and then once it has been ratified, uh it comes to you for for approval. Uh and then we move into the official implementation. So, a quick glimpse at what the voting results were. Again, this is for the certified plan for teachers, counselors, social workers. Uh, this year we had 361 teachers eligible to vote. Uh,
113that the really the only teachers that are not eligible to vote are teachers who are not Roosevelt employees. So, if they are a long-term sub, if they're coming from a uh if they're a contracted employee through an agency, uh those are the only groups that aren't eligible to vote because they're also not and they're also not eligible for uh the the compensation. Uh so this year we had 361 teachers eligible to vote. Uh we had 321 uh teachers who actually did vote. Uh and that resulted in 254 in favor and 66 opposed. So you can see the overall breakdown. Uh so we were able to hit that 70% to ratify the vote. Uh so then let's look a little bit closer into the the certified uh plan. This one comes from Prop 301, the classroom
114site fund. Uh and so this does have uh with Prop 301, there are some some clear boundaries that we have to uh to abide by, if you will. um making sure that for one of them being when you have a compensation plan that there has to be um a performance measurement included in that. Uh so a quick glimpse overall at the changes from uh last year's plan to this year's plan. Uh the first one there really are four big categories and I'll speak a little bit more to to a few of them. Last year the maximum payout was $3,500. Uh this year we have increased that to $4,000. That is one of the highest uh payout amounts in in especially in this area and the the the feeder the footprint of of Phoenix Union school
115districts. Uh in terms of eligibility, last year it was teachers, social workers, and counselors that were included. Uh this year we are adding in related service providers. That would be your uh speech language pathologists, uh occupational therapists, uh and physical therapists. And then there's a bunch of physical therapist assistants that all of those th those groups. Um one of the biggest shifts that we made is within the performance classification category last year. 70% of that category went toward we called it instructional practice, which was a teacher's evaluation. and 30% was focused on student growth. We have shifted that now uh to 40% goes toward their evaluation, their instructional practice and 60% is uh student growth. And then the last change was in the structure of PD uh in terms of uh the the not only
116what's required but then the different formats in terms of how uh teachers can engage in professional development and I'll speak to that in a in a future slide. So this slide is really helpful in seeing the overall plan and how the the breakdown uh is broken down. Uh so the the the two big categories the performance classification and the professional development CA uh sections those did not change. So performance classification stays at 40% overall and then PD is 60%. But within that 40% you'll that's where you'll see that shift between uh a teacher's evaluation or an employees evaluation and student growth. It did not sit well with us in previous years that only 12% of the overall plan uh was focused on on student outcomes. And so we've made that first shift of of increasing
117that essentially of doubling that um to put more weight on on student growth. Uh professional development stays the same. Uh and so you can see again down at the bottom of that screen where there's the breakdown in terms of the max amount that they could get for each of those categories. Moving along to speak a little bit more about the changes for professional development. So we kept the maximum hours at at 20 total hours. Uh but last year in the plan out of those 20 hours 12 were required and then eight they could choose what courses they wanted to do but out of those 12 required it was the same course no matter what. So no matter what you taught you took the same x number of courses. Um so we made that shift. uh
118we moved it down to eight required which we're calling core because even even though they they are required courses, it's actually you've got options within that uh required category depending upon your your teaching assignment. Um and then 12 electives, but we still are are emphasizing you should be choosing courses that align with your role, but we want teachers to have flexibility in what they choose. Um, another another shift is adding back in. Uh, if sites want to do after hours PD, it cannot be required. It's not it has to be after contract time. Uh, they can submit a request to to our division uh to to ensure that it's aligned with their their goals. And so teachers can also engage in PD after hours through their site um and get credit for for PBCP. and
119that was not the case before. Uh and then everything still goes through our platform of of academy of mine. Uh the last big change that isn't actually in the plan, but it's how what we've shifted in teaching and learning last year all PD uh was all asynchronous. Uh so there was for PBCP credit all PD was had was a online asynchronous not any sort of in-person live instruction. Um and we just don't feel like that is always the highest quality option for professional development. And so building in more variety in what we offer uh a lot more in-person courses and then also even live on Zoom along with some course work that will remain that's asynchronous. So that was the overview for the certified plan. We'll do a quick glimpse at the plan that's also
120up for approval which is for the instructional coaches and and specialists. uh the this performance-based compensation does not come from classroom site fund. Uh the the the there's a lot of technical language that uh of what types of requirements you have to meet for classroom site fund. The biggest one is having to have uh direct you have to work directly with students for a percentage of the time. But we do know that our coaches are our instructional specialists are very worthy of compensation, performance-based compensation as well. And so last year was the first year of having a separate plan for them uh that comes from uh most often it comes through our our M funds. So a quick glimpse at that plan, you'll see it it mirrors uh our our certified staff plan. uh that
121for the final performance classification 40% is from their evaluation 60% is from student growth uh through the same measures uh uh for both schoolwide and district data. Uh and then for them as well uh professional development they have the opportunity to either attend professional development which helps them grow in as instructional leaders themselves uh or they can also get credit for the delivery as they as they provide professional development. uh for teachers. That was a a a mouthful. Uh but that is the big overview for our two plans and I welcome uh questions that you might have. >> No questions. Okay. >> No, I just want to appreciate the um very thorough deck that we received and the condensation for the presentation. So appreciate that um distinction between the two. >> Thank you. I would
122agree. And then I also just name that um I'm grateful that we are aligning our pay to impact um and that we're one of the highest pay or the highest pay that fees into Phoenix. So um and thank you. So the next item um there was a motion to go into exact session o earlier um and I received additional information that it is okay. Um we need to take a vote in order to go into executive session. Um, so there was a motion on the floor. Um, is there a second to go into executive session? >> Madam President, can I clarify my motion? Um, is that >> is that okay? >> Go ahead. >> Um, so my motion was for us to go into executive session. Um, specifically about one particular item, but I think
123that it would be good for us to go into executive session on the other item that's on the agenda regarding the all-in ed. Um, I think there's some conversations we need to have, not that we can't have them in front of the public, but I think there's some things that we need to really drill down in specifics to that um particular issue um before we talk about it publicly in front of the the community. >> So, what's the motion? The motion is to uh to look at uh to have go into executive session for item five uh 05 and also the all and conver 6.01 thank you >> um just to clarify is the 6.01 01 to seek legal advice or is it what is the purpose of the >> uh I would say it's
124good to to do that and talk about legal advice regarding those two items. Yes. Correct. >> So there's a motion on the floor to go into exec session for legal advice on item 5.05 and 6.01. Is there a second? And just because there's a second doesn't necessarily mean we have to go into exact session. We still have to vote on the item. So just because there's a second doesn't mean we have to go into exec session. Just to be clear. >> Second. >> Um now I'll call for a vote. Um all in favor of us going into exec session say I. >> Any oppose say nay. Nay. >> Motion fails. We will not go into exact session. Next item on the agenda is approval of the consent agenda. Um items 5.02 through 5.10. Is there
125a motion to adopt the consent agenda? >> I move we adopt the consent agenda as uh presented. >> There's a motion by Dr. Frank. Is there a second? I second. And a second by Castro Coro. All in favor of us. >> Oh, sorry. Discussion. Any discussion? Now we'll vote. All in favor? Um say I >> motion carries or anybody oppose. >> I apologize. >> Go ahead. >> May you please re um repeat the first vote and second vote for me >> the for this one >> for consent again. >> Yes. So there's second. Was there anybody that opposed the agenda? Okay. Motion carries unanimously. Next item on the agenda is item 6.01, the approval of theou between Roosevelt School District and all in education. Is there a motion to approve the item for discussion? Again,
126it's for discussion and then we'll take a vote after there's discussion. I move we approve um item 6.01 um approval of the memorandum of understanding between Roosevelt School District and all in education. Is there a second? I second. Is there any discussion? I'd like to discuss this particular um this particular item on the agenda. I appreciate um the parents that came and spoke, those that are involved with allin ed. Um you know, it's wonderful to see parents so actively engaged. It's also really wonderful to see these parents that came from Campbell Elementary seeking help for their children. That is something I care very much. That's why I'm here on the board. Um, I have tried my best to ask for this item to not even be considered for the district. As um, someone from the
127community had already shared, a lot of people think of this district as a district that's not very good academically, but um, has done very unethical things in the past and many people see that the district likes to play politics very often. So, that is why I am not in favor for what's going on with this all in ed vote. I've actually warned um I can't talk to everyone, but I've warned a few individuals to my limit about this that this is just not the right direction to go as a district if we're talking about accountability, honesty, transparency, and doing the right thing. You know, my husband constantly tells me how I see things in black and white. And so I purposely wore black and white today um cuz I I I like to see things
128clearly and not skew everything gray just because it benefits me particularly or or my team. Right? So just so people understand what is the problem here. Okay. Or at least the problem that I'm seeing and a lot of people that have discussed this with me is we have two things in all ed. We have allined education and we have allined ed the activism part. Okay. So, while what we're doing right now could be considered legal, the question is, is this the ethical thing to do? Because there's the all in education that gets involved with the district, working with our parents, helping them out. They say that they're helping parents that would otherwise probably not be very well involved. I haven't seen that really be the situation. I've seen that the parents are already go-getters and
129we have some beautiful testimony up here describing all the political activism that they do. Why? Because all in Ed comes in to help these parents in the education side and then before you know it, those same parents walk over to the activist side. And then what happened last year with the same parents that became activists, They ran the campaigns for some board members here. And I honor and I respect my fellow board members, but this doesn't look right. This doesn't look right to see that our district is giving money to an organization that in turn is taking parents from our school and educating them to be great activists to help elect the candidates of choice that seems like the district wants. These are optics of conflict of interest. Another thing that is wrong. Okay, we're
130using grant money. If you read what all in ED does and I met with their founders, they tried to convince me that this is a good idea and I was very sincere and very honest with them saying this is not a good idea. If it was on the other foot for me, if it was my side of the aisle that came with an organization like this, I would reject it because this is not what public education is about. politics do not belong in this district. We need to focus on our focus is the academics. But if you read what all in ed does, they help school district advocate and apply for grant money and we're paying them with grant money. That looks like optics of money laundering. So I cannot in good faith allow this.
131I will do everything to speak up. I don't want to be disrespectful to, you know, my colleagues here. I just have to be honest of what I see, black and white. And I would never do this to any of my colleagues. And I do know that there might be at least one individual here seeking reelection. You don't want to be seen like as if you're paying for your future activists to come and knock for doors for your reelection. That's not what you want. I think we're all better than that here in this district. And so that's why I cannot support this. Another thing is our men's been working with us for several years. We've been watching month and month after month our academic growth that hasn't been happening like we should. and we've been doing
132a program through Georgetown University about education finance and I'm really tempted to this situation tomorrow in our seminar and be like what do you guys think do you think that's the best way a district should spend 30 grand does that help academic outcomes I know be rejected right away so be changing or are we still doing the exact same thing we've been doing in the past and this This is a message that the community is going to see. They're going to see it. They're hearing about it already. They know that this district has changed its ways and is doing better. So, I urge my colleagues, please just vote no. I don't want recusals. I want voting no on this one cuz it is the right thing to do. We can still work with our district.
133We just don't need to pay them for it. I'm okay with them working with our district. We just shouldn't be giving them our public dollars. We heard from these mothers. They need that 30 grand. That classroom needs it. Teachers need it, not political activists. And that is my statement. President, um, first of all, thank you, Miss Pñena, for bringing your perspective. And I think just for your transparency and your forthrightness, I just appreciate that about you personally and appreciate that about you as a board member. Um I'm going to speak from my perspective in terms of how I am interpreting. Um and so this is truly my own perspective. Um I think where I am sitting with this particular item is the fact that we have been using all-in services for a number of years
134at this point. And I think where I go back to is the idea that we have been using their services. To date, as far as I am aware of as a board member, we have not received a request or an objection to remove those services from our programming. Um, and I you can Dr. Portier, you can correct me if I'm wrong on that. And at this point, to me, if we are saying that those services are in our schools, then the idea that we may need to pay for them is a question of If it's a if it's an issue of should we allow this in our schools, then that decision is made at the time of service. And if we're making the decision that they should be in our schools in the event that
135we need to pay them to be able to continue those services, I think that's a decision that's up to the superintendent to be able to fund and continue to fund programs. In terms of what are the programs and what does the funding need, I will also say in education, it is not uncommon for groups to work with schools to be able to find funding to be able to continue their programs. that is just part of how groups get funded in the education space. So I don't think that is unique in this situation. Um and I think that the idea of our parents being supported I want to be very clear from my perspective with the education movement in the district. Our parents are a key component of that and and any program supporting our parents
136is a key component of that. But we also cannot put the movement of our data onto our parents. And so just because our data hasn't moved yet, that is evidence that we as a board, we as an executive team, we as a district have work to do, I think the fact that that has not yet resulted in significant gains in the classroom is not necessarily evidence that it is not a worthwhile and supportive of our strategies. One of the things that I go back to is the amount of parent communication and the amount of parent um involvement that we had as part of a community 2-way engagement in the initial goal founding and a lot of those parents were parents who had initially gone through some of those apparentmies and were comfortable coming into the
137boardroom were comfortable coming into some of those conversations. Um, so for me, I'm sitting at if we are saying that this is a service that we're willing to allow in our schools, and I think Miss Pena, that is what I heard you say, then for us to be able to pay for it, we are paying for a service that is being provided into our schools, we are paying for a service that has already been in our schools. So that's where I'm sitting as we come into this conversation. Madam President, I also want to clarify um when looking at this item, I am solely looking at all in education. Um if you could show the the the campaign um nowhere in this um campaign flyer is there allin education. This is all in action. This is
138a 50c4. Um we this item right here is specifically for all in education which is a 50C3 which is a nonprofit. It is nonpartisan and just like we walk into this boardroom every single day and we leave our own personal beliefs behind and we come here gathered for student outcome focused governance. That is the same thing that I'm willing to do when it comes to making decisions on not on not on just 6.01 but on every single item on this agenda. Um, and I'm so happy that I was able to hear from Anony's mom because she spoke about how she there's a lot of parents that want to volunteer. However, that whenever they do ask to volunteer, they cannot. I believe that all in education specifically the parent educator academy is a great pathway to
139empower our parents that want to serve and want to do something and support and continue that momentum when it comes to student focus focused governance. Um in addition to that um all in education has also um encouraged our parents to get certificates and pair professionals which if you remember that is something that we were outsourcing and that was costing our district a lot of money. So if you if there is an issue with um with investing in our parents and giving them the tools to be prepared and to get certified as pair professionals and once again one of our guardrails is to grow from within. I don't see a problem with that whatsoever. We are solely voting once again on 6.0 the memorandum for all in education. We are not voting for all in action.
140Respectfully, um board member, hold on one second. We're going to give um Dr. Buds an opportunity to speak. Everybody gets to speak once and then we can come back and and have a discussion. >> Sure. Uh thank you, Madam President. Um so I have three um particular items I would like to address. And item number one is uh I I attempted for us to go into executive session for morale purposes, for the sake of board unity. And I I totally understand your position, but you are calling out two of your fellow board members who may have an issue with this, but without giving us an opportunity to um hear from us, I think that uh I find it an attack on my particular uh professionalism and reputation and ethics in terms of uh political uh
141strategy and ethics in terms of uh what we um do as as not only candidates but as uh elected officials. And so um I do want to uh move to my second point and that is this a recusal versus a no vote. Um I believe that a recusal is appropriate in this manner um for a few reasons and I believe that it is different than a no vote. I know that you're asking for a no vote but I feel like a no vote would also be on the other side of that scale of yes or no. And so I think that a recusal here is very much appropriate. Um, and here's why it's it's very much appropriate because all in education is a wonderful organization. They have a great impact uh in our district with
142our students and I can um I can see that. Okay. Uh but the issue is is branding and marketing. It is all in education. And when you look at branding and marketing, it's it can be view and and that's the reason why it's under the same umbrella because you want people in the community to identify with the particular brand, right? And so I think that here for me, and I'm speaking for me, I'm not speaking for um my fellow board member in terms of my reason for recusal. Um I do know that uh they were very actively involved as you pointed out in our campaigns as we were running for school board. Okay, that is that there's nothing to hide about that. Um we actually have to submit um finance reports as as candidates and
143an elected officials and uh we also were very visible from a social media standpoint and perspective. So all of this information is is available to the community and to the public. Um, however, in my uh feelings of of of of recusing my vote in this, um, I do believe that it does give the appearance of a conflict of interest. I don't exactly believe it is a conflict of interest, but I do believe it gives the appearance of a conflict of interest. And so that is why I would like to recruit recuse my particular vote. Thank you. And I'll speak to to my stance and my stance is that for me there's no conflict of interest. I wasn't supported nor will I be endorsed cuz I know you were calling me out. So let's be very
144clear. This is not a quit proquo. So I'm on the record saying that. Um and I believe in investing in our community. They've already spent almost $700,000 in work with our district. And so for us to say here's $30,000 to continue the work that is so great and that our parents are educated, they can come and advocate, they can find their voice, I feel that's like that's nominal and I am going to continue to invest in our community and in our parents and so you can speak now. >> All right. First of all, to my fellow board members, I did talk to uh Dr. Hajj about this and uh Dr. with you about this because and just to be clear with everyone in the audience, open meeting laws make it impossible for us to discuss
145this without violating law. I did not want to get into trouble trying to reach out to my fellow board members about this concern. That is why I seconded to bring this to executive uh session. I'm sorry, Michael didn't go that way. I really wanted to reach out to you in Victoria particularly because I was like I don't feel right about this. I don't think this is right and I don't think you guys deserve to be painted that way. So I'm not saying that that's what you were doing. I'm saying that's what the visibility is. I hope that's clear. So that was not an attack on you. Same with you, Ashley. I was not saying that that's you what you're doing. Thus, I'm saying that is what the visibility what the optics will be, right? People
146are going to see it that way. That's just a matter of fact. Okay. I've heard that from many community members and that's why I was like, we shouldn't be bringing this out. We don't need to have this sort of optics. We've had these optics in the district. You know, many things I've heard about in the district. Oh yeah, the district. there's a board member that helped himself running for um city council with money, right? They knew how to do it, right? And and so I mean that's the sort of reputation our district has. We don't need to continue having that same reputation that's happened. You know, another thing is Victoria, yes, you brought up. Yes, there is all in it education and there's all in action. That's what I was trying to explain, right? There's
147two separate entities, right? Let me give you another example. Turning Point USA, that's education. turning point option would we allow turning point USA to come and work with our our parents and we'd be fine with that but board member Pñena I think in that situation what I'm naming here and what my point was is we have already been engaging the services so I think what we're talking about are two different questions would we engage the services and would we pay for the services we've already engaged and so I'm not I'm not answering that question in that scenario but I think the would we engage the services That question has already been answered with all ed. We have engaged the services. We have continued to engage the services. So now we're at the point where we're
148saying will we pay for the services that we have already engaged. So to me that I think is actually just two different questions. So I say we should not be paying for those services if if they want to provide those services. And here's another thing for anyone who knows about campaign funding. $30,000 isn't that much money. Why are they going to us for $30,000? They have plenty of donors that can give them $30,000. We need that $30,000 for children that are having teachers that are overwhelmed with the amount of students that are in need. We shouldn't be putting it into political activism. And as much as great work as they do, they testified. They testified what they do. I didn't see anything really in there that gave me an example of like, okay, now this
149parent who's been completely inactive because we know that, you know, all of the all the um research shows the number one thing that helps a child be successful is the parent involved parent. So, we have amazing parents here. I'm so glad you you ladies came. Okay. But if we have a lot of parents who are not actively participating and all I'm yet isn't connecting with them and clearly we're not seeing the numbers change then why are we doing the exact same thing. So I feel like this is an excuse. It's an excuse. I hate to have to bring it up. It's you know painful but it's the honest truth about it. And I know teachers wouldn't be happy with this. I know that there are parents that wouldn't be happy. I know that there's a
150lot of community members that would not be happy with this. So, we don't need this endorsement. That's just what I'm saying. >> I think though we're also making the assumption that that money is available to Roosevelt for whatever we choose versus available for this particular instance. And so, I think that often times when grant money and I I'm truly saying in a general sense when grant money is available, it is available with I think as Mr. Finn named in certain circumstances with very certain circumstances involved. Um, Miss Geston talked about using the class site fund with very specific expectations involved. And so I think it is potentially inaccurate to name that this $30,000 could be going somewhere else. There is a possibility that if this $30,000 is not going to we're just not getting it.
151And so I think that question I think is one for the the superintendent of is this $30,000 that is coming from is this $30,000 that would be reallocated elsewhere or is this $30,000 that would be is specific to this grant with all end the grant the funding source that we would be utilizing is our parental involvement um allocation in our title one funds which is specific for print um parental involvement um the funding that we would be utilizing to support the the classroom. Um, which I would have loved to have the opportunity to speak to to the mothers. Um, as the um the executive over the district, I haven't had an opportunity to speak to you all. I would love to reach out to you afterwards and speak to you more. um um the funds
152that we would be utilizing for support of a um paraprofessional in the classroom which I believe that there should already be two allocated in the classroom. So it might be more that we're working on filling the position is what I'm understanding as we >> speak we got to get back to the agenda. Um so thank you for inst >> I just wanted to finish one more thing is like I I completely agree with the importance of parents. I think as a parent I also want to believe how important I am in my child's life and those starting numbers are not the fault of our kids parents. Those are our numbers. I said it in June. Those are my numbers. And so I think that we also have to be clear that it takes all of
153us working together. and we didn't hit 11% or 12% in 8th grade math because of our parents. And that is a strategy to get us there, but it is not the thing that is holding us back from being proficient. There are a lot of other systemic things that we as a district need to do to be able to move that number. >> To be clear, this is not even an attack on parents either. What I'm saying is that the program that we have is not working. That's simply what I'm saying. And and I also want to be clear, you know, yes, we needed aids. There's different ways to help people get that certification. I actually know how people can get free college education. So, if you have any questions, I will help you out with
154that. Um, so I mean there there are programs out there to to think that the only program out there that we could use is Allined Ed. That's just not even that's not true. You know, I actually work with several organizations that works on helping educate parents to be great advocates for their kids. I've done that for years working with these organizations, but you don't see us knocking on Roosevelt's door. You don't see us doing that. We just reach out to those parents and they reach out to us and we help them out. So, that's just my point. I just don't feel that this is this passes the sniff test. I don't think this follows with student outcomes focused governance. I don't think this follows with the education um program that we're doing and education finance
155through Georgetown University either. So, that is my very strong opinion. I'm pretty sure there are others that um would agree because I've heard it already from several people. So that is my point. That's why I say we should reject it and um and I know that the community is going to hear about this and they're just be like we're doing the same thing we've done before. So that is my plea to you. Madam President, I'd like to call the question. >> So in calling the question that means it's to end the debate. And so, um, I'll second call in the question and then we'll vote, um, if we want to end debate and then go ahead and vote. Um, so there's a motion and a second on the floor to to end the debate and
156vote on the item. Um, and so all in favor indicate by saying I, >> Madam President, before we do that, can we just clarify, Dr. Brett, you're recusing yourself from this particular vote. >> Correct. But he can still vote to end the debate if he wants to. No, >> I just Okay. Any other questions before we make a a vote on ending another debate? Um, all in favor to end the debate, go ahead. >> I apologize. I believe it's by roll call. >> Yes. >> Okay. >> You want to go ahead and do roll call then? Thank you. Excuse me. Is this the vote on ending the debate or is this a vote? This is 6.01. >> This is the vote to end debate so that we can vote. >> Got it. Thank you. >>
157So, yes. Yes. So, we're voting the end of debate. It still needs to be done by roll call because it has to pass by supermajority. Okay. Roll call vote for item 6.01 to end. >> Yes. for the MOU of understanding between Roosevelt School District and All in Education by roll call starting with Dr. Michael I apologize he he okay with Dr. Michael Buds >> yes >> Miss Victoria Castro Carell >> yes >> Dr. Megan Francoitz >> yes >> Dr. Ashley Hodgej >> yes >> and Mrs. Tatiana Pña. >> Yes. >> Okay. Item 6.01 ending the debate has been approved by roll call vote. >> Um is so we already have the motion um to approve the agenda or do we want to redo the motion? We can redo the motion in case. No, that's fine.
158Wait, we can just vote. We're voting for the next item 6.01 for theou. >> Okay. So, I'll go ahead and hand it back to you so that you can do the roll call vote for this item. >> Thank you. I just want to confirm to do the roll call to either appro to approve the agenda. Do we have a first and second motion before I do a roll call vote? >> I was the first. >> Okay. >> Second. Victoria. >> Thank you. Thank you, Madam President. Roll call vote for item 6.01 to approve theou between Roosevelt School District and Allin Education by roll call starting with Miss Victoria Castro Corral. >> Yes. >> Dr. Megan Franowitz. >> Yes. >> Dr. Ashley Hodgej. >> Yes. >> And Mrs. Tatiana Pñena? >> No. >> I will do
159Dr. Buzz just to have him on the record. >> Dr. Michael Buts. >> I recuse myself. Thank you, sir. >> Motion carries. Three eyes or three yeses and one recusal and one no. Next item on the agenda is item 6.02 and that is to approve our self-ealuations by roll call. Is there a a motion to approve? >> I move we approve the governing board self-evaluation. >> I second. >> Motion by Dr. Linker, second by Dr. Butts. Is there any discussion hearing? None. All in favor say I. I. Despite roll call vote. Oh, sorry. Just kidding. >> Thank you, Madame President. Roll call vote for item 6.02 to approve the governing board self evaluations by roll call starting with Dr. Michael Buts. >> I. >> Miss Victoria Castro Carral. >> I. >> Dr. Dr. Megan Francoitz,
160>> yes. >> Dr. Ashley Hodgej, >> yes. >> And Mrs. Tatiana Pena, >> I. >> Thank you. Item 6.02 approved with the completion of roll call vote. >> Thank you. Next item on the agenda is policy f first and second reads. Um, is there a motion to approve the items? Um, doing first and second read tonight. >> And move we approve the policy first and second reads. I second motion by Dr. Frankwood, second by Cash Coro. >> Is there any discussion? >> I'm sorry. Um I know that there was a request that you made um be that we um make a change in policy GCBA and that is not reflected in the attachment that's here. >> Okay. So, we wanted to make sure that we had the opportunity to give you um the last time
161we reviewed it, there was a a question that you brought up, give you the opportunity to review it um and um ensure that it has the proper language or if not, we would we can change that language and you can um can we just vote to approve it with the language? So, let's um really quickly it was about the salary schedule. Go ahead. >> Or Madam President, can we actually ask to table that? Can we approve it minus that one and move that to the next meeting? Is that possible? >> Or can we just approve it and just add the language >> because then >> approve the policy and then update the language? >> Well, yes. So, we'll approve it with the with the amendment to include all staff as opposed to just the teachers
162cuz that was the question that it was it was just specific to teachers and not the whole entire certified group. And so, I wanted to make sure we were inclusive of the certified group for policy. What is it the letters? BC GCBA professional staff salary schedules. >> So, it's up to you all. Do you want to approve it with the amendment knowing that it's going to happen or do you want to wait to see that the change happen? >> I'm fine to approve it, but I would like a written copy of that updated um policy just to make sure that we're all on the same page. >> I missed the first part. I'm sorry. And I personally am fine to approve it, but I would like a written copy of the final policy just so
163that we're all clear on what exactly the wording is. >> Sorry, Dr. Portio, just to be clear. Um, do you have that even just like where we can see it on our screens? Yes, absolutely. We can share on screen. So, Yep. >> Was there a motion in a second though? We can do the motion in a second and then so we can talk about it. Yeah. Motion to second. In second. Okay. And um are you able to make uh Miss Alexander a panelist so that she can bring up the policy and can you just give us a quick little overview of it too, please? Thank you. >> Absolutely. Madam President, members of the board, um, community and exec team, tonight we're looking at approving, uh, the first and second read for policy GCBA professional staff
164salary schedules. Uh specifically the language will open up our ability to place individuals that come to our district appropriately especially if we have a hard to fill position. Um it gives us the latitude to move them down the salary schedule. So at the study session when this policy was reviewed uh there was a question for some of the suggestions that came back from legal to open up the placement for more than just teachers. So what you see there um that's shared on screen is I'm making it a little larger under the certificated prof personnel uh section. You see that we have taken away the section that says initial placement on salary schedule for new teachers entering the system. Um, our suggested language says employees who are required to hold uh an AD certificate, which speaks
165to the idea of additional employee groups that the request was at the study session. Um, and so as we continue through the policy, you'll see that we're just making very clear to anyone that reads our policy once you if you are hired here and you are required to have a certificate, we are going to give you experience credit placement um on our currently approved salary schedule, but also may be able to go down uh to a later category in that placement if if we deem it's a hard to fill position. Would you like me to read each of the sections or is that in general enough of what we're Okay, >> that's enough for me. Is that enough for all other board members? >> And just to clarify that wording down on the salary schedule
166means with increased benefits or increased salary. >> For example, yes, ma'am. >> Just wanted to make sure that down meant >> Thank you for for asking me to clarify. So, typically our salary schedules there there are different ranges. Some of our SC salary schedules expand down to 17 years of experience placement. Y >> um that may be that it's a hard to fill position. A person comes in with high level of skill and expertise and typically we might place that person at a level 12. This policy will allow us to say based on the current standard that's happening or hard to feel their experience we're able to go further down than maybe the level 12. >> Got it. Thank you so much for clarifying. certainly okay with approving it um now with the recommendations that
167were made um with the expectation that we will get the final copy of the approved policy. >> Madam President, I'm okay with voting now. Yeah. >> Okay. So, we're going to amend the motion um to include the updated language um to include all certified staff in the policy. Um and so since I I amended the motion, is there a second? This is a motion. It's a new motion. >> Second. >> Thank you. So, I motioned and Miss Pñena second. All in favor indicate by saying I. I. >> Motion carries. Um, next item on the agenda is the approval of the progress monitoring for the superintendent gargo number three. Um, is there a motion to approve? Some move. Motion by Miss Victoria Castro Coro. >> A second. >> Second by Madame Vice President. Is there any
168discussion? >> Um, no discussion, Madam President, but I just want to name that I think, you know, as we continue to go through this process, um, we just continue to increase the quality of what we're receiving and just a huge thank you to all of the people who are involved in that report. Um, I can't even imagine how much work went into disagregating that data and I think I walked away with a lot of new information. Um, so just a huge thank you to the team who put that together and just really deeply appreciate the work. >> Yeah, I'll echo the sentiments and I'll also say that I'm excited to see the deeper dive. I know that we had a conversation about um doing a deeper dive into why certain schools are doing X and
169why certain schools are doing Y. So I'm super excited to to see um the deeper dive in months to come because I know it's going to take a lot of time to analyze the data. >> Um so with that being said, all in favor >> Dr. Haj, I apologize. Item 6.04 roll call. >> Sorry, turn my mic off now. >> Okay. Thank you, Madam President. Roll call vote for item 6.4 to approve progress monitoring for superintendent guard row number three by roll call starting with Dr. Michael Buds. >> Hi. >> Miss Victoria Castro Carral. >> I >> Dr. Megan Francoitz. >> Hi. >> Dr. Ashley Hodgej. >> Hi. >> And Mrs. Tatiana Fenya >> I. >> Thank you. Item 6.04 approved with the completion of roll call vote. >> Thank you so much. Um we
170don't have any information discussion or executive session. Um having concluded our our business this evening. Is there a motion to adjurnn? Some moved. Is there a second? >> Second. >> All in favor indicate by saying I. Motion adjourned.