001Good evening. Hold on. I'm back over. Good evening. I call this public hearing to order. Next item on the agenda is roll call. Pam, would you please make roll call for this evening's meeting? Thank you. Roll call for tonight's public hearing. Um, Tuesday, July 8th, we'll begin with Dr. Michael Buts. Miss Victoria Castro Coral, she will be here. Miss Dr. uh Megan Frankitz here. >> Dr. Ashley Hodgej here. And Miss Tatiana Pñena >> present. Thank you. We do have a quum to uh proceed. >> Thank you so much. The next item on the agenda is the adoption of the agenda. Is there a motion to approve the agenda? >> So moved. >> Second. Thank you. Is there any discussion? >> No. Seeing there's no further discussion, we will vote now. All in favor say I.
002I. >> Any oppose? Motion carries. Next item on the agenda is the public hearing. the presentation for the proposed adopted budget. I will pass it to Dr. Portio. >> Thank you, Madame President, executive team, I'm sorry, board members, executive team, and Roosevelt community. Uh we do have our public hearing. It's um an annual requirement for our um expenditure budget. And I am calling up our executive um director of business services, Mr. Matt Gonzalez, who will um share screen and present the um the budget Good evening, Madam President, governing board members. Um, this will be pretty quick, just a couple slides that will look identical to what we talked about a month ago. Okay. So, the um M uh budget for FY26 uh the M budget for FY26. Uh we're we have an expenditure decrease. Um
003we just expect to spend less money. Um what this is uh really due to though is we had a little bit less money coming in for our free and reduced lunch account and also our uh Prop 123 amount. Um they removed that. Um and then our uh reserves should increase though. So we did spend a little bit less money. Um that was the uh revision we did at the end of the year. Um and we had a little bit of increased uh ADM. Um as just a reminder, our big assumption on these budgets right now are that the ADM's not moving. So um we do understand that there's some things going on that maybe um hinder that, but right now our best guess is our ADM should be roughly the same. Um for our capital
004budget um we didn't spend a whole lot of money. So um we do have uh quite a bit of money coming into our reserves next year. And then um we uh we got a little bit of a bump, a little bit of increase on our uh capital money. And that is it. Are there any questions? >> Madam President, just a quick question. My recollection, which may be inaccurate, is that we every year kind of make that assumption going into the year that the ADM is going to remain the same and then make that adjustment. That's a not just this year. That is a >> unless we have a very clear this is how the ADM is going to change. Is that correct or am I misremembering? >> Yes and no. So, um the district last
005year started the process of OLr, right? Online registration. um due to OLR uh it or due to OR we may decrease that assumption or increase that assumption right suddenly have a big enrollment that would sway that one way or the other. We do have that opportunity to change throughout the year though as ADM settles. Um really what's uh uh hurting us though is this is our second year doing all of ours. So we still have a bunch of families that are kind of unfamiliar with the process right now. So um we uh we still have a little bit of a gap between what we had this year going into next year. Um but based on last year, we do see that evening out um because we had a lot of families register right right before
006school started. >> Got it. Thank you so much. >> Um and then one last point on this uh because we did the budget back in early June and the legislature hadn't had the official budget for their themselves finished by that point. Um we did the budget on the preliminary forms that they gave us. They only put out the final forms last week. Um, but because we proposed on the old forms, we had to adopt on the old forms, too. It should look identical. So, I am going to produce and and uh fill out the new budget form. Um, I'll let you guys know if there's any changes, but we'll do the same thing uh either in August or the first week of uh uh September. We have to that's a requirement. So, we have to
007resubmit this budget on the official forms by September 15th. So, I will have that all prepared for you guys by the um by August, though. Thank you. >> Any other questions? >> Yes. Can you um briefly talk about how we are being um conscious about aligning our budget to our academic goals? >> Yes. >> Um I thank you. I do have a lot of that information um in my superintendent update today, so I can go deeper into details, but um of course, Mr. Gonzalez, go ahead and answer the question. Um thank you uh madam president governing board members the uh the complexity of that question is that um this presentation deals with the capital M budgets when we start looking broadly at what the district's doing uh uh programmatically. We have to take in a
008lot of other chunks of money that just doesn't make sense in this setting. Um I am producing something with Dr. uh Portillo uh that I do want to help her have this conversation with you guys. Um, what I've told her is this makes sense in a public hearing to go here's what our money is going to be next year. Here's some general ideas. But for that programmatic stuff, I seems to me it would be much more productive to have that in more of a um study session setting to be more a little more informal and a back and forth cuz I do think um it it it's a it's a conversation. I don't think it's a presentation. I think there's a lot going on there that we'd have to talk about. It's trying to define
009over a million hundred million dollars on what we're doing exactly. And I think it's hard to answer that question simply. >> Thank you. Any other questions, board members? >> Hearing none. Thank you. Next item on the agenda is adjournment. Having concluded the public hearing, is there a M motion to adjurnn? So moved. >> Second. All in favor say I. I. >> Motion carries. Meet and adjourn. Good evening. I call this regular meeting to order. Please stand for the pledge of allegiance and a moment of silence. You may be seated. The next item on the agenda is roll call. Pam, would you please make roll call for this evening's meeting? Thank you, Madam President. Roll call for tonight's regular governing governing board meeting for July 8th. I'll start with Dr. Michael Buts >> here. >> Um,
010Miss Victoria Castro Corral >> here. >> Uh, Dr. Megan Frankitix >> here. >> Dr. Ashley Hodgej >> here. Mission >> here. >> Thank you, Madam President. We do have a to proceed. >> Thank you so much. Next item on the agenda is adoption of the agenda. Is there a motion to approve the agenda? >> So moved. Madam President, actually before we move on, we do have a couple of items that we're going to remove. Okay. So for per administration's request, we will be removing from item from the consent agenda item 5.11 the agreement for American Intercontinental University and 6.03 the agreement with allin education. So two items will be removed. Thank you. I move we adopt the agenda minus um the removal of 5.11 and then 6.3. Thank you. Is there a second? Sorry, madam
011president. Just to correct the administration's report is not removal of the whole item 5.11 only one of the umus that was on that item. So for the rest to go through. >> Got it. Um I move that we approve the agenda with those removals as noted by Mrs. Is there a second? Second. Is there any discussion? >> I'm trying to understand what are we adopting now? I don't understand if we're removing or keeping right now. >> So, we're we're moving to adopt the agenda minus um the American Intercontinental Universityou and also to remove the all in education. >> Okay. So, we are adopting it with those removals. >> Correct. >> Okay. Okay. Okay. Any other discussion? Okay. We will now vote. All in favor to approve the agenda minus items 5 point minus theou for
012American intercontinental university and all in add. >> I. >> Motion carries. Next item on the agenda and is approval of the minutes. Is there a motion to approve the minutes for the month of June? So moved. >> Second. Is there any discussion? Seeing no discussion, we will now vote. All in favor say I. >> I. >> Motion carries. Next item on the agenda is student focus outcome governance. And I will share my screen maybe. Okay. In 2023, the board embarked upon a journey to align our framework at the board level with the incredible work that happens in the classrooms with students at the center. Um, the entire RSC board is committed to engaging our South Phoenix community and ga gather meaningful insight. Um let's review. Um our vision is a community united to create better
013futures for all through education. And student outcome focused governance means that the board focuses on improving academic achievement and and increasing what students know and are able to do. Goals and guard rules are set to represent the vision and the values of the community. Student outcome focused governance means that the board puts student outcomes and success first in every single decision. Through this framework, we have adopted behaviors that emphasizes synergy and teamwork to define our vision and goals. This approach helps us to set clear targets for student outcomes, establish core values to identify our non-negotiables, and implement measures for progress and accountability to monitor where we are and where we're headed. Our aim is to enhance student success. Achieving these goals requires effective systems and processes as well as your voice and your advocacy and
014engagement. Student outcome, student outcome focused governance and actions means that 50% of our time in our board meetings should be spent on student outcomes. Um, we adopt an a budget that prioritizes the adopted goals. And if you were here during the public hearing, I referenced how do how is our budget aligning with our goals. and we'll hear more about that later today. Um, superintendent evaluation is a focus on the adopted goals and guard rails. Um, and then our conduct is rooted in our guard rails. It's the board conduct. And we want to have increased communication with the community regarding our goals and guardrails. And then we want alignment from the boardroom to the living room. So, our adopted academic goals, the percent of fourth graders that meet grade level or above on the ASA ELA
015will increase from 20% on August 2023 to 45% by August 2028. The second one is the percent of fifth grade students that score meets grade level or above on the double ASA will increase from 11% on August 2023 to 45% by August 2028. The third, the percent of seventh grade students that score meets grade level or above on the double ASA ELA will increase from 22% on August 2023 to 45% by August 2028. And our fourth goal is the percent of eighth grade students that score meets grade level or above on the double ASA math will increase from 12% on August 2023 to 45% by August 2028. Oh, it's not advanced. Our board guard rails. Guard number one, healthy board conduct and discourse. Our guardrail number two is our we adopted board operating procedures. Go
016number three is student outcome focused decision-m number four is financial integrity and gar number five is our community engagement. So these are the standards that we're holding ourselves to. The superintendent guard rails guardrail number one in obtaining the board's student outcomes 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. Go number two. In obtaining the board's student outcome goals, the superintendent shall not fail to consider climate survey results to ensure a holistic approach to student development addressing academic, social, emotional, and physical well-being, which is which includes after school programming and wraparound services. We will have a presentation actually tonight on the climate survey. Go number
017three. In obtaining the board's student outcome goals, the superintendent shall not allocate district budget resources in a manner that does not prioritize and support student outcome goals, ensuring that the financial decisions directly contribute to the academic and developmental success of all students. Guard number four, in obtaining the board student outcome goals, the superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers, including promoting from within to ensure they have a positive impact on students as evidenced by data. And the last guard row in obtaining the board's student outcome goals. The superintendent shall not fail to ensure progress towards exiting ATSI and CSI status which ensures that students with special needs and English learners and African-Americans students receive equitable access to highquality instruction resources and supports services tailored to
018their unique needs to promote their academic success and overall development. So basically the guardrails are the community's non-negotiables. What they said what you all told us was important to us or to you. And so we implemented it in in the four gu I mean the five guard rails. And lastly um as a member of the community and part of our staff you can join our board meetings every first Tuesday. Although today is not the first Tuesday but usually they happen on the first Tuesday. Show your voice and give back. Um hold us accountable. build partnerships and collaboration that helps moves us move our students forward. And with that being said, the next item on the agenda is our climate service climate survey results. And I will pass it to Dr. Portillio. >> Thank you, Madame
019President, members of the board, executive team, and Roosevelt community. Um we do have um a partnership with Ohio State University who conducts uh as an independent party conducts our annual um climate survey. This is the third year that we've implemented it and it is a um survey that um surveys staff, students and parents. The survey was administered through the leadership of our student wellness director and um we have online joining us today our researcher. Oh, thank you. Am I too too far? Thank you. Um we do have our researcher, Miss Carla Karen Sterling, who will be uh presenting the findings of the um of the survey. And it's my pleasure to introduce her uh today. Miss Karen Sterling uh an accomplished educational consultant with extensive experience as a teacher, a principal, and a district leader.
020has worked closely with the community and youth collaborative institute at Ohio State University focus focusing on systems that support positive school climate and student well-being. Over the past three years, the Ohio State University has partnered with our student wellness department under the leadership of our director, Miss Malikica Wadley, to support the administration and facilitation of our district-wide climate survey across all district schools. Today, Miss Sterling will be sharing highlights from our most recent um climate survey results, as well as look at the past three-year trend data. Her insights will help us better understand our progress and identify opportunities to continuing um our efforts to create safe, supportive learning environments for all students. Please uh join me in welcoming Miss Karen Sterling. >> Thank you, Dr. Portio. I appreciate that. Good evening, board. Hello. >> There.
021Okay. Can you see the first slide? Once we get started, we're we're probably good. >> Yes, we can see the first slide. >> Okay. Thank you. Um, it's really a pleasure to be here and I hope you're staying cool. We were only at 100 in Salt Lake today, so I feel your pain. Um, but I am really excited to share with you some of this really exciting data. Um, and just let you know that Roosevelt is emerging as a um, district of renown in terms of their um, implementation practices of the Casey Survey and certainly the targeted results that we're seeing from your very strategic actions. The Casey survey um, is an experience-based tool and it's really designed, as Dr. Portio said to capture the perceptions of students, parents, and educators. And what's unique about
022this compared to many other climate surveys is that the data can be triangulated so that you can look at the same issue from multiple perspectives to have a better understanding of what the needs are and where you can go. Um, students are asked about their experience at school and its support for learning, youth development, and their overall well-being. Teachers, staff, and administrators are asked about school environment and the student body with really a focus on how can the school and local community work to support student achievement, which is very much aligned to your mission and goals as you've um uh allocated them tonight. um parent and caregivers are asked not only about their children's learning and development but also about their own involvement in their children's education and development. These surveys um have been tested
023in pilots among multiple schools in the country and they have actually been implemented in 57 districts and 117 uh various international sites um to make sure that we're getting um gathering reliable and valid data. This tool has been approved for use by the safe supported learning um environments compendium of tools on the federal um department of education website and has also been approved for use with ESSA funding which means it meets the strict category um of having evidence-based outcomes that are replicable. And then of course because um we want to tailor this to meet your needs and of course the laws Roosevelt district um surveys have been modified to meet the Arizona laws and guide guidelines governing questions that can be asked of students. So to give you an overview of it um we've talked
024a little bit about this but the reports can be prepared and easily read and shared with diverse stakeholders. um they are prepared both at the district and at the school level. So they're easily disagregated and principles can see how their school is performing relative to their peer schools as well as the district level looking at what are the global issues. And one of the things that's exciting tonight is that we now have three years. So we have some good trend data and we can show progress on goals. The scales that have been used are psychometric um standard psychometric um norms. And what they tell us is if we're yellow, that's an emerging district. Um these were normed across all districts in the country um both urban, suburban, and rural. So you're getting a big crosstabulation
025of what education in the United States is like. So yellow is emerging. If a school scored a half standard deviation above that, it would be considered excelling and that would be um an area to really celebrate and to continue to grow and be a leader for others. If they are a standard a half a standard deviation below emerging, then that points to an area where they would need improvement. And so this gives you a nationwide sense of where you are. But the real value comes in the trend data that you'll see tonight on your own district because this is where you have control um in terms of strategic planning and implementation. Um we want to first of all compliment you on the participation. Um you know the data and the results that we get are
026only as valid as the participation that we can get from it. And so here you can see a chart by school of how many students um in each grade level took it. Um this was administered third through 8th grade. Um the goal was set for 80% of each stakeholder group um to uh participate in it. So you can see um on the under students for example under Bernard Black Entrepreneurial Academy their actual number of students who participated was 374. Their goal 80% of their population was 306. So they um achieved well over their goal. And then you can see the next column shows how they did in 2024. So they made a huge increase overall from the students participating. And you can go down each column and take a look at that. At the bottom
027you'll see um a total number. And so goal progress for students was at 108%. That means we beat the goal of 80% of students. And if we looked at their total number of students participating versus students available in that grade, it was over 86%. Which is an astronomical number for a survey. Um teachers, you can see the same kind of data. They beat their targeted goal by 154% and and actually that came out to about 80% of total teacher staff in the district participated in it. As we look at parent caregivers, um you'll notice that we had significant uh representation from every school, but the actual number of stu uh parents participating fell short of that 80% goal. And so they achieved a 58% um progress. But I want to just put this in context
028a little bit for you. I know you're all um data masters. you have to be to um understand how schools work. But on surveys like this, a typical survey response and that's based on things like Qualrex and Zola is typically 20 to 25% which is considered good. So when you have overall participation up in the 80s for your students and teachers, that's phenomenal. In research um the rate is considered a little bit higher closer to 40% and the typical Casey um all districts urban suburban rural is only about 25% with lower participation in highly impacted districts. So looking at that parent um number again, if we look at it in terms of how many parents across the district um actually participated in the survey, it comes out to 46%. Which is still well above the
029norm of what is considered a good survey result and it's higher than what we would expect in education. So, you should be very proud of um the numbers that were achieved here. This was a really great representation and I think you'll see as we go through the slideshow what an increase you've had from last year um giving you even more valid and reliable data. Um there's lots of ways that we can present this data and it can be given by um individual um categories or by different uh stakeholder groups. But in an effort to streamline this and and make it useful to you, we thought we would present it um so that it aligns with your um governing board goals and with your guard rails. So, here is your first goal um prioritizing student outcomes
030and here are the different um scales that the Casey survey will target. So, you'll see data under each of these areas and I'll go through them so that you get a sense of what they're like. First, um, we have student perceptions and, um, I want to orient you a little bit to how the survey results are written. Um, you can always see in this upper right hand corner who which uh, stakeholder group it is. So, this is students and I've just highlighted it in yellow so it's a little easier to grasp right away. Down at the bottom, you'll see what the mean score is and then the number of respondents. So, you had 4,353 students responding on this one question. The way it's written, um, this is going to give you an answer to the
031degree to which students experience a schoolwide emphasis on high expectations and academic success. So, the question to the student is, "My school wants me to learn a lot." And you can see they'd say no strongly or no, yes or yes. and students practice knowing how to take these um with sample questions so they can see how to break up those um markers. The top two categories, yes, are added together to give you this percentage. So, you have an incredibly high academic press in your district with 95.7% and 96.4% um talking about teachers wanting students to learn a lot. So clearly they know that they're here to learn. So this would be what this year's data looks like. Now let me throw in what your three-year trend data looks like. It's the same report with the
032same percent, but you can see over time that it's held steady. And on any of these surveys, a bump of two or 3% um points up or down is not significant. But once you start moving four or five, then you'll see there's some really things on track here. So this is student perception of academic press. Now let's look at teacher staff perception on the same category. And you can see here that it's got a slight trend up which is good news. Clearly the board's emphasis is being felt and and recognized. And you can see that teachers also are have high expectations for their students. Here's the next one on academic motivation. And the question here is the degree to which students are interested and engaged in school. Really important. Here's the first year. This would
033be what this year's individual data looks like. And the reason that it's good to look at it a little bit this way is that you can see how strongly um people feel. Is it that they feel really high here and really no on the other end? So you get an average or is it really divided pretty equally um into a positive area? And you can see here that across the board students feel pretty confident and they want to do well at school. One of the things that I was thrilled to see was I try my best at school. 93.8%. You know, that's what it takes is effort, effort, effort every day. And looks like your kids are trying hard. Here's your your data. And again, you might see just a downward point or two, but
034on the whole, it's holding steady. So, this has been a construct in your district that is going well and continues to improve. Here's student academic motivation um from a teacher's perspective. Um and this is um looking at the degree to which teachers staff perceive that their students are engaged and interested in school. And what I love to see is where you see these big gains um within the last year. And so that tells us that there was a little bit of an implementation dip during the last year and you've bounced back strongly. And one of the things that you'll see over and over again is this continual rise um on your three-year data trend, which is really remarkable when you consider so many of the challenges that have been going on lately in education. All
035of these are showing good growth. Teacher and staff perception of college and career readiness. And and I might say even though we are only talking third through 8th graders here, it goes back to your uh guard rails actually in terms of are the children reading on grade level? Are they doing math um at a higher level so that they're prepared for the more rigorous things in um high school? Are they coming to school wellprepared? Are they responsible for themselves? And so teachers perception of these are that they are seeing growth in the in academic preparedness and in willingness to engage. Look at this one. Uh the second one over my students have adults in their lives that encourage them to go to college. And you're seeing a 6% increase, 7% over three years. So clearly
036the community engagement, the effort at AC increased academic performance is playing out in your communities. Um my students have um identified future careers that interest them. My students know how to prepare for college and that is remarkable growth. So well done on all of those. The next one is the parent caregiver perceptions on college and career readiness, which is a basically the same thing. Um, and you'll notice that it's they're looking at how to help their child prepare. Um, I want my child to finish high school and then I know my child will go to school. the trend is up and it's really important here um that expectations are high both with teachers and with parents and we see that in both of these survey results. Um this next one has some additional items here
037and you'll see again a really great trend up here for percentage points. Um, and you can see um that my child believes that what he or she learns in school will be useful to them in the future. That's so important that kids start to internalize learning um and become self-empowered. And here you'll see mild um bumps up, but this was a great one. the school gives me information I can use to help my child go to college from 52% to 56.5. That's a good growth in just two or three years. Um showing that the school is really helping parents and partnering with them in setting high expectations for their children. The next one is the students perception of um their student learning. And let me, if I may, and I apologize for this, I want
038to go back one slide. Um, look down at the number here. Um, this is the parent caregivers. Compared to where the numbers were in 2004, there were 763 parents that took that survey. In 2025, almost double, 1461. So you have a lot more parents um weighing in here and you're still seeing the trend come up. So again, well done on on engaging parents in the community. Okay, support for learning. This is where the rubber meets the road because this is about how do kids feel about being at school? Um and I would go to my teacher for help if I needed it. And you're seeing that at a nice 84%. Um, my teacher would notice if I'm not in school. You can see that's holding fairly steady. When I have a problem, I get help
039from my teacher. There is at least one adult in my school who cares about me. 93 93 83% 7. And that is so critical because the research tells us that students have to feel a relationship, a connection, and um at least with one adult in their in their building. Um and that can help prevent dropouts. So, we're holding our own here. The next is um you can just see from glancing at it, whoa, we're seeing some pretty um great growth here. This is the teacher staff perception of their learning support. And I think it's important if you look at this first one, you have a 9-point growth in this one year, but it's up about three and a half from where students learning problems are identified early and acted upon in my school. So clearly
040there's been a real um move here to do early intervention with some of your academics. Students uh in need of extra learning supports in my school are able to get them. You can see that also was a nice trend up six points. Um almost five points. Students and staff in my school effectively refer students and families to support staff and others helping professionals when needed. the learning supports and services in my school meet the needs of my students. And look at this, six points in one year. Um, and this is probably the most significant one is that there is a system in place in my school where teachers and staff can refer students and families who are in need of additional learning supports. And anytime that you can talk about systems, it becomes more effective,
041more efficient, and it's um designed for schools and for individuals. Um but you have that continuity at the district level and the um professional learning becomes much more um sufficient. I think that the reason that you're seeing these um go up is there was as we talked about last year some realignment of how um teams were divided and how they were working in school and you see a little implementation dip but once they get their feet on the ground you're seeing them really take off and I would not be surprised to see that continue this next year as you take a focus on academics but a holistic approach so that you're still meeting the needs of students emotionally. Here's parent caregiver perceptions and you can see that they hold fairly steady also and this is
042the degree to which parent caregivers perceive that their children are supported by teachers and staff at the school. Um I think this last one again is very important. The school treats parents caregivers in a way that makes them feel respected meaning welcomed valued and cared about. and that's up to u 83%. So that's a a very nice return on on those values that you talked about earlier. This next section we'll talk about the guard rails. Um and and it is that you consider climate survey results to ensure holistic approach to student development addressing academic, social, emotional, and physical well-being, including um afterchool programming and wraparound services. So that's a mouthful. That's a lot that schools are doing. And the Casey um survey will have scales that ask questions and provide data to you on each
043of these different um metrics. And so we'll just jump right into those on school connectedness which we talked about um first is um the degree to which students feel enjoy and feel like they belong to their school. This is positive. It's almost a fivepoint bump in one year here. Um, kids enjoy coming to school, holding fairly steady. I feel like I belong to my school, up by four points, and I have good relationships. So, all in all, school connectedness is up for students, and that's a a remarkable thing um given some of the challenges. The next one shows um school connectedness, but it is this is one of those opportunities we have to triangulate the data so that you can look at the same data piece by different um groups. So the students are in
044blue and teachers are in orange. Proud to be at their school. You can see students are kind of moving up. Teachers are also moving up this past year. Feel like they belong at school. That's a pretty close approximation of teacher and students um perceptions which is great to see and meaningful relationships with teachers. It's interesting that students are marking higher uh their relationships with teachers than teachers do. And I think that that's common where sometimes teachers don't um or sometimes they undervalue um how important they are in a child's life. But this is great data to see that you're coming along and moving forward in every category. Here's school connectedness. Same questions, but throwing in our parents now. So parents rate their child proud to be at their school at 82% versus students at 84
045and teachers at 73. So again, you have strong parental support of your schools. Um the third question feel that they belong at their school and parents were the highest on this which is really incredible. It shows they have ownership in the school feels like they are comfortable and that they um have a voice there have good relationships with teachers and other adults. And here you can see that parents also perceive that their students have good relationships with their teachers. Now, one of the questions um that we asked last year, it was a district created question was um going to school every day is important to me and this was to the student um and that was at 83. Well, we wanted to look at it again this year um to find out how do parents
046feel about their children going to school and it came back at 96.7%. So even though they say going to school is important to my my student 83, they want their students to attend. And I think that that's can give you a powerful insight as you address chronic absenteeism um in the coming year that parents are really behind you and want their kids to be there um and need help with those other kinds of issues. Um the next slide will speak to behavioral expectations. And this is one of the the data points that is exciting to see because this was a district question created the first year that um Roosevelt asked um Ohio State to become involved with them in tailoring the the Casey survey to meet their needs. Um, and what was exciting about it
047is that this was a great place to start because we know from research that behavioral expectations and classroom management can have a very profound effect on um classroom consistency procedures and academic learning. So the first thing was to find out if the rules are posted and students are in blue this time, teachers are in orange. um this and it's um whether the behavior expectations are posted throughout my school. You can see students say they are, but there are schoolwide behavior expectations in my school. They exist. And you can see 91% of teachers say they are and and students know that there are rules in the school, which is a great place to start. The second one talks about um the classroom having um rules. 94% of teachers say yes, we have rules. Students agree and
048then whether they're posted or not. And the important thing here is that you're getting a really high growth and this has come up over time. Um particularly in the schoolwide uh or the teacher responses, the schoolwide behavior expectations went up 13% in one year and the schoolwide behavior expectations being posted went up 20%. And again, this is part of those um your strategic plan setting measurable goals and then seeing the outcome of it. So well done. Another um holistic view is really looking at social skills. How are the kids doing um in the learning environment? Students say that they respect others 93.8% of the time whereas teachers view that a little less optimistically at 62.7%. Um that was in 2023. You'll notice that that's gone up just a hair each year um with the students
049and has stayed about the same within a a normal margin of of change over 2025. In terms of working well with others, students again see their performance a little more optimistically than teachers do, but you can see that they're holding steady and they're moving forward. This was a a district created question um for last year's survey and it was about emotional safety in the school. Um I think for those of you who were on the board before we talked about physical safety that that was also one of your um celebrations that parents trusted the district to keep their kids um physically safe and would do anything to to keep the kids safe. This question was getting at it from a more holistic approach in terms of emotional sea uh safety. And let me just tell
050you right up front, this downward trend is a good thing. It's not like the other ones. So this is at this school students are made fun of or called names. We want to see that number go down. And sure enough, it did. At this school, students feel left out. And it dropped again 3 or 4%. So that was great. Um, and then you can see students send hurtful messages also going down. School support for pro-social activities you can see is going up across the board. And you have this, I'm sure that you can drill down and look at it a little more. Uh, the student psychological well-being is also really important here. And the the first two are probably the most important. Um that students um feel they have a sense of purpose. This went
051up by 5% and that students have control over their actions up by 4%. This is talking about empowering students and that's where we have to be if we really want them to take ownership for academic learning, school psychological well-being. Um um we talked about that one. school climate. And this is maybe giving the the title to the the whole um presentation, but this is teacher and staff uh perception on school climate. And it's the gre degree to which they perceive that the school demonstrates consistent positive norms, values, relationships, and procedures. And this is where I told Dr. Poio that whatever you're doing in Roosevelt, you should bottle it and sell it because schools across the country would just love to see this kind of data increase. Um you're seeing school climate increase by um almost
052nine points in a year when you're also looking at re um remodeling, revisiting Roosevelt, reinventing Roosevelt. So, lots of changes going on, but you're seeing really high um experiences here in school climate. So, well done. Again, this one is from parents. And again, you'll see growth here um over time for the most positive things in school. And you can see um like on the fourth one is moving from dangerous to safe. And you can see 67% are seeing that go up. So again, parents are on that upward trend even with another five or 6 hundred um answering that school survey. Um this is also um another one um student perceptions of activities how and it gives you an idea when you talk about wraparound services and after school how many kids are already engaged in
053enrichment activities and you can see a slight bump in some but still fairly low numbers as is typical in many highly impacted districts. teacher staff perception that the community is supportive is holding steady moving up a little bit again uh meeting some of your goals and this one I just wanted to show you the norms because I think it is such credit to the history and the work that you are doing with your parents that shows that your parent engagement school and community support for parent caregivers has been in the excelling range for the last three years and that is really saying something. So again, congratulations there. Um, really quickly, this is about media usage. When you see all the kids that are not involved in sports or music or afterchool programs, it looks like
054many of them may be on computers. Um this question asked the percent um responding that they spend three or more hours on social media each day and that was specific to Facebook, Snapchat, Instagram, Tik Tok, not doing homework, not anything else. And you can see that students um are maybe more realistic in reporting what how many hours they spend and parents don't see it the same way. So that's an opportunity. And our last um scale that I wanted to look at was the scar rail for implementing and maintaining effective strategies for retaining and developing teachers to ensure they positively impact students as evidenced by the data. And so the scale we have here is the teacher staff commitment. And here again just at a glance you can see that it is going up um and
055and that is really um quite impressive. The second one says teachers and staff at my school are stress free. um most around the country everything we've seen is they are very stress free or stressed so it was going down but you had an 8% gain here and I think that you can infer from that some of the data you've already seen that you have systems in place clear rules and um expectations and that teachers feel like they're part of a team. um teachers feel well supported. You can see a huge gain here and feel like they're an important part of the school. I will say that the research that's come out in the last five years or so, especially with the school improvement um research and turning schools around has been that teacher efficacy is
056one of the most important things that can happen. And when you have this kind of a gain in one year, um it shows that not only do they feel um that they want to stay here, but it translates into academics because they feel empowered to make the choices that will improve student learning. Here again, you can see the school feels safe, high morale. Look at that. It went up 10 points in one year during a a difficult year. um staff have positive attitudes and they work together as a team. And I'm just going to highlight that one more time. It's gone up by 5% but that is one of the most important things that you can have. Um is that feeling of being a team >> Karen? >> Yes. >> I think we want to
057just make a little bit of time for questions. I think we're coming close to time. Sorry to interrupt you. >> This is the this is the last slide. So that's perfect timing. Okay. Um this is this is the last slide and again you've seen it before but I think it's important to put in here that teachers perceive they are supported and feel good about what's happening. So what questions do you have? And um I'll just leave this the rest of that for um you to peruse. I think it's pretty self-evident. Board members, do you have any questions? Um, >> Madam President, I have questions for the superintendent, but none on the presentation. >> Okay. >> Any questions about the presentation? Um, we do have one. Um, cuz we're looking at this as a whole. Um,
058we we do see individual schools. So, is there a way to get the data for individual schools and how they felt in these questions as well? Thank you. Um, Miss Pena, yes, we can um give the whole um survey results to the board. It would just be really long if we were presenting high school. >> Yeah, I guess um I'd just like to see like where are the schools that are suffering the most and how we can go and and >> Yes. >> met their needs. >> Definitely. And the the principles um and um administrative teams will actually be disagregating the data. they've already began doing that um so that they can write goals also to address the areas of opportunities on their campuses. >> And maybe just a follow-up question to that one, when
059we get that schoolbased data, will we also get the color coding for whether or not it's um you know above the standard deviation, within the standard deviation or below, or is that only for the the district as a whole? >> Every school will have that. >> Great. Thank you so much. >> I had another followup. Um, how did we do the survey for the parents? Was it like just your traditional paper? Send this out to the parents or was a text survey? How did we reach out to them? >> Wadley or Miss Sterling, are you able to answer that question since I didn't administer it? >> Sure, I can answer. Um, good evening, Madam President, governing board members. Yes. Um, it was distributed all kinds of ways. So, there was a QR code, there was
060a text, there was email links, um there was paper copies if the families needed it, and it was both in English and Spanish. >> Any other questions from board members? I just want to make a comment that's just really nice to see that parents, students, and teachers are giving a lot more positive feedback. This is really good. Thank you for administering the survey. Yes, I also want to express my gratitude and appreciation and I'm actually really impressed by the participation and I'm just curious to know what were our methods for the increased participation this year. Well, I'll let Miss Wadley um uh answer in more detail, but a lot of persistence. So, we um were constantly um uh looking at the participation rates and reminding um the campuses how important this information is in guiding
061the decisions that we're making. and then also in um setting future goals and also as we go into strategic planning that this is an important piece of um information and data that'll help um the creation of those goals and we do want to hear their voice in that work. >> Yeah, I think thank you Dr. Patio that is correct. I think one big thing one difference this year than we've had in previous years was just having a goal. um in previous years and in this year's what we've done is um every week they get an update and so they have their targeted number and every week Ohio State would let me know how they're doing in each area. Um our schools are very competitive. We've also had some incentives for schools of who got you
062know the most response rates but every week they were updated and then schools who were kind of lagging behind I would directly contact them myself. We were also very intentional about making sure we had staff members who were dedicated to the process in terms of ensuring that teachers got it had the opportunity to get it filled out that we were going into classrooms with students and making time. Um our principles were very instrumental in ensuring that this was an important part um of their school climate and to get this done. I I would say um just to add that um last year as we made different um decisions um involving our budget and staffing and the focus of how we were going to be spending our our fin our money um we referenced the survey
063and they saw that we acted upon um a lot of the recommendations that were done. So I think that encouraged people to to know that we are actually using the survey results to make decisions. So, what I heard you all say is that data drives results. So, shout out to the team um for setting goals and and surpassing goals. We I'm really impressed. And also, I mean, this is like it makes me feel good that there was still positive feedback based on the difficult decisions that we had to make this past school year. So, I think it just speaks to our commitment of communicating with our staff and our students and our community about what we're doing and where we're going. >> Um, with that, Madam President, can I ask um transition to my question
064for the superintendent? Um, thinking about our guard rail, specifically guardrail to um that the superintendent shall not fail to consider the climate survey results to ensure holistic approach to student development addressing academic, social, emotional, and physical well-being. obviously consider the climate survey results as a broad mandate. And so I think two questions. One, obviously this is fresh data and you're still processing and thinking about it, but what does the timeline look like for you and the executive team to be able to process that data to think about goals for the upcoming year? And is there anything as you're looking at this data or have had some of those initial conversations that is um kind of pointing you and the team in a specific direction based on the data that we've just reviewed? >> Yeah. So
065yes, we are processing the data. Something that we learned and discussed um Miss Wadley and as and I as we were debriefing and seeing how we can improve the process for the future is perhaps looking at the dates the timeline of when we administer the the um survey knowing that we have tried to um stay consistent with um administering it in the spring. However, if we um administer it earlier on in winter, um then we'll have that data in time to make the budgetary decisions for that immediate upcoming year. So, that's something that we um reflected on um looking at how might that um impact the consistency of the results that we're getting. But um right now since we received the data um a little bit later because we waited also to administer the the
066the survey um we've already making make decisions for the upcoming year. So then this information would be informing next year and also the creation of the strategic plan. >> Got it. Thank you so much. >> Any other questions or comments? >> No. Thank you so much. We appreciate it. Thank you. >> All right. The next item on our agenda is our revised interrum goals and I will pass it to Dr. Portillio. >> Thank you, Madam President, members of the board, executive team, and Roosevelt community. Um and uh Mr. um Hawkins are you able to share or if not I can. Okay. Thank you. So just as he brings up the um the uh document um one of the things I want to do is just start by um anchoring us on what are the interim
067goals. So the interim goals are the yearly goals that we set as we are working towards achieving our 2028 um goals, right? Or as we um call them here affectionately our 45 and five goals. So each year you'll see um interim goals uh proposed to the board um for your feedback um so that we can have them in time for us to um to work with our principles at admin academy and with the rest of our teams at at um admin academy also it informs our um teachermies our new teachermies all of that work um so those are what the interim goals are so again they're yearly um one of the things that we did with the um with the goals that um we're um that we're presenting to you um is that we thought
068about the cohorts of where what grade would the students be in um this upcoming year um for the goals that are set for 2028. Right? So based on the 2028 goals, then for instance, we see that the um the uh fourth graders for the 2028 goal are currently in second grade. So that's why we targeted interim goals that are based in second grade. um as the um as the first goal that's there. So um the other thing is that as we look at um our 2028 goals there they are very ambitious um though some campuses are already there um we look at our goals as a whole district right so for other campuses they are very very ambitious especially as we look at the um as as um all of the challenges that we that
069we and the whole state are experiencing. So um uh in some cases uh we are requesting that a school grow as much as 24 points in proficiency. So that means that our interim goals also have to be ambitious so that we can be on track. Right? So um based on several factors including where we currently are as a whole district um how much we grew last year and the alignment of the star results to the double ASA then we've created um um proficiency goals. So we have um increasing of the number of students that are proficient or highly proficient that are increasing from our current um performance up to between 6% or 8% depending on the grade level and the subject. Um the other thing that we considered in our goals is um conversely the
070more uh num the more students that we can move out of the minimally um uh proficient um category in 2026. So this upcoming school year that we're about to enter, then the better position we will be to move kids out of the um partially proficient um categories in 2027 and 2028. So that's why we selected goals that are um in based on cohorts and then based on prof percent of kids that were moving um out of minimally proficient and then percent of students that we're trying to have reach proficiency and and um and higher. Um also in interim goal 1.1 that is the only um goal that we um set different interim goals for. Um and it's only an addition of of one of the goals is 1.1 and that one is uh based on
071um oral reading fluency. Um the uh ORF measure or or RF um oral reading fluency measure is a measure of automaticity. So how automatic are the students in their reading? um a reader can focus more attention on the meaning of reading a passage or a a reading selection when they have to put less attention in the need to phonetic phonetically be grappling with the decoding of a word. Right? So there um the research suggests that uh reading comprehension can be improved through the efforts of or oral reading fluency. Um so meeting this goal will position our students to more easily meet on the double A essay uh reading test or reach proficiency which is more heavily um uh focused on comprehension. So that's why um goal number 1.1 is um is uh trying to target
072students that are um reaching a um 76 words per minute. 76 words per minute is the um measure that is acceptable and and um is accept widely accepted in um the science of reading as a as a measure that tells us that kids are automatic enough that they will require minimal or be at risk at minimal risk of needing intervention for reading. So that's the the only goal that we added an additional um interim goal to. Um so that's the format of it right. So in um in goal number one um interim goal 1.1 again measures or measures for second grade and then 1.2 is looking at our percent of students that um are uh proficient or higher on um star reading assessment and increasing that to um 35% by May. And then also um
073the um reducing the minimally proficient um category from 59.7 to 45 by May. Goal number two is focused on math. So the interim goal 2.1 again is targeting uh third grade because that's the cohort um that we are tracking. um and uh looking at increasing proficiency um to 36%. And then also looking at decreasing the minimally proficient category to 40%. And goal number three, we are looking at increasing the uh percentage of fifth graders um back to reading, right? um the uh percentage of fifth graders uh to 30% um passing on star knowing again that that's the predictor um for doubleASA and then also uh decreasing the um percentage of students that are in the minimally proficient category. And then the last goal, if you could scroll up, thank you a little bit. Um goes
074back to math again and um it's focused on sixth grade. Um again knowing that these will be the eighth graders in 2028 and increasing the proficiency to 28% um this year and then also um decreasing the minimally proficient category to 49%. >> Thank you. Um I just want to say thank you to Dr. Frank because I know um she worked in collaboration with you on that. So, thank you so much for for doing that cuz we know you know how to move students and so we appreciate your expertise with drafting um our interim goals. Um and then I'll open it up to board members um for questions. We do have questions that were presubmitted. Um if you don't have them, I have them. Uh Mr. Hawkins, um I could just actually Dr. Dr. Pio, have
075you speak to some things that I know you've considered really closely? Um, one is let's say I have a student who's in first grade, which is not listed on this interim goals. Can you just speak to how at the school level I as a first grade student or a fifth grade student would still feel the impact of this work even if I'm not in one of these targeted grades and how the schools are balancing monitoring specific grades versus making sure that all students are being taught and cared for. >> Sure. Absolutely. Um yes. So the um purpose of student outcomes focused governance is to transition the entire system to improve um not only the grades that we're monitoring right so um as as goals. So um as we uh disagregate all of our data at
076our adminmmies us here at the district office um and our district office um uh learning leadership team we're looking at all grade levels um campuses are also looking at all grade levels when they work in their um professional learning teams on their campuses and then uh this upcoming year across campuses based on um their content area. We're looking at all grades. Um, I know that there's been um um an idea of being able to also present to the board um the outcomes of all the grades so that you all have all that information and we'd be happy to do that as well. Um I'd be happy to meet with um board officers to discuss what format. Um I have a couple ideas of how to be able to get that done efficiently. Um, knowing that
077these are the ones that the board is tracking, us as a system of course have to track all of the grades. >> But, and just to say this back to if I'm a parent in the district and I have a first grade student, this means not that my first grade student is not being tracked or it means that the system as a whole, all of the students in the system are getting that same support. We as a board are specifically looking at certain grades to be able to track that data. >> Absolutely. Um, and then one more thing that just lifts up because I think this was a really um I I appreciated the thought you put into this. Um, could you speak a little bit to the middle school strategy and the departmentalization in
078those spaces and how you believe that I'll contribute to some of the increases there? >> Sure. Thank you. Um, a couple of advantages when we departmentalize um or go towards a more middle school model um when it comes to content is that we have more consistency than as a district, right? because before um some campuses were departmentalizing, others were not. Um so we have more consistency across the district which means that we are able to bring together um uh staff members based on their content area to be able to collaborate and then also to highlight the strengths of our teachers that are um maybe at a different campus but are achieving great results with their students. um to be able to have them have that leadership opportunity to um help um uh present some of
079those practices and and to question each other and to work together in that planning across campuses, not only within a single campus. We know some of our campuses have um less students than other student than other campuses. Therefore, there's less teachers teaching that grade. Um, and it allows us to move away from um, having teachers only be able to collaborate with themselves if they're the only person at that grade level teaching that content. Um, to be able to have a a collaborative group to be able to lean on professionally as they're um, grappling with all of the different um, challenges that that they're seeing in their students work. Yeah. Do you all want to ask your questions or are you okay with the written responses? >> And thank you for submitting them in advance. We
080appreciate that. >> My question, are we going to be going over these questions right now? >> Yeah, we >> would you like to go first? Can go to you first. Let's see. What did you say? Getting out. We done many training changes, processes, procedures, interventions, etc. to try to help our district help students attain better test outcomes. What is being done to evaluate the effectiveness of our current STAR assessment? >> Thank you. So, I can um take a stab at it. And then also, I know Miss Geston and um yeah, Miss Gustin today um is Oh. Oh, there. Oh, thank you. Yes. I thought you were on vacation still. Thank Thank you. I'm so glad you're back. Come on over. So, while he walks over, um what I can say is that there is um
081every assessment company has um studies that they develop um and and Star Assessment has one that um is most recent. I I believe it was done conducted just last year that um correlates the predictability with doubleASSA which because that's our state assessment, right? So star is a national assessment and they um have created the reports then to show correlation by each of the different state level assessments and there's strong correlation there but I'll let our um our expert um our data expert Mr. Nicovo um share a little bit more. >> Good evening madam president members of the board uh I vacation did end today so I I flew in just today uh just to be here for this meeting today. special. Thank you for being here with us >> and um um board member Pñena,
082if I if I could to just clarify uh because I think we answered this both ways. This question I I could have read as um how does a STAR assessment inform if the inputs are doing well like those training changes or processes or is it uh to Dr. Portillio's question is STAR effective? Would you say it's uh just to clarify that? >> I think it's about the effectiveness cuz I've heard some complaints about it. >> Mhm. Yeah. I I've heard um that sometimes, you know, what we're preparing the students for versus what they're being tested on are different, you know, different languages, different methods. And so it might be confusing to the child. So, I just want to make sure that the assessment that we've chosen for the district is not making it harder for
083us to be able to understand our children growing where they need to. >> Great. Thank you, Madam President. Uh, Madam President, uh, board member Pena. Uh, yes. So, we we looked at that one, our STAR Aasa uh, alignment um, and it it was quite strong. uh especially this is going to sound obvious but students who are not doing well on STAR did not suddenly do well on ASA. Um where we were like most likely to see something is a student was doing well on STAR uh but not doing as well but potentially passing STAR but not passing ASA. And so uh what that meant uh what we as we dug into that deeper one there was and I forgive me if I talked about this last month but STAR has been taken over and we
084we're taking that almost once a month in some cases and so there's actually a lot of familiarity with STAR that's not there with ASA. So we're taking ASA one time a year. So it's right they're not exactly uh the same test. The testing environment is different. Um, all of that said, there are things that we can do to help students be better prepared for ASA so that there is alignment. Um, but we are all that being said, we are seeing pretty good alignment. Um, and uh, if I could just uh to review, STAR is a much shorter test. It's also dynamic, so the questions get easier or harder based on how the student is doing. Um, and ASA is is standardsbased. Um, it's it's going to be a little bit longer and um, so they
085are they are different, but that's okay. They don't they don't have to be perfect for us to be able to see the alignment and and see where students are. Um, and all of that being said, we're we're taking some steps with a um assessment that you all have approved called DNA, which which will be more standards based. Um, and so um pairing STAR and DNA will help us um to see how students are tracking throughout the year. >> Mr. Jo, can I just say that back to you to make sure I'm understanding what you're saying is because STAR is a dynamic assessment. Some of the disconnect between what students are seeing on ASA and what they're seeing on a STAR assessment could be I'm below grade level student. So what I'm seeing on a STAR
086assessment is either below grade level content or above grade level content. So it's not going to look like my grade level assessment. Is that part of where that some of that disconnect >> Frank? It's perfect. Uh thank you. And yeah, so I would say students actually might get questions right on STAR because they are doing below grade level questions. Um, but STAR is still going to tell us yes, they are, you know, reading at this grade level or they're doing math at this grade level because of the questions they were missing or getting right. Um, and again, when they get ASA, they're just getting questions at their grade level. >> May I ask a followup there? When we think about the the assessments through DNA, do we have a system to ensure that the language
087on those assessments is consistent with what's on the state assessment or do we have a review process to make sure that that language is consistent? If >> I may, yeah, board member Frankitz, uh, absolutely. We we actually um uh got support. So, we paid uh we paid to have these assessments uh created for us to support kind of the validity, fidelity of uh the test to be able to get a more accurate picture of students are students proficient on a given standard or not. Um and Renaissance additionally has what's called an a a merit mimic. Um, so these are these are tests that are intended to quote mimic uh the ASA test to be similar language to be a similar interface uh drag and drop questions or or questions that you would um answer types
088that you might see on ASA. So yes, absolutely. >> I wanted to just add with the DNA that that is um a new assessment. So we didn't um feel confident yet in writing um interim goals on the DNA but um that one will be more like like um Mr. Oio said more standardsbased and also um in the work that teaching and learning is doing um with our our staff we're writing um regular spiral review using the language um uh so that as teachers are creating their exit tickets or as they're doing spiral review on a daily basis. So, we're not just getting data on um on these tests, but also on teachers exit tickets um written in with that particular testing vocabulary also is something that we're noting. >> And then I really like your
089next question. Does a district have a way for children to individually follow their own progress? >> Yeah. So um in our um written response there's a lot more detail in the answer but overall what we're doing is um it is part of our instructional model. Um so our students um are um going to be already have been and we see um uh not at every campus but progress towards at most campuses and it was also reflected in our climate survey right from students that they know that they they they need they have that academic press. But um we are having um steps where students have to um be able to be engaged in um understanding the objective of the lesson that they're working on uh reflecting on it and then also connecting that to a
090behavior um initiative or social skills initiative so that students are also reflecting on oh I did great on this exit ticket or on this um quiz or whatever whatever however the teacher's assessing progress. Um, and that's because I exhibited behavior blah blah blah, whatever the the target behavior is, so that they can start taking that personal ownership also over their learning. And I guess a followup to the question would be how are we engaging our family? How are we making sure our families know where the students need to be? Madam President, if I may, uh, in terms of Renaissance, they actually have a student report and a family, uh, report. Um, so I know for my part, I will, um, make sure that as we're training, uh, site leaders in July that we make reference
091to that. We have done that in the past. Um, but to share that again, and it is a nice report that shows sort of a line graph of here's how they've done on the LA on whatever tests they've taken um, this year. I think it's pretty familyfriendly, too. Um, and kind of gives them a a narrative of what this means. You know, your child is uh able to do math at this grade level. They're able to do XYZ. >> Is there a way for us like to incorporate or pull data to see how many families are accessing it? one or two, a way for us to um incorporate it into like our our parent teacher conferences or like how I want us to have a more intentional effort, not just hey, here's a thing, right?
092I want us to be able to actually do something with the information and educate our families on it. >> That's that's well said and uh it is typically uh parent teacher conferences is where it's happening. Um we can make sure that we move that from expectation to invitation. Thank you so much for that. Uh let's see. I have a followup. Okay. So, I was more focused with that question on um because I do know that we acknowledge uh students and their achievements here and then some schools will do more public, but it seems like we're focusing on the highest achievers. I'm wondering if we have a system in place where we have awards that each child is able not participation trophies. That's not what I'm talking about. I'm just saying that like we have different
093ways of, you know, meeting goals. Maybe it's on character. Maybe it's on following the rules or being kind as well because, you know, we not everyone's going to be getting the top highest achieving. I' I've seen other schools do that and I see how it really has an impact on the children and how they feel about schooling and and achieving goals. So, I'm wondering if we have that. And of course, we're going to have to have um the academic in there as well, but but just include other ways to award them publicly in front of their peers and in front of the parents so that they can feel like they are achieving, you know, and and being loved. So, >> thank you. So, um and I'll I think Miss Gustin might might have something to
094add or I see her taking notes. Um so one of the things is that we have um great efforts done at different campuses. So as we as a system are trying to standardize um what we're doing at every campus so that campuses can go above and beyond always right because they might have different culture and climates on their campuses. We we do want to have some consistency and um the board uh recently adopted our focus on um MTSS behavior which will then have more consistent um uh social skills taught across our campuses and then we'll be able also to target those type of um of um awards. Um but we do have um a lot of campuses anecdotally I know that they're doing the um the values awards um or for example um at Valley
095View they have um their leader in me awards but um Miss Gustin do you have anything else you'd like to add to that? >> No I think I feel like I say this every month I love the questions because they're great ideas and suggestions for us. So, I feel like a lot of times we're saying that's like we're not there yet, but we have things happening in pockets. So, I wouldn't want or we don't have a consistent district-wide expectation, and I'm literally typing that into my my notes. Um, I will say our campuses do really cool things, either big events or small, uh, to acknowledge student success. Um, and I and I do think they're they're doing that growth is a big part of that. um that we when we see a kiddo moving from
096minimally to partially, we are we're going as big on that as we are when they're going from proficient to highly proficient. Um so I think a lot of that is happening certainly I know a lot of that is happening but but I think there are things that we can really do to set the expectation and then support our campuses in in in in keeping that consistent uh in every classroom on every campus. All right, I'll pass it to Miss Castro Coriel for her questions. Thank you, Madam President. Um I'm okay with the written there that like you don't need to we don't need to repeat it again but um to Miss Byan's point um I I did want to take a moment just to highlight even our students that are moving from minim minimally proficient
097to partially proficient because I feel like um we focus is great um that they're hitting proficient but I even think that this is also a win moving from minimally to per u to partially because eventually those partially will move into proficiency. So I was very happy to see that we have increased our partially proficient students from 7.3 to 11.4. So that I think that's that's good to highlight. Um I do have I'd like to learn more about this learning cabinet and culture cabinet. Um is this per campus or is it like a district and do they talk to each other? >> Sure. And I apologize madame president, members of the governing board. Yeah, this is uh for about five or six years now, we've had a district-wide structure in place where every campus at the
098top they've got their instructional leadership team. So, it's their principal, their AP and their instructional coach. But underneath them are two separate cabinets. One is learning cabinet, one is culture cabinet that involves a bigger group of of stakeholders, teachers, uh teacher leaders, uh other uh key uh staff members, social worker, nurse, uh that then um make the bigger the do the bigger decision making, bigger planning uh for for the school both on the learning side but then also on the culture side. So initiatives might shift from year to year depending upon the needs of the campus. There are also times like this year as we're rolling out MTSSB. every campus's culture cabinet. That's going to be a big part of what they spend their time uh focusing on, which is, you know, looking at data,
099informing PD, um you know, all all the different pieces that need to come into play to make sure that those initiatives are effective. on the learning cabinet side with us being uh a project momentum district the learning cabinets they spend a lot of their time working on uh the project momentum goals and action plans. Um but we felt the the purpose behind it is to make sure that we are giving as much time and energy to to example like the climate survey results that we value the culture of our campus and that kids feel safe and and welcome and and that they belong on our campuses as we do to the the learning side of it. So >> great. Thank you. I' I'd like to um see how we can maybe hear more from these
100learning cabinets and see how we can leverage the data and just the conversations that are happening and how we can better support them. Um I understand that not that our all of our campuses have their own identity. So, I'm not trying to find like a cookie cutter strategy, but just kind of um see what's working at our all of our schools and then how we can better fit our board goals with with that specific school. So, thank you for sharing. And we we do have something similar at the district level, too. So, representatives from different campuses come here um and uh help us to make decisions um that are that are focused on learning. And then also we have our district um instructional leadership team um Miss Gast and myself and Dr. Battle uh Mr.
101Obo often joins us as well for that for that discussion and or any of the um the department heads of the data or the decisions that we're going to be making at that meeting. So we do have that similar structure here. So there is some communication across both definitely as we're implementing changes we can uh find new opportunities to make those better and more effective. Um and then some of the the processes that we have in place to support the campuses um in ensuring that their climate um and c the c culture cabinets and their learning cabinets are up and running is that we have um created stipens. The board did approve stipens so that um teachers are being compensated for that additional work um and or staff members not only teachers um for that
102additional responsibility that they take on. Um as well as um we have um been um having different uh members of the executive team or the the uh teaching and learning team go and observe the instructional leadership team meetings. Um some of the cabinet meetings provide feedback to them so that we are ensuring that we they're up and running that they're working strong. Um but there's always room for improvement at different campuses. >> Thank you. Are there any other questions from board members? And you answer my my pressing question and that was um how will you keep the board updated on the two grades that are below each goal? And then also on the current fourth, fifth, seventh, and eighth grade goals. And so, um we'll meet to talk about how we'll do that because we
103want to make sure that we're we're tracking everyone um and that nobody gets left behind. So, thank you for that and thank you for joining us right off the plane. We appreciate it. Um, the next item on the agenda is public participation and I will say that an exception was made. Um, usually we um have to have the yellow forms before the meeting starts, but I know that you all were here last time um we had a special meeting and we did not have public comment on the agenda. So the exception has been made for public comment tonight for that reason. Um and so now I'll read the ammunition. Personal attacks upon board members, staff member, staff personnel or other people in attendance or absent by individuals who address the board are discouraged. Presenters are
104conscious consent that statements or representations concerning others that convey an unjust or unfavorable impression may subject the presenter to civil action for defamation. We do have two tonight, two public comments and there will be three minutes. The first person up is Miss Karina Himenez. Can you use the mic? Oh, there we go. Oh, sorry. Thank you. >> Good evening, um, board members and Miss Madame President. Oh god, I haven't public speak in a while. Um, so I am a parent at a Campbell Elementary School and I just want to address all the changes that are being made. Um, most importantly um the lack of communication. Um, I have addressed it to uh the superintendent in the past. Um, I am concerned about all the changes. I'm actually um I'm going to be transparent. Um, I'm
105looking into other um schools for my children. I currently will have three in August. Uh, Campbell is not just a school for us. It's our home. I'm actually um I actually promoted from Campbell. So, I just feel like the ship is kind of sinking here. Um, so that's why I have um decided to come down and address all of my feelings behind this. Um I believe um also um Dr. um uh Nick Oierto has also been you know uh something that I also concerned um to him. As parents we're not really um being like involved of all the decisions that have been u made in the past year. Um so I'm just very um disappointed there. I would like before this um year starts to know, you know, what our special areas are going to
106be, if there's going to be tutoring and support for all these children, how are we going to keep our teachers because I just feel like we have lost um this last May a lot of really good teachers with a lot of potential at Campbell. Um and I mean, are we going to get field trips back for these kids? Because I know that that's something that they look forward to. I believe that this year my uh fifth grader and my first grader didn't get any field trips. Um I just feel like we need more events, more support at Campbell. Thank you. The next person we have Helen Ovante. Good evening board members. Um, as they mentioned, my name is Helen. I am a parent from Campbell as well. Um, to kind of piggyback on what, um,
107Karina was saying, there has been a lot of concerns regarding the school and what's going on. Um, as a parent and somebody who supports the school in any way that I possibly can. I'm constantly volunteering and doing what I can for the school. Um, there's just been so much changes. Um, I have a daughter going into seventh grade right now who has, she's so worried right now. She wants to move schools because of how hectic this last year was. She was supposed to be in a sixth grade class and they had her in a seventh grade classroom that was chaos with kids all over the place. Um, and now going into seventh grade. We're merging schools. It's not something that she's looking forward to. And she's very I want to say she's got anxiety and
108a train wreck, which is not her usual um persona. She is a straight A student, gold honoral student. um has always been very studious and she's a she's worried just like she said there's so many stuff that there there is to worry about. Um on top of that I also wanted to read a letter that I wrote. Um I addressed to the president and I believe uh who did I the superintendent last time but I never got a response. Um, so if I can read that, this is actually another concern of ours. Um, just because Miss Sarah Ramirez was terminated and she has been near and dear to everybody at Campbell. I don't understand any of that whatsoever and the attack on her character. Um, like like I said, I have a seventh grader there.
109I have my May sit down. I have my uh almost third grader. She'll be in third grade in August. And then I had I have a 15-year-old right now that went to Campbell as well and went there from first grade all the way through. Um so we've I don't even live in the district, but I went to this school specifically because when I was searching for schools, um they had the highest test scores almost in the valley. Um they are an A-rated performing school um now, but who knows what next year is going to look like. Um but even they even topped Kyne District uh when I was looking at at the time years ago. Um, anyways, Miss Romero has been a a big fundamental of all of this. She's always been around. She's been
110like me where she's constantly giving herself to the school in whatever way she can. And it's just mind-blowing to me that she was terminated. So, here's my letter to whom it may concern. It is with a deep sincerity and heartfelt respect that I write this letter in unwavering support of Miss Sarah Ramirez. Affectionately known throughout the Clovis Campbell campus as simply Miss Sarah. Over the past decade, Miss Sarah has been much more than an employee. She has become a beloved cornerstone of our school community. My own children have attended Clovis Campbell for over 10 years and they along with countless other students, staff, and families hold Miss Sarah in the highest regard. Miss Sarah's dedication to the school is demonstrated through her diverse and vital roles over the years. Can I finish? Go ahead. Sorry.
111All right. Well, I mean, bottom line, there's a lot of I'm not going to say the sword, but crap going on at the school that um like she said, there's teachers that left. It's ridiculous what's going on right now. Hopefully, you guys can get it situated and we don't lose anymore. But um I think I stand for most parents when we say we are fed up. Thank you so much for everyone who spoke tonight. We always welcome comments, concerns, and or feedback. The next item on the agenda is the superintendence report. I will pass it to Dr. Portillo. >> Thank you. U Madame President. Um and while do you have it? Um M. No. Okay. I can I can share here. Let me see. Oops. I think that's it there. Sorry. Mr. Hawkins, can you
112come and help me? Thank you. I have it open here um in the back just to make sure in case this happened that I was prepared. This one right here is Yes. >> Thank you. And King Sherid and There you go. Thank you. Thank you so much. So, um my superintendent's report um this month will uh focus primarily on financial updates. Um things that I thought would be important for the board and then also for the community to know in regards to our district's finances. Um uh we did um have the um the uh public hearing today for our budget. So this is more in detail and it's different from the required uh budgetary um um Arizona required budgetary um report which was what Mr. um Gonzalez shared and then also the budget that is
113um open for you all today for um a roll call vote. Uh this is more in um in relation to um the uh the changes that we're making as a district so that we can get our finances in order. So one of the things that we did is we made multiple programmatic changes across the district and also a reorganization right with the focus being on ensuring that we are able to offer um which came up in the in the parent um um comment um art, music and PE at every campus and that we also um are uh are making sure that we are um uh reflecting on the input that we've received from parents and also the guard rails and the goals, right? So, as we made these programmatic changes, um what we did is
114that we had um some some in order to have the funding to be able to do that, we also had to make some reductions in other areas. Right? So, one of the biggest focuses um that that um feedback that we received is when we were um planning the merger of campuses is that parents wanted to ensure that we had um continue to focus on um school safety, on discipline, on sports, and on student behaviors. So, we needed to ensure that we protected that and that we in fact um worked on investing a little bit more on that. um that we uh continue to focus on students being able to have special opportunities like art, music, PE. Um some of our our focuses on um on performing arts at some of the campuses. Um I know
115we wanted to ensure that we continued our focus in IB um development of the IB um requirements over at Bar Elementary. So there were a multitude of things that we were trying to protect but then also we h we did have to um engage in some reorganization to look for efficiencies and savings. So as we reorganized um we did make some district level um and campus level administrative reductions um which totaled um $1,900,000 um in administrative reductions. Um we also uh made some reductions in our support staff um totaling a million dollars um across the district and then also um some um changes in um our operations staff across the district and then also again in our um instruction areas and then instructional support. So reductions that totaled 1,800,000. Right. So some of this uh
116these savings occurred because as we um restructured from going from 18 campuses to 13 campuses, we just needed less personnel to provide the same or in some in some cases more um services to the individual schools once they're combined. So that efficiency led us to a total um savings of $5.6 $6 million in expense reductions um due again to that reorganization, programmatic changes and then school consolidations. Likewise, again, we wanted to ensure that we um met the uh feedback that we received. So, we knew that we needed to increase investments in other areas, right? So, as we look at our administrative staff, we increased uh 200,000 um dollars in administrative staff um primarily um through the um addition of a director to oversee safety, discipline, and sports um here at the district level. Um sports
117is a big um opportunity for our students um across our district, across South Phoenix. So we want to ensure that we are improving our um after school's uh sports opportunities and then also maintaining that focus on safety and discipline which also um came up in our climate surveys and in other feedback from both staff, parents and students. Um also we um invested in having an interventionist on each campus. So a teacher that will be focused on intervention on each campus which required then an increase in investment um as well as um a monitoring um so we sorry a behavior interventionist is what we added um through the administrative positions um and that one is specifically at Bernard Blank and that was because of feedback that we received also our discipline data and and the number
118of students that they have there currently the highest enrolled school. We're monitoring enrollment at Sunland to perhaps allocate additional support there if needed in the administrator ranks specifically focused over behavior and discipline. Um then in the area of support staff um we have an additional increase there um uh through our um our uh family engagement coordinators. So we um know that family engagement is a big focus in the district. In the past, our campuses were sharing a family engagement coordinator. Now, every campus will have their own. So, there was an increase there in investment. Um, and then when it comes to operations staff, um, we have an a larger increase there um because we did um add an additional HVAC technician. Um Arizona is incredibly hot as you all we all know and are experiencing
119and we are outsourcing quite a bit of um HVAC um costs to external companies. So we decided instead to add an additional um HVAC technician um under our operations cost so that we um now will have a team of correct me if I'm misspeaking Mr. Gonzalez three. Do we have three? Thank you. Um and then also we know that we have been very fortunate with our community approving our bonds in the past um construction bonds but it's a lot of construction opportunity for us to manage um through our facilities director who's also trying to ensure that our facilities are strong. So, um we um added out of the bond money an additional um uh employee who will be focused on bond projects and managing those bond projects so that they're happening um at multiple schools
120at the same time and that they're running with efficiency um and that we're we're getting the best bang for our buck from these um construction agreements. And then the majority of the money was in um moving away from outsourcing transportation costs to having our own um additional bus drivers, right? Um transportation has um come up uh pretty big and all of the surveys that we've given our families as a uh area of focus. So, we wanted to ensure that we continue to have routes uh um that are that um address safety concerns as far as like crossing any hazards and or any um any um uh major intersections. Uh so, we wanted to um maintain or keep the number of routes and then also um uh decrease our dependency on outsourcing. So, we gave multiple
121raises in those areas. We also are now um provide uh creating those as positions within our district rather than outsource positions which wouldn't have shown up in the operations staff line. It would be an operations outsource line. Right? So therefore then that cost is transferred over here. So it's it's not necessarily an increase in total cost. Um it's just now going to be an employee cost. Um and then in instruction and support that's where I mentioned that we um want to make sure that we have an interventionist on every campus as well as a special area programs on every campus. So after the reduction and then investment reduction in campuses so consolidation but then increased investment um that totaled out to be about $450,000. So total increase in investments is now $2.6 six um uh
122million dollars again due to reorg program changes and then the school consolidations. Um so moving away from how we're spending our money, um I know that it's been on the news um both national and local that there's been a federal grants pause um coming from the federal administration. So Arizona Department of Education also sent an official notification which echoes um the federal notification. Um we do know that our payments um in the federal grants that we receive will be delayed. Um we are proceeding with caution and monitoring but also at this point we don't know what if any reductions we'll have as a district. We haven't been notified of that and we already have these plans and movement. we've already made commitments and hired people. So, uh we don't want to um have a knee-jerk
123reaction without really having the information that we need to make decisions. So, we're proceeding with caution and monitoring the situation. If we receive any notification that there's any uh major reductions to us and our funding, of course, we'll immediately notify our executive team and also our board um because we will need to take significant action should we have reductions. But right now, we we don't have a lot of information on that. So, we don't want to um create any kind of panic until we know exactly what we're dealing with. Um, and again, stay tuned if and we'll let you know if if there's any need um to have any worries. And um in making those decisions, of course, we'll prioritize our feedback that we receive from our campuses um from those that we serve to
124ensure that we're making the best decision we can with less money. Um the other thing um I wanted to ensure that the board um was updated on again we received our student enrollment and our teacher staffing right and you receive those numbers um monthly. So in kinder enrollment um we right now we um are enrolled um similarly or like to this same time last year. Um in our community our um pattern has been in previous years that approximately 400 new kindergarteners enroll in July and August. So as a community our community um has tended to enroll later in the enrollment process which um makes it difficult for us to um to do some planning, right? Um but we also want to ensure that we have kindergarten teachers in place knowing that this has been the
125pattern in the past. Um currently we have uh a little bit over 300 kindergarteners across the district but um we usually receive 400 this month in the in the next few weeks and then the first couple of weeks of school. Um also um we implemented a new process last year. So this is only our second year of doing it as a district. Other districts um have been doing this for a while and it's called the reenrollment process. meaning that um families who are currently enrolled then um let us know their intention to return or not return their students. Um which helps us or any district really in staffing decisions, right? Because we know campuses uh that um that um sometimes campuses have less or more students um actually show up than we planned for. So
126if we just roll over staffing every year, um we end up with situations where we have to move um teachers from one campus to the other after the school year has begun. So last year we begun the reenrollment process here in the Roosevelt School District to help us with that planning because we know how disruptive it could be. And then at the last minute, we're searching for long-term subs to cover positions and we don't have teachers available. we're not being able to be competitive and it's a very tight market for teachers right now. So we have had situations resulting from not having um the right um planning information and then also of course um campuses have to respond to that where we we have um substitutes and we um would rather avoid that as much
127as possible. So again that's why we started that reinrollment process. This is the second year our parents are beginning to get a little more familiarized with the process as well as our campuses. So um right now current time last year to this year we have 1,300 more students that we had reenrolled at this point last year. Also 1,316 students last year enrolled the first two weeks of school. So, it's hard to make decisions um because right now um we are at a much higher reenrollment rate than we were last year. So, it's getting better and more predictive. As we continue this process each year, we'll be able to make more predictive decisions. But meanwhile, if we were only to look at those reenrollments that are actually in the books, not what we expect or what
128the pattern has been in the past, we are um technically overstaffed by approximately 45 teachers. So, I had to make a decision of do we um commit to all of the teachers knowing that that was a big push and feedback that we received from parents. Um and uh we we did make commitments to teachers assuming that um as Mr. Gonzalez said in the public hearing that our ADM will will remain consistent. So assuming that these patterns of our community enrolling late in the year will continue to be true. There's two major factors that make me a little bit anxious, right, that are different this year from previous years. One of them is our um states, our federal government and our states um uh movement that we're making with immigration and having reports anecdotal that some
129families are choosing to self-deport or leave the the country. And we don't know um within the uh 1,300 uh students that we received last year in the first two weeks if we'll receive all of them due to that factor. And then also we did consolidate schools and in consolidating schools that does cause some changes and we're not certain if all of those students would would return. Um as an executive team um today we were talking about okay how do we make a conservative b then estimate of um how many students will will come and we believe that there will be approximately well we're we're planning on that conservative measure instead of expecting 1300 students the first two weeks we're looking at okay can we expect about a thousand students that will come to us and
130that's how we're doing our planning right now. Um, so I just wanted to be very transparent with the board um that this is different this year. Um, so what happens if the the kids don't show? So we are beginning to put together um preliminary plans of what we would do um differently. So one of the things that we're doing is again we want to commit to maintaining the class size, right? And we also want to maintain um that commitment that we have to reduce our dependency on outsourcing. And we wanted to have those teachers secured and hired so that we're avoiding having long-term substitutes at our our campuses. So, what um we're going to be doing since we've made commitments to the staff is um we do have uh um several um vacancies still open
131right now. So, we're moving to close vacancies at this point. Um I believe the total number was Miss Alexander. Is it six or seven of teacher positions? >> Madame President, members of the board, Dr. Bertill, she said several and I was like it's six. >> Yeah. >> Um it's it's actually uh four four vacancies. While we were in cabinet, there were a couple interviews that are happening. So to start the school year this year, ideally we would have had four positions that I would still be looking to fill between now and August, but Dr. P will give additional information. >> Yeah. So at this point, we're deciding to close those positions um because we have um lots of staff that we've already committed to and what we would be doing is um each week we're
132looking and monitoring the numbers. Um so we know that we there is an opportunity to share two special area teachers across campuses um or sorry share special area teachers across two campuses based on that enrollment. So that's a creative way to still um com uh fulfill our commitment of offering um art music and PE at every campus um while still being um uh cognizant of the costs. Um also um every week uh we're looking now at transferring staff um across campuses where the numbers are making um and there might be over staffing at another campus so that we are um maintaining lower class sizes on each campus having that equity across the different campuses and trying to make those moves each week between now and the start of the school year so that we minimize
133the number of changes that we have to make once the school year has already started. Also, um, within campuses, we're asking principles now to begin balancing their classrooms based on the numbers that we have and each week continue to monitor that, which will require then um, you know, some some of those decisions are fluid and then require um, teachers to maybe maybe they thought they were teaching third grade, but now they're going to be teaching fourth grade um, the upcoming year. Um and then also another um way that we can address it is um we know that we wanted to have an intervention teacher on each campus. So we've added um some positions for that. But also there's the opportunity from within the teachers that we have to hire from within those teachers rather than
134posting it externally. Um the other um thing is that we have um where we have excess teachers. We know that we also have student aid positions to support our special ed kids, which we have vacancies in. So, we're closing the student aid positions knowing that it'll be more um uh supportive to our special ed students that they actually have a certified teacher um assisting and working in partnership with their teacher of record um to provide those that special ed um additional support. I know that um if we were hiring our um our student aids though we've increased the rate of pay um it still would be less expensive than um than hiring a teacher in that role but we've committed to these teachers already a a job and then also we were in the past
135outsourcing that position. So the additional outsource cost actually isn't really a big um will not be a huge um increase to what we uh budget for a teacher cost. And also we have the additional benefit that the teacher has more training um more experience and being able then to support our special ed students more. And that is one of the areas of focus for our um guards um our special ed students and also our goals. And then also um where we have excess staff, we want to ensure that we are mitigating our substitute costs. So substitute costs last year were between $800,000 to a million dollars. So also some of these excess staff should num the number of students not be what we want we have expected in previous years. Um it'll support us then
136to mitigate the cost of outsourcing um and substitute coverage. All right. So the last um area to provide you update on is the uh non-compliance update for the you you suffer the USFR report which we have many of us affectionately call it the you suffer. So just to remind um you all what the you suffer compliance report is. So, it's a questionnaire. Um, it's not questions like how do you feel about this or that, but really a a survey of is the district implementing multiple different items of controls over its finances. There's 142 issues and or questions, right, that are on this survey and we were found to be out of compliance in 35 out of those 142, right? So we are required to submit a corrective action plan for each of the issues that
137were identified within 90 days and that started on June 30th. Right. So we u met um Dr. Battle and myself and uh Mr. Gonzalez met with the auditor general's office um last week to kick off um the plan that we've that we have to be able to uh meet that 90-day uh deadline. Um and then also to get a little bit more information about the format of how they would like us to move forward with um with creating this plan and documenting this plan. There's a lot of documentation involved. I do want to remind the board that a lot of that that this was based on the 20 fiscal year 2024 audit, right? So two years back um and since then we've already without having this this pressure or this press of the um the
138youer report had already moved towards making multiple improvements in our operations um holding um ourselves accountable um and when by by ourselves I mean at all levels of the system right from the superintendent down to to every employee when it comes to um our finances. Um that has been a very difficult um transition for some people because it requires us to be very strict on different issues um and ensure that we're following and being transparent with our finances um and with all of our our um all of the the um the administration of of ensuring that we're we're we're following all of the requirements um for school finance. So um we um have a plan of meeting every week with the um auditor general's office and reviewing um the different um groups or categories that
139these issues fell under which are administration issues, procurement issues, accounting and finance issues, cash handling issues and then transportation, IT, student records or the operations areas. Um given the this timeline, we should have ample time each week as we meet with them to make adjustments and resubmit for additional feedback so that we could meet that 90day um requirement. So I did want to um show the board um and Mr. um Hawkins, if you can come up here really quick. I want to show the board just one example of what these um autocompliance issues are. Um though you you do have access to see all of them. I just wanted to make sure we showed one. >> Yep. And it is back here. Oh, >> is it this one? >> Oh, did it did we close
140it when Nope, there it is. Okay, it is this one right here. and this and if you can scroll down to page six. Okay, thank you. Right there and I can share. >> Yeah, right back here. Share. >> Thank you. >> Okay, so here's an example of of one of them. So, um, in section G, um, we, one of the questions is, um, does the district's, uh, deposits, um, like when when a an employee receives, um, a deposit like an automatic deposit? Um, does the employee um, do we have a a deposit form that they've signed that says that that we can deposit money into their account? and um Mr. Gonzalez, let me know if I say something wrong. Right. So, they pulled five um files of our 10,00 plus employees. So, they pulled five
141of them and one of those five um was missing that form. So, these are the kind of findings that we're we're dealing with, right? That particular one that was pulled was from an employee that began work with us uh was it 13 years ago, 15 years ago. So for us to create a plan so so these issues are not doesn't mean that our district's um completely out of compliance and out of whack. What it means is you know one in for in this example one of those 32 items or 30 items is um questions is that one out of those five that were pulled out of more than a thousand employees one year, right? And there's multiple employees year after year. Um it didn't have that form in it. So now we have to create
142a plan as to how will we ensure that in the future every file has the form in it. Um so um obviously that takes time. So we have to develop a plan of how we're going to do that and then um ensure that that meets the um the expectation of the auditor general to ensure that in the future it's not a finding. So th that's the level of detail that we're working with which means that we really have to hold ourselves and um and the district accountable to ensure that all those kind of things are getting met. Um and then going back to my presentation. Oh that was actually the last slide. So with that um I'll leave it to um to you all for questions. Madame Vice President. Um, >> Madame President, um, Superintendent
143Pertio, I just had a question on the enrollment piece. And so what I am hearing from what you explained is obviously we've got the students who have reenrolled with the district and then we have the kind of outstanding gap between the students we expect to be here who have not yet reenrolled. I think a question I have is of the students who have reenrolled, there's also no guarantee that those students show up on day one. What does outreach to those families look like to ensure that they've been contacted, they know when school starts, they have all their questions addressed about school murders, things like that. Um, is that individually by campus? Is there a consistent process across the district to make sure that one, they get that outreach, and two, that we have accurate um,
144reinrollment data? >> Yeah. So, um, I know that that's directly under the purview of um, Dr. Battle. Um, so there might be more information, but what I can share with you is in the month of June, we've had um all of our clerks and other um board uh other staff members that are um 12-month employees actively working on that on contacting those that are not enrolled. And then also contacting um those that um that have enrolled um to to see like do you still ensure do you still believe that you're coming? Um, but we can continue to do that work that it's about 7,500 students, so it's a lot of people to reach out to, but yeah, we're we're working on that as well. Thank you, >> Dr. Portio. So, um, I am familiar with
145that the culture that the district has had with the reenrollment and, you know, people liking to come at the very last minute and it's kind of a a unique um, situation we have here. I'm wondering though, is this something that you hear that is common in other districts that might have different demographics or is it more of just like kind of how our community is? Well, um having worked in other districts, um there was already a culture at the district office that it was important. So, we already had reenrollment um processes like 15 years ago when I was a principal, right? um at in other districts and it was a big push. Um so this is the second year we've done it as a campus or as a dis as a district. So we just
146from the administration to the parents we really need to take it a little more seriously. But as you can see um we've had a huge increase at this point last from last year. So we we anticipate that next year it'll be even tighter, the following year tighter and then we always have to plan for anomalies, right? But um it's less stressful on the system. It's less um wasteful as well and more predictive and it also provides for more stability for our families, for our students and for our staff because we don't have to be moving people across campuses as much and or having long-term subs or series of long-term subs in campuses um in in those classrooms. As a followup, do you think that maybe parents are just under the assumption that their child is
147automatically enrolled for the next year and then they're like, "Oops, wait, I'm I'm supposed to enroll them because maybe there's maybe that's kind of going on through the >> Well, that's what we've done for all these years." But then, you know, it's not very good for planning. So, that's what we've done. So, if they're feeling that way, it's because we've done that. Um, and um, so now we're we're changing that system. So, again, it's more efficient, right? We want all of our dollars to go towards serving our students in the most efficient way possible so that we can provide more programs for kids. Um, and the planning really requires us to take the reinrollment process seriously. >> And then one of the question, Dr. Bio, um, with the summer programs that we've been having, how
148how do you feel about the those children in continuing with Roosevelt as well? >> Yeah. So, um some of the summer programming that we um did this year was the um offering of higher level math programming for our middle school students. We have had very good um uh participation attendance. Um actually that's going to be on one of the reports in I believe in August where we'll give you um the uh all of the summer school um activity that happened. But um as we um are moving forward, we know that um those students are coming because many of them their parents did do the reenrollment and that's helping us to plan for their next class. Right? So now if they if they take an algebra and maybe they didn't they didn't pass it but they
149were now exposed to the um to the material, we're offering algebra for them at their campus and or across through our our teachers that are going to be streaming in through across multiple campuses if we don't have an algebra teacher at that particular campus. But then also we're using that information to plan for geometry offerings. >> Just a plug, if we're going to have students who took an advanced math course and present on that, I would love to hear from students who took the advanced math course over the summer um or for some of the teachers. I think that would be a really great experience um for those students and for the board to be able to hear directly from them. >> Just a plug. >> I like that. >> Um my question is, are
150there any other questions? Madam, Madame President. >> Oh, yes. >> Uh, thank you. So, my question is kind of connected to Dr. Frankwood's question, but more specifically, um, what what kind of resources are we putting behind, um, the enrollment efforts, um, such as personnel, um, such as budgeting? um what what kind of resources are we putting behind the enrollment efforts specifically to uh prevent the over um I guess the over staffing of 45 teachers. >> Yeah. And again um that's that 45 number I want to reiterate that it's based on the current enrolled numbers but we always get that thousand a thousand students plus those f those last two weeks. So, it's not going to be 45 um teachers at once school year starts. But um some of the resources that we put in place
151is um we do have our 12-month employees, right? So, we um have direct we extended that last year before they were 10-month employees. So, now we have different 12-month employees that are working on that on that. So, that's one investment. Um also, we've directed that work right before it didn't belong to anyone in to those groups in particular. So, we directed and we're following and um and uh staying on top of um looking and analyzing at that uh all that information um every week um since January. So, we've been on that um and then also um we do have um some incentives that we've um u put out for um for campuses based on you know their their enroll their OLr numbers or their online enrollment numbers, their reenrollment numbers. We provided different um incentives
152at pizza parties and um different things like that. We also um invested much more in marketing. Um just yesterday I was on a on a radio um campaign um marketing our district. So we have um uh purchased um marketing um opportunities on the radio um on the the news Spanish news in particular, but we did do a couple of different English um spots as well. Um and um and then we had some billboards that we've purchased as well. So we've we've done quite a bit of marketing. There's always more um opportunity for us to um increase marketing efforts and investment, but we we definitely have increased a lot more from what we've done in previous years. >> Thank you, Dr. Patito. Thank you, Madam President. >> You're welcome. Um and my question is how will
153the board be updated on the cap? >> Thank you. Yes. So, um I was wanting to speak to board president when we have our one-on-one, but some ideas that I have already is um we have our uh midmon um um communication that we send to the board so we can um make sure that the update for the next two weeks is in that mid July um uh communication that I send to you all. But then in August, it'll be added up again onto the um for the next two weeks. Right. After that, it'll be on the superintendent's report. Any questions? >> Can I make a comment? >> Yes. >> Okay. I just wanted to say that I'm just really happy to see that, you know, um you're making decisions that are um you know, there's
154plan A and then there's a plan B. I'm just so glad that we're being very strategic how we're doing this. We're being very cautious. It just really shows me that the district does that. Um, and it's not just in this situation. We've been doing that in a lot of situations where changes are being made because of the circumstances that we face. And sometimes those decisions can be tough. But I'm really proud of the fact that there that we are thinking outside the box um so that we can make adjustments to help our community. >> All right, moving on to the next item on the agenda. It is a board member update. Um, does a board member have any updates they would like to share? I >> just want to make a statement because I'm a
155little late on some of the celebrations um just because we had our um yeah, we had some holidays that happened in between and then um some holidays that are coming afterwards. But um so I wanted to share this. I just returned from a family road trip that consisted of going through 12 states where I was very blessed to learn a lot about American history. We just celebrated last month, Junth, which was very special for helping our country defeat slavery. I was fortunate to read more info um more into this issue and different leaders who began this change in our nation. We just celebrated Independence Day, the founding of this nation rooted in the freedom of religion and for life, liberty, and the pursuit of happiness. I was able to visit some areas of historical significance.
156I studied the early pioneers who moved out west and made it possible for us to have Arizona. I learned about many horrible atrocities and many challenges that people have gone through, the sacrifices that so many from different backgrounds have um have have had to go through um regardless of race, ethnicity, gender, religion, even political affiliation. There's a lot of beautiful history um in our nation. By the way, if you're not familiar, we don't really celebrate it here in Arizona, but it is definitely celebrated in Utah. July 24th is Pioneer Day. And so, I did do a lot of researching those pioneers. And that was beautiful to hear their stories and the sacrifices that they've made through these experiences. I'm very grateful, humbled, and more inspired to make sure what we do here in Roosevelt is
157to bless and educate our community's children. So like those who came before them in this world, they can make a positive impact and overcome the challenges they face. As we teach children how to read and learn, they can learn how to overcome and become greater. like myself who received education in Roosevelt. I hope we can instill the desire for them to study and read those historic journals, research where historical moments took place, and learn from the lessons of those who came before them. We are so lucky to be in this nation. I know um I know this is a bit belated, but happy Junth, happy independence day, happy pioneer day. God bless the USA. And with that, thank you. >> Thank you. >> Um, thank you, Madam President. Miss Pena, it's really difficult to follow
158that, so I'm just going to be brief and get off the stage. Um, two quick things. Um, wanted to say just thank you to Dr. Po. was um able to give some early feedback on some of the interimm goals and the level of thought that you've put into those and reflection about what went well and the strategies that you have in place at the district to be able to move that those goals. Um I just really appreciated the level of put into those. So just wanted to call that out. Um and second wanted to thank the parents who came and spoke tonight. Um, obvious we can't comment on public uh comment because that's part of the statute, but I just know as a parent that there's a lot of other things you could be doing
159tonight and really appreciate that sitting here with us is one of them. Um, and just admire the commitment for speaking where what you believe is best for your student and for other students in the district. So, thank you for your commitment and for coming for public comment. Appreciate it. >> Any other board member updates? Yeah. Um, madame president, um, I'm excited to share that this weekend I'll be at the our collective power conference with schoolboard partners. I was able to um, be awarded a scholarship. So, at no cost to the district, I'll be attending this conference. I'm looking forward to um, growing and learning more about how I can become a better board member. Um, I'm in this learning process with you all. Um, but I'm looking forward to it. And um I believe officer
160cheetah are we he's um 38 years for those are not right. I think with the PD is he overleep officer. Well congrats. Looking forward to it. Um but that's about all of the updates. Um also I did just get back from Kentucky. I was at doc week. Um, I completed my first year in my doctoral program, but I look forward to joining all of our doctors up here too eventually. But Dr. Bortio, Dr. Battle, Dr. Haj, Dr. Franco, I admire you guys so much. And um Oh, Dr. Buds. Yes, he just gradu Oh, yeah. He just graduated. So, Dr. Buds, if you're listening, appreciate you. Um, but thank you and um it's a pleasure to to continue to serve with you all. Looks like Officer Cheetum um he was praying I think. I think Nikki
161was praying. Can you just call up so we can give you a round of applause for serving our community for 38 years? So everyone can see that you are are awake and and well. >> Yes, you are. You do have to keep us safe. So we just want to say thank you. I know that you were supposed to retire and you didn't. So, I appreciate you extending your service to our community and all that you do for for Roosevelt. So, thank you. >> That that is the truth. I told him he couldn't retire until I was done. >> Okay. Cuz I've known him since elementary school. actually he came I remember him being at the elementary school and coming and speaking with us. So so thank you. So I've known him all my life literally.
162All right, moving on to item 4.03 which is our REA report. We would like to welcome Dr. Martha Thomas to the podium. We miss you. I feel like I haven't seen you in like months. I don't know. Welcome back. We hope you're feeling better. Madame President, governing board members, Dr. Portillo, executive board, my REA and RSD colleagues, and our South Phoenix community. I am Martha Thomas, proud social worker and president of REA. I just wanted to give you a brief update because our big presentation will of course come in August. Um currently we are at 354 members. Um we haven't included those who have gone and we're we're working on all of that. So we'll see where we stand. Then um during the summer we did one of our last events we had our retirement
163dinner for those of our members who were retiring from the district. So that was really nice. Lots of pictures. We had um invited Dr. Portillo and Dr. Battle. So, we've got pictures coming. Um, we also attended the um delegate assembly. We attended the growth summit um for A.E.A. um we are also working on our calendar for the year. Um as to when we will be at all the different campuses on which days. Um I typically put all that together and get it approved by Dr. Boro before I give it out to administrators and campuses. Um but we will visit every campus and um to offer membership to those who have been here, those who are new um and ask answer any questions that they may have and try to share benefits. Um we are working
164through our budget. Um, we are also putting together a number of different events for our classified and for our certified staff um at different times throughout the calendar year. So, we're excited. We're doing a lot of planning, a lot of work um just as I hear we have done here. So, we're all very busy bees and um looking forward to the new year starting and we'll see how we do. And yes, we we have the new teacher event um that's coming up on the 17th. Um and we typically provide the lunch for all of for all of our new teachers, all of our guests that are there. Um we have reached out to a couple of people from A.E.A. to also come and we invite people to come and support and kind of explain your
165experience with REA to our new members, our new teachers. Um, and I believe at this point we have about 65 new ones, I think. Um, more or less. Hopefully we'll have more if that's what we need. Um, but we're going to provide dinner for them and welcome them with open arms to the district and um, we look forward to seeing you there. Any questions you might have for me? >> Um, Madam President, Dr. Thomas, I'm just one just thank you for all of the work that you've done to get ready for this year's new teachers and for another year with REA. Um, I just have a quick question for you as a staff member and for you as an REA representative. We got to look at some of the climate survey results and so just
166curious if there was anything that sparked for you or anything that resonated for you looking at you going to ask me that question >> if you knew I was. So >> let's see that that calls for a real private meetings. Um, I love the data that I saw. Um I was impressed with um I know that campuses did a lot of I know in particular mine um we did a lot of work in trying to communicate getting the kids to do the surveys getting the parents working with everybody to do even with staff. Um so I was really glad that we were able to get all those there. Um do the results actually meet up to my experience? I would say no. But you know I'm not the only one. So um I and I
167think we also have to look at it from different job perspectives. You know what my role is and what I do compared to teachers and students and everybody else. We all have our own our own scenario of what we see and how we do it. So, and the feedback that we get back from that. So, it was it's nice to see it's nice to see that we're growing and I'm really glad that that's happening. And um I think one of the comments or questions that uh Miss Bea had in terms of the the STAR test and trying to make sure that all of our kids um have the opportunity to feel like they are growing and regardless of where they're at. Um because I I find on my campus that's that's a struggle, you know,
168and so we're all as staff trying to make sure that kids are feeling like yes, you're you're still growing. You're still growing. It's one point, but you're growing, you know, and and that's growth. Um so it's, you know, it's it's nice to see, it's nice to have. Um, and it will guide us, I think, as a whole and also individually as groups of of staff, like for us social workers, it will help us a lot. Um, as teachers, I'm sure it will help them too. >> And Dr. Thomas, what I'm hearing from you is it's a data point and we also need to make sure that we're paying attention to the new year and the lived reality on campuses and feedback that we're hearing in the moment from teachers, students, parents as well. Yes, definitely.
169We we've got to pay attention to that. Um because as as Dr. Porttho in my meetings with her, um there's a lot of information that I get, you know, that other people are not privy to. Um, and so I have a lot of different perspectives and I, you know, I I see a lot of different things, um, with my role as an employee and also as REA president. And so, but I can say I'm really really happy um, with our district and and how well we work together. And I think that as long as all of us keep in mind, we all work together, we all respect each other, we have worked so very hard. I think that's the huge difference that I have seen in probably four or five years is that our district
170has worked so hard for all of us to work together as a team to make progress and I really don't want to lose that. Thank you for your honest feedback and it sounds like you can give Dr. P some more information. Um and Dr. Frank Woods should take you up on that oneonone meeting. Um so thank you >> and just thank you Dr. Thomas because a big part of that is obviously you and the work that you put into REA. you know, everyone works on the team and works to be a part of that team, but that couldn't happen without the work that you do for REA. >> Thank you. Thank all of you very much. >> Thank you. It's so nice seeing you. Welcome back. You're welcome. Okay, the next item on the agenda
171is item 4.04, which is reincome Roosevelt, and I will pass it to Dr. Portio for an update. Thank you. And you do have that presentation. No, only. Okay, you can share it. Thank you. All right. So, our reinventing rose belt um we did um we typically have a um community meeting which we haven't had um to um share this information with um in the last month because we were on vacation. So, we'll incorporate this information along with um happenings in August when we do our community meeting in August since they've been monthly. But we know how important it is um to the board that we um continue to provide that um that update to to the community. So, didn't want to skip it here at the board meeting. Um though it's of course missing some
172of the the August work. So, we're going to focus on facilities, transportation, and then the repurposing of the buildings that were um closed. So, when it comes to uh facilities, um one of the um the things that we've been focused on is um preparing our campuses for the opening of the school year, right? So ensuring that we are transporting all of the um the uh identifying the furniture that we wanted to keep at the um consolidated schools so that we are equipping our remaining schools with the best furniture available. Moving all those student files over. All of that um took a lot of logistical work and it um started happening the day after the students left um for break. Um we currently have some construction projects. Multiple projects are underway um such as new flooring
173at Guanchos um and Julian and then remodeling of restrooms at multiple sites including uh Bernard Black. Um also the new Sunroom campus is nearly complete. Um we're having our final uh walkthrough punch punch list um this week and then um uh expect to receive our our keys um next week um to the new Sunland um uh u facility. It's a beautiful facility. Um I would love to take you all on a tour. Um it's really state-of-the-art and really um took in a lot of the input from the uh community in that in that area um as we develop the the architectural plan. So we're really excited about that. Um they're completing the new driveway and the bustling um as we speak. Um the furniture they're they're getting new furniture is expected to arrive um by
174uh Monday, July 21st. and teachers will also be moving in um that week. Um we're excited to welcome our new staff and our students to that beautiful new facility. And um then when it comes to um transportation, again, it's a huge um area of interest for our community. So, we're currently finalizing the stop times and that parent information will be um will be uh sent coordinating with our communications department to ensure that that communication is is put out to all of the parents. Um what we um did for any of the schools that are closing is that the school itself will become a bus stop. um this the closing school will become a bus stop as well as the routes that were already existing in that attendance area will continue to stay um in play.
175So we're adding the additional bus route of the the campus that closed that'll be a bus stop itself. Um so parents will be able to have their kids go to the um the right stop. Of course, we we did change a few of them um as um our transportation director and staff drove out to each of them to ensure that they are safe locations and that we're not having kids at a bus stop where there's a hazard. Um but there's a lot of consistency there. The times is what we're working on now. Um, so if you're a student at Bush, um, Bush, you can go to Bush as a bus stop, but also um any of the previous bus routes that were already uh stops that were already in the Bush area will now transport
176to Campbell. Um, we'll also um um have um a work work progressing in our work towards ensuring that every child has a bus pass. That's also their ID card. um so that we are having um increased safety on our buses as well as on our campuses. All right. So then we have um the work of the repurposing of buildings. So Martin Luther King of course because we already had that initial plan that it would become an early childhood center um we have uh moved everything out of there um over to Julian and now are um creating all of the the office spaces and then the spaces for all of our partners. So, I believe we only had about three and Dr. Battle, if she were here, she would correct me, but um I believe we
177have three rooms um still available for um for rental at at um King. So, the majority of the facility is already leased out. Um so, we'll be able to provide services to the community as well as generate revenue um for the district to support our programming for kids. So, we're excited about that. Um and then also um we have um selected the um the consultant that'll be supporting us um with the uh repurposing of the rest of the of the buildings. He is an alumni of Roosevelt. He is has always lived in South Phoenix, so he's very vested in South Phoenix. Um he's I mentioned an alumni of the district, attended several of our schools during his KA experience. um and is just really committed to to ensuring that um that South Phoenix thrives through
178this opportunity of utilizing these facilities to continue to serve the community in a different way. Um he and I had one initial preliminary meeting in June and then um we have several meetings already scheduled now in July um to finalize the plan and timeline so we can share that with the board. That timeline, as a reminder, will include uh community outreach opportunities um with the neighborhoods of all of the campuses that are that closed. Um so that then we can determine what are the types of uh services that we want to elicit um um potential uh tenants from like within what kind of service do we want to lease our campuses for? Um so we won't begin advertising until we've done a a thorough um research of existing um data um from the city of
179Phoenix Maroba County Health and then also those those community sessions. Um and once we have done that then we will go through the um process of selecting those tenants. Yep. And that's all that I have for us tonight. Dr. Dr. Borthia, will we have the opportunity to also um get presentations from that individual? >> Yeah, he'll be providing updates just like um we have with all of our different um external consultants that are supporting us. >> Um just a quick question in terms of what uh the ML uh MLK because I think obviously we're still in talks for the other buildings. At what point will we be able to see a revenue projection for the tenants in that space or is that still kind of in development as we're finalizing those? You know, it's I
180believe we can we can create a a report for you already since we already know how much each of them we have lease agreements with with all but I I believe three rooms. So, we'll be able to provide that to the Great. Thank you. >> Any other questions? >> Madam Madam President. >> Yes, sir. Um, is there a I mean, is there a um a reason for delaying in telling us who the consultant is or do we just got to wait till they do presentations? >> I can barely hear the question, but I think he said he wanted the name of the consultant. >> Oh, sure. Um, sorry. His name is uh Victor Vidales and he's also a business owner here in South Phoenix. >> Thank you. Thank you, Madam President. Thank you, Dr. Po.
181>> You're welcome. Can we turn him up a little bit? Maybe it's might hearing. I don't know. Thank you. Um, next item on the agenda is item 5.01 is the approval of the consent agenda. Is there a motion to approve the consent agenda? Items 5.02 through 5.11 as or not as presented with um the removal of >> 5.11. >> No, not the complete. It's not the complete 511. >> Intercontinental. >> Yep. Minus the Intercontinental. >> Madam President motion. >> Sorry. >> Did you have a question? >> No. Let's make the motion. That's all. >> Okay. Motion by Dr. Bez. Is there a second? >> Second. Um, is there any discussion? Now we will vote. All in favor say I. >> I. >> Motion carries unanimously. Um, the next item on the agenda are action items.
182Um, is there a motion to approve um item 6.01, which is our revised interim goals for fiscal year 2025 to 2026? So moved. I second. Is there any discussion for item 6.0? No discussion. I just want to again thank Dr. Herpatio for the work that she put into this and the reflection around um both moving to proficiency and addressing our students who are minimally proficient. Any other comments or discussion? Pam, can we do a roll call vote? Um, I need to hold on. Yep. >> Yeah. Can you do a can we do a roll call? >> Yes, please. For this item. So, for item 6.01, if we can get um Dr. Michael Butts >> here. >> Uh, could you say uh I or nay? >> Yay. >> You're saying nay? >> No, I said yes.
183Okay. I I'm having a hard time. Is it just me? Okay. Can we please turn them up a little bit more? >> Sorry, I said yes. Is that Is that better? >> Yeah, that was better. That was better. Thank you. I just want to make sure I'm getting you on the record correctly and accurately. Thank you. >> Thank you, >> Miss Victoria Castro Coran. Hi, Dr. Megan Franks. Enthusiastically, yes. >> Dr. Darcy Hutch I, Miss Tatiana Pñena. >> I thank you. The motion carries unanimously. Thank you. Thank you so much. Um, the next item on the agenda is item 6.02 is the adoption of the proposed expenditure budget and this is also a roll call vote. Um, is there a motion to approve item 6.02? >> So moved. I second. >> Is there any discussion
184on this item? Hearing none. Okay, we will now vote. All in favor say I. Sorry, just kidding. I'm passing it back to Dr. to to pale. Thank you. Um for item 6.02, Dr. Michael Butts. >> I or yes. >> Uh Miss Victoria Castro Corell. >> I Dr. Reagan Frankitz. Yes. >> Dr. Ashley Hatch. I miss Tatiana. >> I thank you and the motion carries unanimously. Thank you so much. Um there is the next item on the agenda is item 7.01 is information and discussion. Um and we don't have any so we're moving on to the next um item which is executive session. We do not have executive session tonight. Um and the next item on the agenda is adjournment. Is there a motion to adjourn? Having concluded our business for this evening, >> you do
185it. >> I motion that we >> enthusiastically second that. >> Um, any discussion. >> All right. All in favor say I. I. I. >> Motion carries. Meeting agreed. Have a good night. Thank you for joining us.