Roosevelt School District No. 66 Governing Board Meeting - Sept. 2 2025

001That was really satisfying. All right, and we're going to go ahead and move into our pledge of allegiance. Our next item is 1.02, the pledge of allegiance. Please stand for the pledge of allegiance and a moment of silence. >> I pledge allegiance to the flag of the United States of America. Next item is 1.03 roll call. Maria, would you please make a roll call for this evening's meeting? >> Thank you, Vice President. Good evening. Roll call for tonight's regular governing board meeting on Tuesday, September 2nd, starting with Dr. Dr. Michael Buts >> here, >> Miss Victoria Castro Carral >> here, >> Dr. Megan Francoitz >> here, Dr. Ashley Hodgej >> here, >> and Miss Datiana Pñena >> here. Thank you. We do have a quorum to proceed. Thank you, Maria. Next item is 1.04, adoption

002of the agenda. Items on the consent agenda may be pulled and discussed by the board during this meeting. um if they are discussed in advance. Is there a motion to approve item 1.04 on the agenda? >> So moved. >> Is there a second? >> Second. >> All right. Is there any discussion for item 1.04? Seeing none. All right. We're going to take it to a vote. All those in favor say I. >> I. >> All right. Motion carries. Next item is 1.05 5 approval of the minutes. Is there a motion to approve item 1.05 minutes for the month of July 2025? >> So moved. >> That's a motion by Miss Pñena. Is there a second? >> Second. >> All right. A second by Dr. Buts. Any discussion for item 1.05? Hearing none. All right. Seeing

003that there is no further discussion, we're we're going to now vote. All those in favor say I. I. And the motion carries. All right, we're going to be moving right now into 2.01, anchoring the board and community. Um, Dr. Haj, I believe you're going to share our anchoring PowerPoint, please. >> Can we make sure that Dr. Haj has capability to share? Thank you. >> All right. And can we make sure Dr. Huda's sound is turned up? Okay. Is that better? >> Can you hear me? >> Madam President, Madame Vice President, is that better? >> That is better. Thank you. >> Okay. Good evening. And as always, we are going to ground the community and our student outcomes focused governance. And today we're actually going to or moving forward we're actually going to have the whole

004board participate in this process. So you get to hear diverse voice voices from our board today and I'll start us off. So in 2022 the entire board um decided to embark upon the journey of SOFGA focused governance and our current board is also committed to engaging the South Phoenix community and gathering meaningful insight. Um, and so we're all on board with moving our academic outcomes for our students. So our vision is a community united to create better futures for all through education. I believe it's you madam vice president. >> Thank you so much. So student outcomes focused governance means that our focus is on improving student achievement and success through researchbased policymaking and decisions. Um that means we're doing that in consultation with the community to be able to determine the values and visions for

005the community via our guard rails and uh setting the academic vision for the community via our academic goals. Next slide please. What that looks like in practice is that our student outcomes focused governance board means that a boards are putting student outcomes first. Um I was shocked when I came onto the board that not all school boards do that. that's not always a focus in in school boards across the country. Um, and that means that our school board puts students outcomes and success first in every single decision that we make. Next slide, please. And that means that we have this one. I know you're um and that means that we have across the the team a series of work between the executive team and the school board. Um, we are sharing our vision and goals.

006We're setting student outcome goals. We're sharing our values. We're identifying our non-negotiables and all of that means that we're working together as one Roosevelt community to be able to serve our students and set those goals for our community. And that means that 50% of our time in board meetings is spent on student outcomes. We adopt a budget that prioritizes adopted goals and guardrails. Our superintendent evaluation focus is on our adopted goals and guardrails. Our board conduct is rooted in those guardrails, our community collaboration and our collective vision. And we have increased over the last few years our two-way communication on the board in regarding those goals and guardrails and we are seeking that alignment from the boardroom to the living room and including the classroom along the way. Okay. So this is where I get

007to present. So we have adopted academic goals of 45 and five. The first one is the percent of fourth grade students that score meets uh grade level or above on AESA ELA will increase from 20% on August 2023 to 45% by August 2028. Our second goal, the percent of fifth grade students that score meets grade level or above on AASA math will increase from 11% on August 2023 to 45% by August 2028. Our third goal, the percent of seventh grade students that score meets grade level or above on ASA ELA will increase from 22% on August 2023 to 45% by August 2028. And our fourth goal, um, the percent of eighth grade students that score meets grade level or above on AASA math will increase from 12% on August 2023 to 45% by August 2028.

008Next, please. That's mine, too. Okay. Okay. Board guardrails. We We set up some healthy board guard rails for ourselves. Guardrail number one, healthy board conduct and discourse discourse. Guardrail number two, board operating procedures. Guardrail number three, student outcomes focused decisionmaking. And guardrail number four, financial integrity. And guardrail number five, community engagement. We've also adopted uh superintendent guardrails. Um guardrail number one being um attaining the board's student outcome 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 and stability of our district to stakeholders including board members, students, parents, staff, and community members. Guard rule number two is that the superintendent shall not fail to consider climate surveys, results to ensure a holistic approach to student development, addressing academic, social, emotional,

009and physical well-being, which includes after school programming and wraparound service. Guard rule number three. Uh the superintendent shall not allocate district budget resources in a manner that does not prioritize the support student outcome focused goals ensuring that financial decision directly contributes to the academic and developmental success of all students. Next slide please. Guard rule number four. The superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers, including promoting from within to ensure that they have a positive impact on students as evidenced by data. And our last guardrail is that the superintendent shall not fail to ensure progress towards um exiting ATSI and CSI status which ensures the students with with special needs and English learners and African-American receive equitable access to highquality instruction resources and support services tailored

010to their unique needs to promote their academic success and overall development. And then just a reminder as a parent, student or community member, you can join our board meetings and listen in to the first Tuesday of every month. Um we love to have some participation at these meetings. Share your voice, give feedback, hold us accountable to the goals and guard rails we adopt. Um and really continue to be a partnership part of the partnership that we are moving our students forward with. So just appreciate all of those who are here both in person and um on Zoom. Um, and appreciate all of those of you who are here to speak today, all of those who are here to listen and hear our presentations. Um, and we hope that we continue to see you as the

011year goes on. All right, moving on to item 202. Um, that is speaking of exciting presentations, progress monitoring report for academic goals 1.1, 1.2, and 1.3, goal 3, 3.1, and 3.2. Mr. Oedo, take us away. All right, that was much quicker. It was so efficient. Dr. Portio usually introduces me. So, I I'm going to be ready. I'm going to be in the front front seat uh next time. Uh Madame President, uh wherever you are, uh members of the board, uh Dr. Portillo, executive team and RSD community, thank you again for having me. Um just a couple of uh I guess cav one caveat is that we are sharing uh two goals today. Apparently your feedback was that you loved these board reports so much that you wanted to double them and everybody else was very

012excited to hear that as well. Uh so we're doing goal one and goal three today which is our ELA goals. And just to start with a big headline and a couple of things that we have hopefully upgraded uh certainly changed uh from last year. Um but this is back to our normally scheduled reports that uh will look like this pretty much all the way up until January. And where we used to have headline we have are we on track. So I'm just going to start there. Um and there is commonalities here between goal one and goal three. So I will speak to both of them at times and uh also uh Mrs. Geston and I uh determined that I would do goal one and goal three data and then we would look at um the

013inputs as um they are um there are some overlaps there as well. So the big headline um is that the gamut of academic data especially with these two reports is uh something a refrain that you've heard before that the data is tracking up. It's going in the right direction just not at the trajectory that we are looking for. Again, I know it has been um that's a common refrain uh and and this is the the piece that I would say sticks out the most when you look at fourth grade data is it is an increase of three percentage points. Uh but our hope our goal was to be at 28% by the end of 2025 on AASA and in order to stay on track for 45% uh we would be looking for a proficiency goal

014of 33% for the end of this year. Um again uh positive proficiency trajectory just not where we want to be. Uh and also as I wrote in the are we on track the SGP for this grade is relatively low. It's actually high for seventh grade relatively low for this grade and we'll we'll speak to that as well. So we we have the um inputs on the main page now which I think looks nice as well and we'll come back to that. Okay. So, the thing that as I'm looking just very quickly on page two, I know that uh the board members, you have um looked at this already and we've even done some uh revisions that I'll I'll share in a second. Um but I just want to add some uh color and clarity where

015I can. Uh one thing that would stick out to me is uh the there is a swing especially in SGP and proficiency among school population more so than when we look at student population. Sorry, it's kind of bugging out a little bit here. Change the view here. That should help. Um so again, the SGP I want to uh speak to this part real quick. Student growth percentile. This is this 45.5 here. Um and just again for uh I like to share this every time and for those who are new, this uh represents our student growth percentile which is how did our students do from ASA last year to AASA this year. And it is a percentile rank. So 99 is the best score for an individual. One is the lowest score for an individual. And

016all things being equal, you would want to see a score of about 50 to 53, which would represent about one year's worth of uh growth uh more or less. So 45 obviously on the other side of that. And then you can see there um our schools uh both proficiency and SGP. I just want to say that you can think uh of both proficiency and SGP. uh my my sports analogy today is a marathon. So if if school is this nine mile especially K8 is this nine mile marathon every uh at the end of every year we're want our kids to be at a certain benchmark that would be proficiency um and that is important uh growth is really speaking to the speed at which they are running you know that particular mile or their their

017splits. Uh this is just a I think um something that is a reality is that not every student is at the starting line at kindergarten. There are students that are um well behind the starting line, some that are ahead of the starting line. Um and then uh and that really speaks to proficiency. Growth again is thinking more about the speed at which they're going. So there are kids who could be catching up and will have a high SGP, but the proficiency isn't showing yet. Uh so that's why I I I just keep coming back to SGP um as a really good growth indicator of how our school students district is doing. And then finally at the bottom I always like to show um something a little different here but I have showed writing in the

018past. Uh writing is a portion of the ASA ELA test. Um and it's a test that they take separate from the ELA test. Uh but it combines with their ELA score. And we are seeing a lot of um schools that are doing well in writing and that are also doing well on the reading end. Um that makes a lot of sense. We we learned once in keys to literacy that reading is like breathing in, writing is like breathing out. Um and so uh we would see some correlation between their reading scores and writing scores which we see here. Just for reference uh the state average is a 5.3 for fourth grade. That's the average writing score for a fourth grader in the state. Um, and it's a just a 10-point rubric. So, there's uh a

01910-point rubric that they're scored on and can get anywhere between a two and a 10 on that test. Um, and I'm happy to another time to explain a little bit more about writing. Uh, another reason why we see it as important is as a assist former assistant principal in Phoenix Union and hearing from teachers at South and other schools just the importance of writing as they come into high school. So more than just test scores um that uh a wish from especially freshman level teachers is is that they are coming as even semi-proficient writers. Okay, moving on to our interim goals. Our interim goals are our um second graders for this uh particular interim goal and that is because uh these are the students who will be fourth graders when 2028 comes along. So these

020are inevitably this is inevitably the cohort to which we will be seeing did we pass or meet our 45% goal for goal number one. Uh there's actually three goals for the intermal. The other one, you know, at the time that we published this, we didn't have uh this data yet, which was the oral reading fluency data. Um I can give you just a little sneak peek of that, and we'll speak to this um in a future uh board meeting, but our goal for oral reading fluency is that we would have a certain percentage of students at 76 uh words per minute. uh right now um that is uh we're starting out with 41% of our students at near or at benchmark in terms of the oral reading fluency test. So conversely we're at 60% who

021are not there who are considered at the intervention level. Um and again what we're trying to do is get decrease the number of students who are not at 76 words per minute. So um very simply we have a goal that is around fluency and um once we have more data on that we'll be happy to give that to you. 1.2 and 1.3 are other goals which are tracking our second grade star reading test. We put a big gray box around this because um it looks uh not great at first like why is there this big jump here for fall 2526? Uh the number one reason is that right now the students in second grade this cohort are taking the star reading test for the first time. As first graders, they were taking a different test

022called an early literacy test both by STAR. But early literacy measures their foundational literacy skills. So it's a different test and it also has a different bar. Uh so even rather than thinking about it as proficiency, uh we use the term benchmark for early literacy. So for example, I would say that 41% of students were at or above the benchmark. uh which star counts as the 40th percentile rank. Uh so that's why when they get to the fall, we've got um a much uh different score here cuz now they're taking the reading score for the reading test for the first time and it is measuring it according to how would we predict that this student would do on a state test um even in second grade. Even though second grade doesn't take a state test,

023it's still predicting that about 28% of students would pass uh the state test. So yes, can >> just to ask a clarifying question there. Um completely understand second grade is taking a do test. Is it correct though to say that this this testing situation in second grade is the same this year as it was last year in second grade i.e. the students are taking a different test. >> Yes. So second grade to second grade is the same. And I think I actually have that. So um if this helps last year second graders were at 27.6% 6% proficient to start the year and 65% minimally proficient. So if you compare last year's second graders to this year's second graders, same test. This group is coming in slightly ahead. Not much um but slightly ahead. So it's

024not a new test to us. It's just a new test. This is the first time that this cohort since they're in second grade now is taking this test. Did that help? Okay. Okay. Okay. So that that is our interimm goal uh for 1.2 and 1.3 which we'll be tracking. Something new too is that we are um we switched it up from a line graph to bar graph because we're monitoring both minimally proficient students and our proficient students. So what we're trying to do, one of our goals is to get this number 63% of minimally proficient students by the end of the year below this black line. This black dotted line is our our goal here. our proficiency number is to get to 35% which is this measured by this green dotted line here. So we'll

025be measuring that as we go along across our uh star assessments. And then finally at the bottom uh just very briefly uh we show um a series of grades. So the students from second, third and fourth grade and how they are doing by school on this uh assessment. And um definitely interesting data for me because this is the first time that we're seeing scores of now of our um combined schools. Okay. And then um I'll try to go a little quicker, but for goal three, similar story. You can see that there's a 3% increase from the 24 Aasa assessment on ELA to 2025. One big difference is that the growth scores were considerably higher in this grade. Uh but still um are we on track? We would say no. Uh the goal was to be

026at 30% at this point in order to uh be tracking towards 45% in 2028. Again, we have the key inputs for that on the first uh page as well. Okay. So I think that this is exciting. Um as a district a SGP for this grade of 54.71 is quite high. that would be considered um that this entire seventh grade across Roosevelt School District made more than one year's worth of growth. Um and you can see uh the range of SGP scores there um a handful uh in the 60s and even high 60s. And then again um across our student population proficiency and then in seventh grade writing the average writing score on ASA was 5.7. So, uh, Davis and Campbell represent two schools with writing scores above the state average, which is exciting. And then

027the interimm goals here are similar. There's no oral reading fluency goal, just two intermals. Uh, but the same story. We're trying to get this cohort uh to below 45% of their of students minimally proficient, and we're trying to get this cohort to above 30% of students at proficiency or highly proficient. Uh so that is the uh goal that we're tracking and this this uh group of fifth graders are making uh progress um on ELA and you can see that by the number percentage of students who are proficient. Again it's just not at the trajectory that we're looking for. And then finally our fifth to seventh grade uh star proficiency scores. So again, looking at fifth, sixth, and seventh graders in our upper grades to kind of give us an idea of of how we are

028doing towards our goal number three. Um I'm sure I have some more there. Um and happy to answer questions. Um I I know that uh we also got a chart uh uh board member Pena had asked for uh some data. Um and happy to answer any questions as well. >> Board members opening up to questions. Maybe Dr. Dr. Haj, if you have anything online, you can go first. >> Yeah, thank you, Madam Vice President. >> My question is, how can we better prepare our second graders to decrease the minimum proficient rate for third grade? >> Uh, Dr. Hodgej, great question. And I should say um I uh jumped ahead on the questions um just as to put this to the group if you want to hear from the inputs at this point or do questions

029but I am happy to h answer data questions or uh we can get to the inputs. >> Um maybe let let me see first if any other board members have data questions related to clarifying the data before we move on to any of the inputs. Any data clarifying questions before we move on to inputs? Okay. Well, we can always come back to those if they arise. Um, so maybe then let's go on to the inputs. Um, and then, uh, Mr. Oo, if you want to move there and then Dr. Hajj, we can move on to the inputs, answer your question hopefully, and then, um, come back to any other questions from the board. >> Thank you, Madame Vice President, members of the board, Madame President, um, members of the community and executive team. Um, one

030of the things I do want to call attention to on the data charts is um, as we are uh, looking at Can we show the bar one of the bar graphs? The seventh grade one is is good. Um, the bar graph, please. >> This is just fifth fifth grade uh, data. >> Yep. So, as we look at the bar graph, something to look at is um as you all know, yearbyear, of course, we're decreasing the number of students minimally proficient, which is the goal, um and increasing proficiency. But another area that we're really looking at is the partially proficient category. So, it's important that we not lose track of those students and and that number is also rising. Um but that means those students are getting close to or approximating proficiency more. Of course, it's

031a a pretty large um group of students that we're also um making sure that we look at. So, even though we don't have a goal um set around that, I just did want to call attention to that that data is part of our data set. >> Over to me. All right. Uh good evening, Madame Vice President, Madame President, uh members of the governing board, exec team and community. uh for this first round, you know, just about two weeks ago, you got to hear a whole bunch from me about our academic improvement strategy. And so, because we're just at the beginning of the school year, uh we don't have we don't have data yet to see whether our strategy is is working. Uh so for for this first report for both our our fourth grade goal

032and our seventh grade goal uh what you'll see are the key inputs that I shared uh in in during the study session. Uh and so for both of them they're they're organized according to three categories. The first being in curricula curriculum and instruction uh the next instructional support professional development collaboration and feedback and then finally monitoring and evaluation. Many of these inputs are are the same for for both our for our youngest kiddos to our our oldest kiddos. Uh for the fourth grade uh goal though and I maybe this gets into answering Dr. Haj's question out of all of those inputs probably the most powerful one the one that we are are are investing the most time and energy and resources in are the reading priority plans that have been developed. Uh these take the

033science of reading and bridge uh those concepts and strategies with our HMH curriculum. Uh they are truly daily lesson plans for our teachers in kindergarten through fifth grade uh that help them utilize our adopted curriculum. Uh use the most important pieces in the in in the best ways. Uh and so we believe by doing so uh not just for second grade but for all of those grade levels with incredibly focused instruction on all comp components of reading uh we we believe very strongly that's going to make a significant impact in in our in our students uh reading abilities. Uh for the upper grades, again, you'll see a lot of the same key inputs because our strategy was really a lot of it was built around to what Dr. Franklin's really appreciated two weeks ago. Our

034our curriculum maps, our unit plans. Uh we believe very we are so excited to be able to equip our teachers with those so that they can focus on the daily planning. Um and then the the big piece of that too is then how do we use the the collaborative time that that we have. So really helping support our instructional coaches, our our school leaders to lead our teacher teams and really deep intentional collaborative planning. Uh use of data at the the daily lesson level for our upper grade uh teachers. One of the things that we've brought back is uh essentially on about the monthly basis that we have content for uh uh content PLT meetings. So where all of our junior high math teachers get to come together for for collaboration uh really from fifth

035grade on up. So that because at fifth grade we start to departmentalize. We want our teachers to have really quality collaborative time at their campus with their with their teams, but they also need time in those upper grades to focus really deeply on their specific content. Uh so those are just a few highlights from the inputs that we we have in place. We are actively living out our strategy and are excited for to see those results. >> Dr. Haj, any follow up there? No, thank you. I just appreciate all the progress that we've made and our data report, our progress monitoring report didn't look like this a year ago. So, super grateful for all the work that has gone into into this. >> Thank you, Dr. Hajj. Any other questions from the board? >> I

036have um Miss Pña. >> Yes. So, I appreciate that you added some data here. One of my questions that I had was um how possible would it be to receive data for how the students without IEPs or 504 plans are performing? And the reason being is because I just wanted to kind of see, you know, if how how we our strategies have been working with children that don't have any other factors that can get in the way from their um their learning. And so yes, thank you for that. Um I want to understand this a little bit more. So, if we can make some time for that um later on that I think I really appreciate that. But my other question is um and I I want to think outside the box. I always want

037our district to really like aim for more. Um what efforts is a district making to observe or visit schools of which Roosevelt residents attend outside of our district schools? If given the opportunity to visit other competitive schools, would the district send someone to that? And I want to clarify, I'm not talking about our neighboring uh public schools. Those I mean, we could always talk to them. I'm talking about if there's a private school, if there's a micro school, if there is a a charter school. I are do we have anything in place to observe or visit any of those neighboring schools? >> Thank you. Um there is um we don't have it on the books yet, but there is another a charter network that we've um asked to be able to go and observe specifically

038how they're improving in the area of math. So yes, um we do have some allies within the charter world and we're trying to support each other and help each other in getting better. Um there's also um an upcoming um trip that will be on the October um uh board agenda requesting um travel for um our innovation principal, our planning principal and um uh some key personnel to go and travel and observe what's happening at that school. It's a school in California. Um so they want to go and see that. And then there's also been opportunities through uh donations where um I know that Miss Geston and I had the opportunity to fly to New Jersey to observe one of the Uncommon Schools um from the Uncommon Schools charter network as well um to go and

039and gather input from them and um we learned from them a lot of great work that they're doing um with similar um demographics and we also um brought from that um our commitment to the relay work that we've been doing with relay which is also um funded through don ations. So, that's something that we we learned while while traveling to that one. So, I'm excited to see what staff will learn when they travel to California to visit the other school and then here locally, that other charter network. Thank you. As a followup to that, um you know, what I'm recommending actually doesn't cost anything. So, but if if given the opportunity, which I would love to set something like that, if given an opportunity, would that be something that the district would be open for

040for the local uh competitive schools. All right. Thank you. >> Just to clarify, the place where we're going to go and observe um is local the the math for the math improvement. Yes. Any other questions from board members? Madame President, um VP. Um I I didn't submit my question, so I apologize and I don't expect for my question to be answered in this very moment. Um but I I did take a look at the bar graph and and like Dr. Hodgej um very I was concerned with the minimally proficient because um I do see that there is some progress um as it it is decreasing um yeah if we could show the the the bar graph >> fifth grade or second grade madam madam president u fifth grade is fine um but I'm wondering you

041know when we share our board goals for the 45 and five um you that can be very far reaching cuz I mean it this looks like 5 years, right? So, how what would that 45 and 5 look like in a month where um we can get our teachers and our principles kind of to understand what that 45 and 5 looks like in within that year, what that progress looks like. So, for example, um 59.9, what is that what is the goal by May for us to reach that 45 and five? I don't know if that makes sense, but um yeah, I I'd like to just start to track those strategies and I I see the the inputs, but I like to just kind of identify which has what has been working, what has not, and

042just really um work with our schools because I understand the strategy. A strategy might work for one school, but we're all every school is different. So, how could we work with our teachers and um to kind of come come with and and using leveraging our unit plans and um those strategies to really decrease that because just seeing over 50% minimumly proficient is very concerning to me. So, I just wanted to share that. Um and yeah, I don't expect an answer right now, but I did wanted to just ask that question. Thank you. Thank you board member Kasur. Um that question also applies I think to next month. So we can carry that question to next month and prepare um to be able to answer you. Um and I I think you know the that is

043a a high number. Um we're not satisfied with that number. Also when we look at our um at our reading results as a state we're we're struggling. So, um, as a state and I think nationwide, our reading scores are are struggling. So, it's something that I think, um, a lot of us are trying to focus on and and and, um, many of us know that, um, the science of reading is a scientific approach towards teaching reading. So, as we're transitioning our whole district to that methodology, it does take some time to see the data. Um, what you're describing is something called cascading goals. So the cascading goal um for the year, we've set that. But there is there are ways for us to to create cascading goals um by quarter so that we can look

044a little bit um more um not after the fact but as we go along. So that's something that we're trying to also hit at um as predictively as we can. Right. So um yes, we can definitely um expand upon the answer to that question at October board's meeting. Thank you. And I I I mean once again this has not been shared before. So the transparency that Roosevelt has has start has has began to to do is I think is is great. So I think we are moving towards a good direction. Um but thank you. >> Thank you board member Carell. Um I think just to build on that and maybe looking forward to our next uh presentations. Um, I would be curious to see if there's a way for us to differentiate within that minimally

045proficient because that I think is a wide band of students. Um, are there students who are close to that partially proficient? Are there students who are very far? Is there any way to see how many students might move in the next round? Um, I don't know what that would look like, but if there's a way for us to be able to to disagregate that data a little bit, um, just because that is such a large number of students, um, there's a way for us to do that in the next round that would be helpful for us to be able to make sense of that. Um and then the second one I would just love and I I think I understand the broad theory but would love uh maybe Miss Scottson for you to just speak

046a little bit to obviously these are two different groups of students. Our students were trying to move to proficient and our students were trying to move from minimally proficient to partially proficient. Um could you just speak a little bit to how those strategies are kind of supporting both of those groups? Um because obviously we're in PLTs, we're using lesson plans. um how right now are they hitting both of those groups or supporting both of those groups or is that uh hey we're kind of great good teaching in the classroom and that's kind of hitting the middle of the road and then we're differentiating later on. >> Sure. I think my my immediate answer to that is our first steps are are just the going back to high quality tier one instruction. we can't get good

047at differentiating for students until we first have the foundational uh instructional strategy set. Um and again in especially in the K5 classrooms, I just want to acknowledge like with the the read reading priority plans, that's a huge lift uh for the teachers, for the coaches, for the administrators. So learning learning to do those well is the first step. Uh and then it and then it moves into using the available data. We have our our STAR benchmarks, our our CBM measures, our different progress monitoring data, and really, I feel like I'm a broken record on this, getting like that that daily student assessment data is critical. Uh in fact and then this Friday our our our instructional coaches and our principles do uh kind of the first half of that professional development and then uh beginning

048of October they do they do the second half where they really are looking at the the that lessons exit ticket that lessons assessment and looking at what students do for that specific learning target and then looking at what they expected of them through an exemplar and being able to find that specific gap uh that they can then retach whether it's whole whole group for the whole whole whole class or even a small group. Uh but really helping equip and support our teachers at at reteing uh and in a sense intervention at that level before we move into um really refining our larger intervention systems. I don't say I don't I say all that I don't want it to be confused that we aren't doing intervention. We have intervention blocks into our master schedules every day.

049Uh our I keep mentioning our coaches. They really are a big lift with this. So for one, like learning how to group students correct. They're using the data to to get them in the right group for how long, with what focus, with what resources. So all of that is also happening at the same time. Uh but your question alone like that definitely is a place that we we we need to continue to improve on of of what systems do we have in place to to be able to do that. So >> but just to restate that back to you to make sure I'm hearing you right. >> I get it this time. What you're what you're saying is the idea that um the first step is to make sure that all students receive the initial

050instruction of quality instruction so that we can see who mastered the content with the quality instruction and then from that group of students retach rather than saying hey we don't know whether or not the student got that quality instruction initially. So we don't know who needs to be retaught and who just didn't get that instruction. >> That was brilliant Lisa. Yes, that's perfect. Thank you. I I would also add sorry I would also add madam president that um one of the things that um we invested in last year um so this is the first year that we're going to see um any benefit of that is the interventionist position now recently um and I know during my superintendent's update I'll share with you what the um what the um enrollment is and also at the

051um special meeting and study session on Monday the 15th we'll share with you our budget our our um adjusted budget um we were in a situation where we were considering um eliminating that interventionist position. However, with the input of our principles um they supported me and being courageous to keep that position even though we are dropping a little bit in enrollment. So I think that that investment of having that interventionist is something that we're going to be tracking really closely to ensure that it's a return on on our investment. But also um the campuses need that support that additional person to um be the dedicated person aside from the classroom teacher because classroom teachers are also delivering intervention but aside from the classroom teacher to be pulling those groups. So that's another way that we

052are um supporting um kids that are in that min minimally proficient category. >> Thank you superintendent. Um and then just one quick question before we close out and move on to our next item. Um can you just remind the community and the board when the next kind of testing window where we'll get updated data will be? >> Madam President, members of the board, uh so um we have uh we're we're excited to share in September um more of our benchmark assessments. So that's our first round of benchmark assessments in September. That's uh just assessing what has been what's in the curriculum maps up to that point. Um, so we'll have those in September. Uh, I think the next major one is always going to be the middle of the is the middle of the year.

053That's the December test which we'll do in January. But we also have an October star assessment uh that all schools will take at the same time. Uh, so we would be able to have uh that for you in November. >> So some upcoming data points in September, October and then major data coming back in you said December. the the December is the test and so we would be presenting that to you in January. >> Got it. Thank you so much, >> Madam President. >> Yeah. Go ahead. >> Sorry, just to clarify the data that you're asking for, can we look at um the second and fourth grade fall star um chart real quick or the um yes, the data right here. So, how it's broken up into minimally partially proficient. So, it'll look like this

054minus the second and third grade for um the goal number one for fourth grade. Is that what I understand? Yeah, I uh madame president uh board member buts the reason why I do uh second through fourth. So this is second, third and fourth grade is uh second grade represents the uh cohort that will be there in 2028. Fourth grade is obviously that's the goal. So this is intended to look at students who are kind of in this window of second, third, fourth grade. How are they doing combined? Uh so my plan would be to show you this. it would be exactly the same. It will just show uh October data versus this. Uh we could keep this and show October so that you could see uh the percent changes. Um or we could just uh

055show October maybe like some plus or minus uh percentage point swings. >> Thank you. Thank you, Madam President. >> Thank you so much, Mr. Oo. Really appreciate it. Um, and just thank you again for all the data and the like we've said up here I think several times. This uh report just keeps getting better and better and thank you so much for all the feedback that you've integrated. Um, and thank you to the team for an incredible study session. Um, I know it feels like yesterday feels like forever ago, two weeks ago um for walking us through a really thorough plan. Um, I feel confident as a board member that we had the information we needed to really walk through those pieces. So just appreciate all of that. Thank you. >> Um, moving on to

056uh item 2.03. Um, it is progress monitoring report for superintendent Garell number two. So, I'm going to turn it over to Dr. Portillo. >> Thank you, Madame Vice President, Madame President, um, members of the board executive team and the Roosevelt community. So, aside from our academic data, we know that um there are other things that the um community holds dear and and close. So, as you all recall, we um used our climate data along with all the different um committees that we had going on a couple of years back in order to be able to determine what guard rails um I need to stay within um which are the the values of the community as we're pursuing the academic goals. So, as we look at guardrail number two, which is what we're going to be

057um presenting on today, we also have our um this year's interim guard rails. So you could advance to the next slide. Thank you. So the interim guard rails were parent advisory groups. I'm sorry, advisory groups and I'll talk a little bit about that. The other guard rail also um interim guardrail um highly focuses on um ensuring that we have the afterchool programming. So we'll have somebody come up to the the podium and um share on that. And then also the third guardrail was looking at students as a as holistically and also um specifically at the um at our food services department and how are we child nutrition department and how are we um um improving upon the the food service experience. So those three areas will be um shared upon today. So starting with the

058advisory groups um these are the different advisory groups that we are going to have this year. um they are above and beyond what was requested by the board. So, we've added some different um advisory groups to um their request of the guardrail and that's just as um I started being in the superintendency a little bit more and knowing the groups that we interact with um these groups really have and along with other groups but I know I can't meet with everybody in the all of South Phoenix but um with these groups um we really thought that we would be able to gain um good representation of voice from across the community. So one of them is the parent advisory group. Then we have a student advisory group, a community advisory group. So that one is

059a made up of um community leaders that include business leaders. Um it also includes um leaders of different nonprofits within South Phoenix. Um and then the religious advisory group. So religious leaders from um the different um faith groups here in South Phoenix. A staff advisory group. then the um African-American advisory group knowing that there are some deep roots here in South Phoenix that are um grounded in the African-American experience and then our government officials which I do meet with individually um not as an entire group since they they're they're special and and unique in that sense. It's hard to get them all in the same space at the same time. Um just to let you all know um the uh meetings with each of these advisory groups um are planned by me um uh with

060the assistance of Ma Maggalli Rivera our communications director and then also they might be del um facilitated by a different staff member but um they are planned by me and then also I u attend and and welcome them and interact with them but then sometimes I have to leave I'm not able to stay the whole hour and a half or two hours that each of those advisory groups meet. Um I do um directly stay and facilitate the religious advisory group and then I'll be doing the same thing with the staff advisory group. Um they all um have it are having their first meeting um either last week, this week or the following week. Um so that we get all of the data and input back from them within a relatively um close together um time

061period. So that way what the input that they give us can actually um help us in our planning. Right? If we had been meeting at windows of time that were too wide then I wouldn't really be able to gather all of the information at once. Um the uh first topic of discussion um uh at the first meeting is um review of the climate survey results. So as you all know this is our third year of climate survey results. Um so reviewing how we're doing on that, what we're doing uh what we're improving upon. Um highlights of areas that we do really well in comparison to other um districts um nationwide who have taken the same survey, areas that we need to focus on that um we might be doing le than um districts across the

062the nation that are also taking the same survey. Um and then also getting their input from them as to um ideas that they might have as to how to respond to that data. The second um the the second topic of discussion will be at the next meeting which will happen in in November um between the last week of October first weeks of November um and that topic will be about budget. So, it'll really be um sharing with them where are we in our enrollment with our budget and being able to elicit from them some input um based on some of the different um decisions that we'll be facing when it comes to budget and how we want to use our our money to to invest in improving our our system. So we'll be able to

063gather that input from all of these different groups um as um we start developing the uh 2627 school year budget um which will be developed um around January. So that's why it's important we have that input and feedback prior to um beginning that work. So that's what I have on the advisory groups. Do you all have any questions on that one before we advance to the next >> board members? Any questions? Okay, >> Dr. Portillo, I just wanted to uh clarify with the advisory groups when you meet with the advisory groups, what is the main focus and like what sort of like the input that they give, how will that be used? So, typically we'll take them a data set. So in this case for the first meeting we took them the climate survey and

064then they have um specific questions that um that are are similar or the same across all of the advisory groups that we're trying to elicit their their input on. Um but then there also might be questions that are unique to the advisory group that they represent. Um all of that data is gathered together and then when we as an exec team meet we'll be able to look through um through those results especially in the creation of our budget be able to look through those results so that we are keeping um that feedback in mind as we're making what we anticipate will be difficult financial decisions as we move forward. Any further question? All right. Thank you, Dr. Portia. Thank you. Um, now I'd like to call um, Miss Claudia Mendoza to the podium. Um, the

065the other um, guardrail is focused on after school programs. So, again, keeping in mind the climate survey results and specifically honing in on after school programs. So, Miss Mendoza wears many hats. She's new to our district. Um, she works under the um, leadership of Miss Geston. Um, and one of the hats that she wears is overseeing um, the expansion of our afterchool programs. The guard rail said we had um, three city of Phoenix um, programs and the guardrail was to double that. Um, and we've exceeded that now um, ensuring that we have after school programs at each of our schools and Miss Mendoza will speak to that. Good, good evening, madame vice president, madame president, members of the board and executive team. Thank you for having me here today. Um, yes. So, I think one

066of the biggest things was that we wanted to ensure that every one of our schools had um that to offer parents and families. And so, like Dr. Portillo said, we have accomplished that. Um and uh we're still in the middle of making sure that we're licensed and and you know get that going but uh like she mentioned the city of Phoenix uh we have a a program it's before and after school um that is a paid program. So those three schools Campbell Southwest and Valley View are able to offer that to their families. Um again that is something that parents pay for. uh then the 21st century uh program uh that is actually available to all students who want to participate in that and so the three schools that participate currently are Chavez, Gonchos and

067Julian as well. And then um at Julian we have a couple other programs. One is called mentor kids um and then the other one is called lovable kids. The mentor kids is a free program available to all parents and they the they actually travel to King from Julian. Um and and I'm not familiar with exactly like the the the distance between but I think it's like right next door. Um and so students are able to go there and participate. Um the lovable kids is um also provided to all families uh within the Julian um school, but that is kind of a paid program, a paid like daycare program that's available to parents. So there are the two options there. Um and then the last one is the one that we are currently working on. Um

068all of the other campuses will be able to offer uh what the champions before and after school program. Um that will be a paid program for families. Um for the rest of the schools, bar, Bernard Black, Chavez, Conchos, Greenfield, Kennedy, Lopez, Pas uh Pastor and Sunland. And some of them obviously overlap as well. So they offer more than just the one program. Um but we are currently working with all of the site principles in collaboration with the program. Um they are taking the lead on the licensing through the Department of Health Services. however, I am supporting and then of course all of the principles. Um they probably get an email from me at least once a week uh with just things that we need to continue working toward um in order to get all of

069the sites uh licensed. Uh the first two that will probably be licensed based on our paperwork and everything having everything in order will probably be Bernard Black uh Lopez. Uh there are a couple others that are very close as well. So we will have kind of a sliding launch for those uh with the first starting in at the end towards the end of September. >> Any questions? >> Members, any question? >> I have a question for the paid programs. Is there a sliding scale or how do you determine >> it's just a flat rate? Yes. >> Yeah, they actually have a lot of different options which I was pleased to see. So, for example, the before school, like if a parent is in only needing the before school, they have options like 1 to two

070days is $20 per week. Uh 3 to 5 days is $30 per week. If they're only interested in after school, same thing. 1 to 2 days, $50 per week. Uh 3 to 5 days, $80 per week. Um and then, um the nice thing there though is they're offering a lot of different discounts for families that have more than one kiddo. Um, so for example, registration is $60 per student, 100 for the whole family. Um, so that's really nice that they take that into consideration. Um, they also will have options like drop in care, um, drop in after school, drop in early release options. Uh, and then also they will offer discounts. So like for multi-child, they'll give 10% of the tuition. Um, and then military 15% discount as well. And then the free or reduced

071scholarship will be 30% off as well. So they do offer a lot of options which made me happy. >> Thank you so much and welcome to the RSD team. >> Yay. Thank you. >> Thank you so much. And just we we know how much work this is. And so thank you first of all to our principles for all the time that you're putting in to make sure that that's available to our families and thank you so much for all the support you're providing our principles. >> Thank you. And um thank you um madame president uh madame vice president, members of the board and uh executive team and uh Roosevelt community. I do want to call attention to a correction. I I apologize. Um we do have a our um grants director who um sent us

072um is uh a message here. Um thank you Miss Tanya a correction um 21st century. So Travis school is not we apologize um bar is um a 21st century um as well as Julian Sunland and Konchos. So we apologize for that. Um but and also um 21st century grant is offered to all students based on the goals um that are set by that school. >> Thank you. Thank you so much. So the last um guardrail that we want to present on today is our child nutrition update and we have uh Miss Heather Krushenk who is um joining us virtually today and she'll speak on um the efforts that child nutrition is making to improve the experience of child nutrition. >> Hi uh madame board president, governing board members, Dr. Bertillo and the executive team and

073community members. Thank you so much for having me today. We're very excited about the guard rails that were set for child nutrition and how we can work together to enhance our students experience every day at school. And one of the ways that we can do that is through their meal service by offering uh you know fresh fruits, fresh vegetables, but also things that kids really want to eat while staying within the nutritional guidelines that were required to by the federal government. So we have met with parents before. Last year we met over at Konchos and we met with the parent teacher organization and it was an excellent conversation. Parents were able to ask us questions and we were able to explain how our program works and why some of the decisions we make are made

074and we really valued that input from the parents. Um, we just started last year incorporating increasing numbers of taste tests at our schools and we invited parents to come and do those taste tests with the children and that was a fun fun experience for everyone. I think I don't know if I had more fun or they did but it was great and the parents were really excited to be able to try some of the things that their kids are having at school. So, our plan this year is to uh partner with a lot of our principles when they're doing events where parents may already be on campus and set up a time where we can get together, parents can submit some questions prior and we can give them food to taste, answer some of their

075questions, and then we want to work with community engagement to do some sort of uh QR code where parents would be able to submit their suggestions and ideas through that uh medium and we would be able to take those and work with our uh our group of people that help us process all our food and come up with all the recipes. We have some chefs coming into the district to work with our teams on training so that we can give our kids the very best that they deserve. >> Right. Board members, any questions? Um, just to thank you so much for all of that effort in interacting with their families. I know my children can't tell me anything they learned in school today, but I know inside and out the lunch menu every single day,

076including the breakfast menu and all of the options. So, I know this this is near and dear to our students hearts and it's something that, you know, does provide that bright spot in the middle of the day. So, it is something that they look forward to and making sure that their students are having those healthy options that they're excited about um can be a really u an exciting part of their day and something that keeps them coming back to school. So, just appreciate all of the time that you've put into this um and look forward to seeing what comes out of this this time with our families. >> Oh, thank you so much. It's my pleasure. It's my passion. I've been in child nutrition since 2001 and from the first day I started uh that's

077just where I've I've stayed. It's um a wonderful place to be. We hope to be the favorite part of everyone's day in the school is to see us uh in the kitchen and and serving all those healthy meals to the kids. So, thank you so much for this opportunity. >> Thank you. >> Moving on, Dr. >> No, thank you. That's that's all I have for today's guardrail presentation and we look forward to presenting on other guardrails at the October board meeting. >> Perfect. Thank you so much, Dr. Portio. Um, and we are going to move on to item 2.04, which is English language learner programming in the Roosevelt School District. And we are going to kick it over, I believe, back to Dr. Bartio and then over to Mrs. Thank you. Thank you. So, yes,

078correct. Um, the uh teaching and learning division houses the um English language learner acquisition um department. So, and that actually is under the direction of Miss Erica Sanders. So, uh, Miss Geston is going to introduce the team and she and her staff will present on our English language learner programming, um, our Zella results and our corrective action plan for English language acquisition services. >> All right. Well, good evening again, uh, madame vice president, madame president, members of the governing board, exec team and community. Uh, to Dr. Portio's point. We are excited to be here to share more about EL programming in Roosevelt. Uh we have the team here, not just because you're probably you probably heard plenty from me. Uh but we also want to just demonstrate that when it comes to EL instruction and

079programming and support here in Roosevelt, it is very much a team effort. Uh I'm incredibly grateful to have them here. Uh, as a little bit of a backstory, last year, it wasn't until about November that we even had a a coach or a a role designated for EL when uh Dr. DeLeon came on on board. Uh, and now we have uh even more support uh for for this important work. Uh so what you'll hear if we don't mind moving to the next slide uh we're going to talk first a about who our who our kiddos are some some quick data on our our e the classification along with their uh current data. Uh we'll then talk more about accountability especially when it comes to corrective action uh and the role that AD's OS uh department

080or division plays in in that. Uh and then most importantly, we will talk to you about what programming for EL students looks like in Roosevelt. Uh and so to help us this evening, uh we have Miss Erica Sander, who is our uh director of teacher effectiveness. We have Dr. Katherine Pettit who is our assistant director of curriculum and assessment. And then we have our two EL coaches. We've got Jenny Mallister. And then we've got Dr. uh Liz DeLeon uh to help lead the conversation today. So with that I welcome up uh Miss Sander first or no sorry Dr. Bett. So we'll start with our data slide and to present to you we started the school year with 1,734 students uh identified as English learners. However, that's a living number as we get new students enrolled

081and also because our students are being tested and placed for our beginning of the year assessment which closes tomorrow. So, out of the 1,734 students, we had uh 40% pre-emergent and emergent, 37.6% at basic, and 22.4% intermediate. And then to take a deeper look at how these uh students are dispersed across grade levels, we have a pretty even dispersal across um K through 8 in pre-emergent. Um in basic we have um the majority of students um third through 8th grade. And then we have um a relatively smaller number of intermediate students. However, it's important to note that students can score intermediate in one of the four domains. reading, writing, listening or speaking and still test out of um of the program and then be proficient as long as their scale score is at 1,00. So

082that is reassuring with that smaller number in intermediate. And then we want to take a look at um our reclassification rate. In 2024 we were at 8% reclassified and in 2025 we were at 10.24%. And then our schools that performed highest um also were some of our schools that piloted our language power program. So that correlates to the effectiveness of the implementation of that program. And then some of our lower performing schools have since closed and have combined. And I thought we had one more slide, but I'm going to turn it over to Dr. Deio. All right, I'm going to speak on the EEL program monitoring that we that took place last school year um conducted by OAS, the Office of English Language Acquisition Services over at AD. Um first, I'm going to give you

083an overview of the timeline. um we were notified that we would participate on um last year's EEL program monitoring back in November on of 2024 and almost immediately after that the first window um for the first phase for phase one open which was the documentation submission window. uh they sent us a sample of SSIDs for six sites and we had to um upload uh documentation on those SSIDs. Um and on your uh right you can see the categories that they were looking at. So we had to submit everything from a Zella reports um parent notification and consent forms, home language surveys, etc. Um and then that window closed officially on um in March of 2025. And then after that they um we entered phase two which was the on-site um visits. Um a team from

084OAS um came to the district and went into those six sites. Um and they observed both targeted and integrated instruction. Um and then after uh the last day of their visit, we had an exit meeting where they um share preliminary um findings. And a little bit after that, in May of 2025, we received the official letter with the findings. We had a to a total of uh seven findings and I I'll speak on those in a little bit. Um and then after receiving the letter, we had a month to submit our corrective action plan. um this has already been approved and we are already in the process of addressing those those findings. These are the findings that we um had. We had four on the left that um are under compliance specifically and then on

085your right um we have also I mean no uh on the left uh those that fall under instruction and on your right those that fall under compliance. Um what's interesting here is that also those that have to do with instruction it was the compliance side of instruction that was an actual finding. meaning it was not that they didn't see evidence um or they didn't see the needs of our EELS being addressed by our teachers and being um uh addressed during instruction. It was the documentation of those actions that was uh missing specifically on um lesson plans. Um so again, all of these findings have are already being addressed um and where uh stated on our corrective action plan. those on the right that had to do with compliance. Um uh for the most part these

086again weren't uh necessarily uh missing document documents. It for the most part it was that uh the documentation was not um completed within the required f uh timeline which uh for a identification and parent notification and consent for can vary from 30 uh days to two weeks. Um so we did have most of those documents but those were either not submitted or signed by parents within those um timelines and um with instruction uh what we have put into place to address the findings. Um now uh and in a little bit you'll hear more about these uh new actions um is uh including the targeted and the integrated block being now explicitly labeled on our master schedules as well as the use of new uh a new e binder where teachers keep all of the documentation

087that is um related to their eels's um and uh the use of two lesson plan templates. one for integrated instruction and one for um targeted instruction where they now keep uh evidence of what they're doing with their eels during these two blocks. Due to the level of compliance and instruction support required for at our sites and for our teachers, we were very fortunate to add an additional coach this year. And we're able to welcome uh Jenny Mallister to our team where both of them um serve uh anywhere from five to six schools where they provide professional development, they provide coaching sessions um as well as targeted support for our site administration both as instruction um instructional coaches but then also that compliance piece as well. As Dr. Deleon mentioned earlier, we do offer 120 minutes

088a day to our English learners. And that's broken down into two blocks. Our first block is our integrated EL instruction block. And that is um where our tier one reading and where our English learners are integrated into um the tier one reading block with their peers. and they receive scaffolds that are identified by the teachers while they are lesson planning um as well with in coordination with an ELP standard um so that their um needs are met. Um the evidence of this will be in our master schedules for the sites as well as the lesson plans that you will see an example of shortly. For our targeted EL instruction, it's an additional 60 minutes a day. Um and this is basically their intervention block. It is very intense. It's explicit instruction and as um Dr.

089Pettit mentioned we do use curriculum p language power as the curriculum um and it's a very small targeted uh tier 2 intervention at the daily daily basis as Dr. Deleon mentioned we have already started to um put um actions in place in the spring working with uh other departments. All of our master schedules now reflect label adequately labeled uh master schedules and you can see an example of this in yellow the integrated EL instruction block also our tier one reading block and then in red is the targeted EL instruction or their intervention block. our lesson plans. One of the audit findings actually was for about the documentation piece, the evidence of what we are teaching. And so this year um Dr. Deleon and Miss Mallister created uh two lesson plan lesson plan templates, one for

090the integrated ELD block and one for the targeted EL block. The integrated ELD lesson plan um includes the RSD uh RSD um ELP standard which all the teachers can now find in the curriculum documents. Um also the corresponding learning target as well as any scaffolds that they will put in place to support our English learners during that tier one integrated block. On the other hand, our targeted EL lesson plan is more comprehensive. It's more um in-depth. It does require that they have the lesson component, the language domain or domains as well as the language standard and then as well the corresponding learning target. Both of these documents are found in a teacher's e binder that's located in the classroom. Um, and it's really a hub of um resources both for the teacher um as well

091as uh documentation. The site administrators also have access to the EL binders and that is new this year based on our OS um results. And lastly um based on the feedback from our our stakeholders um as well as the findings for Melis, we really and in collaboration with the essential standards committee and our coaches, we really wanted to um provide robust documents for our teachers. And as you can see, this is an example of one of our reading curriculum maps. Um, we have included helpful links for our teachers that provide links to the structured English immersion pullout um, uh, structure as well as any additional resources for them right at their fingertips. And that's on all of our reading curriculum maps as well as they have embedded the ELP learning targets um, so that they

092do not have to go search for them online. and they are also um labeled as to when they should be taught corresponding with our state standards. Um and at this time I'm going to turn it over to Jenny Mallister. All right, so now we're going to dive into our district adopted targeted EL curriculum, Language Power. This resource is designed specifically for English language learners and provides differentiated lessons that focus on all four domains of language reading, writing, speaking, and listening. Uh, one of the strengths of language power is that the texts are thematically grouped. And so that means that the students are not only building academic language but also deepening their content knowledge and critical thinking skills within the meaningful contexts. Another benefit is that the lessons are easy to use and standardsbased so teachers

093can focus on the essential skills. At the same time, the structure allows students to make personal connections to themselves, their families, and their own languages. It creates opportunities for students to share their experiences and celebrate their home cultures, which is so important in fostering both language growth and a sense of belonging in their classroom. One thing we've consistently heard from the teachers is how easy language power is to implement and that many teachers are appreciating how straightforward the lessons are. Noting that they don't have to spend hours figuring out adaptations because everything is ready to use and the students are engaged right from the beginning. Uh this year we provided multiple layers of professional learning to support teachers with language power and uh with English learner instruction. Overall we started with uh academy of mine

094in which we offered online courses to help teachers launch language power last year and to learn how to effectively lesson plan within the program. From there, we held several targeted instruction sessions with uh TCM, the creators of language power. These in-person trainings allowed our teachers to dive deeper into the program and plan for their instruction. And during these sessions, we also reviewed expectations for the targeted EL block to make sure that everyone felt clear and supported. at Admin Academy this summer. We hosted an EL program overview and expectation sessions for principles, assistant principles, and instructional coaches. And in this meeting, we shared our findings from the EL program monitoring. Um, and we clarified expectations for implementing the SEI pullout model as well as for both targeted and integrated instruction. At summer institute, we provided an

095integrated instruction online session uh where teachers learned about the expectations for integrated instruction that align with AD's requirements. And we also provided a professional development session for our targeted EL teachers um ensuring that they had clarity about both the structure and the goals of that dedicated time. And so altogether those opportunities ensured teachers had both the knowledge and practical tools to feel confident in delivering um e instruction. Each campus is required to have an identified e coordinator each year and this position comes with a stipen based on the board approved stipen schedule. The LE EL coordinator plays a critical role in ensuring that our English learner program runs smoothly and that we're in compliance with state and district expectations. On the screen, you can see some of the roles and responsibilities of those EL coordinators.

096Um, this includes supporting teachers, helping with communication, ensuring that our EL students receive the services they need to be successful. And for the first time this past summer, we were able to offer ELEL summer school intervention designed specifically for our newcomer students and pre-emergent and emergent learners. On this slide, you can see the resource that was used for the EL summer school intervention. This uh school resource was created intentionally for newcomers and beginning English language learners. It included picture cards with visuals for key school related words and phrases, full color vocabulary books with definitions, spaces for notes, a readalong book, um, and a multif family multilingual family guide filled with tips and helpful phrases to support the families with the transitions and to keep language learning uh, going beyond the classroom. And overall, this was

097a a major highlight of our year last year, I think, and a meaningful step in supporting our newest learners. Thank you. >> All right, just to to wrap us up, the last piece that we have in place uh is our own internal e audit or study. Uh and and from what you can see on the screen, there's there's two big pieces to it. first of all is is a major deep data dive collecting all of all of the data well beyond what we see OS doing uh for for compliance. uh looking at instruction from a a a not just a is it happening at the right time with the right kids in there, but the quality of of of the delivery of that. Uh along with other other important information, interviews with students and families

098and staff, uh feedback surveys, uh and then as a result, we'll be getting a comprehensive report uh to help guide that. that audit is happening through uh Fenita which you might remember approving uh and the way that Dr. Tia shares uh you've got you've got compliance which we get through our our support from AD and that gives us a snapshot in time. Uh it tells us if we're meeting state and federal requirements uh it ensures all of those logistical pieces, schedules, documentation are in order. uh but the audit that is happening I like to use the word study because I think audit can have negative connotations but this deeper study as I'll call it it's more of a lens into uh seeing truly what strengths and gaps exist and helps to give us a clear

099road map uh again moving from compliance into consistency in our EL programming. So, we we really look forward to getting that information and how it will help strengthen uh what we have in place. At the same time, we're really proud of there's been a tremendous amount of work that has gone into uh strengthening our program just over the last 6 months. And I want to finally just give the team one more shout out uh for all of their hard work and and passion. Uh that is truly a love for for our EL students and wanting to do what's best for them. So with that, thank you. >> Okay, board members, any questions for the team? >> Yes, Madam President. Uh first, thank you for the presentation and the work you've been doing uh all year

100long. Uh can you just briefly in layman's terms talk about the reclassification um screen on the Azela data uh in terms of the 8% to and the 10.24.4 10.24% to 4% that the general public may not completely grasp, but can you just kind of break that down a little bit? So, this rate represents our students who have tested out of the Azela program. So, um that also includes students who increased to proficiency level. So, um that is where we're at with our 10.24% right now. Thank you. >> And thinking just to add to that, board member but um board members, executive team and and Roosevelt community. Um the Aella test um is again a test of oral u reading, writing um and uh >> speaking, listening and um so we we do have a uh

101significant amount of newcomers here. That's why we um we created that summer school experience to be able to push them um up a re reclassification rate, but also as we improve our reading and writing delivery for all of our students during that tier one, it's also going to support our EL kids, which we see that we um we have a gap with with reaching in our EL population along with the rest of our students the writing skills. So, that's why we're really pushing that. Thank you. >> Madam President, Dr. Dr. if um I was excited also to hear about this e summer school and the resources that we provided. Um could you speak a little bit more about like the communication that when we provided these backpacks to our students? Was there um did the

102parents and the families were they aware of how to use these resources and how um you know the these decisions that we're doing here at the district can um also um support them in their at their h at their home and they can practice with the with the child. Um yes, these are backpacks that were actually designed um to take home. Um the original um resource was uh designed to give to our newcomer students and have them practice at home. We kind of built on that um in collaboration with TCM. They helped us create a teacher guide. So these um didn't only go home with the students but they did some work in the classroom first to kind of build um that background knowledge and then they took those um home and they come with

103a family guide that student uh I'm sorry that parents um can use and uh kind of guides them on how to continue using those resources at home and they um the guide is also available in multiple languages. es so they could scan a QR code on the cover of the of the guide um to access it in their home language if needed. Wonderful. Thank you, >> Madame President, Dr. Portillo. Um as a followup to that was a good question. Um well, first of all, I I do have to say a comment. I was very impressed with how you ladies are looking so professional today. >> Beautifully done. Um and then I was really impressed with the presentation. But going uh piggybacking on the summer school thing. Um so so my understanding is that there were

10480 students were invited and of those 80 40 participated. Was this at a particular campus that we did this or was this just take-home? Um all the students that were already identify the class the um qualify for summer school. We um scanned that list to identify who were the pre-emergent emergence students um from the original um like summer school roster and um we make calls to all of those families letting them know of this um intervention block that will take place and um we let them decide if they wanted their students to attend or not. Um, for the most part, those that didn't participate was either for uh because they had um other commitments outside of the schedule, the original schedule that they um like plan for their kids to attend summer school. Um, and

105others communicated that um they wanted uh it it they had they would have multiple kids attending summer school, not just their pre-emergent emerging student. So um if the siblings were not pre-emergent emergent unfortunately due to the characteristics of this resource they couldn't um stay for that block it was meant for those pre-emergent emergent. So some of the families decided not to keep just one child when they have uh multiple children attending summer school which is something that we want to plan for um in the future having more opportunities not just for a pre-emergent immer but for all of our students. >> Wonderful. And I think that's wonderful that we um gave those resources to those families because it's not only good for the child but the parents so that they can study with that child.

106So I think that's a great idea. Um, are you I'm sure you're evaluating, but for the next year, is is there a plan to redo this, but maybe widen how many students we get involved in this program? There's nothing currently um planned, but we do um have more of these backpacks with the intention of continuing with this um and again building on to that. So, it's something that we will definitely um plan in the upcoming future. >> Yes, we begin planning summer school around um January as well. So, we'll also have to be revisiting budget at that time um along with our data. >> Um board members, thank you for the questions. I just have a quick question on the OS corrective action piece. Um I know that that's a standard part of OS audits.

107Um, with that OS corrective action plan, is there a set date for when OIS will come back to re audit and do all of their pieces? Um, and if so, what's that date? >> I I can answer that one, Madam Vice President. Uh, you know what? We're really excited that they are jumping right back in immediately. So, they will be here actually next Monday, Tuesday, or Wednesday. >> Wow. They think it was time to launch the year and and hit when those windows close for uh like a Zella placement and and they'll be right back out. >> Just barely they did. All right. Thank you so much for that. No, I appreciate that. So then we'll have some updates as we go forward. Perfect. >> I would just I would just shout them out too

108uh to what they shared from the beginning with just like the first time through there was a whole bunch of information that had to be uploaded last two weeks ago. Uh so so some of the documentation so our team was working incredibly hard to get that done and support campuses and doing so especially in the first couple weeks of of the school year. Uh but next Monday, Tuesday, Wednesday, they'll be out there visiting the campuses. >> And I know what a fun experience that is to go through that amount of paperwork. Just thank you so much and I'm really excited to hear the updated data that comes back. Um and thank you so much. Appreciate it. All right, we're going to move on to public participation right now. Before we move on to public participation,

109I just want to clarify a few things that came up in our last meeting. Um, when we have public participation during our meetings, um, we have some meetings that are two-way communication where we can interact directly with the community. Public participation in our regular board meetings is not a two-way communication opportunity. Um, so we do have opportunities for individuals from the community to come and speak. Um, we have an microphone, we have three minutes, we have an opportunity for anyone to fill out that a form and be able to come speak to the board, speak to the community. We, as the board and the executive team do not have the opportunity to respond in that moment. So, if you're sharing with us, we are here, we are listening, we're able to hear all of that

110information. Uh, the superintendent or the executive team or the appropriate person is able to follow up with you after. we are not able to respond to you in the moment. Um we are not able to answer any clarifying questions in the moment. Um we are here to listen but we're not able to respond. And so I just wanted to clarify that because I know we do have a lot of different opportunities available. Um and that can be confusing if you joined us for two-way communication. Um you used to asking those questions and then you're not able to do it in this space. Um so we are going to move into public participation. Um we have it looks like Maria three folks today. Is that correct? Okay. Um so we are going to move into public

111participation. When you come up, you will have uh when I call your name, you will have three minutes um for each speaker. I'm going to go ahead and read the admonition. Uh personal attacks upon board members, staff personnel, or other people in attendance or absent by individuals who address the board are discouraged. Presenters are cautioned that statements or representations concerning others that convey an unjust or unfavorable impression may subject the presenter to civil action for defamation. As a reminder, the board will not respond directly to public comments. All right, we're going to go ahead and get started. Um, I have Alvra Buffington. You go ahead and come up and you've got your three minutes then. Just make sure the microphone is on when you get started. You hit that button. Um, yeah, I think you

112can hear me. Perfect. Um, good evening members of the board. Uh, my name is Alvar Buffington and I am a parent of Valley View Leadership Academy. For over a month, I have been in contact with the district leadership regarding the failure to maintain adequate air conditioning in both the cafeteria and the gym during this extreme heat. For weeks, children were held in those spaces, even under heat warnings. And yet, parents were were told in official communications that the units were fully operational. On August 15th, families received a message claiming that all repairs were complete, but the repairs were not complete until August 26 when another message went out saying that the HVAC units had finally been repaired and were currently functioning as expected. Both cannot be true. This isn't just about air conditionings. It's about

113trust. Parents were misled. Communications from the district painted a picture of problems resolved when they were not and families were left without clear and honest updates. I have previously asked and requested this board to launch an internal investigation into how this was handled and why misinformation was allowed to be shared and how communication and parents can be with parents can be improved moving forward. This request has gone unanswered. So I am here today making this request in person. Our children's safety and our comm communityities trust depends on it. I would like to add that the only thing that we want as parents is transparency, accountability, and communication. And earlier, Madame Vice President, you said that you encourage us to hold you guys accountable when we feel that you're not doing your I mean, not your

114job, but you know, your best. I would like to share this little bit of an email that I received from one of the leaders of the district office. Moving forward though, I will not be able to communicate or as continue assigning staff to this project, meaning my questions about the AC units as well as requests from me in this regard. As communication is shared with all parents at Valley View, you will continue to receive that information at the same time. Please know that there is no need for additional questions questioning as everyone involved is working towards the same goal doing doing our jobs in the best intentions to support students. We were asked to not ask questions but we were asking questions because you were not sharing information with us and when we asked the

115questions you we were told there are too many questions. I think that as parents, we should not fight this hard to get the truth from our district leaders. Thank you. >> All right, up next we have Maria Valenuela. >> Good evening, um, Madame President, Vice Pad President, can you just make sure that the microphone is on? >> Yes. Perfect. and um members of board and community of Roosevelt School District. I am here as this week actually marks my sixmonth anniversary, just 6 months at Spaces of Opportunity. So, I just want to take the time to thank you all for the collaboration and also um I just want to make sure that we are all aware that spaces of opportunity commit um remains committed to the Roosevelt School District community to the families and the children

116and um excuse me, we are continually strengthening our policies and procedures to serve our community with fairness and transparency and we appreciate the collaboration with Roseell School District and welcome ongoing dialogue to better the community and spaces as a whole. Thank you. >> All right. And finally, we have John one anales. Thank you so much. Good evening, Madame President, madam vice president, members of the board and all you folks and all you folks. Um, I am the CEO of the Arch Community Learning Center and also a member of the board of spaces of opportunity and I basically just want to come and say yay, we're moving forward uh with the spaces of opportunity project. Um, we're fairly young as a 5013C. It was began it began out of conversation at Brooks Community School about 11

11712 years ago and and has grown into just recently becoming its own C3. The representation on the uh board at spaces is representative of the community and has and we've all been putting up this incredible energy to to bring this but now we have Maria and I want to celebrate that. also want to celebrate that for the first time um well Roosevelt of course is the uh is the key here because of the land holder and the leor um but now for the first time on the spaces board we'll also have a Roosevelt superintendent so we're pretty excited about that and I think that as an educator this is an incredible opportunity within our our community because it happens to be uh centered in the middle of a community so that spa that land I

118knew that land when it was a farm before and then I knew that land when it was vacant after Roosevelt bought it and and what has happened since then is the neighborhood grew up around it and so it has schools close by two that are temporarily closed and uh or for community use and then Konchos of course and so it's it's unique in the United States in terms of its size its diversity of activity it's it it's food focus um and its interface with schools we've got a team going to Tucson in on Friday to look at what Tucson and University of Arizona is doing in schools and with community in urban farming and school gardens. And we just want I just want to keep this encourages to be on the table because it's something

119that's so in in my experience been in Roosevelt since 1978 and I've never seen this much of a grassroots possibility with such again diversity of growers and participants and invite you out September 13th to our our farmers market uh as it reignites in the fall. So thank you. Um, thank you to everyone who spoke today. We do appreciate you coming and sharing your thoughts, sharing your opinions. Um, and it is an important place for us to be able to hear from all members of the community. All right, we're going to go ahead and move on to reports. So, item 4.01, that's the superintendent report. So, we're going to hand it over back again to Dr. Portio. Thank you, Madame Vice President, Madame President, members of the board, executive team, and Roosevelt community. um for my

120superintendence report today. Um we are going to um briefly discuss our summer school programs and then also give you an update on our enrollment um now that the 10-day drop has passed. And with that, I'd like to invite Miss Jessica Montalongo and Miss Lorenna Roas, who served as the uh principles um of the um summer school program for the district, which was held at Valley View this summer. Good evening, RSD community, madame president, governing board, superintendent, and executive team. My name is Jessica Monte Longo. I'm the current assistant principal at Cesar Chavez and I had the opportunity to serve as our summer school principal. Hello. Good evening. My name is Lorenna Rojos and I am the assistant principal at Valley View Leadership Academy and I was the assistant principal during summer school. All right, so

121we're going to do a quick uh program overview, some logistical slides, and then we'll get into the data. Um, so for our certified staff for summer school, we had three algebra teachers. Uh we had 20 K through seventh teachers, two social workers. And then our classified staff, we had attendance clerk, our Valley View custodial, parapros, nurse, cafeteria staff, and seven bus drivers. Thank you so much to our bus drivers as they played a crucial role in getting our students um on campus safely. Um so once again, each role was intentionally placed for a safe, effective learning environment at summer school. Um so for our attendance, um we had a total of 342 students. Out of those students, 55 were algebra students. Um, we originally rostered um more. So, we had 70% participation for our K7

122students. Um, and then we had 85% participation for our algebra students. Um, it really boiled down to two main reasons as to why there were less students. Um, that came down to our rostering. We did notice that a lot of uh families and students were showing up without being rostered. And then on top of that, we had a very strict attendance policy. Two absences resulted in a drop of the program. So because of that, our numbers did go down. Um, you know, I had daily check-ins with the attendance clerk. And then uh just as a side note, I did meet with district leadership early this August and we talked about some adjustments to the rostering process to uh ensure that we can continue summer school and have it be more sustainable. I briefly want to

123talk about the curriculum. I know um the teaching and learning team talked about TMC, so teacher created materials. That is the uh resource that we use for K7 summer school. Um it did come with the pre and post assessment. We did not use that. The reason for that is we uh relied on our STAR data. We'll talk about that shortly. Um and we had to pivot with one of the post assessments for math. uh we did have two curriculum representatives and overall I can say that the teachers spoke very highly of the curriculum even to the extent that they wanted to know if we could use it during the regular school year. Uh so I just want to say thank you to the board and thank you to teaching and learning for investing in that

124curriculum. Um so we do have some walkthrough data. Um it was very important for us to be in the classrooms whether they were informal or uh through our digital format. Um we walked through the classrooms daily. Um students were engaged, teachers were focused on instruction and the curriculum was used at all times. Um so it was very clear proof of student learning during summer school. All right. So moving on to data. Um one of the most important aspects of summer school are our MAU students. So moving on with reading students, um our students that are below grade level in ELA, um they have to go to uh summer school for third grade. Um within that we had 85 stu 85% of students that um moved on to fourth grade. So that's definitely a huge celebration.

125Um six students were retained but that's just due to attendance. We did do three attempts of communication with the families along with notifying site principles of who the students were. So we did try our best to get our kiddos there but unfortunately six did not attend. Um two students did not show growth but overall 11 students promoted with an 85% pass rate. Um I do want to give a shout out to Mr. Taylor. He is a teacher at Greenfield. He did lead the third grade MAU uh students to the successful passing rate. So, thank you, Mr. Taylor. Um all right, so end of summer school assessment um for ELA, as mentioned, we did use STAR. Um so, I specifically want to highlight the growth that kindergarten made. We saw that 76% of students for ELA

126uh grew. First grade was 72% and sixth grade was 85%. Um those are just some of the highlights for our end of summer school ELA uh data. We did have to pivot for math. We did not end up using um STAR for math. That was a day decision we had to make. Unfortunately, the test was not available the day we had scheduled it. But it was important for us to still have data to see what our students did. um they did not take the preassessment for um teacher created materials but that's because we were using the end of uh 2025 school year data for math. So um really STAR and uh TCM don't correlate but we can track the proficiency through summer school. Um I do want to highlight that fifth grade math had 53%

127proficient and 33% highly proficient. Um sixth grade was 46 proficient and then kindergarten was 42% proficient. So, uh, kindergarten very strong, uh, for our summer school program. Another part of our summer school program was the algebra, uh, qualifying test. So, the AQT, uh, we did have, as I mentioned, um, 55 students, but 52 students took the AQT test on June 24th. We did have four students pass, so that is a 7% passing rate. But, uh, for what it's worth, um, this was the first year that we've offered a summer program. Um, you know, we planned with the algebra teachers over the summer. They used the Phoenix Union uh scope and sequence along with the Carnegie curriculum that the district currently uses. So I do think it is a work in progress. Once again, I met

128with leadership. I met with the exact team and we kind of talked about next steps for algebra. It was mentioned earlier uh the newcomer the English language learner program. Um I have 29 rostered. I know that might be a little conflicting what was mentioned earlier but at the end of summer school we had 29 and that could be uh due to the absences. So what they reported was 40. That is true. It's not that it's not true. Uh but by the end we only had 29. Um looking at their star data, um 72% of our students that were in the newcomer program demonstrated um ELA growth. And I specifically want to highlight one of our kiddos that was a fifth grader. Um this fifth grader jumped from a 615 to a 828. So that is

129still minimally proficient, but it is a growth of 213 points within five weeks. So definitely wanted to highlight that student. Um and then I just wanted to take note um you know it was a pretty long day for our EL students. So I think just moving forward being creative on how to um maximize their time and their minutes for EL services. Um they did have to stay until 3:00. So essentially their day was 7:30 to 3 and it is summer school. So um just some considerations but once again I I met with the exact team. Um but our teachers and our students were were awesome um for our newcomer program. And then last uh we did have a celebration. We proudly honored and celebrated uh Junth on June 18th. All kindergarten, 8ighth grade, and algebra

130students learned about the significance. Uh they created door displays and had a meaningful discussion during class. Um there was a gallery walk and um reflection and celebration uh on that day. So to wrap up, um, next steps are to track algebra students, their endofear, uh, summer school data with the beginning year fall math assessment that they just took. Um, the window just closed recently. So I know Ena and Dr. Pettit are working on the report and that would be the same for our ELA students tracking how did they leave summer school and how did that reflect in their data of the um, STAR assessment that they just took. I did debrief uh with the executive team along with Miss Rojos. Um so we're going to continue to monitor our STAR scores and follow our students

131whether they're in algebra, an EL kiddo, um ELA, and math to see if they're a candidate for summer school next year to see if we can invite some new students for the year to come. Um so in closing, summer school 2025, the goal was to support our goal of 45 and five. Um, we wanted a strong start to the school year and we were focused that it was a continuation of school. Um, thank you for the opportunity to share. I am open to any questions or I'd love to join a study session should there be any further discussion. >> Great. Thank you so much board members. Any questions? >> Yes. Uh, thank you for that presentation. Uh, Miss Montongo. Um I I know that the math academy was also offered for non Roosevelt. So I'd

132like to see if um the data I know it's not handy right now, but um how many of those students were from non Roosevelt district if and if that was an opportunity. Yeah, >> thank you. Thank you um board member Castro Carell and uh members of the board executive team and and uh Roosevelt community. We were actually not able to follow through with that original plan um because of the funding source that we utilize to pay for the summer school experience. It it prohibits us to offer it to anyone at charge or no charge um that is not enrolled in our district. So we do apologize as we plan forward. Um should we do that, we'd need to ensure that we use a different funding source. >> Thank you. I I mean, but I do

133think it is great that you that we worked with Phoenix Union um just to prepare our kiddos to for the next step. So, thank you for that. >> Any additional question? >> I think I know the answer. I think it would be logical, but I do want to ask it anyways. Um for the students that we were seeing, um I know there were two students that were mentioned for third grade that did not show any growth. were following up with um trying to see about any evaluations or why that was happening. >> Yeah, great question. Thank you uh board member. Um so yes, um ENA and um the leadership team for teaching and learning are aware of who the two students are. I can say when uh we took the test I believe on a

134Tuesday, so by Wednesday I was already notifying who needed to be notified if they were passing. um we were able to actually catch one and it came down to an e uh caveat of you know the student previously wasn't given a placement test therefore they were disqualified from being considered a mau student. So we were definitely looking at who the students were um and unfortunately two did not show growth uh per their star assessment but the district does know who they are and I I do believe that there's a plan for them. >> Great any additional questions? um just wanted to say thank you and I think it sounds also like it was a great experience for you in running summer school and getting that practice of of leading that space. So just thank you

135for all the work. Um and you know I think a little round of applause. >> Thank you. >> Okay. And uh the last slide of the superintendence report is um on enrollment. Um, Mr. Hawkins, can we have that last slide? Thank you. Enrollment slide. Oh, I'm sorry. I guess it's on your printouts. >> I apologize. So um just to to share um we had um predicted that after we consolidated schools we may lose some enrollment right um and the it's a single page thank you >> um and this of course will be um more detailed along with our funding and budget report um that we send uh midmon for you but um we had predicted that we would have some loss in enrollment. Um the total as of August 25 um is uh minus 353

136students. So that's approximately um a uh a little bit under a 5% drop in enrollment. Um, as I spoke with other superintendents that are within the city metropolitan area that the Phoenix area um their drops in enrollment within the urban core continue to be within 3 to 5 percentages as well. Um, and um they didn't um consolidate schools. So the uh further study as we dig deeper that we're doing is tracking the retention rates by campus and then by combination um and then developing follow-up plans for those that did leave us. Um we're able to track where they went if they went to a public school where whereas it be charter and or um or district we do have that information. So, we want to follow up with them and also reinvite them back to

137our district right around maybe um October when um you know they might have experienced different frustrations. We want to make sure that we're there and ready to say you know come on back. We're waiting for you here. We miss you here. So, that's our strategy to try to make direct contact with some of those students. Now, if they left for private school, um we are able to track that through our grants department. Um but we know the majority of our students um the trend is that they are when they do choose a different option, they're choosing one of the charter um um uh schools within here within South Phoenix. So we're tracking that. We did see um increases at um Greenfield. And so I want to say that um we did move some special programs

138from one school to the other school. So the numbers that you have are without special education programs so that we don't confuse those numbers. Um so so again um we saw an increase at Greenfield of 35 students as of last Friday. Um we saw an increase at um Sunland given Sunland's um Sunland's enrollment and then also it's combining schools enrollment together. Um we had not only that same amount 100% of that amount of students enroll we also had 75 students above that enroll at Sunland. Um we also had an increase of enrollment at TG Bar of 14 students and then at Valley View of 43 students. Um so our analysis is also including where is whether some of that increase came from within our district or if it actually came from students who were previously

139choosing outside sources. um and then now they're choosing to come to Roosevelt. So there's a lot of further analysis to do here, but one of our guardrails is to keep the board a breast of um of understanding and knowing enrollment patterns and its direct impact on budget. So again, that drop was a 353, which is in line um with what other um city of Phoenix um districts are experiencing um that um did not have a school consolidation. It is different though from our previous um track where we had two years of increased enrollment. >> Um thank you superintendent. I think just a a question this is more for future board followup as we get um continued enrollment and communication. I would love to see any information we have about some of the drops at campuses

140that were not consolidated um and what might be some of the factors contributing there. Obviously we know some of this consolidation and factors going into those campuses. So, as we send out future communication, any clarifying factors or anything we find out would be really helpful to see. Um, any additional questions from the board? >> Dr. Portio, um, a followup is, um, as we're seeing some of these numbers with like, you know, some schools, they're going down, other schools are going up. Are we keeping track if some of these students are transferring from one of our district schools to another district school? Is that another thing that we're keeping track of? >> Yes. Yes. So we're we want to make sure that we have a a good eye on that. So um in the deeper data

141analysis that we'll um present to board, it does show um where they went whether it be um so movement across our our campuses and retention rates within our campuses. So our district retention rate is 86%. Um so we were able to maintain even if they move within schools 86% of our students. um which leaves us then, you know, lots of space to be able to raise that retention rate. Um but we do have that retention rate by campus. Um and again, what you're what you're um saying um a report of, you know, how many kids maybe that went to Sunland actually came from other schools within our district versus those that came from other schools not within our district. >> Thank you, Superintendent Portio. Appreciate the update. Um, and I appreciate your continued focus on

142net enrollment um, and communication as per the guard rail. All right, we're moving on to item 4.2, which is board member update. Um, we're going to start with Miss Pñena. Any updates from you, Miss Pñena? Great. Uh, Miss Castro Cor, any updates? Dr. Buts. Um, I would just want to name that we as a board have met several times in the last month. Um, so while school was kicking off, we would have been here along with you. Um, we had a and it wasn't even a half day treat. It was a full day retreat um in the month of August as well as a study session in add in addition to our regular meeting um and anytime that we're here the executive team is here with us. So just again a thank you to the

143executive team, a thank you to our tech support, a thank you to um everyone who went into supporting us and to really spending the time preparing to walk us through all of the wonderful work that you're doing this year um that the district is doing this year to be able to advance our student outcome goals. Um, so we were you really using that time to make sure that we knew the ins and outs of a lot of the things that are happening in the classroom so that we can come into our progress monitoring and conversations informed um and able to ask the right questions. So again, just really appreciated all of the time that everyone invested there. Um, moving on to item 4.03 um, REA report. So we would love to welcome Dr. Martha Thomas

144to the podium. Good evening, Madame Vice President. Um, President Haj Hajj, yes, wherever you are. Um, governing board members, Dr. Bortho, our executive team, RSD community, and my REA community. I am Martha Thomas, social worker over at Bernard Black and I am also the REA president. My report for this evening is that we are currently at 380 members which is the highest we have had that I know of. Um we're continuing to recruit. We have sent out the emails, the calendars for all of our administrators um and all of our members to know when we're going to be on their campuses to offer services and everything else for our um staff that may want to join. Um we are also in the process of planning our ESP event which will be coming up in November

145for all of our ESP um members. And today we had a very um great morning visit from our NEA president um Becky Pringle who um she is our national president overall um all of our states. We also had Maris Solo Garcia come in um with her and she is our president over our state um association. We got together with Dr. Portillo and a number of our partners that we work together with for the Roosevelt School District um to discuss more importantly how we can help our families, our children in terms of ICE and all of those issues that are going on and taking place that affect our children and our families. Um we shared a lot of information um a lot of good work that's being done by many of them hard work that's being

146done um but in the end of all of that um we also got a wonderful surprise from Becky um that she is donating or the the NEA is donating the National Education Association is donating $10,000 to our pantries um or our pantry over at Cesar Chavis High School. So um we were really excited for that. It was a great opportunity for me because I've never had to a time with her to be able to sit with her um let alone five minutes and then we had an hour and a half, two hours. So that was really nice. But that is my report. Any questions for me? >> Board members, any question? Um, just again really exciting to see that our Roosevelt community is being recognized and supported kind of at the national level and the

147state level. And again, just from the board also a huge thank you for that donation for our families um and supporting our families as well. >> Thank you so much. >> All right, we're moving on to 4.04. This will shock everyone, but I'm going to hand it back to Dr. Portio um to provide an update on reinventing RSD. >> Thank you. Thank you. So, reinventing RSD as you um as board members know but for community is a recurring um part of our board meeting where we provide um updates on how we are doing with reinventing not only the consolidation of schools but now um using our funds to reinvent our district and um enhance all the things that we're doing for families and students. So, today we're going to um focus on three areas. One

148of them um being um an update on what we're doing with our bond dollars um to improve um our facilities and then also our playgrounds um not all that we're doing but what we're doing in the this month and the next couple of months. Um also um we have a presentation from our um project manager Mr. um Victor Vidales, who's going to be um um giving us a timeline and orientation as to the process we're going to take to repurpose the uh buildings that were that were left um without students. And um then we will close it out with an update from Jason Kyle, our transportation director. So with that, I'd like to call Mr. Gabe McDaniel to the podium. And Gabe, as you know, is um a newer employee. he came to us um

149at position that you approved um that is funded out of the bond to help manage the bond dollars. As a plug, thank you again to our community for approving a $150 million bond um the largest bond in Roosevelt history um last November at the election. So, thank you for that and um we're going to be regularly um letting the community know what we're spending that money on. >> Good evening, Madam President, members of the board, Dr. Portillo, executive team, uh, Roosevelt community. I'm pleased to give you a bond update. Okay, I want to start tonight. Little closer. Thank you guys. Thank you. I want to start with our work over at Greenfield. Um, we are going to go ahead and um, we're working through an ultramodern playground for Greenfield. It's we have ADA collaboration zones

150built in a really really cool exercise station. Uh we're super excited with the way this design turned out. Happy to give it to them. Um we're looking at winter break start for that. Um go ahead Nate. Okay. The next one is going to be for Julian. Um this is also also a playground. Um similar situation here. We're choosing to stay with more of a modern look. Um, also really staying keyed in in our ADA access, our ADA collaboration zones so that kiddos can play together. Uh, we also added some music play and a nice track path, a little bit of turf thrown in there to make everything look really nice and it's also low maintenance for us. Uh, that one will be starting in October. So, we're also going to offer up to Kennedy. We're

151going to put a playground at Kennedy. Um, this is an expansion. U, we're going to utilize some pre-existing land there. Uh, we're going to expand the playground. It's a hybrid and modern traditional. So, we're going to be able to capitalize on uh the modern and um a little more obscure structures as well. So, the kiddos get both best of both worlds there. Um, also again 88 uh apparatus collaboration zones, some great music, um, a sensory slide as well, glowing sensory slide for those kiddos and we're looking to start in October as well. Any questions? Right. Okay. Also, one more. Also, I had the opportunity to go ahead and walk uh, Max Bush to aid in the repurposing with our our innovative principal um, Crystal Danzy. So, we went through that and we started to take

152the first initial look at how we're going to give Bush a nice facelift and really pick our brains on what we're going to do to set that school to the next level here. Any questions? >> Board members, any questions? >> Um, one thing I do want to name, just thank you again. I think on behalf of the board and I know our uh previous president uh Michelle Composano would would echo this. Um thank you so much for prioritizing the ADA not just the access but also the inclusivity of making sure that all of our students are able to play um play with each other and have access to that playground. There is nothing worse than looking at a playground that you cannot play on. Um and I know that that is a huge piece of

153our students enjoyment of that space. So thank you so much for that. Although I will say when you said an ultramodern playground like what came to my head was the Jetsons which tells you how old that I might be. >> I'm in there with you. So >> thanks. Appreciate that. >> Thank you everybody. >> So I do want to name that if your name if your school is not mentioned it doesn't mean that you're not getting anything. It just means that it's not on today's report tonight's report. So also I wanted to invite Mr. Victor Vidales to the podium. So Mr. Mr. Vidales. Uh, one forward. There we go. Mr. Vidales, I just want to u make sure I I tell you a little bit about him. Um, he brings extensive leadership um experience. He

154has served on multiple different city, state, and national um committees. Um he was a um a school level principal before. Um he is a Roosevelt alumni. Um he went to all of our schools. He also serves on multiple Roosevelt community uh committees. Um he um is just about he has served in the m multiple mayors as well um supporting um them and their different committee work. Uh he has extensive business background. Um he has grown his business to become a multi-million dollar business still housed in South Phoenix. Um he never left South Phoenix. He grew up here and he continues to live here and raise his family here and we really appreciate that connection he has with Roosevelt and also excited to share with you the beginning of the timeline for the work he'll be

155doing to engage community um specifically the neighbors around the schools but then also the community at large and helping us find um significant and um fruitful purpose for those buildings that were closed and also ensure that we are um getting the right type of partner ner/tenant in those rooms in those buildings so that we also um can financially make sure that we remain um stable and good stewards right of those facilities that are public facilities. >> Thank you Dr. Patio and thank you Madame President and board members uh the community deputy superintendent uh Battle for having me tonight. Um I do just want to share a little bit more. I didn't go to all Roosevelt schools, but uh I definitely went to a lot of them, including the original Roosevelt here. But right, the the

156impact that these uh teachers had in my life, you know, in Roosevelt School District, you know, are still praying playing dividends today. Uh Mrs. Kalachi, my third grade teacher, John F. Kennedy, taught me how to do math and really helped me to understand to not skip steps and understand the process. Uh life-changing. Uh fourth grade teacher, Mrs. Agular, you know, understanding the value of just etiquette, being polite, having manners. Um, she really taught me about uh personal hygiene and taking care of myself. Uh, one, cuz she was beautiful and you wanted to look, you know, nice for her, but uh, you know, two, just the the impact that it had uh around in the school. Um, Mr. Grove, my fifth grade teacher. um just a man that just taught everyone in this class how to

157communicate, how to use their words, how to write, how to understand um things and and to really communicate well to people. And Mrs. High Tower, you know, my sixth grade teacher uh really started to imprint in me the foundations of entrepreneurship and really understanding what it was to set a goal, figure it out, sell candy bars, go to like, you know, going to back to the future, you know, little things that we were doing just to give us that extra edge, not only in class but outside of class. Uh and then some of the administrators like Max Bush, you know, she was a great counselor. uh those who known her in the community, you know, she was just that person that really infused in you with her smile and with her uh confidence that she

158made you feel happy, she made you feel confident. And then um Dr. Eddie Lewis, you know, the the principal that uh ended up, you know, giving me my first SWAT. Um, but the discipline that he taught me and I couldn't get away from him because at Greenfield, you know, he gave me a squat there and I was on the straight and narrow after that and then he followed me over to Max Bush. So, he was the first principal over there. Um, so anyways, I just wanted to share that with you because this means a lot to me to be um a project manager for something that is so meaningful to the community. I saw what you guys went through as a board of directors and and as superintendent. Uh those are very difficult decisions and

159those decisions have been kicked down the road for many years. Uh but now I get this opportunity to help with you uh present a scope. I believe there's a a presentation in your package there on the timeline and milestones. I get the opportunity to uh facilitate a scope um that's broken into four different phases. Uh in that plan, you'll see that uh the Roosevelt School District repurposing plan um is initial kickoff and discovery. I've been going through that process now. Um I've been gathering a lot of information from the district office uh from Gabe. He's been super helpful. Uh we walked all the the campuses and really got to understand uh what's there. Um so during this first phase, I'm doing a lot of meetings with the leadership staff uh clarifying expectations, priorities, and desired

160outcomes for each site. Um, I'm gathering baseline data for each property, condition, zoning, environmental issues, historic cost of um, managing the facilities and running the facilities. Uh, mapping out key stakeholders for each property. Um, creating outreach plans and survey instruments. Uh, that will lead me into phase two, which is community engagement and data collection. Um, the great thing about this uh, school district and the facilities of John R. Davis, CJ Jorgensson, uh Sierra Vista, VH Lassen, and uh two major uh 40 acres at 33rd Avenue, and then the smaller Atlanta is. These are valuable assets. They're very well located in areas where they can provide a lot of benefit to the community. Um so there's already been a number of of groups that have reached out to the district, um including um the Industrial Development

161Authority who's built housing uh with other districts. um Isaac school district being one of the the top ones that have just um recently gone through. So part of this uh community engagement will be conducting the outreach um for at least uh 15 targeted stakeholders per site. Uh these will consist of residents uh nonprofits, small businesses, community partners and banks and then also the developers that have shown interest and um um in the properties that that uh are available. Uh we'll also be administering surveys um and hold listening sessions uh maintain regular updates to RSD and participation rates and early feedback um and adjust accordingly. Um in phase three uh will be concept development and feasibility. Um in that process uh we will draft two to three repurposing concepts per site with sample use models. Uh

162complete highle feasibility reviews um for each site. identify potential partnerships and funding pathways. And then lastly will be a final report in presentation and preparation. Um these um documents will be prepared for you in presentations, executive summaries and PowerPoint decks for you to make decisions. Um present um findings for the RSD leadership and potential school board uh and provide all intellectual property that's developed uh over to the district. Um, so at this point, you know, I'm happy to take any questions that you might have on the process, the milestones, and uh, how I can better serve you and the district. >> Board members, any questions? Um, hearing your questions, I would just say I think speaking on behalf of our board, um, we are really excited to come along with you as learners in this

163process and to hear, you know, what the community is saying, what the community needs, and just how we can continue that process. I think we really started that as a board over the last few years to listen to the community and be able to hear back, how we can better serve, how we can set up our goals, how we can better structure our service. And so, um, I'm sure we're going to hear a lot of great things that come to the forefront that maybe we haven't yet heard or they're they're framed differently or they're changed since we, um, had some of that initial communication. So, truly, we are just really looking forward to being able to use you as a resource and be able to come alongside you as we we get to hear all

164of that great information. >> Great. Thank you. >> Thank you so much. Appreciate it. All right. Anything else, Dr. Patio? All right. Thank you so much. All right. Okay, we are moving on to the consent agenda items. Um, next item is five uh, sorry, 5.01, the consent agenda. Is there a motion to approve consent agenda items 5.02 through 5.13 as presented? >> So moved. >> Second. Moved by Dr. Hajj, seconded by Miss Pñena. Any discussion? Seeing none, all those in favor say I. >> I. >> All right, motion carries. All right, we are moving along. Number 6.0, policy advisory. The next item is 6.0 policy advisory. Um, this is the first and second read of the policy. Is there a motion to approve 6.01, the policy advisory? Dr. Haj, is there anything else you'd like

165to add there? >> Um, no. Well, this is just the the sexual harassment policy that we need to approve. That's why we're doing the first and second reading now. >> Perfect. Thank you so much. All right. Um, is there a motion to approve item 6.01 to approve the policy advisory? >> So move second. Moved by Miss Pena, seconded by Miss Castro Corral. Any discussion? >> All right. Hearing none, I know we got a chance to cover in our study session. All those in favor say I. >> I. I >> I >> All right. Uh motion carries. All right. And moving on. 6.02. We are cooking right now. Approve the ASBA proposed political agenda for school year 2025 through 2026. Um Dr. Hodgej, correct me if I am I'm off base here, but this is referring

166to we get to send some amazing delegates to the ASBA um annual convention to be able to talk about some of the upcoming political things on the agenda. um and they are representing Roosevelt. So our question here is is there any additional things that we as the Roosevelt community want to adjust on that proposed ASBA political agenda? Um so that is the question at hand. Is there a motion to approve item 6.02 to approve the ASBA proposed political agenda school year 2025 through 2026? >> So move >> um wait I wanted to have a discussion about this one. U we if we can move in second then we can move to discussion. So I have a a motion from Miss Castro Corral and then Dr. Hajj. >> Did I hear you as well? >> Yes.

167>> Okay. Um second from Dr. Hodgej. Um and then is there any discussion for item 6.02? >> Yes. So, I'm trying to understand um are we deciding to just kind of blanket accept their um their recommendations the draft political agenda? Is that what we're doing? Dr. Hedge, maybe you can clarify here. Is there anything additional that we need to know? Cuz my understanding here is that it is more do we have anything specific that we as Roosevelt would like to add to that political agenda? Is that correct? >> Correct. as the correct the the ask was that board members reviewed it to determine if there were not if they were not in agreement with the political agenda um and to send it to me prior to the meeting. I didn't get anything. So I'm assuming

168that everyone was okay with what was presented and so basically it's just um so ASBA can advocate on our behalf. >> Okay. So, um I read through it um in detail and I actually took my time to read it through at at first um and I apologize Dr. Hajj. I was under the understanding that we were going to have this conversation here. So, I was a little confused by what this process was like. So, I'm so sorry about that. But, um I did read through this uh agenda. Um, and the first time I read through, you know, I had, you know, my my own takes on certain ideas there. Um, and then I thought, well, you know what? I need to be able to make sure to look at this from the perspective of the

169district. And so with that in mind, I thought, okay, what do we use to help our perspective as a district? And so, of course, logically, it was student outcomes focused governance. And so with that in mind, as I started reading through the policies or the the uh political agenda, um you know, which by the way, there are a lot of things in there that are are great, but as I started looking through the political agenda, um the question kept arising, um how does this align with student outcomes focused governance? how does this go with what our district has done to make sure that we are raising the bar and putting student outcomes first. Um, and so there are definitely way too many questions um that I have um and I I wouldn't feel um fully

170comfortable to just say I'm 100% okay with the the um 2026 political agenda. And and also another thing just to be clear, you know, um humans tend to have biases, right? And I'm very much aware of that. So I decided to try to search for a nonbias um uh way of getting some answers to to make sure is this me that's making this up or is it also uh something that could be interpreted by um an unbiased source. So I use chat GPT, you guys. Um, >> I used chat GPT and I actually cut and pasted the political agenda on there and I asked um for it to look at it using student outcomes focused governance to um argue for the political agenda and to argue against the political agenda. And so a lot of

171the concerns that I had in regards to a lot of these ideas were confirmed. Um and it was because a lot of it is not student outcomes based. It's um you know a lot is adult inputs based. Um we we're not seeing clear measurable goals for student learning and many of these um ideas. Um, and then there was nothing about monitoring progress towards goals. Um, there's a lack of accountability in a lot of these things. Like I I'm I I think um another thing I just kept saying, there's a lot focused on funding. And we need to make sure that we're we're being very careful how we do that because we don't want to be recreating what's been doing what's been happening in um districts where we've seen um a lot of failures that really

172hurt a lot of staff members and a lot of teachers. We don't want that happening anywhere. And so I think accountability and putting those measures in place would make it far better. Um, of course, then the other thing is, um, student outcomes focused governors asked us to avoid political distractions or resource fights that don't directly link to improved outcome. So, those are a few of the things and, um, it's it's a lot to kind of go over as a board, but I'm I'm open-minded to go on Saturday and just kind of, you know, uh, hear and listen and and make those decisions. Um, board me, is there a specific if you were to think about one or two additions is obviously to your point there's um what I hear you saying is the the core

173components of student outcomes focused governance are missing i.e. the focus on student outcomes. Um do you have any potential proposals that you would like to consider adding or anything that we could potentially as an amendment that or add as a motion that we would be able to add? Um I mean for the funding portions I think and I don't know how to draft it. So I think that's part of the problem with me is I don't know how to draft um a component so that we make sure that all of these decisions are being done with the idea that it is going to be focused on measurable goals, right? That we see a difference in um you know literacy rates throughout Arizona because there's there's just so many details in here. Um, so there's like

174I I just don't know how to draft it by myself. That was the And I wasn't gonna ask chat GBT either, you guys. So, um, there there's that. And then there's just a few other things in here. I I think also as a district, we got to be very careful that, um, that what we put out there, you know, it's going to be interpreted by our own community. And so some of the things in here I'm like I'm not sure if that's going to really help us be able to, you know, build good bridges with some community members. >> U Madam President, if I might offer a potential solution, and I'd love to have it up for board discussion. I think there's a space um because obviously for any individual item, the board member delegate

175can vote as they feel is appropriate. I think there's also a space to say, hey, do we as a board charge our delegate with raising some of those questions in that space and saying, hey, as part of that discussion, not necessarily do we have a specific item that we're bringing to the forefront, but we would like to ensure that we're raising that discussion about student outcomes, raising some of those points and saying, you know, hey, in this space, what we're not talking about is student outcomes. Where is this opportunity for us to bring this into the discussion? um that would kind of leave the space open for hey we're not saying here's this specific proposal that we have drafted but to say hey we want to start the discussion at a state level that we're

176talking about student outcomes across the state not just in Roosevelt so that might be a potential option um President Haj would offer that would be less directive but would be more um I guess policy in alignment with our policy to speak with the voice of Roosevelt around student outcomes focus this governance without speaking to anyone specific policy. >> Yes. And I just want to add a little color. So ASBA is is advocating at the legislative level like this is and it's and because ASBA represents rule boards too. It's inclusive of that as well. Um and yes, I think there is a space for us to say, hey, this is what we do in Roosevelt. Um, and I think the other piece of it is that the goal was for everyone to go through it and

177identify things that they were not okay with so that we could have a discussion so we didn't have to go through every single line item. Um, so that was that was that was the intent of of it. But I'm definitely open to us charging our two delegates with um bringing up SOFG in that language. Um, but I think it's are we okay with everything else as that's in in the policies? And if not, what specifically were items of concern? And now I'm opening it up to other board members to see if there's other concerns or sorry, that's not my role today, but I would love to hear from other board members to see if there were other concerns with um what was presented. >> Madame President, um yeah, I mean seeing the political agenda, um

178I understand that other districts aren't aren't we're the one of few that have adopted um student outcome focused governance. So, um I do see this as a good opportunity as delegates to um to raise awareness of how it's working in our district um and also um with our with other partnering with other districts um for them to see how we are applying SOFG and how we see this political agenda um kind of where those are there are opportunities um to I don't know bend the two. Um, so I I mean I don't have a problem with this political agenda. I understand as you mentioned that ASBA is more just broad um because it has to be representative of all districts. Um so just keeping in mind yeah that Roosevelt is the only one is one

179of few that has SOFG. But um I'm happy to to advocate along with you um during our meeting or yeah our committee meetings um about SOFG and how it works in our district. for sure. Um Dr. Hajj um or Madame President and fellow board members um I I love what what was shared by you um Dr. Haj and as well um Dr. Frankie Witch. Um I I love the idea of respectfully being able to represent uh Roosevelt and bring that perspective because you guys let's just be real here that's missing in the conversations. we're forgetting about the children and we're forgetting about their successes and that's ultimately what um you know that's why it's like this is a lot of information um and I I think we just need to be there to to raise

180that awareness so that other districts can see like hey we're forgetting the most important reason why we are here um in these policies and um and with that so again it's it's a lot but I think it will give us a great opportunity need to go do that in such a respectful manner. All right. Any additional discussion? All right. Seeing that there is no further discussion, we will now vote. All those in favor say I. >> I. >> All right. Motion carries. Um, next up is item 7.01, information and discussion. I don't believe we have Oh, all right. Dr. Portio, never mind. >> I um got real excited about getting close to the end of the meeting and for and forgot a very important part of our our our reinventing Roosevelt presentation, which I said

181I was going to ask uh Mr. Jason um Kyle to come to the podium um to share an update on transportation. So, I apologize Mr. Kyle uh prepared um for the meeting and I I apologize to you. Sorry. You're very important and as well as getting the kids to school safely. So, thank you. >> Thank you. Thank you. Thank you for remembering me. >> Uh once again, my name is Jason Kyle. Madame President, um members of the board, Dr. Patil, executive team, uh thank you for having me here. Uh transportation has partnered with community engagement to provide real-time updates with route coverage and expected delays. Um, this transparency has reduced confusion for some of our families. So, we're really proud of that in transportation. That's something that we've done. This has also increased the trust

182with our families as well. Uh, we also reinforced our driving training with focus on loading and unloading at a bus stops, especially with the little ones, right? Young students that have um that are getting off at our buses without adult supervision. So, our drivers have been doing a very good job of being diligent with that. Segue into that, we've also strengthened our drivers with information, um, more information, and this means that we provide them with roster information, emergency contact numbers, and grade identifiers. So, this reduces any incidents that happen at our bus stops, and we can respond a little bit faster to emergencies. Uh, also, uh, we finally, we improved route identifications. So we began installing route signs in our buses so they can be easily identifiable. Uh in the past we were identifying our

183routes by buses. This was confusing at times. So right now we have visible signs on our buses uh which reduces the confusions and especially when we have substitute drivers right. Um overall these steps are just for better communications uh safer practices and just consistency across our system. Uh any questions for me? U Mr. Scott, I have a just a question. I know transportation came up at our last meeting um as a cause for concern in terms of like when we do have concerns from parents or families about the route or about anything along the route. Um how do how does transportation get those concerns and then how do you track to make sure that those concerns have been resolved, dealt with etc. Um how does that work in the transportation department? So we have a

184dispatch team. Um and in our dispatch team, we are receiving calls daily, right? Uh amongst our team, um even when we're out of the office, what we've done to improve our communications is include all of our school sites when we are out of the offices in the afternoon and in the mornings. So when we receive phone calls, if nobody's able to receive those phone calls, we as soon as we return back to the office, we're checking our messages. I have uh I've passed our dispatchers as soon as we get back to the office, we're tracking the messages. We're writing it down um and we're well we're logging them down as far as what's happening and in those logs uh we have a what the concern is and what the resolution is to those messages. Also

185we created a transportation email as well to provide to families. So, uh they cannot contact us um via telephone feel free to contact our uh transportation email and provide whatever uh information concerns or questions uh that they may have. Uh so that's just a part of our process as far as making sure that we're calling our parents back, checking our messages, we're logging what the concerns are, and then we're logging our resolutions for those situations. >> Got it. Thank you. And then just one more follow-up question. And I know obviously I've I've been in a first day bus line and a second day bus line and obviously it takes a little bit to get that route settled. Um from the first day of school till the routes were kind of established and running at their

186normal time. About how long did that take the transportation department to get to like normal bus time? >> So what we have been doing is we started communicating with the families whenever there are any type of delays. So uh with the first two days we understood that a lot of the parents frustration was no communication. Um so this is what we did with partnering with community engagement. If we are expecting any type of delays any route coverage changes uh we are communicating with those families. Um so it took us about the end of that week uh if even that in order to to resolve that situation. >> Got it. Thank you board members. Any question? If I might if I could offer a little bit more to because I know that Jason and team have

187been doing a lot of good work assessing uh some of the challenges that have existed. Pardon me, President Hajj as well as the board members and executive team and community. So multiple things have come up at different times. So what Mr. Kyle has said is true as it relates to uh that particular situation. We met regularly and ongoingly to look at just the dynamics of what were what was happening with the consolidation of campuses with our special ed programs with the vendors who don't exist any longer that we had to re-engage. Um they've been working at it Monday through Sunday AM to pm. So I want to make sure I commend uh Mr. Ka's team and the principles uh for their communication as it relates to our challenges. I would say maybe things started to

188calm down a little bit maybe the beginning of the third week. >> Yes. >> Okay. So, we probably had still some delays uh that we're trying to mitigate with our vendor partners, but each day it's getting better. But I can say uh and to support and affirm what Mr. Kyle was saying that the communication has been really good. Um may not be what you want to hear, but at least you know, right? So, um, we decided to take that strategy and again, thank you very much for all that you're doing, Mr. B. >> Thank you. Thank you. >> Um, I'd like to just add that the one of the reasons that, um, communication was also lagging is, um, we continue to have just a der of applicants for the, uh, qualified applicants for the driver

189positions. Uh, we do have some strategies that will be on the board agenda for October. um that should um help us to be just continue to be a more um attractive employer to those few drivers that are out there. Um but uh one of the reasons that they um had communications situations come up is because he and his staff that are in the office were also out driving covering some of these routes. Um so that slowed down process um as well as um made some interruptions in in communication. Also towards the beginning we had um input coming to us from all kinds of sources. So streamlining that made it so that we weren't accidentally missing people that um and coming back and reaching out to people who had expressed concerns. Um we had um uh

190concerns coming in from um here at the district office um calls maybe that were on um messages um awaiting for uh Mr. Kyle and his team um uh there through our app, our Roosevelt um parent app. Um there's ways also to um to um leave concerns. So all of these multiple um people trying to answer questions based on what they knew um or what they thought the answer was also comp complicated things. So we um have streamlined that not only for transportation but for other concerns that parents have um so that our staff in the eagerness of wanting to respond to the question doesn't accidentally create expectations that are not reasonable or um give um information that is no longer current. So with transportation, we are streamlining and then sending all those answers straight to

191uh Mr. Kyle since he is the director over transportation. >> Got it. Thank you so much. And just appreciate the responsiveness and flexibility and um you know the jumping in to be able to solve those problems um wherever they were arising and whatever level they were coming at. So thank you again for for that update and thank you for for working so hard to make sure that we resolve that as quickly as possible. >> Thank you. Thank you. >> Yeah. So I >> um you may have already said this is do we have a wait list or is every student that needs needs to ride the bus is riding the bus? >> Uh we still have uh a process as far as what we're doing with partnering with ESS. As far as our general ed

192buses uh we have routed those students. Um we provided that information to those students and families uh as far as routing. Um, and we are constantly updating our parents and our ESS department with uh students that may have put in requests last week and what the process is. >> Okay. So, we do have a wait list. >> Um, so with ESS, it's it's a little different. Sorry. So, it just depends on the request and the families. Um, right now it does take about 3 to 5 days to to include with the route. Um, so it's a short wait list, but um, it's we have a strategy and make sure uh, and partnering with ESS as far as trying to get them routed as soon as possible. >> Thank you, Mr. Gar. Thank you. >> Um,

193a followup to that one. Um, when we approved the new buses, have those buses come in already, Dr. Cortiel? The >> Yes. So, we're still waiting on two buses. Um and so when we do receive buses, we're very um adamant about making sure that those vehicles are um in working order. So when we do receive buses and we see any type of flaw, we go ahead and send it back. Um and that's what we've done with the two vehicles. So we've been in uh we have a system with our garage staff to make sure that we're just not receiving vehicles, but we're making sure that's operational. We can get them on the road safely. And to follow up with that one, I if I remember correctly, the vast majority of those were buses that were

194equipped to take our um special ed, right? >> Yes. >> Okay. >> So, we received those buses. I believe we're waiting on one more special needs bus. >> Um so, which is allocated for our uh students in uh wheelchairs. And other than that, we received all of our vehicles and we're waiting on one more electric bus. >> Okay. Thank you. Hey, >> thank you so much. Appreciate it. >> All right. Have a good night. >> All right, Dr. Patio, I'm I'm gonna say are we're officially done with information and discussion. Great. All right. Moving on to 8.01 executive session. There is no executive session tonight. That takes us to 9.01 adjournment. Having concluded this meeting, is there a motion to adjourn? >> I am so sorry. Um, Maria, you're breaking my heart. >> I'm so

195sorry. I >> I just need a clarification. Um, one of our exec members did not hear a confirmation for the approval of the consent agenda items 5.02 through 5.14. Um, my script had through 5.13. >> Okay. So, do we need to go back and reo that? >> Yeah. So, it's 5.02 through 5.4. >> We can just redo that. Can we just go back to the item? Yeah, it's just not on my script is the issue. All right, so we're going to go back to 5.01. And is there a motion to approve the consent agenda consent agenda items 5.02 through 5.14 as presented? >> All in favor? >> Great. Motion carries again with that 5.14 added. Um having concluded this meeting, is there a motion to adjurnn? >> So moved. Second. All those in favor say

196I. >> It's meeting is a journey.