001We also have adopted some guardrails that we go by. Our first guardrail healthy board conduct and dis discourse. Our second guardrail board operating procedures. Third guardrail student outcomes focused decision-making. Our fourth guardrail financial integrity. And our fifth, community engagement. Superintendent guardrails. Guardrail one is attaining the board's student outcome goals. The superintendent shall not go without proactively sharing updates and plans on the budget or enrollment that will change the current landscape or and stability of our district to stakeholders including board members, students, parents, staff, and community members. The superintendent guard 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 after school programming and wraparound services. Guard rule number three, the superintendent shall not allocate district budget
002resources in a manner that does not prioritize and support student outcome focused goals, ensuring that financial decisions directly contribute to the academic and what does that say and developmental success of all students. Fargo number four, the superintendent shall not fail to implement and maintain effective strategies to the retention and development of teachers, including promoting from within to ensure that they have a positive impact on students as evidence as evidenced by data. And our last guard rule number five, the superintendent shall not fail to fail to ensure the progress towards exiting ATSI and CSI status which ensure that students with special needs and English learners and Africanameans receive equitable access to highquality instruction resources and support services tailored to their unique needs to promote their academic success and overall development. So as a parent, student community
003members and as a part of our staff, you can also join our board meetings as you are today. So welcome everyone. Thank you guys all for coming. If you are joining us online, hello. Um please share continue to share your voice and give give us your feedback. Hold us accountable to the goals and guardrails and if you forget our goals, they are presented on the wall as well and on our website. um and also continue to build in a partnership and collaboration that help us move our students forward. And if you do not have plans this Saturday, well, now you do. We have you are invited to our school board school. So, what is this? If you are considering in running for local school board seat next November, um this this is where you want
004to be. This is the spot to be. Um, so Saturday, October 18th from 9:00 to 3:30 in the Verna Mlan Wellness Center, we will be hosting our schoolboard school. Um, if anybody is interested and curious about what it is um, about joining a school board. Um, or maybe you have someone in mind that is interested in running for school board, bring them on over. If you also want to deepen your understanding of uh student outcome focus focused governance and continue the momentum that we have started here at Roosevelt, please join us. And if you are passionate about education, so if you are here present, I know that you're passionate about education. If you're joining online, I know that you're passionate about education. Um so please RSVP here. Um or you can also scan our QR
005code. So once again, this Saturday, October 18th from 9 to 3:30. I hope to see you here and we also hope to see you here. Thank you. The next item on our agenda is our progress monitoring report for academics goals number two and 2.1 and 2.2. Goal number four and inim goals 4.1 and 4.2. Um and I will pass it to Dr. Portillio. Thank you, Madame President, members of the board executive team and Roosevelt community. We are excited to uh share with you some of the um data as we are monitoring our academic progress and also some of the different um activities and actions initiatives that we're leading in response to that data and we'll also take time to answer the questions. Thank you for submitting those questions ahead of time for our team to
006be able to work through them. And with that, I'd like to call Mr. Oi to the podium who will review the data. Okay. Good evening, Madam President, members of the board, uh, Superintendent Portillo, executive team, and RSD community. Uh, I will promise to be as, uh, efficient and quick as possible. I know that we've got a lot going on. Uh, anytime that I come to the boardroom and I see a lot of people in suits, you know, it's going to be a long board meeting. So, uh, I will, uh, make sure that I make the best of my time. All right. Uh, last month we looked at ELA. Uh, this month is math. It's our goals two and four as was mentioned. Um, and, uh, specifically, uh, long-term, we're looking at our fifth graders going
007to 2028 and our eighth graders 2028. And we have interim goals uh for different grade levels that um will uh align up with that. Um just to get right to the headline, the are we on track and um the the big picture. Uh this has been true for the last few years. ELA uh we are seeing higher proficiency and even more growth than we are relative to math. That's true for uh these particular grade levels as well. Um so uh the proficiency is higher here uh for fifth grade as you can see on our on our big graph but obviously 13.71% nothing to write home about. Um this has been true for the last couple of years so this is not new about ELA um showing more progress uh than math. Um that's maybe due
008to some of the initiatives over the last couple of years that have focused on ELA the science of reading some of our our lower grade ELA. So that's um the the big picture that's true for both fifth and eighth grade that um we are seeing a slight increase there but uh largely are uh for math off track. I'm going to come back to the uh we are going to come back to the key inputs. Um Mrs. Guestson will circle back to that. I'll go through the both of our goals like we did last time. So this is the last time we'll look at ASA data. We have not yet looked at uh spring ASA data for math and um this is our fifth graders last year on math. So now our current sixth graders. Um
009this was a group of students that we were um if you were following our our board meetings uh the fifth grade cohort was a cohort that we were uh worried about monitoring um thinking about interventions for this group. Um this now sixth graders if you can believe it were kindergarten students when COVID went down. So they did not finish the school year as kindergarten. Um they're sixth graders now. This is their fifth grade data. Um so what is catching my eye is yes the percent proficient. Uh but really the average SGP 45.04 at the bottom right. Um again 50 is is kind of the so to speak magic number of wanting to be on the other side of that if you're expecting to see uh proficiency uh increase over time. Um, so that's uh obviously
010below where we would want to be um as a district for that grade level. Um, and then when I look at student population proficiency, what sticks out to me again is ESS uh SGP. Um, so SGP is measuring students how they did last year to this year based on um similar peers. Um so ESS students um obviously that's a low percent proficient but the SGP the growth is also falling behind um their uh gen ed or or regular education peers. Um so that's something that I'm looking at guard number five um that was just mentioned is about ATSI and CSI and um in almost every case uh we are in ATSI or CSI for ESS students. Um so certainly something to uh be monitoring. And then this one is new. Uh we always add something
011new here on the bottom of page two. This is a new assessment that uh we have taken um as a district called DNA. It's by Renaissance, the same uh uh company that makes the STAR assessment. Uh it's different than STAR. So we we've talked a lot about STAR, a dynamic test. The questions change. They get easier or harder based on how students are doing. and it's giving us kind of a big picture of of where is a student. Um, and it's ideal for uh helping us to project how students are going to do on ASA. Uh, DNA is similar in that there is uh now a means of of trying to predict how students will do proficiency wise. Uh, but DNA is different that all students take the same questions. They're all grade level uh
012standardsbased questions that are based on our curriculum map. So um in theory it's only things that only items that students will have um seen have been taught on learned uh during that that period of time. Um and again it's all um uh grade level primarily do level two questions. um in my opinion very similar to what students would see on AASA. And so uh what you have here is how our fifth graders, now this is this year's fifth graders, just for a point of clarification, we were looking at last year's ASA data. This is this year's fifth graders. Uh the big number here, 16% proficiency. Um I I put a couple of examples of some of our top uh schools in terms of their proficiency on grade 5. And then uh for uh the rest
013of the columns are the standards that were assessed uh because they were in our curriculum map are um essential standards that um were part of our essential standards pacing guide. And then at the bottom we put what those were. Um so uh just a couple of things. You also have in your packets I believe um a little bit more information um about that. We we didn't want to put uh the eight-page report that you got in your packet, but there's really a lot of good information for sites. There's obviously the proficiency and how students did on certain standards. There's also how students did on item types. Um so as a school leader or as a district leader, we can see that students did, you know, x percentage on multiple choice questions, but they only got
014uh this percentage in, let's say, fill-in- thelank questions or what are called drag and drop questions. um anything that's dynamic um something besides your standard multiple choice question. So I believe we got a lot of great information from um the DNA benchmarks um and I think that they're going to be very helpful. I just want to show you very quickly um some a couple of examples. This is dangerous. I want to make sure I'm showing up the the right screen here. Okay, there we go. Uh so this is a uh item type from the fifth grade test. Uh this is one of the questions that uh students um scored. Uh I would say this is one of our lower performing questions. Um so this is a a fill-in- thelank question. So um look at the
015number in the box below 631 and 58,000. And the students are asked to type in that number into uh the box. Well um you can probably assume what some of the um uh errors were here. namely that zero that you have to put in to make it 58,000. Um, and so this is what makes this a really a harder question than multiple choice. If it was multiple choice and I had four options and this was one of my options, I might have a better chance at at getting this. But when it's fill-in- thelank, you're obviously going to get um fewer fewer correct. Uh, I'm going to show you one more that is this is a multiplechoice of the same uh standard. Um, so it's showing a number in expanded form and then the students have
016to do their own error analysis. It says, uh, which of the following does Dylan need to include to correctly complete the expanded form above? And then, um, for the teachers, for us, it also shares, uh, not only the correct question, but why it was correct. And then on below on the on the other questions, it'll say they may have picked this because of X. Um, so there's there's reasoning for why they may have picked um a certain question. So that's um just a little sneak peek of what uh DNA offers, a really good air analysis. Um it's going to be very good for um ensuring that the standards that are in our curriculum map, how are we doing so far with those questions? Um and then pairing that with STAR, I think is going to
017be um very nice assessments. they are different although similar um and and have their own strengths that will help uh teachers to be able to um intervene and and do some course correction before ASA. So um we can come back to uh DNA um if you have any questions about that. Um I know that there was at least one um for from the board members um but if there's any more I'm happy to answer those. Um okay so moving on to our interim goal. So, uh, just as clarification for those who may be new, um, we have an interim goal that is a third grade goal because these students will be fifth graders in 2028. So, we are, um, all obviously tracking how fifth grade is going, but we want to track how our third
018and fourth graders are doing, um, knowing that obviously they're going to be fifth graders soon. Um, especially this cohort of students, um, this will be the cohort that, uh, makes or breaks our goal. So, As I am looking at this uh chart, I just want to point out a couple of clarifications. One is now we're following a cohort. So when we're looking at their 2425 data, for instance, the fall, this was the third graders last year as second graders and tracking over their last four star assessments how they did. And um if you're like me, what is sticking out to you is that it's not necessarily getting any better with this cohort. uh we we do expect um sometimes to have summer learning loss and so our fall scores might be lower than our spring
019scores. Um but even fall to fall there's um obviously not necessarily growth there. Um so that's something that I would be looking at and um there's obviously explanations for this. This is not even though it's the same cohort um we have about 80% retention. So, you're talking about new students that are coming in. Um, just based on some early proficiency research that I did, these students are coming in who are new to us, their proficiency level is slightly lower on STAR than our returning students. Um, so there's that. Um, but obviously this is something to be monitoring. And I'll tell you that next month we're going to move the 2425 out of the way because by November we'll have October star data. So, we'll just be looking at our fall, August data and then our
020October data. And then finally, uh we always track um our third, fourth, and fifth grade or at least like a three-year band of students that um either um have to do with our fifth grade goal or are a cohort that will uh be there by 2028. Um, so at the bottom here you have of of this third page on this goal uh 3rd to fifth grade fall August or fall math proficiency bands. And then um just very quickly I will do it all over again here for eighth grade and um we can come back to both uh goal two and goal four questions if that's okay with you board president. Um, so very quickly, uh, 8th grade, this was actually, uh, compared to 2024, a proficiency percentage that went down. Um, and, uh, out of
021all of our goals, um, even like when you look at the starting points and where we are now, 8th grade math really does represent, um, potentially our most challenging goal to get to 45%. Um, and, uh, obviously we're at 12% um, back in 2022. and and just to see where we are now. So, this is obviously another goal. Are we on track? No. This is a goal uh uh percentage that has gone down and is obviously pretty well below our 45% goal. Now, I just want to point out the SGP is actually higher than our our fifth graders. So, there were a lot of instances of very strong growth in 8th grade. Um, for instance, uh, what would stick out to me is, uh, TG Bar last year at 73, average SGP at Sunland of
02268. Um, those are really good numbers and those are are pockets of what we would want to see across the board in order to get to our 45% to see uh, growth that that's substantial. Um here our um again just comparing to fifth grade our ESS number uh for average SGP was actually quite stronger here and right in line with the average SGP of the district. So this is certainly more in line with what we would want to see for our ESS students. And then similar to grade 5 math, I won't show questions for this one, but I can assure you that the eighth grade math questions are very difficult. Um, so if you want to try to give a crack at this test, uh, be my guest. Uh, so, um, this is just how
023eighth graders are performing now on the DNA benchmark. You also have, uh, the eighth grade, uh, packet, um, that shows the site comparison. Finally, we're looking at our sixth graders for our interim goal. Those students, a cohort of students who will be eighth graders by 2028. And again, um, this is, I think, a little bit more substantial of, uh, sixth graders, uh, com and this is fifth graders last year. So, this is the same cohort of students. And you can see a pretty sizable drop to start this year and a higher number of students who are minimally proficient. And then finally, uh, 6th to 8th grade, uh, star math. Um, and this goes without saying. What would be sticking out to me at this uh as I'm reading this is a obviously a high number
024of minimally proficient students in our sixth, seventh, and eighth grade uh math um across a lot of our schools. So, that is our uh math um report. Again, I tried to be as efficient as possible. Um I'm happy to answer questions, but I think um it's up to you uh board president if you want uh Mrs. discussing and um the key inputs or if you would want to take data questions. >> Um this is the most important part of our meeting so we can take as much time as we need. I just wanted to say that um everything else can lay because our kids need to be able to learn and we need to understand where they are. So with that being said, can you explain a little bit about our eighth graders and why
025the slow growth and no growth like what's happening with those students? uh board president um members of the board absolutely um I'm just going to speak from a data perspective uh first and one is that uh it's easier to move our younger students more quickly. Um so uh where we're going to see our uh some of our best gains is our students in first, second, and third grade who might not be 3, four, 5 years, uh behind grade level by the time you get to 8th grade. So it is hard to take as a teacher when you have um eighth grade students who come to you potentially many grade levels behind um and you're trying to fill gaps um and also teach tier one eighth grade eighth grade instruction. So just from a data point,
026um the moving the needle in something like eighth grade math is going to be more challenging. Um and I would say um I don't think I'm speaking out of turn here when I say the hardest some of the hardest teachers to find are ESS teachers and junior high math teachers. So to get uh just the unicorn who is really good with seventh and eighth grade math students, who teaches math, who knows math. Um that's a that's a trifecta that I know that we're all we're all looking for those types of teachers. So that would be my short answer just on the data part, not even thinking about the the teaching and learning side. Um teaching eighth grade math is is tough. >> Go ahead. kind of a followup to what Ashley had asked, but I
027apologize it's not one that I had sent earlier. I just um out of curiosity, do we cuz because we do have these older grades that you know they were kind of um moving forward. Do we hold any students back in the district? Is that a practice at all? >> That's a little out of my uh era, but um I'm happy to pass it over to Dr. Patito. >> Thank you. Um, we do have some students that are held back in our district. Um, we'd be happy to get you our practice and our policy in regards to retention of students. Um, I can say that research shows that the older a student is, um, the more damaging it would be for their career as a their academic career for us to hold them back. But I
028I'll get that information to you. Thank you. And Madame President, sorry. Um, would you like us to go through the um the questions right now or key inputs? We can do key inputs. I was just curious about the eighth graders when we didn't really talk about the decline and so I wanted to make sure that we specify like what was happening. >> Thank you. Thank you. All right, Madame President, uh members of the governing board, community and and colleagues, uh for this first round, similar to what we did last month, uh we we just gave you our key inputs uh that we identified for this school year. Um in in future meetings, I and what we did last year too around being able to say what's working and what's not. uh for this first round,
029we we we don't quite have enough data to be able to confidently say um answer some of those questions. But what you'll see again in the key inputs, and they're they're almost completely the the same for for both of the the goals. uh we've organized them according to curriculum and instruction into our instructional support, coaching, professional development and then how we how are we monitoring and evaluating those those inputs. Uh I'm a broken record. The the number one key input uh that whether it's for reading and or for math or any of the content were the revised curriculum maps unit plans that we developed. uh and in addition to that clarification, we call it our essential five uh to guide daily lesson planning. So what are those key components that need to be present in
030every day's lesson plan? Uh and then the second number one key input would be our adopted curricular resources. Uh and that goes for both tier one and tier 2. I will say overwhelmingly as we've been in classrooms over the last quarter, even though we're on a trimester, uh it's been it's been incredibly impressive how consistently we see all of our classrooms using our our our our curriculum, our adopted curriculum. And that wasn't necessarily the case even even a few years ago. Um, and so that's a huge celebration for us, uh, that we see teachers are, they value the resources that they have and they're utilizing them, uh, and that now what we're able to do as a teaching and learning division is is help use them better. Um, so then you get into some of
031the other key inputs we talk about. >> Second, I think there's a question. Dr. Frankwood, do you have a question? >> I think after Mrs. Geston is finished. >> Okay. Can you turn her up too, please? We can barely hear her. Thank you. >> Some of the other key inputs would be um for one, especially in math, we we talk about the idea of timestamps of of getting clear on how much time each portion of the lesson should take because if we aren't clear on that, then we run out of time and we don't get to uh what we are now calling or the term that we're using very regularly is this idea of most productive struggle. Uh so making sure that the lesson is it it builds upon skills and and key tasks to
032get to that most productive struggle and that students get the opportunity to practice independently demonstrate their understanding with an exit ticket. So we have daily data that we can use to inform whether they got it and what do we need to do next. Um I think some other key inputs again would be I I just gave one example of um with the planning around most productive struggle. Um we've done a a lot of PD especially for our our principles and our instructional coaches around leading really uh focused planning for for teachers at that daily level. Um so you see some of the tools that we we're using now. One is a observation feedback protocol for for our our our leaders when we're going into classrooms of how we're looking for uh what's the best piece
033of feedback to really help change that teacher's instruction. Um we also have very strong PLT protocols that we even just revised again based on new learning uh to help make sure that teachers are are are collaboratively planning around the most important parts of lessons. Um, I think a couple others that I would hit on. Uh, we are consistently as district leadership, uh, going out and doing learning walks on campuses, but we also have a learning walk tool that's being utilized by all campus leaders. So, we're able to capture really clean data on what we're what we're seeing in lessons. That way, we can help um identify trends that will help us identify what's working and what's not working. uh we did during the month of September we call them dayong site visits. So that was
034a team from teaching and learning along with the school team uh going and spending a day going into every single classroom doing observations. Miss Tatiana joined us for for one of or not Tatiana Victoria I'm sorry uh you joined for one of those visits uh to really get a big picture of of what's happening across that entire campus to help narrow their focus. Uh I won't go through all of those those key inputs, but I'm happy to answer any specific questions you might have for any of those as well. Um but you will say again between the between both goals uh I think the biggest difference at the for the eighth grade goal was uh a tighter focus on or more opportunities for algebra whether it's through uh students attending at South Mountain uh high
035school or through a a district algebra teacher that we have uh on our team to help make sure that even if if our staff or our class roster numbers don't allow for full section of algebra that our kids are still able to get that opportunity if they're they're ready to do so. But I'd be happy to answer any specific questions you might have. >> We'll go back online to Dr. Franleitz. >> Thank you so much. Um I have I think one statement and then two questions. The first statement and I know I say this every meeting but I just want to continue to stamp it for our team, for our principles, for our community. the level of thought and intentionality in these reports and in the inputs has just grown so exponentially over the course
036of our time working in this process. So just a huge shout out to everyone on the executive team for principles who are participating in this process. I think last year the big missing piece felt like what is the strategy and how are we understanding how we're moving forward. Um, and that this just feels so much more clearly laid out than we saw, you know, in previous years and iterations. So, just thank you so much for giving us this clear set of data and the clarity around all of the pieces that we're putting in place to to do that. So, just first of all, thank you so much and thank you to all of our principles who are doing this work every single day to make this happen. Um, I think two questions that I have,
037one is specifically around the eighth grade algebra piece. My understanding for the algebra 1 would be that if I'm in algebra 1, I am an eighth grader who might be already proficient. So, can you walk me through how algebra 1 programming is helping to address the eighth grade proficiency concerns? >> Yes. Uh so, you're right. Obviously, if we're not going to place a student in algebra, if they haven't shown uh themselves to be actually not even just proficient, but highly proficient in in math. And so, that was one of the key look for that we in terms of who we who even offered the opportunity to was last year's data between STAR assessments and then their AASA assessment. uh were they were they scoring high enough that we were we were prepared for them to
038to move uh into algebra versus staying in 8th grade math. I think it's important to note uh the majority of the algebra standards uh overlap with eighth grade standards. A lot of times they're just taught at a deeper level. Uh so it's not like there are two different fully different sets of of standards that students are are working with. Um, and now I'm trying to remember the second part of your question. >> I think that clarifies. So, can I say that back to you? So, what you're saying is students who are receiving algebra are essentially receiving a deepened eighth grade math course and then eighth grade math teachers are then focused on providing eighth grade math to the remainder of the students which gives them more capacity. >> Correct. And uh and this was a
039we we went back and forth on this decision of do for because we have a a district algebra teacher uh and so in order to service students at a whole bunch of different campuses, it's done so virtually. And as we were crafting this master schedule for algebra, the question was do we schedule it during core math time for 8th grade or do we schedule it during their intervention block? And and our belief was that to what I just said before, if they are ready for algebra, they don't need to take 8th grade math and algebra. They need to take algebra, but that still leaves we have a we have a math intervention block in the master schedule that then can be used for backfilling other uh skills, specific standards that maybe they're not fully proficient
040in that we need to strengthen. Uh but for our eighth grade for our eighth grade students who are in algebra, they take it uh during core core algebra or core math, their core math block. Uh for the the students that attend uh South Mountain, it's a little bit different depending upon their school start time. Uh so we've had to get a little bit creative there. But we also want to make sure that we're not making students take so much math that they burn out. Uh because it's an overload of algebra, 8th grade math, and a math block. So, we're trying to make sure that we're we're balancing that as well. >> No, I appreciate that. That definitely clarifies. Um Mr. Oto, can you go back to the fifth grade um place where you had the
041standardsbased data? >> Yeah, that that perfect. That's exactly what I was looking at. Um, I one I know this is something I have asked for and I'm incredibly grateful to be able to see. Um, I think this is really helpful for us to know not only where are we at with overall proficiency, but where students are at with mastery. So, just so excited about the DNA assessment, so excited to be able to know these numbers and see this data. I think my question is with the inputs that were named math intervention core content all of the pieces to me make sense what is holding me back from saying right now as a board member that I feel confident about the plan is not the inputs themselves but it's the question of do we know as
042a district or does our team know what are the things that we are doing in those blocks to be able to change this data. So for example, 5 NBT1 is at 32%. What is the gap and how are we going to move that to a higher percentage? When are we going to know if we've moved it? And how are we using this data? Are we using this data? And how are we using this data in some of those key inputs? Um, I'm sure there's a connection, but if you could walk us through how this data is now informing and being used in those key inputs, I think that would be helpful for me to understand how we're being purposeful about the time and things that we have allocated. >> Thank you, Madam Vice President. Um,
043I'll I'll take that one and then Miss Gustin, if you can add or fill in any gaps I have. Um, one of the the the things that we're doing is as we're doing those walkthroughs that um, Miss Geston mentioned, um, we're making sure that we're reviewing that data with our teacher with our principles um, during their principal one-on- ones. So, um, they meet with uh, either Dr. battle or with myself. And one of the things that we're asking um them to do is to take a a look at the the walkthrough data um dashboard that we have where we're collecting all of that information. So all of the um the um instructional techniques, all of um the um the initiatives that we have, they are reflected in that walkthrough instrument. So, um, as we speak
044with them, they're able to share with us, um, where they what actions they're going to take in order to address the, um, trends that are showing up on their school's um, walkthrough because really the implementation of the things that we're saying is the most critical piece, right? We're developing these, um, techniques and then spending time to ensure that um, that our teachers are learning them, but they really need to spend that time utilizing them. So those one-on- ons is one way that we're using the data that we're collecting through the walkthroughs and then the data from the student performance data to ensure that we're we're um taking those actions that we're familiar with what those actions are on the campuses and that we're making decisions to provide the necessary time um which is usually the
045the piece that is asked for the most is when do we have time to be able to process this? Also um Miss Gustin mentioned um in in our inputs we have the IC principal data review which is scheduled actually for tomorrow. Um so at that data review then we'll be looking at all of this data more deeply to ensure again that we're collecting from our principles what do they feel is the obstacle how do we how can we best respond as a district and what should our district's next um steps be as we're responding to the data. So really a lot of the um the principles are are working incredibly hard to be able to process all of this information and take that action on their campuses. One of the the structures to be able
046to do that that we also are are asking at our one-on- ons is regarding some of the structures that we've put in place to have that teacher voice. So um on every campus principles are have already been implementing um ILT. So um they meet together as an instructional leadership team to review review the data on their campus as well. And then also um they have their learning cabinet and their culture cabinet which consists of staff on their campuses who receive a small additional stipent kind of like an honorary um to um show show that we respect the time that they're putting into this. Um but they also review that data um and then start making plans on their campus including that teacher voice to respond to the data. Um and I think the um the
047other thing I wanted to emphasize um madame vice president is um as we're looking at the um assessment data if you noticed we wanted to showcase to you the question type um so that you would be familiar with the the types of questions that our students are being asked are in a very different format from when we went to school. I believe some of you are younger than me, but I also believe that when you went to school, it's just very differently. And that DNA is formatted to be in the same type of format as the questions that they're going to see on the double ASA because it's it's just very different from how we took um the assessments as well as spiral review that's in that same format. So all of that is just
048wanted to emphasize all these different ways that we're really pushing to ensure that we are um expecting implementation of this work but also responding with what is it that our staff needs what are the obstacles um and how can we guide that work so that they are successful in implementation. >> I appreciate that Dr. Portillo. I think two things I just want to push on slightly. Um, one is the question we looked at was also a re basic recall question. So yes, the format is different, but the level of difficulty of that question was not. And so these are the types of questions that have been on the state test for the last few years. So those are things that our students and our teachers should be well prepared for and they are more challenging
049to have in that format. But we also need to then be preparing our students for that format on the test. So that that can be a reason, but then how are we making sure that our students if we know that that is a potential gap that needs to be something that we're actively addressing then in our classroom instruction and so I think a question I just want to clarify what I heard you say which was you named that principles and cabinets are looking at this looking at data. Can I just clarify I think you and I might might be talking about the same set of data and we might be talking about two different sets of data. What I heard you say is that they're looking at some of the like overall kind of classroom
050walkthrough data and fidelity to like how are how are teachers and classrooms and grade levels performing on the different school initiatives and walkthrough measures. What I was specifically naming is fifth grade students on 5 NBT1. We're at 32% now. How are we going to get to a higher percent? And like why are fifth graders not proficient on concepts of place value? Is that data that principles and ILTs are looking at? And if not, where is that being looked at? Yes, they're also looking at that student performance data. And um in order for us to raise that those scores, we need to be implementing the um the use of the um the arc that we shared with you all um at the study session a couple of months back. So that's where I was um including
051the the adult implementation data. But yes, they are looking at the student um data. Tomorrow is the um principal IC data review and this data will be reviewed with them, the DNA data. >> Got it. I think just as a board I'd be or board member just to understand the process better. I would love to be able to see some of the kind of thoughts that come out of that more just as a board member to fully understand that process. Um because I I hear what we're saying and I just want to make sure I'm understanding um what that means. You know that that what I say when I say data and analysis and what you say when you say data analysis that we're we're speaking the same language. So appreciate all of that context
052um and appreciate you clarifying. Madam President, uh I can I can add a little bit on to to that as well. Um one of the So Dr. Frankitz, you mentioned the idea of like identifying the gap and that's that is that is a practice that we are newly learning and and putting into practice. Uh we part of our strategy this year was in terms of where do we start with assessment was was actually starting at the daily level and how do we take an exit ticket and look at what a student produced versus what we expected them to produce in an exemplar and and using that to identify the gap. Uh so we are we are very focused on continuing that practice uh with all of our teachers but at the same time we have
053a sense of urgency to do what you're describing of of looking at the gaps at these bigger assessments whether it's through DNA or through STAR. Um and that's actually just been a very recent conversation that we've had in our division. Um, one of the things that we're excited about, uh, going back to the the R essential standard unit plans and and curriculum maps, we have teams of teachers that are working on those throughout the entire school year. And actually in the next couple of weeks under Miss Sanders direction, those teams are going to come back together to look at the DNA data that aligns to these first units that we taught to look at uh the units themselves and to help identify okay where where was the winning where was the gap where do we
054need to where do we need to adjust these plans for future instruction. Uh so that's one big step that we want to take. But then also to what Dr. Portio was sharing with our our data meeting tomorrow is is along with identifying you know what inputs are working what are what's not is now what are we doing with this data like we've already taught it but obviously there's there are still gaps so where is that how does this imp uh impact our inter intervention plans uh utilizing more strategically like when we see that these certain standards that are essential standards weren't mastered How do we how do we set up the the the structure within the EXL program to to retach and and and continue to uh to strengthen students um uh understanding and mastery
055of of those standards as well. Uh, so those are a couple pieces that that we have in motion, but we also recognize that there are there's there's much more that we need to do and build out as a system uh to respond to this data when we get it. >> No, that's really helpful context. I appreciate that. Um, I'm also then looking forward to, you know, as we obviously get closer to state testing and things like that. Um, knowing and hearing from you that's a lot of our strategy is just how are we improving that tier one instruction, what that then looks like for us as we get closer to April and March. Um, and how we come back and are thinking about that as we're reviewing or tutoring or doing the things closer to
056state testing. Um, so just appreciate that context. I think that helps all the pieces come together a little more clearly for me. Thank you. Any other questions? >> Madame President, I have a question regarding um like student progress when it comes to our moving them from minim minimally proficient to partially proficient. Is there are we tracking the students progress to kind of move the needle? I don't expect to students to go from mill minim minimally proficient to highly proficient but um what does that look like when it comes to like tracking students or um and then also the work load for our math coaches and supporting those schools. Uh, Madame President, if I may, and uh, board member Castro Carral, I think where you're going to get a good look at this is the next
057time we take the STAR assessment, which is actually just started this week, and we'll have that for November. So, that'll be the first time that we're looking at how what does this look like uh, from August compared to what's going to be happening right now. There's actually a uh suggestion from board member Butts to either have uh line up the minimally proficient um or another option that we had was um show the October data and then the percent change. Um so what's our percent change from uh these numbers? Uh so those are those are two ways that we're thinking about visualizing that for November and that testing gets done on the 24th and we'll we'll work on that for the November board report. Any other board members have questions? Nope. Okay. Well, I'll go. Um,
058okay. So, I did submit the question, but I am going to um I want to talk about the question. And so, intram goal 1.1. It appears the number of students score minimally proficient increase from fifth grade to 6th grade. I believe this may reflect the cohort of students who were online during COVID. What strategies are we putting in place specifically for this group of students to increase the number of students reaching proficiency? I'll take that. Uh I think so when I got the question I I wondered the same thing. Uh but the biggest shift that we see it's not so we we don't believe that this is is necessarily some a gap that is attributed to COVID as much as it is the shift in the standards between fifth and sixth grade. Uh the in
059in sixth grade we've got three new domains that are introduced. This is really where you start to uh you start to see algebra really show up. So at sixth grade, you've got all of a sudden we've got these new domains of ratio and proportion, expressions and equations, and then statistics and probability. Uh I joke I I was a junior high math teacher, but well before uh Common Core, and in many ways the the the sixth grade math standards were what I was teaching to eighth graders back in 2004. Um so that we see that as a con like this isn't something new just for this school year. We often see that there's this dip from fifth to sixth grade uh that we attribute to that that shift in the standards. Um so I can't say
060that there's necessarily a a a specific strategy we are putting in place for this specific group of students. I think that's a that's something that we need to continue to look at. Um, and now as we have much more robust data and we have more comprehensive practices for for looking at student work, we can we can make those we we have more to help us in determining what that might need to look like. Um, one of the big things that we have done this year to help with just in equipping teachers to teach these standards to to Mr. Oto's point earlier about teaching math is not easy especially when you get up into the junior high levels uh is making sure that their support structures from sixth grade on up are are solid. So we
061have essentially a month we have PLT meetings uh every on most of our campuses it's on Tuesdays where they happen weekly during prep time but then on most early release Wednesdays unless it's time protected for report card prep or uh some of the other protected days that's where those PLT meetings happen and teachers have a an a wonderful two plus hour chunk of time to collaborate and plan Um, and so most of those during the month happen at their sites, but at least uh about once a month we do content PLTS where uh our district, our sixth through 8th grade math coach uh brings together our sixth through 8th grade math teachers to to really help to give them the opportunity to collaborate with each other. Um even though we're departmentalized on our campuses, on
062most of our campuses, there is one sixth grade math teacher and one seventh grade math teacher. uh so giving them the opportunity to come together and collaborate. Um and in in many in in most of these cases it is they're doing the same protocols and practices that we're putting in place for all of our PLT. So uh the process of creating exemplars and looking for most productive struggle, identifying key tasks uh to to teach that lesson, analyzing student work, looking for the gap. Uh we're keeping those things consistent. Uh but just giving teachers more opportunity to not only engage collaboratively with each other but then also they get professional development that is very uh focused on their particular content and grade levels. >> Um you have question follow question. Okay. Um so the next question
063I'll go to is um tell us more about the key inputs for both grades two and four. What is working and what opportunities do we have to improve? >> Sure. Uh again as I said earlier the the the number one key input and this was something uh last month when we engaged our principles and IC's in the the data review process. These were questions that we asked them and overwhelmingly it was the implementation of the the curriculum as we've designed it with our board adopted curriculum. Uh and we see that evidence. Uh so that that by far is is is what's working best. Um but we also see that there's improve there's a lot of room for improvement on some of the other inputs that we've identified. the practice of developing and using exemplars for
064planning and for instruction. Uh, another another practice that we have in place here that we aren't seeing done consistently enough or accurately enough is the the development and the use of success criteria that takes a learning target and says if if you're if we're going to say that you've mastered this learning target, you can do this, this, this, and this. Uh and then that not only becomes a guide for students and owning their own learning, but that also is what guides teachers feedback to students. Uh so we still have a lot of work to do around helping teachers develop the appropriate success criteria and then actually use it in the classroom and not just have it be something else that's on the board. Uh and then the last thing I would say is uh is
065that pacing. Uh and that's not just something specific for math. Um, but making sure that when we're designing our daily lessons that we are being strategic about how long it's going to take and how do we make sure that we're moving this lesson along so that way we can get all the way through it because we don't have time to keep going the next day. Um, and so part of that is, you know, we are blessed with robust curriculum and any lesson that you open in any math book is going to have 3 hours worth of learning activities and we've got 60 minutes. Uh and so h helping teachers to be strategic in what they're identifying and what they're going to utilize for during instruction, what parts of the lesson are they going to to
066skip and which ones are they going to prioritize and then timestamping those so that way they can make sure that they get all the way through. Um and then again just part of getting all the way through that is being able to complete exit tickets every day. So we have data that we can help uh that we can utilize to to inform the next day's instruction. >> Thank you for that. And I think we you and um Madam Vice President kind of talked about this, but so it sounds like we had our first monthly principal and IC review meeting that was held. And so I guess I want to talk about a little bit about what that meeting entail and did it inform what you all are going to talk about tomorrow. >> Yeah. Uh
067so we uh in in these meetings at least for the the first well we'll do the I don't want to ruin the surprise for them for tomorrow. No. Uh so we we take two key data sets. The first one being that learning walk data that we're capturing. Um and and then we also take our student learning data which for tomorrow now that we have fresh DNA uh data that'll be the priority. Uh and we actually have schools they download the the big Excel spreadsheet they filter it for their school. Uh and we've actually found great success in in running that through chat GPT and asking asking chat to uh they have a a set of questions to ask uh to look for patterns uh for trends in in what they're seeing in the learning walk
068data and then to cross that uh to to look to cross that with or uh I'm losing my words to look at the learning data and be able to determine trends there. Like if we're seeing strength in second grade math, are we also seeing that in second grade uh strength in second grade math student data? Are we also seeing that in those classrooms there's higher levels of engagement that the teachers are are modeling more uh more frequently? So the school teams go through that process. Um and then we actually have them all give answers to the the uh the five we have five key questions around what inputs are working and not working. Uh what do they see being implemented with fidelity and what needs needs work and where do we think we need to
069go next as a district. Um and then we synthesize that to help give us direction on on what needs to be prioritized. Uh so that'll be the same process that we we go through tomorrow. But then we'll also be building in that piece at the end like I mentioned around uh intervention and and now that we've got clarity on um at the standard level where the strength is how are we then what are we doing differently in our in our intervention times uh not only in how students are grouped what resources are we using uh what standards are we prioritizing those are all parts of the discussion. >> Thank you so much for that. Are there any other questions board members before we move on to the next item? No. Okay. Next item on the
070agenda is our superintendent go from the progress monitor report item 2.02 and I will pass it to Dr. Portio. >> Thank you Madame President. Uh members of the board executive team in Roosevelt community. We are going to review guardrail number 4.1. And if we can bring up the presentation please. Thank you. As a review um please advance one slide over. Thank you. As a review, uh, superintendent engag number four is, um, for me to of course continue to attend to the board's do not come goals, but in doing that, not fail to implement and maintain effective strategies for the retention and development of our teachers, including promoting from within to ensure they have a positive impact on students as evidenced by data. So 4.1 specifically, uh it's not due until June 2026, but um today
071we're going to give you an update as to the work we're doing towards that. Um is to develop and launch a grow your own teacher program partnering with parents, community organizations, community colleges, and local universities to create a pipeline of qualified teachers from within the community. So, I will pass it on to Miss Chanel Alexander who bravely leads our H our division. She'll take it from there. >> Thank you, Dr. P. That was quite an introduction for for my bravery. Can you all hear me? There we go. Madame President, uh members of the board, Roosevelt community, uh and staff, I thank you so much for the opportunity to share a little bit about our progress in supporting the superintendent's guard rail number four. Um actually tonight to share where we are in this long presentation
072you can see that's on the screen there those four slides will be Miss Jackie Johnson our director of human resources. Um we also have in the audience um Mr. Omar Moira he's our HR supervisor for our certified side and then Miss Joselyn Castillo. She's also our HR supervisor for the classified side of the work. um in collaboration with all of us, Miss Johnson will be sharing our progress so far. >> Good evening, Madame President, members of the governing board, Dr. Portal, and community members. Um it is an honor to be here to share progress with um that human resources has made as relates to guardrail number four. As you can see looking at the screen, so far we have done quite a bit in such a short period of time. Our parent educator summer institute
073was a partnership with All-In education that happened um this summer that also included a job fair on July 8th where nine of our community members parent um were hired and so far one of those employees has also received a promotion. Um we are also working through a partnership with the American Intercontinental University. This is a uh an agreement that is currently under review with our attorney's office and this would allow our employees to go back to school and receive a master's degree or even a doctor of educational leadership degree um at a reduced rate and it would be through payroll deductions. We've also um partnered with local colleges and universities and as a matter of fact um that number says seven but we have actually placed eight um students across 13 campuses and then we
074will have one starting in January of 2026. Those universities we have four ASU students, four students from Grand Canyon and one student from Northern Arizona University. And you can see the last bullet um with other community colleges and other organizations that we're partnering with. Next slide please. So getting into the detail and that is um we have uh in our last um paraprofessional testing occurred on September 23rd. This allows folks who may previously been serving in a student aid position or community member to take the test, get their parasert so that they can go into the classroom. And again, that is a pipeline into the community where we're looking at growth within Roosevelt School District. Um partner meeting, we have met with South Mountain Community College. They are very excited to work with us and
075looking at um having their students come to do observation hours at Roosevelt Schools, to do tours, to also ask that our employees go and um as experts speak with students about what it is like to be an administrator or a teacher um in today's society. Additionally, on October 3rd, we participated in the Arizona teacher registered apprenticeship program through the Arizona Department of Education. It was actually a webinar and we will have them come and do anformational session with our employees on October 28th. The National Association of Community College Teacher um education program is also interested in partnering with us and we will be meeting with them next week on the 23rd to see what we can do um and how they can also help us possibly with the leadership cohort. Additionally, um I've already covered
076the American Intercontinental University, but additionally, um we are hosting an information session and we're working through this now, but we're looking at targeting November for a leadership cohort for our employees. We think that it would be great for teachers to have an opportunity to um explore the pathway to becoming an administrator and administrators to look at director positions. So thus far that is what we have um accomplished and we certainly will continue towards the work as we will make another report I'm assuming in uh June of 2026 and that's all I have was part of the presentation any questions welcome to the team thank you questions from boardman members. No, Dr. Franklewoods. >> No, just appreciate the presentation and just am exceptionally excited about the parents who attended the academy and are continuing to not
077only be parents in our district, but moving to be also employees in our district. >> Yes, I echo your sentiment. It's super exciting to be able to grow our own from the community, especially having some of our parents come and serve. So, super excited. So, thank you for the work that you all are doing and I love how you all are exceeding the goal overachievers. Um, but thank you and welcome again. You survived your first presentation to the board. Next item on the agenda is public participation and it looks like we don't have any. Um, and so I will pass it to Dr. Portzio um for the superintendence report item 4.01. >> Thank you uh Madame President, members of the board, executive team and Roosevelt community. I do not have a report today. Um well,
078my report is all of the things that we're doing to help improve our district. But I do want to have a celebration. Um this is principal month. So I'd like to ask the principles that are here in the audience if you can come forward please. So all you principles come on up. >> And um I know we have multiple principles online but if you can come up to the front please. Thank you. Just going to celebrate you all for a minute. Crystal, Crystal, Missy, come on up. >> So, um I know having done the role and even if we have not done the role, um you have such an impact on everything that we're trying to do and accomplish for our staff and for our students. And for that, I thank you from the bottom
079of my heart. Um I it's it's an incredible um respect that I have for what you do every day. Um as we create these plans, they are very robust. They um are pushing our system greatly and I want to just reiterate how thankful I am to have you and that you chose to serve here in Roosevelt. So thank you very much for that. And uh we do have a a brief video that we made that includes your students. So we want to showcase that and then we have a few gifts for you afterwards. [Music] >> Happy principal's appreciation month. >> You're the captain of our ship. >> You steer us into the right direction. >> Thank you for keeping our school safe and happy. >> You always cheer us on when we do our best.
080You remind us to keep trying when things are tough. >> We love when you visit our classrooms >> and give us high fives in the hallways. >> You make school feel like a second home. >> Thank you for listening to us and our >> You make learning fun by being here. >> She does fun stuff for us like Kona Ice. We think you're awesome >> and we're so lucky to have you as our principal. >> Happy Principal Appreciation Month. [Music] Thank you. And um the board and executive team have some gifts to pass out to you and then we want to take a picture with you all. So, um I just want to say thank you to all the principles. Um we know how much you work tirelessly to um help students in your building
081and um and engage families. Um you put in long hours throughout the week and so um a lot of your time is unaccounted for, but we just want to say thank you for all that you do. Principal appreciation should not be just one month. So we we we hope to continue to celebrate you all year long. I know that you guys do so much for our students, for our families, for our community. Um and we would not be able to move the needle anywhere without your we without your guys' support. So once again, thank you guys. we appreciate you and yeah, I echo the sentiments of you both. Um, and I guess I would also add like thank you for joining us on this journey. I know that we're very ambitious and we're pushing um
082but we know that we can and so thank you so much for all of your dedication and hard work to helping us push the needle for our kids cuz our kids can do it but we can't do it without you. So, thank you so much for being a vital part in the piece to the puzzle. Um and again hopefully you feel our appreciation throughout the year and not just this month. >> Dr. Frankle. Okay. >> Yeah. If I could just add also I mean echo everything we said about principles and as the daughter of a former principal I would also just say thank you to your families who are giving you up to us um for all of those hours. I know the number of times that my dad was at someone else's baseball game,
083someone else's rehearsal, someone else's graduation. Um and it is just your families I know give up a lot for you to be here and present with us and we just appreciate that from both from you and from the families um that you have at home and from who who are you know taking time away from to be with us and to support our students. And so just appreciate the it's not just one person it's a community and we're appreciating all of you who are giving that time to Roosevelt. >> So thank you again. Can we give our principles one more round of applause? All right. Next item on the agenda is board member update. Are there any updates from the board members that we would like to share? >> Seeing none in person. Madame vice
084president. >> Um I just wanted to highlight that um thank you Madam President that Madame President um Dr. Haj and I are just about finished with our cohort um that was generously funded by the Arizona Community Foundation um in terms of coaching school boards around student outcomes focused governance. Um so we've had a lot of really great training and a lot of really great support um spending every week I think with a group of other individuals watching really quality boards talking about what really effective school boards do. Um, we're just really excited to be able to continue on that journey. And I think I know personally I've been able to learn a lot about what some of the best, biggest, most impactful school boards across the country are doing. Um, and so just want to
085name that that has been an eight-month commitment for Dr. Hajj along with running our school board. So I think she deserves a round of applause and I joined her on that journey. So round of applause for Dr. Hajj and um just deeply appreciate that work. Um, so shout out for you Dr. Haj and the amount of time that you've given both to the board and to that um deepening of knowledge. And just another plug for schoolboard school if you are interested in joining us um whether it is because you're interested in running for the board or because you are interested in learning more about the board or what the board does um we would love to have you and connect with you. And if you're not able to attend this Saturday and you would still
086um be interested in attending at a different time, please also connect with us. We'd love to be able to then make sure that we get to connect with you um and talk a little bit about um how you can be involved with the school board and how you can continue to be involved in the Roosevelt community. >> Thank you, Madam Vice President. It's been a pleasure to um have you as my thought partner. Um the work gets hard and so it's like, oh, should we do this thing or not? And so, it's been great to to join this journey with you um and do the work alongside of you. So, thank you for everything and even taking stuff off my plate at times. So appreciate you. Um, next item on the agenda is the REA
087report and I will pass it to Dr. Portio. >> Thank you, Madame President, members of the board executive team. I'd like to call up our uh, REA President, Dr. Martha Thomas. Good evening, Madame President, governing board members, superintendent Dr. Portillo, executive team, my REA and RSD colleagues, and our South Phoenix community. I'm Martha Thomas, social worker and president of REA. We are be beginning October with a total of 334 members, which puts us at a 34% density. We have started our canvasing um for our override. We have two weeks left. To date, we have knocked on,300 doors. However, we could still use more volunteers to Canvas. Um so, I encourage everyone to help us come and be a part of what we're doing. It's fun. It's it's nice to interact with our community. We just
088have lots of fun. Um this Saturday we will be launching from instead of the park from our A.E.A. office on Palm Lane. Um we are gathering there with six other associations. We just all want to kind of come together, say good morning, and then take a huge picture, and then we'll all go off onto our own communities and and work with our our our um canvasers. Um so, if anyone would like to join us, please feel free. I'm going to be sending out notices for all of that as well. Um a calendar was sent out months ago um to all administrators as to when we are visiting their campuses. In our planning of these visits, um, we have A.E.A. staff that is actually paid to come and volunteer for REA on all of our different
089campuses to make sure that all of our staff have an opportunity to join. Um what we would ask is that they not be turned away from the campuses because this is time that has been planned and given to REA for us to meet our membership goal. Um so we're asking for administrators if you have people that come onto the campus whether they're wearing an REA shirt or an AEA shirt they're there for us. They're there for our district and for our staff. Um, in order for us to focus on our override, we have moved our blitz week, which means that is a week that we are using to hit five different campuses with REA members, AEA members, and NEA members. Um, the National Education Association will be in Phoenix that week attending a conference and
090they too want to volunteer time to help us in our district um to make sure that we have um all of our staff has an opportunity to join um REA and to be a part of of the things that we're doing. Um the campuses that have been selected are the basically the five campuses um that we consolidated which is Sunland, Greenfield, Julian, Campbell and Guos. Um we will be on those campuses from November 3rd through the 6th which is four days of that week. And then um on the um during that time we will have groups of volunteers as I said from AEA and NEA joining us to reach out to all of our staff. We will then follow up with all campuses on the 10th just to because sometimes it takes staff a couple
091of visits to think about check their budget, see if this is something that they really want to do. So we want to give everybody that opportunity. Um, and so we'll be back on campuses on the 10th of November to just kind of cover those bases. And we're really trying hard and pushing that hopefully by the end of the school year, we will be at least 50% density. So, that's kind of our long-term goal, but we'll see if we get there. Um, this concludes my report. Do you have any questions for me? Thank you. >> Seeing none. Um I like the ambitious goal. You know, we set ambitious goals around here and so you appreciate the the 34 to 50% and so hopefully um we can meet that goal. >> And Madame President, um I just
092want to highlight um I received a picture of A.E.A. canvasing in the rain this last Saturday still with smiles on their faces. um you know their umbrellas um and Brandon Brandon with um with um Roosevelt gear so representing us as well as u multiple volunteers from our parent groups. So thank you for doing that as well. >> You're welcome. >> Even in the rain. >> Yes. Thank you. Rain or shine. >> Yes. Love the commitment. >> Love the commitment. Next item on the agenda is reinventing Roosevelt. I will pass it to Dr. Portillio to provide an update. Thank you, Madam President, members of the board, executive team, and Roosevelt community. Uh, just background, this report provides an update on the progress of our reinventing Roosevelt initiatives. Um, outlining our ongoing efforts, our key milestones, and
093then upcoming steps in the process for this month's uh reinventing Roosevelt update. Um, the areas that will be presented um include facilities, which will be presented by Mr. uh Robert Lucas, our director of facilities. If you can come up, Mr. Lucas. And then also Mr. Jason Kyle. He's our director of transportation. He'll provide some updates as well. Um we also have um a quick update which I will provide on the repurposing of our buildings. Uh Mr. Gabriel McDaniel, our bond construction projects manager will um close it out for us. Good evening, Madame President, distinguished members of the board. Uh Dr. Portier, our superintendent, Dr. Battle, our deputy superintendent. It's been a minute since I've been up here. Thank you for giving the opportunity. Um so I want to kick off where we're at uh with
094our reinventing. Um with all the changes that we had this past year hitting July 1, um we had a lot of lofty goals and a lot of things that we wanted to do as we were moving kids about into the schools that were remaining open and we're about to get very busy. So, um as we started it off, we started off strong. We we chased after some things. Um I need to point out where our um our partners at Chasing Ride are at Sunland. They have been doing a a tremendous job. We're ironing out some wrinkles at the campus right now and we're down that final stretch. Um we're doing the last couple things at the school. We're working on the sports field in the back right now. Um and try to bring us to
095that completion point of the phase one of the project and and this campus looks absolutely gorgeous. Um we have begun to assess and upgrade our fire systems, our aging fire systems at some of the schools. Um, we're going to be tackling those one at a time as we plot and plan those out for the uh the next remaining five years. Um, we have also been upgrading our flooring over the summer at some of our campuses. Um, Konchos and Julian for sure. We attacked those while we had the opportunity. Um, we found a new material to replace the BCT in the gyms with a rubberized floor surface. Makes it a whole lot safer for the children and playing and there it it's it's really amazing product. Um, we set out on another lofty goal of remodeling
096eight restrooms at one time at Bernard Black. Um, luckily for us, there wasn't a whole lot going on cuz we took all eight of them away from them. And the job that that um that team did over there rightand was flawless. Uh, the transformation was beautiful. Um, I'll be creating more pictures to share. I didn't want to take pictures of toilets and stuff. I show you the sinks and mirrors. We'll stay with that for right now. Um, but the the projects there and at Campbell came out amazing and I'm very very pleased and there'll be more to come. We're assessing all the schools now and to see where we can start to fit those in and start do the same gorgeous remodels for those schools. Um, we have been planning and designing three new playgrounds,
097Greenfield, Julian, and Kennedy. So, we have finalized the colors on those. We are just about ready to receive the renderings that we will share. um with the board and the community and and the principal so they can share those with their parent communities as well. And the renderings look amazing. I can't wait to see what the final products are going to be. The kids are going to love them. Um we have much more exciting things to come in the future. Like I said, as we start to plan and and plot the next steps at the at the schools, um and looking at what uh Mr. Mr. McDaniel will be talking about with the uh the rebuilds. Um we still have to focus on where our kids are at right now. Regardless of whether the rebuild
098starts tomorrow or starts in two years, we have to make sure that these kids have a fun place uh to learn right now. That's where we're at. Any questions on that? I >> have a question regarding Madam President um a question regarding um well the weather recently with the monsoons and the rain. So have there been any um of our schools impacted by the rain like with flooding? Um, and if so, um, what's is there a status update on that? >> Yes. Um, mother nature is really, uh, testing my operations team for sure. Um, we've been out there swimming for the last couple days, that's for sure. Um, South Mountain mountain is what South Mountain is. I mean, the way that it's designed, all the rain comes off the mountain and heads from south to
099north. So, the the flooding that we saw is something that folks that I've been talking to that have been living out here their whole lives have never seen. And um the schools that got flooded, the district offices that got flooded, we we sent our teams out. We have pumps and generators and we started to attack um as quick as we can, as fast as we can. Um mother nature was relentless and it kept on going. So we had um we had water that intruded in one of the campuses at Irene Lopez and we acted quickly with deputy superintendent Dr. battle and we were able to reload those relocate those kids within that campus within the classrooms that were there and we are currently assessing that with East Valley disaster uh as we're coming up with
100a game plan on how we're going to remedy that and put it back into operating order. Um Sylvia Miller, the principal over there has been nothing but amazing as far as helping us with that. So that campus is solid right now until we get that fix in place. Um, and the schools that we had water that came in places where it normally wouldn't. And that was the thing that was hard to explain to everybody. It's like on that Friday of the big storm, um, I I mean, we received so many phone calls. I I I almost just put my hands up in the air. It's like, I don't even know what to do anymore except go get a new wet suit. Um, the rain came down so hard so fast. It was coming into places
101and air conditioning units and stuff that it normally does not go and it found a way in. But we made sure that with the communication, we addressed each and every one of those. We attacked each and every one of those. We set up work orders on those. We called our our partners in the roofing industries and we chased every every avenue that we could and we're still chasing them to today. So once we get to that point, a lot of the stuff, unless it rains like that again, we probably won't see. Um, but we're making sure we're remediating the areas that that were impacted, changing the ceiling tiles and and making everything safe. >> Thank you so much. >> Very welcome. Thank you, Dr. Battle. >> Um, I was reading the notes here. Did Did
102you mention or did I miss it that you all showed up at 5 in the morning? >> Um, that's every day. >> Did they? Yes. But the larger team, other than just Bob, the larger team came at 5 in the morning, including Dr. battle. Um and uh Principal Miller showed up at um Irene Lopez to ensure that all of that furniture was moved um that students had what they needed in those classrooms. So, thank you for that as well. >> Yes. No, thank you. You're very welcome. My team when when I we call them out, they respond >> and they're they're truly amazing. So, I appreciate having them. >> Yep. We also wanted to provide a special update on our air conditioning systems and that's the next slide. >> Okay. So, um I want to
103start off by saying just I know Dr. Portio has um pinned on this a couple times. We have well over a thousand AC units um in the school district. It's a lot. Um and with the small staffing that we have and our partners that we're we're trying to increase that side of it. Um we are out there uh addressing all the um the schools, the units, the preventative maintenance that's happening or not happening at the campuses and that's what we're trying to rectify right now. Um we have replaced a lot of um pieces and parts um coils, motors, compressors in the aging units. And what we have to do is we have to we want to expand the lifespan of these units. We want to extend their useful life. But it gets to a certain
104point as we're monitoring what we're doing with the units. If we're spending too much on them, then we have to step back and figure out if we're we have to go after a replacement. um because the return value it starts to offset and it's just not even worth it at a certain point in time. Um and we have a lot of aging units within within the district. Um and I'm hoping to push forward with our partners over at the SFD, the state facilities division. Um as we set up a a solid preventative maintenance plan, they will then support us in and granting us those funds to start replacing full school units, which is I hope where we get to at some point. Um, in some cases, um, we have gone after before we demoed old
105Greenfield and old Sunland, we assessed all the units that we had on the roof and we literally plucked off the units that were newer or in great shape in order to repurpose those in the rest of the school district. And I can happily say we've been doing that. Um this year alone we've we've four units out of the ones that we've uh we've taken off the roofs we've repurposed and they're working fantastic right now. So got to keep that practice up. Um our facilities and operations team right now we're working on a full district PM plan at all the student occupied campuses. That is where my priority is. It's not saying that I'm ignoring all the other campuses. Um because of the way the funding is that I have to focus on where this where
106the students are and that's our first and foremost responsibility. Um the PM plan that I'm putting out there now with our professional vendors and partners guarantees us um an area where we are falling short of just because of the way our staffing is at the schools. This guarantees us um replacing filters quarterly four times a year, replacing belts four times a year, guaranteeing an annual coil clean, plus every one of those PM services at those schools, every unit is assessed and is critiqued and we get what the shopping list of what needs to be done, which helps us to either do that in-house or sub it out hopefully more in-house than than the other, but it actually gives us that that document, that direction that we don't have currently right now. So, I'm really looking
107forward to where we can go with that program in the future. Any questions? >> No. Thank you so much for all the work that you're doing. Um, and thank you for responding to our crisis and making sure our students had a safe place to learn. So, we appreciate that to everyone who helped. Um, and no, I don't have any other questions. Thank you for the update on the HVAC systems. >> Thank you very much. >> Thank you. Thank you. And I'd like to add that last week during fall break, we had a cross-d departmental um case study along with the voice of one of our principles. So that as we um study um issues that affected us this year, uh we plan for the following year, right, to ensure that during the next heat season,
108we're ready and prepared to respond even faster. Um so that did occur last year, last week. Um, I want to thank Principal Mitchell who attended that meeting um to support us have the campus perspective um because of course we're here to serve the campuses first and also um I know we mentioned the pre uh the the preventative maintenance package which is also on the agenda um the consent agenda um further on today. Okay. So uh coming up next we have Mr. uh Gabriel McDaniel, if you can come on up and he'll give us the update on our bond projects. >> Good evening, Madam President, governing board, superintendent, deputy superintendent, executive team. I'm pleased to bring you an update on our construction projects. Um first I want to start with of course our two big projects
109that are our schools um for Travis and Lopez. Um right now we're we're going forward with our procurement process. So we've worked behind the scenes directly with procurement also with the support of our facilities director you know our new um folks in business business and finance. So lots of collaborative work going into this these packages. Um, we're going to go ahead and move forward on a private RFQ for architects next. Um, so you'll be seeing some information coming for that. Actually, those went out today. So, within the next couple weeks here, I'll be walking architects and engineers. Um, and we'll be starting on the next step of our process to select who's going to design these schools for us. Um, we're also looking to implement it's going to be a Seymar. So, it'll be um
110contract um uh Seymour Seymour process. It actually allows us to bring in a general contractor a little bit earlier in the process so we can really hone in the timeline on these projects and you'll expect some more information on that at the beginning of the next year here. Awesome. Tonight, I also want to provide an update on the Innovative Bush project. So, I've been working really closely with our innovator Crystal Danzy. Um, like you know, just to add on to my last report, we have done some great collaborative work getting an getting an idea of what she's looking for, how to really get a marketable chunk of this school redeveloped for you guys. Um, she's asked for a nice open open learning spaces, their studios, learning studios. So, I've given it some feedback. um giving
111some good modern sliders but in um some suggestions for things like updating the courtyard, some more architectural shade structures, extended learning areas as well. That way when we are we have the kiddos in there, they really have open-minded perspective, you know, make a big big investment into this small chunk of this school. Um also going to be redoing the admin office up there. We're going to change the point of point of access so we can use this area um as a it's a new access point secure and also safe for the kiddos. Um so we're again this is part of our RFQ package. We're going to put this project in there as well. So that went out today. So you we'll be making decisions and also walking architects actually next week on the 21st of
112October. I'll be walking for the first time uh with five different architects. Um, so we'll start developing that plan and starting to continue in the procurement process. Um, and we'll have another update for you guys coming uh at the next board meeting. >> Madam President, if I might add and then just briefly to Mr. McDaniel's presentation. I had a chance to speak with um Eric Thompson in procurement and Dr. Portillo and I had spoken about the importance of phase two of Sunland. So I know that we're going to be working towards that as well. So, those are the major projects that will be working through our bond dollars um both old and new and and also um with the finance team. >> Absolutely. >> I just have a question. Because we have multiple projects, are
113we trying to get a like a good deal? >> Oh, what I always >> just say if I might, Madam President, um in my opportunity to talk with Mr. Thompson and also of course Dr. Portill, uh it is important that we have multiple vendors. So the procurement is going out to have multiple vendors to be able to support all of the projects using our bond dollars and capital dollars. Yes, ma'am. >> Absolutely. >> Thank you. Madam President, I have a question regarding um our community who might be curious of how the bond might be spent, where where is this information available, especially with our override coming up? um is there um our website that they can check that these are the things that we have done possible um thank you to our voters that passed
114our bond these are the amazing stuff that we're doing and then also more information about the override thank you I know one of the things that we're doing is um putting banners up on all of the projects so your bond dollars at work thank you voters for that I know every time we have an opportunity to speak in front of voters we thank them as Well, um also, um our marketing team is working on a landing page that continuously updates, um families on the previous bond and the current bond. Um today we do have a presentation on how we have spent previous bonds. Um so that we um keep track of doing what we say we're going to do on the voter pamphlet. Um and um also I know that do you have any other
115ideas of did I miss anything? So, you know, it's it's about just just like what Dr. Potato was saying, we're going to put these banners out so they're highly it's marketing internally with our community to show them our bond dollars at work. So, every time we're discussing these things with our community, we want to always be good stewards of that. So, it's really that word of mouth as well. Um, keeping this the reinvent movement uh word of mouth pushing as well. So being good stewards of it uh as we as we work through the community. >> And then I have another question. >> Have another question. Um is there an opportunity for the community to give feedback about Bush? Madam U president giving board members community. Uh as a matter of fact, perfect timing. Um,
116Miss Danzy and myself and one of our partners um had our first listening tour um at a barber shop just over here off of Southern and 7th to 7th Avenueish. Yes. And so um it went quite well. They gave a lot of feedback in general. Um that is a part of her timeline as well um that we will continue to support. Um and and to that point as we were taking a look at the open spaces, it is aligned with the surveys that have already come out and that have been addressed to both um community and parents and staff. So we're going to continue that effort because it is about the community and the school and of course the executive team and board of course that we will move uh very carefully and um making
117sure that that feedback is what's going to enhance the school as we build build it. >> Yes. And the initial improvements are quite general and also will include um single point access. Um so they're quite general, but after um the uh purpose of the of the building based on all of the surveys and all of the different um uh community input um uh opportunities arise, then um we'll be able to uh create more projects on on the site itself um that reflect the focus of the campus. >> Absolutely. Any other questions? >> No. Thank you. >> Thank you so much. >> All right, it's your turn, Mr. Kyle. So, our director of transportation, Mr. Jason Kyle, will give us an update on transportation. >> Good evening, Madame President. Uh, Dr. Patil, Dr. Battle, executive team,
118members of the board, and Roosevelt families. Uh I'm happy to to provide an update on transportation as far as what we've been doing and just kind of clarifying some things. We don't have a waiting list. There is uh all of our eligible students are being transported, especially our general ed students. The only waiting list that we've had uh was with ESS students and that is just to design um and make sure that our ESS students are uh we're designing routes on their actual needs. Um and that's just a typical 3 to 5 days. But as far as the waiting list, all of our our students are being served. So we're proud to comment on that board day board daily coverage. All of our routes have been covered with contingency plans in place. So we address
119all of our absences and call outs and we have a plan in place whenever those exist. So uh we are happy for that this year. Um we have a a really good contingency plan. to kind of piggy back off of that communication and family engagement. Uh we have a strengthened call back and voicemail and email response to our parents and our communities. Um whenever we receive calls, we make sure that we're responding to our parents within 24 hours and we're documenting everything as far as just having a timeline and when we want a response back so we can make sure that all of our concerns are being addressed. So that is something that uh we're really proud of in our department. uh proactive notifications. Uh we have partnered with community engagement. So whenever we are
120making any changes, we are communicating with the families through thrillshare. We're providing updates as far as uh bus uh route subs, bus subs, uh what's happening with our routes in the afternoons and the mornings, especially if we are out of the office. If we are all out of the office, we're communicating with our staff and our families, letting them know that we're currently out of the office and when we plan on returning. um recruitment and retention. We have ongoing efforts to attract and retain our drivers. So, we've been working with um HR as far as just making sure that we are looking u at ways and strategies to continue to retain and improve our uh our wages for our drivers. And as far as transportation, that's all I have for you guys. Any questions? >>
121I just have a clarifying question. So, the is there's a ESS process, not necessarily a weight list. Is that correct? >> Yes. >> Okay. Are there any other questions, board members? >> All right. >> And if I might, we just concluded our fall season, Madame President, board members, and community and staff. And I just want to commend um Mr. Kyle and his team for getting us all there safely. um but also just putting together a system that is full of impact input from the site and also principles. We want to thank you for your participation and presence at those extracurricular events. It's one more thing that really we value in our district. So without the partnership with transportation and the coaches and our principles, it would be impossible. So thank you all. Okay, so I'm
122closing it out. Um, in regards to the repurposing of our buildings, right now we're in the stage of legal due diligence. So, we have to uh make sure that um before we uh present anything to the community and or to the board regarding lease or sale of district properties that we have uh good due diligence in regards to what we're able to do with each one of the individual properties. not only the schools that um were consolidated and are not not they don't have students in them anymore but also other properties that the district owns which we are very fortunate to have a lot of land um that we are the owners of. So um that legal research um is being conducted by our consultant and our our legal um partner u Mudall uh Shamway
123and they are researching um to ensure that we have compliance with state and federal education property laws. So, regarding any um improvements that we've made upon those um buildings, ensuring that we have um the proper amount of years um in order for us to be able to turn around and use it for a different purpose andor for sale. Um understanding any zoning restrictions around each one of the properties um land use and then title status and then also evaluating potential liability and andor required disclosures. uh especially um ensuring that we are clear as to how we acquired the land which some of this land we acquired decades ago. So we have to do some research um regarding how we acquired the property whether it was through a donation and the donors the family might have
124given an explicit permitted use um also um how we purchased it or and or if voter action was um included in the acquiring of that land. So it's it's can get really messy. So we're trying to ensure that we do our due diligence so that we have a process that is um clear that is following all required laws and and that just takes a little bit of time. So that's where we are now in the process. Um just want to repeat that the future steps would be of course engaging our community um as to where where we have those um those um campuses that closed so that they are comfortable with the options that we present to them and we gather their input right because they um we need to make sure that we are
125being good neighbors to those that are living in the immediate uh vicinity of those campuses. Um then we will go into a marketing uh phase to ensure that we bring um strong A-level um uh tenants, potential tenants and partners um to the board for um for um uh consideration for leases. [Music] >> Thank you. Any questions, board members? Okay. Next item on the agendum is is item 4.05 05 fiscal year 2025 bond activity for maintenance operations and district additional assistance. Um and I will pass it to Dr. Portio for an update. Thank you. Thank you. So I will introduce our um new uh district executive director of business and finance who will lead our presentation. And this presentation is a required presentation um that focuses on are we doing what we said we were going
126to do on the pamphlet and what is the report what have we done with that money how much money do we have left so in a nutshell so with that Mr. Christopher Pulk well done >> thank you Dr. Portio. Thank you, uh, Madame President, members of the board, executive team, uh, members of the Roosevelt community, and I would most especially like to thank my finance team for helping to refine the information that we're going to be providing here tonight. So the 2020 bond program um this is according to the Arizona revised standard or statute rather 15491K annual bond meeting requirement is that each school district that issues bonds under this section shall hold a public meeting annually between September 1 and October 31st until the bond proceeds are fully expended. The meeting shall provide an
127update on the progress of capital improvements financed through the bonding and allow for public comment. At a minim minimum, the update shall include comparison of current status with original projections of capital improvements, cost of capital improvements completed or in progress since the prior meeting, the district's future capital bonding plans, and the school district shall also include discussion of its use of state capital aid and voter approved capital overrides if applicable. The 2020 bond program that was voted on and and approved in November of 2020 was for $90 million which was comprised of three separate bond sales. The first bond sale came in June of 2021, the second in February of 2023 and the last in April of 2024. The purpose was for school and facilities improvement which constituted $67,500,000. Renovations, remodeling, upgrades may include replacement
128of structures, demolition, and land acquisition. Technology and equipment was allotted $9 million of these funds and this included additional student computer devices, instructional technology updates, and other equipment. Facilities and maintenance was allowed $9 million and this included facility improvements including HVAC and roofing. And finally, P pupil transportation vehicles for $4.5 million. Again, this is a summary of how the bonds were sold and the time period in which they were done. Based on the bonds and how much we received going through the through this schedule, the school facilities improvements, we all relotted $67,500,000. To date through 630 2025, we have spent $63,83,83 with a remaining balance of $4,416,816. For technology and equipment, we allowed $9 million of which we spent $5,43,196 with a remaining balance of 3,956,83. For facilities and maintenance, we had $9 million allotted,
129of which we spent $4,589,388 with a remaining balance of $4,410,611. pupil transportation vehicles. Of the 4.5 million allotted, we have spent 3.7 or actually 3,749,044 with a remaining balance of $886. $886,26 of the for the bond. Our past accomplishments have been ADA compliance, districtwide renovations, NextG learning spaces, Apple technology, greenfield replacement project continuation. Next slide, please. For the maintenance and operation override that was voted in in November of 2021. The purpose of this override was to reduce class sizes at all grade levels, but especially in grades K through 3, where class size has the greatest impact on student learning. To expand learning opportunities for all students by providing special classes and extracurricular programs that strengthen and build students self-esteem. Accomplishments were a 20 plus% reduction in classroom sizes for grades K8, full day kindergarten classrooms,
130and support staff for students. of the amount received in FY25 classroom size reduction teachers in grades K8 we spent $3,921,918 for expanded learning opportunities and support for all students we spent $77,697 and all day kindergartens expenses were $451,520 for district additional assistance override which is related to capital projects, technology improvements and upgrades, classroom renovations, repairs, upgrades and furniture and equipment, pupil transportation vehicles, instructional software, textbooks, library books, and instructional aids. Accomplishments in this area were nextg classrooms, Zoom phone upgrades, access control upgrades, and transportation vehicles. For this category for technology improvements and upgrades, we spent $1,813,870. For classroom renovations, repairs, upgrades, furniture, and equipment, we spent $896,418. People transportation vehicles expenses were $674,968. Instructional software, textbooks, library books, instructional aids, $97,295 and other expenses were $213,825. I believe this may have answered some of the
131board members questions as far as how how the money was allocated. Um, but if there any other questions in this area, >> I have a quick question. So, it looks like we have about 13 million remaining. Is that what we'll use for phase two of Sunland or Oh, so that will be what we discuss discuss as we work with our finance team who have already stepped in and are doing a fantastic job. We'll utilize our funds according to the pamphlet and ensure that we are maximizing our capital expenditures as well as our bond dollars from the old um bond dollars if you will but also as we are going to hear from our CEO team um council in regards to the new bonds in the cells. Madam President, um is there a So my question
132is there is there a quick kind of graph that could show um how much of this 63 million went to which buildings for school facilities >> as we work with facilities and with with Gabe working on the rest of the projects. I'd be happy to put that information together because I would love to know that information myself. >> Thank you. Seeing no other questions, you survived your first presentation to the board. Welcome. >> I appreciate that, Madam President. >> Um, the next item on the agenda is the fiscal year, sorry, next item on the agenda is 4.04, fiscal year 2025 annual financial report and presentation. And I will pass it to Dr. Portio. >> Thank you. So this is also required presentation by statute and I'm passing it back over to Mr. Pulp for his
133second presentation. Hello again. Again, thank thank the members of the board and the executive team. Um the annual financial report uh is a required document. Uh it is according to Arizona revised statutes. Um, wait for Nate to Hey, there we go. Um, next slide, Nate. The annual financial report uh of the district is or the AFR is an audited um or excuse me is audited as part of the yearly audit process. It's used for the ACFR auditor general uses data to create annual district school spending report. It compares the budgeted expenses to the actual expenses and identifies year-end fund balances. Governing board approval is required annually by October 15th. Business service services requires us to submit electronic AFR and signature page to AD annually by October 15th. General overview. Fund accounting is a sum of
134money set set apart for a specific objective. Roosevelt has over 160 funds. Maintenance and operations or M or general fund includes wages, benefits, utilities, supplies, and purchase services. Anything that lasts less than a year. District additional additional assistance or DAA includes building, land improvements, furniture, equipment, vehicles, technology, anything that lasts more than a year. Classroom site fund is used for compensation increases, classroom sizes reduction, and performance pay for allowable staff. This includes teaching, speech, physical therapy, psychology, and counseling. So for a basic summary of the AFR this year for instruction we spent 36,721,729. For student support we spent $9,875,747. Instructional support cost were $2,430,716. General administration was 1,84,64. School administration was $5,38,748. Central services was $3,674,179. Facilities were 10,466,784. Transportation costs were $4,363,56. And then finally, non-instructional costs were $88,942 for a total of $74,464,955.
135>> And sorry, Mr. Poke, if I can interject. Um, this report is the closing year, so the year that just closed. So, this is in the past, right? So, the annual financial report is for last year's. And then also um just to u clarify this is only M expenditures because we have other funds as well. >> Exactly. Now for M capital outlay we spent $1,54,355 on instruction. Student support student and instructional support costs were $370,34. Administrative costs were 1,146,94. Operation and maintenance of plant was $221,876. Non-instructional service was $7,769. Facility acquisitions and construction was $328,387. And finally, debt service was $135,418 for a total of $3,327,743. >> Quick question. Student transportation. Can you talk to us and tell us why it's zero? Because I know we spend money on student transportation. So, can you explain
136to us what that bucket is? >> Go back to the previous slide if you want, >> please. >> Sure. If you notice, we have transportation cost in M. That other category that we just covered was for capital. So there was it's just a different in the way the fund accounts for the money. >> And if I might add to that too, Madame President, as you know, last year in a bond information, a lot of our capital expenditures came out of the bond dollars, not the capital dollars. >> Is that does that answer? Next one. Next one. Nate. For classroom site fund, we spent for instruction $4,325,68. Instructional support costs were $25,492 for a total cost of $4,351,100. Of that amount, we spent $3,599,60 on salaries and $752,40 on benefits. And I believe that is the
137summary of the AFR. >> Any questions? >> Madame Vice President, are you good? >> Yes, good. >> Okay, thank you. Any other questions? No. Okay, thank you. You survived your second one. You're moving a pro. >> Thank you, ma'am. >> Next item on the agenda is item 4.07, 07 project 2024 school improvement bond initiative release and I will pass it to Dr. Portillio. >> Thank you. So though this one falls under finance. Thank you madam president uh members of the board executive team and Roosevelt community. Though this also falls under um finance, this is also another required presentation. This presentation is um requesting educating the board and then also requesting that you allow us to move forward to sell um uh bonds so that we can have access to the bond the new bond um
138the the new bond groups that the um community voted for last November. So with that, I'd like to invite to the podium um uh representing and leading the stifle team, Miss Randy Stein. Thank you. and um our bond legal council from Gus Rosenfeld uh PLC. We have Miss Kim Campbell if she can come up in case we have other uh questions regarding the legalities of the bond sales. Thank you, Dr. Portillo. Uh Madame President, members of the board, I am Randy Stein. Uh and with me this evening from Stiflel is Ken Shere Sherevka as well as Ethan Kibsy. And we also introduced um Kim Campbell who is with Gus Rosenfeld, your bond counsel. We're sort of the preview act for the item later on the agenda which is actually the authorization uh for the district
139to go ahead and sell the first series of bonds that were authorized by your voters in 2024. We certainly appreciate the opportunity, the longstanding opportunity to work with the district over many years. It was great to see the presentation on the 2020 bond program because we uh uh were pleased to be a part of selling those bonds with the district since since that time and look forward to working with you again. Uh bonds that are authorized by your voters are repaid by property taxes. So we always start our presentation with a little bit of property tax information. And for that I will turn it over to Ken Sherevka. >> Thank you. So if we go to the next page, as Randy said, this is the first authorization, first sale from the $150 million authorization you
140got in 2024 and we're looking to sell 50 million at this time uh in series A. So since these are property tax bonds, we like to look at property values. And there's a lot going on in this graph, but what we'll look at is the blue bars is your full cash value, which is essentially the market value of the property in the district. We're going to use that to calculate the capacity or how much in bonds you can have outstanding at any one time. And then the red bar is your limited property value. That's one's limited in growth. And we will use that one to calculate uh the tax rate. So, on the next page, there we go. Hope you brought your reading glasses. Uh, this is a 10-year history of the tax rates in
141the district, including the the primary and all your overrides. The ones we're talking about today are the little blue boxes. Those are your bond tax rates. Uh, over the past 10 years, as you can see, they've been as high as $1.40. Uh the past three or four years they've ranged from a$128 to a$135. Got the averages down there. And then as you can see in the the lower right box, the $150 million bond issue passed with 58%. So congrats. Uh the next page, the pie chart, we also like to kind of look at the breakdown of the property and who's actually paying these bonds. And as you can see, the residential is the majority of it, about 55%. And then you have some commercial and industrial in there around 42%. All right, next slide. This
142is We really need your reading glasses on this one. We got this is just a snapshot of all the bonds that you currently have outstanding. uh all the way from your 2010s over there and then uh all the way to the most recent one last year. Uh the uh project of 2020, the last bond uh authorization that you received, the 90 million are those last kind of three sections there. The yellow there, those are bonds that are callable at certain dates. We're constantly monitoring those to see if there's refunding opportunity there and that we could save the district and the taxpayers. Uh, I'll just note that on the 90 million the voter information pamphlet for the November 2020 bonds, uh, we put in there$140 max tax rate. So, you guys have been really good at
143staying under that. All right. So, taking all of that, the next slide has what your current debt service is. The principal is the blue bars and the interest is the red bars. And as you can see in 2526, it's up there around 13 million. and then next year it's going to kind of drop off. So our goal with these future bond sales is to kind of fill in those bars so that we have level debt service, level tax rate. Uh the next slide is the bonding capacity. These are the blue bars. Uh it's by formula what you can how many bonds you can have outstanding. your net full cash value is pretty high up there around two billion and you're allowed to issue up to 10% of that and then you reduce that by how
144much you have outstanding. Uh currently about 96 million and we're left with if you were to go out and issue bonds right now the most you could issue is 91 million. All right, the next slide. So the tax rate in that green there, that's your current bonds that are outstanding. If we were to do nothing, this is what the projected tax rate would be for the just outstanding bonds. Currently $1.28 next year, as you saw, the debt service drops off. So the tax rate will be about 96 and then it further reduces 91 the following year. And as I mentioned, we're going to try to fill in the debt service uh for in scenario one, which is what we're looking at, so that we get that tax rate to around the $135 that is in
145the voter information pamphlet. Uh we looked at different scenarios, but uh staff really wanted to they promised that the voters that they would stick at the$135 and we want to be, you know, cognizant of that. Uh, I'll point out the pink column. That was the original what we put in the 2024 voter information pamphlet. That's where you see the $135. We originally were looking at five sales in that red box of about 30 million each every two years. Uh, you guys have some great projects. Thank you for showing me that. Uh, reinventing Roosevelt. That was kind of cool to see cuz I've worked on all those uh bond sales. So, it was neat to see them in action. Uh so staff wanted to kind of move up those bond sales a little bit. Uh so
146we're looking now at three sales of about 50 million each every two years. And then this next slide is kind of how we are laying those out in column four and five. That's your current bonds. The the resulting tax rate that we saw in the green there. Yeah, sorry. I should have brought magnifying glasses. And then this upcoming sale is in columns six and seven. That's kind of how we're going to lay out the 50 million. And then we want to leave room for the two future sales so that the end goal is in column 18. We stay at or under that $135. And the next slide is a bunch of footnotes from that last one. So that's it for me. We'll pause and ask if you guys have any questions on that before I
147hand it over to Randy. No, I'm good. All right. >> No, thank you. >> Thank you. And just like um on the next page, thank you. Um Mr. Pulk reviewed how the uh bond program for 2020 was expended and it is tied to the voter pamphlet. So, this is a mockup of the 2024 voter pamphlet. You see, this is the full $150 million, but these are the categories that were previously identified. On the following page, just showing you some of the items that we will work with the district staff to be tracking over time as these bonds are issued. We are going to work with the district staff to compare uh the projects that are actually constructed with the bond proceeds visav that table that we saw. We're going to keep track of how much
148dollars of the bond proceeds are spent on furniture and techn furniture technology and equipment because there's a special required payoff for those programs. The bond program according to statute there is a 10% leeway amount dollars that you can spend differently than what is stated there. It is associated with each bond sale. It may be a cost overrun. It may be some other emergency that comes up but statute does allow districts to deviate by that 10%. uh districts are required to have the expectation of spending bond proceeds within 3 years of the time they are issued. That's a conversation we've already had with the district team and bond council will have that numerous times before the bonds are actually sold. And then of course the total dollar amount, the voter authorization is $150 million. Uh that
149voter authorization is good for 10 years. So, it will expire in November of 2034, but we will work with the district to assure if you want to use all that uh authorization, you do and that it is accomplished before that expiration date. I think I need you to go two slides now. Thank you. So what will be before you um later on in your agenda is a resolution authorizing the issuance of the sale of the first 50 million. This is not uncommon that an a complete voter authorization of 150 million that it would be broken into series. Each series will come before you for your authorization to uh to execute that sale. What is in that document? It is going to include that maximount maximum amount of bonds that could be issued. In this case,
150it's been identified as $50 million. It will identify generally the projects that will be built. It identifies a maximum in in interest rate. If interest rates were to go above that after you voted, those bonds could not be issued. They would have we would have to come back to you for a further authorization. It will designate Stiflel my firm formally as the bond underwriter. It will also include adoption of various compliance procedures. Most importantly, probably your vote will delegate to the district administration, your superintendent, your deputy superintendent, your business services executive, allowing them to execute the bond transaction only within the parameters that you identify tonight. This is a transaction that happens sort of at the moment has to be done you know basically immediately when you've got investors committing their dollars and that's how
151that works the the delegation from the governing board to your administration to make that happen with your professionals involved. The other thing happening tonight you have available to you um the preliminary official statement. This is an offering document for the bond issue. This tells um a potential investor supposedly everything they need to know about buying these bonds. So the point is it needs to be both accurate with information about the district and also complete. We don't want to leave anything materially out. This is a a uh document that is the districts. The entire financing team is working on it. It is at your disposal and we would hope that you would review and if you see anything about the the district that is inaccurate or something else you think investors would want to know that
152you would notify through uh your staff through Steiffle or through Gus Rosenfeld and the financing team can then vet that. Um district does have ongoing responsibilities with bond issues. Uh, one of those is the annual approval of the property tax rate that will support those bonds. That happens in the budget setting time. There's also continuing disclosure obligations in the spring each year. You've been you were just talking about your uh audited financials. Your audited financials will need to be posted publicly so investors have access to those. um you have to uh continue with taxexempt bond compliance procedures. Uh these these bonds are sold at taxexempt interest rates and it is the obligation to maintain all those criteria that keep them taxexempt. And then interestingly you also had your public meeting tonight to identify how bond
153proceeds are spent. One of the other obligations is to adhere to those requirements from the state as well as the reporting requirements into the department of administration. On the following page, finally, a quick rundown of the calendar. Here we are on October 14th. If the board does approve uh authorize the issuance of this series of bonds, we will then move forward. We will make contact with the rating agency that the district has previously used to get a rating for these bonds. We will set up a disclosure review call for the entire financing team again to ensure that offering document is as correct and complete as possible. We would expect to receive the rating from uh Moody's rating services uh around November 10th, the week of November 10th. will then make the offering document available to
154the public within the next few days and then take a week to start market pre-arketing your bonds before the sale. Uh following the sale, which we would um expect the week of November 17th, we've uh Thanksgiving is a little bit later this year, so that should be a good week. But if we hear from our underwriting team that that turns out not to be, we will discuss that with your staff and make a recommendation that possibly it should be moved, assuming the week of November 17th works. It does take approximately 3 weeks to finalize the documents. The lawyers are hard at work during that time and we would expect to close the bond issue uh the week of December 8th, meaning those proceeds would at that time be available for the district to spend. So
155with that, um I think you've got our preview for your later agenda items. Certainly, we're available to answer any questions. And again, we have your bond counsel with us, Kim Campbell from Gus Rosenfeld. Thank you. Madam President, uh my question is kind of going back to page number 10. Um footnote B when it talks about the 17.8 million for Salt River project. Where is that number coming from? >> Oh wow. >> Um Madame President, Dr. butts. We actually get the numbers from Salt River project uh where they have a mechanism of distributing all of their val value. It is not just Maricopa County, but it is primarily Maricopa County through each of the jurisdictions that it impacts. Um we do not make that up ourselves. We have a contact at SRP that provides that information
156for us. And Ken, I don't remember if that is the uh fiscal 26 preliminary number or the final Okay, we actually do not have the final number yet from them. Not uncommon that we will get in the fall. That is the preliminary number that we were given um in the spring from SRP. >> Thank you. Um and then my second question is regarding the I guess the request to move the bond sales up every two years. Can we talk about the idea behind that? >> Thank you. Uh Dr. Buts um Madame President, members of the board, executive team and Roosevelt community. Um the reason why we wanted to have the sale happen occur every two years is um and again today you're authorizing this sale, right? We are estimating that in two years our property
157value will be such that we can issue another 50 million without um increasing the tax rate. So by doing it this way it gives us maximum access to the money um while still remaining true to that tax rate. So rather than spreading out the investment over 5 years we want to be able to get our new schools constructed. So, as you saw in our previous report, um Irene Lopez and Travis as soon as possible, and that's why we um we requested that um our team calculate for us how soon could we have access to the money without increasing the tax rate. >> Thank you. And then my last question is um so the vote that happens today um and I know there's several steps outlined here about disclosures and just different things that happen during
158the sale process. Is there any other vote required prior to the sale besides today? >> No. So, um, for this 50 million series, that's the vote that we're requesting. Um, then you give us the authority to sell. So, on that selling day, we're looking to see what investors are offering us and then determining when it's time to say yes, um, based on the best deal that we're offered. It's a pretty exciting day. um that I've only participated once before and it was it was very exciting to see how many people were interested in buying um in buying our our bond. >> Okay. Thank you. No further questions. >> Thank you. Thank you so much. Um at this time we are going to take a five minute recess. So we will re well let's do six
159minutes. We'll return at 8 o'clock. Next item on the agenda is item 5.01. Approval of the consent agenda items 5.02 through 5.13. Is there a motion to approve the consent agenda? >> So move. >> Second. Motion by Dr. Bush, second by Miss Castro Corel. Any discussion? All in favor indicate by saying I. I. Motion carries unanimously. Next item on the agenda is item 6.01 fiscal year 2025 annual financial report and presentation. Is there a motion to approve item 6.01? Some move. Motion by Miss Castro. Second by Dr. Buts. Any discussion? >> Yes. >> Go ahead. Um so in the board docs there was some conversation about um working with I guess AD um regarding the AFR and whatnot the intercont intercontinental agreement. Um I just want to make sure everything we don't we don't we're
160not we don't have anything outstanding as far as reports or anything that's uh you know any any concerns from AD basically. in regards to the AFR. >> No, we don't have any concerns from AB in regards to the AFR. >> Okay. Thank you. >> Thank you. >> Any other discussion or questions? >> All right. All in favor indicate by saying I. >> I. I. >> Motion carries unanimously. Next item on the agenda is approval. >> Dr. Hodgej, I'm sorry if I may. Um, I believe action item 6.1 has to be by um, roll call vote. >> Yep. So, I'll pass it back to you. >> Thank you. >> You're welcome. >> Okay. Thank you, Madam President. Roll call vote for item 6.1 to approve the fiscal year 2025 annual financial report and presentation. Starting with
161Dr. Michael Buts. >> Yes. >> Miss Victoria Castro Carell here. Hi. >> Thank you, Dr. Megan Francoitz. >> Hi. >> Dr. Ashley Hodge. >> I thank you. >> Thank you so much for reminding me. I appreciate it. Next item on the agenda is item 6.02, Project 2024, School Improvement Bond Initiative. Is there a motion to approve item 6.02? A second a motion by Madame Vice President, second by Miss Castro Coro. Is there any discussion? I will pass it back to Maria for a roll call vote for item 6.02. >> Thank you, Madame President. Roll call vote for item 6.02 02 to approve the project 2024 school improvement bond initial release starting with Dr. Michael Buts >> I >> Miss Victoria Castro Carral >> I >> Dr. Megan Frankowitz >> I >> Dr. Ashley Hodge >>
162I thank you motion approved with four votes thank you next item on the agenda is item 6.0 03 progress monitoring report for academic goals and the progress monitoring report for superintendent Garros. Is there a motion to approve item 6.03? >> Madame President, I would actually uh move that we table the progress monitoring report for the academic goals and approve the progress monitoring report for the superintendent goals if that is possible. >> Okay. So, you would like to table the progress monitoring report. So, I I'll second that and then we'll go to the latter part of the superintendent guard rails. Is there any discussion or do you want to explain why you would like to table it? >> Um I I think we could do that during discussion if that's okay. >> No, that's the that's
163the time right now. So, we're going to do we're going to take it we're going to break it up since your request is to approve one and table the other one. >> Perfect. Um so, What's your question? >> This is a change to the agenda, right? >> No, it's not. It's approval of the item and so she's asking that we table one part of it and then we approve the other part. >> It's on the agenda. >> And we accept the agenda in the beginning though. >> This is different items. >> It's whether or not we accept the progress monitoring report, not whether or not we accept. So we can say we reject the progress monitoring report. We can say we accept the progress monitoring report. I.e. we have full confidence that this is the
164exact plan to be able to move it or we can table it and say, "Hey, we think that this is the right move and we still have some concerns that need to be addressed." And so I'm proposing that we table this particular progress monitoring report because I think from my perspective, I think we are doing all of the right things. I I am very confident um and really appreciative of all of the work that was put into the progress monitoring report. I personally as a board member I think I need to see more clarity on the data analysis conversations that are happening at the principal level and I know that there is more discussion happening tomorrow. I would like to see what that looks like when it's executed on to be confident that the plan
165that we have in place will actually move the data for our students. Um so again I feel confident in some of the steps we've taken. I do not yet feel confident with the information provided that it is enough to move us to the goals that we have set. So I'm tableabling it until we can get more information on what has happened during that process. So tableabling it for our next meeting and asking that we approve that progress report at our next meeting with additional information coming um from that data analysis with the principal meeting that was mentioned during this presentation. Sure. My my question is just a matter of procedure like um if we adopted the agenda as is the question to separate 6.03 into two different ones to me I think >> the motion
166that I table both of them that's if that's part of the issue. >> Okay. So there's a motion to table item 6.02 and I would second that motion. Um do you have any other questions or comments? And sorry, um, Madame President, I believe it's vote item 6.3. >> I thought I said 6.03. Okay. Nonetheless, yes. >> Is there any other questions, comments? No. Okay. All in favor to table um the progress monitoring report and the superintendent guards um to obtain additional information say I. I. I. >> Motion carries unanimously. And it looks like that concludes our meeting. Um we have no information in discussion, no executive session. Um having concluded this meeting, is there a motion to adjourn? >> So move. >> Second. It was motioned by Dr. Bus and second by Miss Castro Coro.
167All those in favor say I. I. Meeting adjourned.