001Please stand for the pledge of allegiance and the moment of silence. You may be seated. Next item on our agenda is roll call and I will pass it to Marty Cella to perform this evening's roll call. Thank you, Madam President. Roll call for this evening's regular meeting, June 3rd, 2025. I will begin with Dr. Ashley Hajj >> here. >> Dr. Michael Buts >> here. >> Dr. Megan Pinkowitz >> here. >> Miss Victoria Castro Coral, >> she'll be joining us on Zoom. If she's not there, then she'll be here momentarily. >> Okay. And Miss Tatiana Pñena present. Madam President, we do have a quorum present for this evening's regular meeting. >> Thank you. The next item on the agenda is for us to adopt the agenda. Is there a motion to approve the agenda? >> Absolutely.
002Um before we go into the adoption of the agenda by request of administration, I would like to pull three items from um the agenda, pull them off until further notice. Um the items that I would like to pull off are items 5.17 which is connect audio enhancement 518 which is a list of awarded vendor list for 2425 and then also item 519 which is a list of awarded vendors for the year fiscal year 2526. And that is all I have for Dr. Portio. Is there an item that you would like to pull? We pulled 517 518 and 519. Um, I'd like to pull um not off of today's agenda, but for a discussion for >> Is it Is it 517 18 and 19? Oh, okay. >> Um, our guard rail. I'd like to have a
003discussion about potentially adding another one in July. Okay. So, let make sure I get it correctly. Do you know the item number? Hold on. It's towards the end. 524 5.24. >> Okay. Okay. Sorry, I had to write it in the right spot. Is there a motion to adopt the agenda with the following items being put? Item 5, sorry, 5.17, 5.18, 5.19, and to discuss um an action for 5.25. >> So moved. >> Two four. Sorry, I wrote five and I wrote four. Two four. So moved. Second. >> Is there any discussion? All in favor say I. I. >> I. >> Motion carries. >> The next item on the agenda um is for us to approve the minutes for the month of April and May 2025. Is there a motion? So moved. Is there a second?
004Second. Is there any discussion? All in favor? I. Motion carries. Next item on the agenda is student outcome focused governance. Um and I will review and ground us. And I see that Miss Castro Cororea has joined us. Welcome. Give me one second to share my screen. student focus, student outcomes focused governance. Um, back in 2023, the board embarked on a journey. Um and we're committed to gather meaningful insight so that we can have a framework to move forward um and achie and move in our academic outcomes. So we're going to review that. Here's our vision. A community united to create better futures through all for all through education. And so basically what student outcome focused governance means is that we are improving student outcomes and achievement through researchbased policymaking and all the decisions that we
005made are centered around our students performance. So student outcome focused governance and action means that the board put students outcomes first and every single decision that we make. And so here are the systems in place and the processes that we need to move the work forward. Um so the vision and goals and then the values and we represent that um with the community. So it's based on the community's vision and goals and values and we also call those guard rails. So what it looks like in action is that 50% of our time is spent on student outcomes. We adopt a budget that prioritize our goals. The superintendent's evaluation is focused on the adopted goals and guard rails and our conduct is rooted in the guard rails based on the community's input and collective vision. Um
006we have an increased two-way communication which means that we are actually going out ourselves and having conversations with the community to hear um about how we're doing and what we can work on and also to inform the community about where we are with our goals. And so our our goal is to have alignment from the boardroom to the living room. So our academic goals that we adopted 45 and five the percent of fourth graders that meet grade level or above on the AASA ELA will increase from 20% August 2023 to 45% by August 2028. The second one is the percent of fifth grade students that score grade level or above on the doubleASSA math will increase from 11% from August 2023 to 45% by August 2028. The third one, the percent of 7th graders that
007score meets grade level or above on the ASA ELA will increase from 22% on August 2023 to 45% by August 2028. And the final one is the percent of eighth graders that score meets grade level or above on a double ASA math will increase from 12% on August 2023 to 45% by August 2028. There you go. Our board guard this is how we will govern ourselves. We're committed to having healthy board conduct and discourse. We have adopted board operating procedures. um student outcome focused decision making, financial integrity and community engagement. >> Progress. >> That's okay. >> Superintendent guardrail. So these are basically what the community told us was important and so we gathered all the feedback and came up with these guardrails. So, go rule number one, in obtaining the board's student outcome goals, the
008superintendent shall not go proactively without sharing updates and plans on 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. The second guard rail in attaining the board student outcome goals. The superintendent shall not fail to consider the climate survey results to ensure a holistic approach to student development addressing academic, social, emotional, and physical well-being which includes after school programming. The third one, 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 focused goals, ensuring that financial decisions directly contribute to the academic and developmental success of all students. Go number four. In obtaining the board student outcome goals, the superintendent shall not fail to
009implement and maintain effective strategies that retain and development of teachers in including promoting from within to ensure that they have a positive impact on students as evidenced by data. In the fifth GRA, which is the one that we will be reviewing today, in obtaining the board's student outcome goals, the superintendent shall not fail to ensure progress toward 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 support services tailored to their unique needs to promote their academic success and overall development. As a community staff, you can join us at our board meetings um every first Tuesday of the month. Share your feedback and your voice. Hold us accountable for the goals and garments that we adopt. Build a partnership
010and collaboration that helps move us forward. And with that being said, the next item on the agenda is for us to have a presentation on all of our goals. I'm not going to read them again because we just heard them. So, goals one through four. Um, and then I'll pass it to Dr. Portillio. >> Thank you, Madame President. Uh, members of the board, executive team, and Roosevelt community. Um, today we have a schedule to review all goals. Um, specifically, we will focus a little bit on doubleASA, but mostly on STAR. And I'd like to invite U. Mr. Nicolo to the podium who will review the data with us. Uh, we want to thank you for um submitting um academic questions ahead of time. and also um Miss Geston being the new executive director of teaching
011and learning will um take a stab at um answering all of them and then um uh Dr. Battle and I sat with her and will be able to chime in and support as well as well as um our other directors and teaching and learning if they have additional information to add. Thank you. >> Good evening, Madame President, members of the board, Dr. Portillo, uh Dr. Battle, executive team. Uh my name again, Nick Ovido. I am the director of data and assessment for Roosevelt School District. Um I'm here tonight as uh Dr. Portio just shared with a a brief snapshot of AASA. We will look at this again um once we have more data. Uh this is the data that comes from Pearson. So we we call it our our raw data. It's just the data
012of kids who took tests in Roosevelt. But we did do our own full academic year projections. Um, so this is a good time to give a shout out to Ena Kelchin and Sabrina Hernandez. Ena is our district test coordinator for ASA. She does a lot more than that, but that was a big a big role for her. Sabrina is our um student records supervisor. Um, and together they helped us figure out the full academic year uh students so that we could uh look at full academic year data. So, thank you to them. they are uh um my superiors at Excel as well. So they're they're helpful in so many ways. Um okay. Um based on your feedback, uh we switched this up a little bit. So um just want to be clear that we're looking
013at ASA data star. We did take a couple of things off here uh based on feedback so that we could um focus on our interim goals update which is how did we do on the star interim goals that we had set for ourselves. Sorry, Nick. Just to remind the board in um August, we'll do a deep dive into double ASA. Um so we're saving that information for for August. Um but today we'll focus more so on STAR. >> Okay. So um to for a little bit of review and also to refer to our um goals ASA u lot of sports analogies today. I got dogged on it previously for not having enough sports analogies. So it's like the Super Bowl of testing um and and especially for you all already in education um know this.
014It's the one time of year that we have data that we can measure to the state. Uh so STAR is nationally normed uh but we don't get district uh other district proficiency levels other uh how we're doing across the state other schools um so we can get a lot of good uh glean a lot of good information about how we look relative to the state um interestingly it's taken in the middle of April we're also going to look at star data that was u done in May but we got them obviously we get the star data immediately um and I'll I'll come back to that in a little bit Um so we have it has been a while since we took ASA but we're still just getting into the data. Um and then we typically
015do this for um our board academic goals. So um for those who are new to to this report or if this is your first time seeing it, we typically look at one of our board academic goals each uh month. Um so this is a little uh more comprehensive look at all of them. Um and uh we always do a headline. So again, a sports analogy um trying to um I guess mirror or I want to represent that there are celebrations and there is a sense of urgency. So trying to hit both of those. Um so there's a funny line in Ted Lasso when he says y'all do ties here. Um cuz he was like win or lose and somebody's like okay or tie. Um and so it's obvious but in the world of soccer all
016ties are not created equal. There are some wins within a tie, players that shined, moments of brilliance. Uh but at the end of it, it still feels like a tie. Not a loss, not a win. Uh you might be happy with that tie or not. Um and the last thing I just want to say too is um I don't think I I sometimes don't preface enough with the good in the data. Um so I just I had like a um before we look at this a kind of a preface that a slight proficiency change or no proficiency profici proficiency change uh does not mean zero growth. So if we have just um if 20% of our students are at proficient or highly proficient and then the next year we have 20% that still means that
017we're moving students along from grade to grade. Um it's it's really in fact for a lot of schools who are at 40% proficient to be able to maintain that is a celebration in itself. So I just wanted to preface with all of that. Um the principles weren't here. I had all that I wanted to like share like the principles really do work hard. Our teachers work hard. Um there is a lot to celebrate. Okay. So let's get to it. I this slide is different than the others and I do that intentionally just to show some yearover-year data. We actually looked at this same slide last year. So just to be clear, uh, math is green, ELA is purple. We are looking at our state testing proficiency and it's 3 through 8th grade. Um so 2021
018that was uh COVID just for a little bit of review. Uh we that year took our tests in kind of a hybrid manner. So certainly the consequence of COVID learning loss and testing conditions that year. Then there was an increase in 2022 and obviously since then you can see that it's it's more or less tapered out but there have been slight improvements um year after year. Um if you look at ELA from 22 to 25 um there is a a significant percent increase. So those are those are over years. Okay. So now I'm trying to keep with the color scheme here so you can track with me. Now we're going to look at our ELA data. third through 8th grade. Again, that's who takes the ASA test. And um comparing over the last three years,
019so some ups, some downs as you look at it just at first glance. Um this came up from a board member and obviously it stands out to you when you look at this is fifth grade ELA. Uh we saw this uh throughout the year. I I don't know how many times I've said, you know, we've talked about fifth grade this year. they've they've been down as a cohort. They started the year behind um and uh we're tracking for to be lower than last year's fifth grade cohort. Uh so I would say as a consequence positively of the progress monitoring that we're doing, we are identifying these uh I don't know if you'd say issues or where there might be some gaps early on. Um which is good. Um it's good that that what we are
020seeing early on, how we're tracking this is mirroring what's happening at the end of the year. Um there are no surprises. Obviously the next step would be to um intervene in these spots. Uh third grade um is down 2%. That's the first that we saw. We got the third grade data first. It's also down across the state. It's down two or three percentage points. Um, so I believe for this one, uh, as a district, we were down two percentage points. When we looked at the raw data, the state was down two percentage points. Math was down a little bit, too, in third grade. Um, not to get too much into the weeds, but for third grade, they added a an additional part of the test. There's an oral reading C fluency oral reading fluency portion
021of the test. I don't know if that is what had a big decrease or if they changed the test. Um, but certainly two percentage points or three percentage points across the state is a big deal. That's a a a big drop. Something changed. A couple other wins for EL ELA. Campbell maintained their whole school proficiency at 39%. Um, they've hung that with the state average of 40% the last two years. Uh, Chavez had a 9% change from about 14.5 to 23 and a half%. Um, this is ELA data now by some of our kind of most significant or tracked student populations. Um, and so what stood out to me was a significant increase in proficiency for ESS. Obviously, I I do want to reiterate it's still low. Um, but that is um certainly something that
022uh stood out to me. And um similar just to our whole population um a small increase um in some of our our biggest student population data that being um Hispanic and black students. Okay. Math uh similar uh a slight increase from year to year from 24 to 25. Um and that shows up in some increases in some grades, a couple of decreases in some others. Uh some big wins. TG Bar their third grade had a 58% pass rate. We talked about third grade uh bar recently when we looked at the uh board report for number two. Uh so again, no surprise. Um and uh happy that what star is showing us is for the most part uh what we're seeing on ASA. Um so uh this is math obviously still lower than our ELA numbers.
023A similar story for um our student populations. The only thing that kind of stood out to me was that EL was down for ELA, but it was an increase for math. Okay, so that's ASA. And if you have questions about ASA, we can we can talk ASA data, too. Um I I will switch over to our STAR post test. Sometimes we call it our STAR spring test. Uh basically our last STAR test of the year. um measuring our pre to post performance. These are tiles that we see on schoolzilla. Schoolzilla is a is a data dashboard that we use internally. This is actually the uh last year of schoolzilla. It was been a really great tool for me and for our principles. Um you thank you have uh approved the purchase of educ which will
024be our new school. I'm so excited to uh look at the visualizations for that. Um but I show this just to show largely that when when you look at the star proficiency this year, we saw mild um slight proficiency increases which held up with star. So looking at it just from a big picture, um we saw a slight increase in STAR, slight increase in ASA. Um and so not that that's what we want for ASA, but what we do want is STAR to be a predictor for us for AASA. Okay. And so I it got to be a little too big on one slide. It looked a little too messy. So I this is why I split these up into two slides. So just here's our uh reading post test by grade similar to what
025we did for ASA. Again I would say similar numbers. One thing that stood out obviously was that our third grade reading in STAR improved where it uh declined in ASA. Again the state test declined also like across the state the proficiency is down. I actually talked with um someone from Renaissance about this and um this is a fair point is if the ASA test is changing it is tricky for us to predict how students are going to do if the state test is changing. Um so uh third grade improvement here but a decrease on ASA. Um again fifth grade was was a decrease and we actually seeing this um was lower throughout the year. This actually represented an increase, but we still saw a a decrease on the fifth grade ELA test on ASA as
026well. Um, and then this is the math post test by grade. So unlike ASA, for STAR, we take first through 8th grade. Um, take the uh STAR test at the end of the year. So here are uh proficiencies for math. Again, a slight increase. And then finally, I want to share uh star early literacy. This was more of a moderate gain from last year to this year. And I just want to um say early literacy is some of our foundational reading skills in just kindergarten and first grade take early literacy as a reminder. And then here's um some of our uh proficiency by grade. Okay. So um this excuse me this next slide is our growth scores. So just as a review um uh for those who are seeing this for the first time, what
027this represents, this is the average student growth percentile score of all of the students at a given school for that test. And student growth percentile represents the their fall to spring growth compared to students who are in uh who had the same score as them as on the fall test. Um, so if me and a hundred other kids all took a test and let's say we scored a 10 out of 100 and then on the next test I score a 100 out of 100 and I did better than everyone. I would have a 99th uh growth percentile number. Um, so you can get as high as a 99 and as low as a one. Um, 50 is about a year's worth of growth. And so what we would be looking for are numbers ahead obviously
028beyond 50. I've used a a speed or a driving metaphor analogy before. Um think of it as like you want to be going faster than 50 m hour. 50 m hour is about average. So anything over 50 is going to be um in a big gain. So I bolded some of them that are that are above 53. Um obviously Lassen stands out to me with uh 59. TG bar uh with a math growth score of 55 and and I would say too bar was one of our biggest increasers in ASA proficiency from 20% to 26%. Okay. And then this one's a little busy. Uh I just want to share uh what this is. So now this is proficiency from the beginning of the year on the pre-EST by school to the end of the year
029by post- test. So these represent some really um big gains bigger than what we would what what you saw before like when you compare 23 24 25 um and one one way I just want to explain that the pretest at the beginning of the year we do see a drop from the end of the year there's um summer learning loss you have new students um there's a number of reasons um but I do want to show uh that there was some pretty significant increases when you think about the star pre-ESTs to the post test. >> Mr. Roito, can I just ask clarifying question? Um, what grades are included in these individual tests? >> Great. Um, again, STAR early literacy, uh, I just mentioned that one is kindergarten and first grade. Uh, foundational reading skills tested
030there. Star reading is 2 through 8th grade and star math is 1st through 8th grade. So it is a good question too like overall we were 24.1% on STAR but if you um just make it 3rd through 8th grade it's 23% which then actually does compare pretty closely with ASA which was uh 22 and change. Okay so finally the most important part is tracking our interim goals. Uh so again for um those uh listening watching for the first time um we set goals that uh based on STAR that we would need to hit in order to be tracking towards 45% um in 2028. So there were hefty hefty proficiency changes but that's what we needed in order to get to um um to be on track for 45%. So um I used these ones. I
031have a second slide that I'll show in just a second uh to show it a different way. Um but these interim goals are the cohorts that we will measure the board academic goals. So for instance, interimm goal 1.1 was measuring first grade early literacy because those students will be fourth graders when we get to 2028. So we wanted to get to 55%. Um we did make a sizable increase um almost 10%. um Valley View, uh Conchos, Jorgensson, and King um met that goal. They were at 55% or higher. Also, Jorgensson, Lassen, and Bar were schools that made 20 uh 20 points of an increase from the beginning of the end of the year, which is basically what we would need. Uh for interim goal two, you can see it was just Campbell. Uh but Kennedy,
032Bush, and King all made 16 uh no 14.3 percentage points increase or higher. Um so we did have schools making big jumps uh from year to year. Um and then again, three and four, again, one school, but we did have a handful of schools that were making the percentage points increase needed for us as a district to get on that goal. And then just looking at this another way, we had set eight eight goals. Um again, we were looking at cohorts that are that will be approaching the grade level that shows up on the board academic goals. Um so here you have uh what was the baseline goal uh the goal that we set in order to think about tracking towards 45% by 2028 and then the actual and then some of them are a
033little higher um especially in our early grades um and we are also thinking about um like for math that we needed to be at a certain point um so that's why some of our math ones represent a very big jump from baseline to goal. U because we do know that STAR seems to be about five percentage points higher in proficiency than we're seeing for ASA as a district. Um so uh I'll let you look at that, but as you can see there were gains made uh but nothing that gets us to uh those goals that we had set. Okay. And that is it for the data portion. I know that there are um questions about what's next and and data as well and happy to answer those. >> Madam President, if I may, before we
034um share the questions um on the screen, um one of the uh things I wanted to um to uh remind the board is that we have been um in a process of learning throughout the year, right? And then we're also um engaged for about about half of our executive team meeting today and discussing um our approach towards um presenting in July to the board um adjusted interim goals. Um, and then also in that conversation, we're thinking about adding um growth goals since we know that if we have students um hitting a a growth um a growth of 60 points or higher, that's actually more than average growth and we want to do that in order for us to close that gap. Right? So, we've been talking about um setting um interim goals that not only
035look at proficiency but also the percentage of students that are achieving high growth um per campus. We've uh discussed and and Mr. Ovado also joined us for part of that discussion also since we're we have principles um in our room um tomorrow to discuss um data as they did today as well. Um and then at our academy we're hoping to well not hoping we're planning to um release then at that point the approved interim goals so that um the each uh school can then see how far they individually are from that goal and then that means that their campus goals will differ from each other because some might be closer or further um and will be contributing a different amount towards the district average. Right? As we do have some schools that are doing much
036stronger than others. um we know that some might be able to grow um at a faster rate than others. So that's all of the work that we're doing. Um it's important that we set the right goals, but more than that, it's really important that we're refining our practices. Um so that those practices are really the plan is really what's going to move the kids forward, not the setting up the goal. Though we do need to make sure we have some um some um goals that are going to push our our um system forward. So in that we did um we have the answers to your questions and also want to make sure that we frame them through the lens of what are we doing to improve so that we don't have um continuous minimal growth
037but that we which which is good we're moving in the right direction but what we want to do is move it in the right direction at a more moderate pace in order for us to be able to meet our 2028 goals. Um and with that I know um we were going to share the questions correct? Thank you. All right. So, we'll we'll go ahead and allow you all to read the questions and um and then um like I said um uh we'll allow Miss Gustin to go first and sharing um and then uh Dr. Battle and I will chime in as long as well as uh Miss Sanders if you have anything else you'd like to add. Thank you. >> Thank you. Um, Miss Cashore, would you like to ask your questions? >> Sure. Thanks,
038Madam President. Um, yeah, my first question was looking at the graph, I was noticing with um the double ASA math score, it was just kind it was stagnant at 14% and I just want to um discuss what kind of strategies we're thinking about getting out of that plateau. >> Sure. Uh, Madame President, members of the governing board, exec team, community, uh, I think one thing, and maybe I'll say this to preface uh, a lot of the questions, um, not just from this most recent report, but from other ones, I think a trend that you might see in our responses or hear is, uh, an acknowledgment of we have great data, but there's a lot of data we don't have. Um so I hope I'm not repetitive in in saying saying so uh because just in
039going through this process of answering the questions it's actually been really uh it's helped give a lot of clarity to what we need to prioritize in in additional data sources uh whether it's in in the classrooms and learning walks in observing our our teacher collaborative teams uh and beyond that. So I I'll just start by saying that I think first of all the question about setting goals for math. We to everything Dr. Portillo just said we want to stay consistent with the goals that we've already set uh both the the 45 and five and the interim goals uh and then the work that our schools do in alignment to those those goals. Um that's a great starting point for us. And then beyond that, what we have also started to explore um but aren't ready
040to make a a a commitment completely to this is with math there's a there there are lots of domains in the math standards and and do we need to look at uh the domains that are most critical in alignment with the uh the essential standards that AD re released and then may perhaps set goals that are more specific to that. and we're looking at in the K5 range looking at number sense and then in 68 getting into the um algebraic expressions and equations that type of thing. Um beyond that we also know we there's work that we need to do in in establishing a more more detailed plan to address math instruction and math learning. Um, we are excited to have two math coaches on our team this year and one of their first big
041initiatives is digging even deeper into the data, looking at um what's happening in our classrooms, the use of our curriculum and our resources. Uh so that way we can begin to we can have the information we need to create a more robust math uh plan. At the same time, they will be actively leading professional development from the get-go. um and both during the school day supporting teachers, but then after school PD um our our K5 math coach already already made the request to potentially look at doing an action research type of project with engaging with uh some of our our teachers to to to see and hear about math instruction from a different perspective. Um bigger picture in teaching and learning. One thing that we are really really excited about that's happening right now is
042uh we have our essential standards teams working uh these are teams of teachers that went through a pretty robust selection process um to both interview demonstrating their capabilities to unpack standards principal recommendation their data uh and they are working right now and then they'll continue throughout the school year to create all of the unit plans uh for ELA, for math, for science. Um that way our teachers and those unit plans will be aligned to the essential standards and that way our teachers can then focus their planning at the lesson level. Um which we think is going to be critical. In previous in previous years, they were spending a lot of time creating those unit plans which then took away from the time needed to really plan at the daily instructional level. So that's that's a
043big step that's already being taken. Um we also are departmentalizing from fifth grade on up which allows our teachers to become much more um uh much deeper experts in one content area. They'll be able to dig deeper into instructional strategies, the curriculum um for for math for ELA um that we also think is going to make a significant impact on on performance there. Thank you. Um my second question was uh regarding our English uh learners. Um so with over 20% of our student population um being English learners, um how are we making sure that they're getting the academic support they need to reach proficiency um on the Azelas? And then just if you could speak on what's working and um where are some area opportunity gaps that we can focus on? >> Sure. Uh, I
044think, uh, we also are excited to have two EL coaches with us this next year. Uh, this past school year, we actually had a vacancy until about halfway through the school year, uh, and then had, uh, one of our coaches join the team, and we're we're very grateful to have her. Um, so just having two coaches that'll be very dedicated, uh, being out on campuses supporting really highquality instruction, but also making sure that we are in compliance with all of the requirements for for EL instruction. Uh, this past year, we rolled out a new curriculum called language power. Our teachers have been enthusiastic about it. uh right at the end of May uh we actually provided sub coverage for our teachers who would be teaching the targeted EL block uh to come and spend the
045day uh with uh in PD with trainers from language power so they could fully understand how to utilize the curriculum. Uh and then our coaches will continue to follow up throughout the year with that. Uh the curriculum also comes with a component that helps it is not test prep in that sense but definitely helps students become familiar with uh how to demonstrate their proficiency uh on on assessments such as uh Azella. And then last part of that is going back to master schedules. Uh we are through Dr. battles uh leadership, we've ensured that our schools have master schedules that absolutely protect time for for targeted EL uh so where they're not being pulled from from core instruction to get that additional support. Uh and then we also added an EL program to our our summer
046school uh uh option this year. So our EL students along with being able to attend summer school during the regular time for for intervention, they also get a separate afternoon block to to that is much more focused on EL strategies. >> Um and if I if I might add, um I think that one of the biggest changes is going to be um the recommendations that we receive. Um and later on today we're we're going to um have the um scope of work presented. uh we we did um uh select a uh consultant to help us do an external um assessment of our practices and services when it comes to EEL. So we'll be able to use uh the results of that data then to inform the plan um the rest of the plan moving forward.
047Um but definitely not only adding um using our resources to add another a second um e specialist same as we did with math but with all the um district specialists really prioritizing and um protecting their time um that what they're supposed to be focused on is um improving the pract the um the learning of our teachers. So what we have done is um in reorganiz organizing and restructuring the teaching and learning division we've removed a lot of responsibilities that are not going to be directly impacting our students performance and reassign that to other divisions so that those specialists that we've hired um they're highly talented people. Many of them are hired from within and we know that they have lots of talent that we are really prioritizing that time for them to do the work
048that they were hired to do. not the side projects that are also important but we can reassign those to other people and likewise our executive director of teaching and learning will be then hyperfocused on that work. Um I do want to remind us that we um the other thing that's new is that we have a full staff. Um last year we did have as Miss Gustin mentioned our um EL specialist partway through the year. Um that position was uh vacant as well as our math specialist but we only had one as well as our executive director of teaching and learning position. Um so all those things together along with um the the work of um of aligning our schedules uh master schedules across um the district will also facilitate us being able to provide um
049uh learning for students across schools through um uh through a centralized um system where where maybe some campuses don't have enough students to be able to offer certain courses. will be able then to offer courses um across campuses through Zoom with one teacher um doing that work. So that's an an additional um change that'll impact both math and our EL services. And the other um thing that's uh important for for us to mention is that at early release Wednesdays, we'll also be creating time and space for our teachers to come together in content teams across campuses as well. um not only just within campuses and that'll allow them to have a a larger and deeper pool of um talented teachers to be able to share good practices with than just um at a single campus
050especially our campuses that are small where there might not be um many teachers on their grade level. Um and then um the other piece that I want to emphasize that Miss uh Geston mentioned is that we um invited teachers to apply and we invited our highest performing teachers that are receiving the best results to apply to um create these unit plans. Um and that support is for all content areas, not just math and not just but but all of our content areas. Um and uh that work has already started. So even though she's still in that transition phase, she's really um taken on this new role and responsibility um along with our support of course but really focus and transitioning now into um the the teaching and learning division. >> If I might add just
051a couple things a good question that's why you get good answer. um relative to high expectations. Um we believe that our students can learn and therefore we're surrounding them with right resources so that we can increase that um the learning outcomes. Early identification we can do better then. So we put uh to forth some discussion about how we can make sure when students are enrolled and we identify them and make sure that we provide proper services and then setting goals. This is more what we're going to talk about both with our ESS populations as well as our E. We're going to set some goals. We see incremental gains. We know we need to accelerate that and we believe in our leadership at each site that we can accomplish that. So I believe in both those
052things both EL and ESS and I know we have more information come with ESS along with all things mentioned uh we'll start to see um some accelerated growth because we're going to have discipline action to ensure that the strategies we put in place are researchbased and um again we're doing >> Madam President um >> is it a followup service question okay >> um my question is um related to Dr. Portillio's um uh response about inviting high performing results teachers to create those unit plans. Is there an incentive? What's in it for them? How are we uh encouraging this? >> Yes. So, we are compensating them for their time because they're already off off um contract. So, it's compensated time. Um and also it is a professional development opportunity for them, right? as they might be
053um wanting to pursue um we have this big push of wanting to grow from within but yet they are being compensated for their time. Absolutely. >> Thank you Dr. Pat. Thank you madam president. >> We made sure to uh protect that funding to ensure that we are um spending as much money as we can closest to the classroom. >> If if I can just interject to uh part of the funding is coming from two places. One of them being our project momentum grant. uh and this is one of the best ways to use that funding to be able to compensate teachers for doing that work. Uh so part of it is through target uh through project momentum and then the other part is through uh title. >> Thank you all. My last question promise not
054to ask more. Um my last question is um so can you help me understand what we're seeing in fifth grade? U Mr. Joello, you did mention how um we're already looking at our first graders who will be um our fifth graders in in 2028, which I I love to see cuz that was that followup of what kind of targeted math interventions can we put in place for our incoming fifth graders, but I love that we're already thinking way way ahead and and looking into our first graders. Um so, if you could um just share anything. Yeah, we we at the beginning of this year, so so this must have been in September or October, and we talked about this cohort of students as being a a cohort of students that started uh virtually with us.
055And I and I don't know if that's what had to do with it for fifth grade and math specifically, uh but they did come in as a cohort uh lower proficiency than the cohort before them. Um, so I I think that there might be a a bunch of factors, but to your point, uh, on STAR, it went, uh, the proficiency went down. Interestingly, for, uh, fifth grade math on ASA, it it was better than I expected. It was almost in line more in line with, um, uh, well, it was 13%. So, it was it was um an increase from ASA the year before. Uh so so that was interesting to me and a little bit of a pleasant surprise. Uh but yeah, as as we have been talking about fifth grade, they have been a
056cohort that just seems they came in behind and they did not seem to be making um doing any sort of catch-up. >> Thank you, Dr. Franco. >> Yeah, thank you, Madam President. Um I wanted to just start with some thoughts before I kind of ask a more general question. Um so first of all Mr. Ovid I wanted to recognize what you said that um one that this is our first year of implementation and obviously um already through this year we can tell that as a board that the executive team and the district have learned a lot through the process. The data presentations have improved dramatically and the level of data we're getting now is just head and shoulders above what we were getting last year and at the beginning of the year. So just kudos
057to you and to everyone on the team for that. um and that we're carrying those learnings forward into next year into all of the planning that we're doing. Um and also um I also just want to recognize what you said, Mr. Oto, that like even to move a student and maintain um is a lot of work and requires a lot of growth. Um and teaching is incredibly hard even on the best days. And so our teachers and principles and staff are working incredibly hard regardless of what numbers show up on the the scoreboard. So I think just recognizing both of those things. Um, I also want to just name and I'm going to use I statements here not to own all of it, but I think just to model what our board coach has has
058given us is that ultimately as a board member, these are board goals. And so I own these goals. And when we look at those goals, when I look at those interim goals, I did not meet any interim goals. Not a single one. And I have to own that. And so I appreciate that we want to celebrate and we want to find those bright spots, but we also have to be direct. And so I did not meet any of the interim goals that we set out for the district. And I think while we're looking for those bright spots, we also have to be clear that if we said we were going to move students and we didn't move students, then I can't say that I won and I can't say that I tied. I have to
059say that that's a loss. If my husband says he's going to come pick me up and he doesn't show up, I don't care where he was. he wasn't there to pick me up, right? And so I think I want us to just be really clear that as I go out and speak with to community, I have to own that we didn't make that that game. And so when I'm thinking about this, I think a more general question I have and we don't have to get into my individual questions because me and I'm I fully understand you've had this data for like a week and a half on some of the ASA pieces. I think a more general question I have as I was reflecting about some of the things I could have done better as
060a board member to be able to ask better questions. I think I know I asked questions about general best practice and I asked questions about setting goals and I think we we had a lot of discussions about that. I don't know that I asked questions about our specific plans to move the percentage of kids we needed. Um so if we said hey we're going to move 8% of kids this year. I know I didn't ask how are we going to move 8% of kids this year and who are those 8% of kids and so I think one thing I'm wondering is how we're thinking about if we missed on a percentage goal how we are thinking about that percentage goal as opposed to general best practices and as opposed to you know our individual goals
061for students. So, that's more of a broad question and we may not be there yet, but I wanted to own that that's something I could have done better as a board member and I think that's something that seems to be part of what was missing um in that that overall data set. >> Thank you. Thank you, Dr. Frankitz. And I think that's the balance of urgency that we need to have while still of course celebrating our staff for working hard. But we have this sense of urgency that we we have um now one year less to make that 45 goal. And that's something that um that we're grappling with as an executive team along with Mr. Ogo is um is ensuring that we have the right plan and the right strategies selected that are going
062to yield us the most support because everybody's working hard but not all of these strategies are contributing or else we would have seen a a bigger gain, right? So moving moving up a little bit by a little bit is okay, but we're too far away from the goal to be satisfied with that. So um one of the things I noticed in the um framework or actually we talked about is that um there is that um the implementation plan that is supposed to be um presented to the board, right? Um and that piece we didn't have a um a comprehensive implementation plan. So, we've already been talking that we need to do that work and we scheduled it for presentation to the board in August um so that we can truly reflect and then engage our
063principles in in that owning all of that urgency, right? Because yes, I also as a superintendent am responsible, but all of us together have this mutual responsibility to make sure that we're moving the needle forward for our students. So we do want to engage them in um helping us create a comprehensive plan um to move the the district forward. Um also wanting to make sure that we know number of students which students are we moving towards high levels of growth. Um percentages of students not only are an average percent growth but how many kids are actually hitting hitting the high growth is what we want to know. Um so another piece I think though is after having setting our goals and having that plan created um and of course any plan will have the monitoring
064piece which is hefty in the the outcomes focus focused governance framework. Um the other piece that Mr. um Gonzalez and and Dr. Battle and I were discussing is the importance of then um having that ahead of time so that that can guide our staffing decisions which usually start getting made in January. and then also our budget which starts um then at this around the same time. So that um plan is going to be instrumental to ensure that that we don't continue to see the this slight gain, right? We're glad that we're not moving generally backward, but we also need to to have more moderate gains um if not more aggressive goals. >> If I might, Madam President, to Dr. For Tio's point, there's a mindset shift that's happening organically as well. >> One of them.
065Thought it was off. It is. >> There you go. Okay. Um there's a mind shet shift that's happening organically within the exec team, too. Um it it just doesn't happen because it's not just about numbers and cents, right, Matt? But it's about >> Excuse me one second, Dr. Battle. They turned your mic up because it was so far away. So we need you to pull it a little bit closer. Thank you. >> My pleasure. So with that said, um we are finding time, quality time to take a look and also research different strategies, what grade levels, um if you will, uh need to have certain types of instruction and then develop strategies to ready our staff to execute with fidelity any new strategy. So that takes time. Uh but all to say uh we've got
066to keep the mindset that pushing while not pushing over people but making sure we have the right uh time allotted uh to stretch leaders uh to make sure that we're here each and every one of us about kids and student achievement and we have to be courageous in a lot of those things. So based upon the courage that the board has demonstrated um quite clearly demonstratively uh we are also responsive to make sure we have inputs that are going to make the difference. So we want to ensure that you all understand that that is our goal and we want to do it collectively. We're not trying to be right. We want to do the right thing. >> Thank you so much. I appreciate that. And Mr. Mr. OA, I apologize if I was making awkward
067direct eye contact with you when I was asking my question. >> I was giving it right back. >> We have a history, Mr. OA. I feel like we can take that. >> And I guess a followup to that question. So for clarification in July you're going to propose interim go rail go interim goal changes revised and then in August there's going to be an implementation plan based on the new goals that are set. And so I guess I would I would ask do we feel like we have the right information to make that decision or to make those those changes that are going to be more predictive? Thank you. Um obviously um that plan will be presented in August. We still won't have um all of the results of our um of our EL audit
068at that time. So we do like any plan and um in the framework the plan doesn't need to be um approved by the board. It needs to be um shared with the board. And I think that allows for that flexibility, right, for us to be able to pivot from um assessment to assessment and as we receive new information. But I do want us to have a formalized plan because a lot of the things that we shared with you that we're doing now will be part of that plan, but they're not written in one place comprehensively. And that's the piece I think that um will help us to to organize that. So that we are also being careful to not do too many things at the same time um in our um urgency to try to
069close that gap, but that we're being very very um focused on the few things that we're doing differently. um and then assessing what is the impact of that, right? And and of course um next year um at we know along the way we'll be making changes or adding pieces to it that might be missing, but we'll have at least the beginning of a plan. But then next year at this point we'll be better able to assess were these the right moves. Right now um I believe that we've done so many different moves that it's hard to tell which one worked the best and which one did not work the best. But we do know that the combination of that along with um the culture that we're shifting resulted in very very little gains um or
070small gains. And again, yes, we can celebrate that um that we aren't regressing, but it's not going to close the gap for us. Thank you for that. Um let's see. We don't have to answer my questions. I'll pass it to Miss Pena. All right. Well, some of these were kind of answered. Um, I was just talking about the dips and what has the district done to identify where those dips are coming from. I think that was kind of answered already from me Megan. Um, and then the other one was Oh, yes. I would like to hear this one. Um are the causes of dips merely teaching strategy or could it be classroom discipline environment that has hurt some of the learning? >> Yeah. So thank you. Um yes and yes. So both things can be
071true. Um you know um teaching strategy and um and good pedigogy um and good classroom management will of course improve classroom discipline. Um and also we know that classroom discipline sometimes also impacts um teachers right their morale their um their um focus and even also our recruitment our recruitment of quality staff. So both of those things can happen together. One thing that we haven't spo spent a lot of time speaking about is that um going into next year we are focusing on another big piece that's not academic related but it it does impact is um we're uh rolling out um MTSS for behavior. So multi-tier systems of support for behavior specifically um thank you Dr. Hodgej and I'll put the mic right here. Um uh multi-tered systems of support for behavior specifically. So we um
072also um have noted that at some of our campuses we might have more need. So we have added a behavior interventionist to one of our campuses based on data and um have a couple of other campuses on watch um so that as we see enrollment um reenrollment and new enrollment um then we might be um releasing those positions because we also want to make sure we we keep our expenses within our our means, right? um with um rolling out MTSS um our principles have already had multiple trainings this spring as we get ready for next year. Um I believe uh Miss Gustin is it on the on the schedule for tomorrow or what? Thursday morning. >> Thank you. for Thursday, they'll receive more um training on MTSS and um we um request that the um
073the board is on on your list of um approvals um potentially recommended approvals for today. Um the supplemental um uh materials, right? So supplementals are um well-managed classrooms um also known as Boytown um is one of the things that we're asking for you all to uh to approve which is skills teaching so that we can do direct skills teaching of um uh of skills and behaviors, executive skills that students need in order to be successful in any other content areas. Um but yes, the classroom management pieces is something that we're highly um focused on improving as well. So it's it's both. We we um believe that the um efforts that we're making are streamlined enough that we will be able to assess if that was what made a difference. So the the roll out of
074MTSSB uh for behavior and then also the adoption of um of uh voice tone and I think we also added um character um character counts >> character strong >> sim sorry character strong on our list as well as we know that um valley view also uses um a lot of the skills in um in their um their um leader in me thank you in their lead leader in me initiative and that seems to be working with them based for them based on their data. So, we also wanted to give them flexibility to could continue with that um rather than having them change something. But, um yes, behavior is definitely something that we're focused on. >> And then, um I just want to ask, are we communicating with a parent so that they are aware of
075the gains and the losses but on a one-on-one basis? So, to know, hey, your son, your daughter, this is how they're looking. Are are we doing anything so that they're able to see those results so that we can include them in their child's learning? >> One answer to that is we are going to be checking in next week actually if our parents are receiving the data straight from their AASA performance. So I don't have clarity to date that that happened from the state department. There were certain strategies that oftent times in the past and even now that they would get it. If not, we're going to develop um strategy within Roosevelt to ensure that they have the same type of reports that we get on each of our babies. And however we can do that,
076that needs to be available down the road. We have strategies to discuss the access on whether it's parent view which is another uh platform that's inside of synergy and other opportunities to make sure our parents are informed. We're also going to be working on our um I should say I won't call it grading practices but our our grades and what they mean so that as we continue to grow and develop that strategy because today it's not where we want it to be but we're going to be working on that so that parents know what and how their kiddos are performing in hopes that that's marrying or they see some similarity from our state assessments as well as star. >> And as a followup because the data that we're looking at today is more of a
077macro level. So there is a possibility where you can see student by student to be able to identify. Okay. Excellent. >> I'd like to add that um we are um rolling out a a stronger um uh participation in um uh in parent view which then will allow parents to be able to have um continuous understanding of how their students are doing throughout with their regular schoolwork and all of their benchmarks and assessments. Um we um also are working with our um our um uh parent leaison to train them um so that they are able then to um to um participate in a lot of that same um dialogue and and sharing of course that the teacher is the primary one that owns dialogue about learning but we also want to make sure our parent leaison
078are trained up so that they can support with that too and also to add um on Thursday Mr. Stroia though will actually be um uh supporting our principles in understanding how to use um our data tools to be able to see what those trends and behaviors are like what time are they happening where are they occurring that we're putting the right data in there so that we can make the right um decisions because a huge part of multi-ter systems to support is that we're able to track the data accurately. Um do you have anything you want to add to that Mr. Villa on the data piece? Madame President, uh, members of the board and, uh, board member Pñena, uh, one, yeah, so I I have like all sorts of air time with the principles tomorrow
079and Thursday. So, we're looking at a number of data pieces. Edge of Climber, uh, which is replacing Schoolzilla as a data dashboard also has uh, as Dr. Portio just stated, intervention pieces um, and some uh, really cool ways of tracking interventions, incidents. Um, so it's going to be much more than just academics. um and also have attendance numbers. Um so, uh one one day, um in the future, I'm sure we can show you how that works because it'll be really cool and very individualized. >> And then a follow up on Dr. Battle, you were um discussing that we're going to see if the state has given that data to the individual parents and if not that we might create a system. I would like to for us to consider actually still creating a system so
080that you know because we're we're thinking about these kids are in summer break right now. If parents are aware, hey, Miho's struggling in math, maybe Miho can have a little bit more attention from mom and dad in math at home or maybe this will motivate the parents to do something instead of waiting when it's further down the line and they're way more upset once they find out what's going on. Right? Just some ideas. And I just have a follow-up question to Miss Pan's questions. >> How can we empower our students to start talking to their parents and caregivers about their goals and where they are and how they can move forward? Like I think that will be very empowering to our students and also our parents. >> Thank you. Definitely. And I think that's that's
081part of um the owning and setting of goals is the skill that we can develop in the um well-managed schools um uh portfolio of skills because we also have the ability to write skills that are not pre-created. Um but in our um in our Roosevelt um uh way um teaching framework um one of the um pieces is that we have kids owning their goals. Correct. I know um as we are um planning um a later on later roll out because we don't want to do too many things all at once. But one thing that we've been discussing is as we go uh as we move towards more um standardsbased grading um practices. One of the pieces that um comes along with that is having students be able to share their um their learning um in
082portfolio type of style and or share their goals with their parents during teacher um parent teacher conferences which we know we it needs to happen more frequently. But if at least during parent teacher conferences um parents were were engaged and and students are well um instructed on how to go through that portfolio then it's more likely then that they will have the skills to be able to express to their parent where they might need more help with or where they have strengths. Um and you know like like my step kids it's always like what did you learn today? Nothing. We didn't do anything. And we do a lot of stuff at school right? But we need to be able to have kids really speak about their strengths and their needs. >> Madam President, >> yes.
083>> Um this is so I was trying to process um Dr. Frankit's um heartfelt sentiments that um she expressed earlier um about this conversation and as I'm processing it, you know, um you know, I I agree that if these results are not being um reached or or they're not we're not achieving our goals and the results aren't where we want them to be at, yes, we collectively as a board, we do own that as well. Um but our impact and our influence is a lot different than the executive team than the teachers and the staff. And so our impact is in our decision-m. So um my my kind of really comment is for us as a board you know in terms of three different things. And that's that's personnel you know are our personnel our
084staff are they uh moving us towards our goal or pushing pulling us away from our goal. is our finance. Are we making are we making the right decisions doing the right things with the money or we not doing the right things with the money? Do we have the right policies in place? Do we not have the right policies in place? So, as a board, our influence is different. Um although we share collectively the the responsibility to to to reach our goals. And so for me, I would like us to think about our decisions in and in and what we're doing as a board and and and really consider um how we influence from our our perspective these these results. Thank you. >> Thank you for that. And I'll just wrap us up by saying I
085too um own where we are because I didn't ask the right questions. Um and I think as a board our focus is on outcomes and so we have to make sure that we are asking the right questions. Um and then we do need to make sure that our budget is in alignment with our outcomes or with our goals. And so moving forward um we are going to make sure that that is a thing. And then I also want to thank all the board members who did their homework and submitted questions prior to the meeting. And with that being said, the next item on the agenda is superintendent gargo number five. Um, and so again, the the garbos are the visions and the values of the community and the SFG framework. We'll receive an update on
086number five. And so I've changed the wording just a little bit to help it be a little bit more digestible. So to help the board's goals for student learning, the superintendent must make sure we are making progress to improve schools that need extra help called ATSI and CSI schools. This means that student with special needs, students learning English and African-American students must get their fair access to great teaching, helpful resources and support that fits what they need to succeed in order to grow in school and grow. And so we kind of already talked about that a little bit actually with the special things that we're doing. So I'll just pass it to you Dr. P. >> Thank you madam president, members of the board and executive team and of course our our um beloved uh
087Southside community. Um the guardrails of course as you said are the values of the community and guardrail number five as you mentioned does focus if we could go to the the next slide thank you does focus on ensuring that we're helping the schools that are ATSI and CSI um to move out of that status right so we um submitted interim guard rails last year and um the interim guards that are um sequentially due right now are interim guardwell um 5.1 and 5.2 too. So that's if we can advance to the next one. And there we go. Um so 5.2 was for us to conduct an external comprehensive study of the district's special education services and then interim 5.3 was for us to conduct an external comprehensive study of our English acquisition services. The reason why
088um back in the discussion of of uh coming to these guard rails, interim guard rails, um I just want to remind us that um the reason why we did this is because we know that we have um uh many many experiences and and also many um lots of talent within our team. But also when you're so close to the work, it's it's often hard to see where your shortfalls might be, right? Even where your strengths are. but also where your shortfalls are. Um, and we also know that we um have um audits that are conducted by the state, but they're more so focused on compliance issues, which are also very important. and we're um focused on making sure that we are following our compliance issues, but more so when we have an external independent eye
089looking and um dedicating the time to um to uh engage in multiple interviews and surveys and classroom observations with this specific lens um and then independent from us and also that aren't um so concerned in in uh hurting our feelings or anything like that, of of course they're they're very respectful in in their approaches but also they um are doing their job right so that's why I move towards hiring external um experts to come in and support us in this work um to inform what our steps are going to be to improve um in these two specific interims the performance of our special education students and the performance of our English language learners um so uh what I'd like to say about um interim um 5.2 which is about special education services. We will have
090miss Dr. Leo Leos who's here now to actually present the a summary of the findings. Um but um prior to that I I want to since his um study is already done I do want to um introduce to you um the uh um the expert that we have um hired to help us do our e external um work. So, if I can have um to the podium have uh Miss Nicole Teayia approach the um the podium. Thank you, Miss Teacha. And I know we have um a slide actually um up there about you and your experience already and I think we we just took it off the screen. If we could put that back up really quickly. Thank you. Um, Miss Teachia um has had a lot of professional experience and learning for not miss
091Dr. uh Teachia. Um, she um is a is a national presenter as well as a local presenter. um she is an expert in EL um services as well as strategic planning and um the RFQ that she was selected for um will focus on it's coming up right now. Okay. Well, I kind of know it from memory. So, if I miss a bullet, then you know you all can keep me on my toes. But um what it'll focus on again is going to be very similar in structure to our our special education um study. The reason why it's so similar in structure is because we want to be able to compare those results, right? And knowing that there are some students who are EL and special ed um that are EL and gifted, right? Or that
092are are um EL and and all of the other multitudes of um of things. So that we wanted to make sure that they are very similar in and and comparable um in um in their structure. Thank you. Next. Next one. That number four. It's not scrolling up for you. Oh, it's stuck. Okay. Well, um well, there we go. So, um again, uh Dr. Chias has over 20 years of experience in EL program evaluation. I know um other than those 20 years um uh we're similar in age. So I know that she's actually has more years than that in education. I want to yeah 28 years in education. So over 20 years specifically in EL program evaluation and dual language which um is also a program that we want to make sure that we launch as
093our parents um um have been asking for that program. um she has conducted these evaluations with many of our other colleague districts and um they also have great recommendations um for the work that she's done. Um so she has that proven track record of making sure that the recommendations are not only um uh general but also actionable and time bound which is something that we're very hyperfocused on since we need to get um the needle moving for all kids but our EEL lang uh students as well. So, the first um phase um I'll let her talk a little bit more about it, but just um know that that phase will include um classroom observations as well as surveys. >> Can you please can you please press the button for the mic? Thank you. Okay, here
094we go. So, good evening, Madame President, governing board members, Dr. Bertthia, Dr. Battle, district leadership and community. I am honored to be here for the opportunity to partner with your district to really look at what your strengths are already in serving students who are English learners and then also what are the areas of need and you guys are making it a little bit easier already having goals and numbers to start with to really see how close you are to your vision and where you want to go next. And so, thank you for setting the bar high already. Um I do have 28 years in experience and the uh scope of work is going to go through three phases right the first phase is really what is the evidence and the evidence really helps us just
095like your numbers today didn't have faces on it so it's not personal right the numbers don't lie so we want to look at what the numbers are not just academically but also you know with um attendance with enrollment with um behaviors and being able to see the holistic picture of what is happening in Roosevelt right now, right? And then the next part is looking at the human factor, right? What are the stakeholder engagement pieces? What does that look like? Some of the questions you asked earlier were about, you know, the strategies, the behaviors, the classroom management. What environment are we creating for students to be able to develop language and content simultaneously? We know that bilingual brains are stronger brains and so to see the numbers that we have nationally for language learners is heartbreaking
096because they don't need to be there. So the stakeholder part is that part to really look at what are the contextual factors that are contributing or stifling the growth of your English learners. And then the third part is going to be make doing the analysis and really looking at it not just again at the data piece but triangulating the quantitative, the qualitative and the programmatic data that you have to ensure that you're in compliance with policy and be able to make sure all of that's aligned. So that when you do have your goals and you do make re recommendations and you do step next into that implementation plan that you're not only able to measure results based on academic progress but also on teacher growth and programmatic growth and parent involvement because you guys are
097already asking the right questions. And so it really is about moving from compliance to clarity. And once you have clarity, then you can start moving from, okay, what are you clear about? What are the principles clear about to the classroom to the students to the parents and really connecting that and continuing to support what you're already doing? >> Any questions from board members? >> Thank you. I think Madam President, I have one question. Uh, hi. Um so looking at the timeline July 15 to se September 30th um through these phases does that mean that you'll be focusing on phase one like in July and then August and then the last is that how >> so yeah so we did a phase one because you already have the data for that so we can jump in
098with that and then phase two is starting later so that we give teachers a time to get started with the classroom before we start doing the observations to start collecting data to see where they're at where they're at programmatically as well as instructionally. Great. Perfect. Thank you. >> Thank you. The next item or Oh, sorry. Anything else? Okay. >> Yes, actually. Thank you. So, then we wanted to invite uh Dr. Leolios who um conducted our um ESS um comprehensive study and um he actually already did the work. So, he's here now at the at the report piece. um next steps for him in support of us will be to help us develop our plans and then also we want to do parent engagement um when it comes to the ESS program and the EL program
099that will be the scope of work that Miss Tia will be doing but that's next phase but he's here to u provide the first part um of report and again this is a summary sorry and we do have a more comprehensive report that he gave us as the the people that are going to execute the work. Thank you very much, President Dr. Hajj, governing board members, superintendent Dr. Portio, and distinguished guests. Uh, thank you for the opportunity to be here today. My name is Todd Leolas. I'm an educational consultant, and I conducted an audit of special education programming in the Roosevelt District. If you could advance the slide. Um, this is work that's gone been ongoing. uh started in October of this past year with data collection um looking at data that we had on
100our students and on our staff in the district um and progress to staff surveys um and extensive school visits um school visits happen November, December and January. Um, and at that time I did a preliminary report um with information specific to staffing. Uh, and I will go over some of those results. Um, the the final uh initial report was done in February. Um, and that's the information I'm going to be sharing with you today. Um, whenever you see a little I don't know if you call that a star. I don't know what that is. All that blot. um that tells you that there's already been action taken um because this is an ongoing process and the district has been very responsive with the information shared. Um if you could go ahead and advance going to
101cover several major themes that were discussed. Um and it's my style not to speak bullet point by bullet point. So um if I go too fast or if there's questions please at all by all means let me know. Um go ahead and advance. First thing was very clear that um as I got to interview staff and observe in schools that there was pride in improvement in student behavior and in the functioning of schools. We never arrived with student behavior to be clear. Um but one of the things that I uh heard was project momentum being repeatedly referenced as a point for what is important in leadership. you could advance please. Now, there were some distressing things that came up. Um, and one of the first themes I want to highlight is is ownership. And when
102I shared this with the superintendent and the executive team, it was a lot of heads nodded. Special education students, it always seems it's somebody else's responsibility to take care of. And this is something that that that was seen in surveys, in interviews, and in observation. um academic rigor and low expectations for special education students is something that is a concern and something that was borne out by observations. If you could advance it please. Um one of the themes that came out from special ed staff and general ed staff is the urge and desire to collaborate more closely uh on on curricular initiatives on uh walkthroughs uh and on collaboration. And so that was something that came out very clearly when I talked to staff and uh uh gathered information. If you could advance the slide
103briefly talking about students, you are obviously a district that is uh moving uh a district that is changing. If you could advance the slide. Um you have more students. You have rebounded enrollment. Interestingly, your rebound in enrollment is heavily special ed centered. You've had a significant increase in special education students in your community. If you could advance the slide, you have not only had increase in special ed students, but you've had an increase as a percentage of the district. I want to be clear, this is a national trend and this is a state trend. You're not alone in this, but you can see that over the last three school years, the data points are taken on October one, which is a snapshot that every school district takes of their special ed population, and you've gone
104from 15 16 in this past October 1, to 17% of your student population has an IEP. Uh my message uh would be and will to be to you and to anyone I have the opportunity to speak to special ed isn't really a subgroup. One in six students has an IEP. If you can advance that briefly I do want to talk about least restrictive environment which is an important concept in special ed. Students have a range of programming from mostly in the gened classroom to in a completely restrictive environment. The majority of specialed students are in the general ed classroom the majority of time over 80%. Which means that the majority of their instruction is by general education teachers. Okay. Um uh and we'll talk about this in just a moment in a couple of different
105ways because your data, your achievement data and your placement data are of importance. if you could advance the slide. The blue in the graphic uh show represents the state of Arizona and the green represents your school district. It might be easier to look at the table which highlights that there is a significantly higher number of students higher proportion of students who are in specialed programs all day long or nearly all day long. We call that CC code. Some people might call it a self-contained classroom placement. Decode is an even more restrictive placement. Students placed in a highly private program where there is zero opportunity for interacting with typical peers. The data highlighted in that chart on the lower right shows that you have a 2.5 uh times higher rate of placement of students in these
106highly restrictive programs. So that's a significant thing to think about. Roosevelt students are much more likely to be in removed from a general education setting and much more likely to be in a private setting. And in in both of those cases, I'd say less access to grade level instruction. If you could advance the slide. In contrast, your preschool population is not dramatically different from the state data. Um the PA is a reference to what you uh here have as an inclusive preschool and the PD is a developmental preschool. And the data here shows that you're roughly similar to using a more restrictive setting amongst preschoolers than you are with K to8. So again, the data kind of tells us the the story. And in some places we're looking at highly restrictive in K to8, but
107in preschool it's really not significantly different when compared to the state of Arizona. If you could advance accountability, there's state and federal accountability. Go ahead and advance. Um, you have some good data about your state accountability and your letter grades. I don't need to tell you that. If you could advance. that state accountability is based on a model which is highly weighted for growth, achievement, growth um if you could advance it. Federal accountability is different though, okay? And it is much more heavily weighted on proficiency and growth is a smaller proportion. you could advance it. And um federal accountability looks at those subgroups. And so that's why the guard rails reference schools that are in comprehensive uh uh improvement. And that really is how I ended up being contacted because 11 of your schools entering
108into comprehensive for students with disabilities. In other words, low achievement for special ed students. Do you go ahead and advance? In looking at your static file, I compared um schools in comprehensive versus those that are not. And I looked at two things. Um one was well, are students placed differently between these two schools? In other words, are the schools that are higher achieving? Are they having kids in a less restrictive setting or a more restrictive setting? The data is actually remarkably similar between schools that are in improvement and those that have have avoided it in terms of specialed placement. In both cases, the majority of specialed kids are in a general ed setting the majority of the time. Not a significant difference, but the proficiency rate is starkly different. If you could advance the slide.
109Special education students that attend schools that have not been in comprehensive school improvement are four times more likely to be proficient. This is information based on last year's data, right? Because we started this and and finished this initial push first. It'll be very exciting to look at what the new data is and it is obvious uh obviously good to see improvement in ELA and math. But this was a significant uh finding um that um tells me Roosevelt students with IEPs, they can make gains. They absolutely can become proficient. There's no doubt. I don't think anybody in this room doubts it. We know that there is a higher rate of success in schools that have avoided school improvement. If you could advance the slide, I'm going to talk a little bit about staffing because you can't
110talk about special education programming without talking about staffing. Go ahead and advance the slide. You're going to see multiple bar graphs that are comparing Roosevelt with 10 other elementary school districts in the Phoenix area. So, they're all comparable entities. And what you're going to look at for these next slides are um case loads or workloads. And the red represents Roosevelt in comparison to its partner districts in the valley. And one of the first things we noticed was there's a couple of subgroups of staff members who have relatively lower case loads. Resource students, uh, resource teachers have a lower studentto staff ratio. Now, it's never easy to talk about reduction in staff, but it's something we have to as fiscally responsible entities do. And that is one of the things that was discussed and a plan
111was made for reduction in staff for next year that I think will be addressed after my comments. If you can advance the slide. In contrast, self-contained teachers ser carry a very similar case load to partner districts. You can go ahead and advance the slide. Um preschool case loads in the middle of the pack. Um again, this is data taken in October. preschool numbers change pretty dramatically through the year because we're always adding kids and essentially never subtracting. If you could advance it. Um okay. Um so um what that slide uh shows is that um pts have a similar case load. What it doesn't show because it's a PDF of the PowerPoint is I also have data um available um in a PowerPoint that shows speech and OT case loads. In each case the workload was
112very similar to other districts. Not the highest workload, not the lowest workload. Um but it's worth noting these are these are very important staff to special education IPs. They're also expensive staff um to hire. If you could advance the slide here was another interesting thing uh an interesting finding. Your counselor social workers work very hard and have a a case load that's kind of in the middle of the pack of comparison districts. Your psychologists also work very hard but the ratio of students to psychologists in Roosevelt is relatively low. Um what these two two uh sets of graphs show is the number of students to staff member. Um and in Roosevelt the psychologists valuations uh were third lowest of comparison districts. Source of this data is a reliable source special ed directors of uh elementary
113school districts in the valley. Now I'm going to pivot and continue to talk about staffing but around compensation. And so the next set of slides you're going to see and you can go and advance it too. Um are around compensation for last year uh publicly available information. Go ahead and advance it. This is base salary um publicly available. Now this is Roosevelt compared to um seven other districts who had publicly available data. all elementary districts, all in the Phoenix area. Um, and what you see is you're not at the top of compensation, nor are you at the bottom with teacher compensation. slight difference um for self-contained teachers from last year's information only because some districts offer extra stipens. And I believe that for this upcoming year, Roosevelt has increased teacher stipens for both resource and
114self-contained in order to do a better job retracting, retaining, and avoiding uh contracting. if you could advance the slide. Uh here's information with compensation comparisons for counselors and social workers. Not at the bottom, but in the middle of the pack, but definitely on the lower end when comparing. Um you know, when you see that, it's I guess what it says to me is an employee could find a better paying job in the community not far away. And that's the that's always the challenge we have when we've got a bunch of small competing districts. if you can advance the slide. Here's another discussion. And when you see again that that whatever star um that some changes were made. So um we we have a compensation comparison to the left of psychologists and to the right of
115speech and language pathologists. And I know that there's a couple of things that are being looked at. one is I think been approved and does costs no money but will attract staff which is oneday paperwork day uh virtual or remote uh and that's being made available to staff who are able to do that paperwork remote OT PT speech and psychologists um the other thing that's being investigated and I think it's dependent upon your uh student population in August is a potential salary increase for these specialized his staff members. Okay, if you could advance the slide. There have been some concerning staffing trends that I do want to highlight that we're hoping to reverse for the upcoming year. If you could advance the slide. This is a three-year comparison. It's comparing Roosevelt to Roosevelt. Okay. So,
116we're know now we've moved away from comparing Roosevelt to other districts. And uh what you see in this slide is an increase in usage of contractors, an increase in usage of international teachers, an increase in usage of alternatively certified staff to fulfill specialed teaching positions. So the concern here would be that we're relying on more expensive or less domestically developed um or possibly less trained certainly less trained in the formal sense uh sense of teachers who have obtained alternative certification. If you could advance the slide. This is also comparing Roosevelt to Roosevelt over the last three years. special ed certification, three-year teaching uh experienced teachers, and direct hire employees as opposed to contractors. Those are the three bars that uh sorry, the three lines being shown. And what you're seeing is a trend of a
117a decrease in each of these important positions. So, these are hallmarks of where we think we want to be. Uh we want to have specially certified staff. We want to have teachers who are experienced and we want to have direct hire employees as opposed to outside contractors. So again, the trends that we hope to reverse can be measured in the upcoming year. >> Madam President, can I come in with just a quick question? And thinking about these trends, how representative are these trends of what's happening at the state level and at the national level? >> Uh that's a question that I did not answer. I think it's a reasonable question. Um, I think it's an opportunity for future research. Uh, I definitely think that Roosevelt is not alone in having international teachers. Uh, I know
118that it is done around the state, particularly in rural districts. Um, I don't think any district does not have contractors. They all do. It's a matter of the percentage. Are you contracting one or two% of your staff? Are you contracting 10 or 20% of your staff? So that wasn't uh addressed in this current audit at this point. So it's a great question that you've asked. Thank you. If you can advance the slide. This looks again at Roosevelt in three subcategories of staff that work with special education students. Teachers, paraprofessionals or teacher aids, and certified non-teers. Again, those are therapists and psychologists. And what you see is there's a substantial number of staff who are contracted and a very high number of staff who are contracted which is the paraprofessionals. So we looked at this information
119shared this information in January and immediately the district responded by looking at increasing compensation the hourly compensation rate for both categories of instructional associates or par profofessionals. Again, the goal to reduce reliance on spending more money to a contract company to provide staff. So hopefully again a trend that can be reversed. Can you advance the slide? Okay. And then again advance the slide. Can't do an audit without being in schools and classrooms. I visited the majority of your schools. I uh observed did lengthy observations in over 60 classrooms. Um, and I interviewed over 40 staff members. Staff members interviewed were administrators. They were coaches. They were general ed teachers, special ed teachers, and other specialists. I definitely got to know Roosevelt. If you could advance the slide. Um, there are several positive things to say.
120Schools are beautiful. Staff are friendly and professional. Security is evident. Um, and I'm excited about a reboost of MTSS. But I do want to say it was evident in every school that positive behavior interventions and supports or MTSS was being used and referenced. You couldn't be at a school and not see it. Um, and I know that behavior is an issue. And by the way, it was the number one issue for teachers in the survey in a subsequent slide, but I will tell you in my 60 plus observations, students were well behaved. Could be an issue of having somebody in the room. Who knows? if you could advance the slide. I'm not going to read this slide to you, but I saw great instruction. I saw great instruction in general education elementary, in general education
121junior high. I saw great instruction in resource rooms, and I saw great instruction in self-contained. And it's characterized by these points. Students actively engaged in learning, teachers fostering that learning with rigor, standardsbased instruction. I saw great stuff. and I could see accommodations and modifications for individual students. It was observable. Unfortunately, this was not the majority of observations. If you could advance the slide. I also observed other things that we don't want to see. And I saw this far too frequently. I saw teachers who lectured. I saw students who passively waited. I saw teachers who did not assess for comprehension or understanding. I saw whole class instruction, whole class instruction where there was no accommodation for the EL learner or for the special education student. So this would be an example of the kind of things
122that we have to focus on. Again, the audit had to go into the classroom to see what our students were experiencing. If you could advance the slide and again uh advance it. 75 staff members responded to a staff survey. behavior was the number one concern management of student behavior. Um question uh point two and three were how to do effective inclusion having special education students successfully included in the mainstream and also uh teachers asked for help with how to implement accommodations or modifications and I will say my observations would tell you this is an opportunity for improvement for our teaching staff. if you could advance the slide. Um, teachers had a range of interests including looking at all types of disabilities and all types of of needs in the community. if you could advance the
123slide again. Um, and and when asked questions like what helps most? Um, and this won't be a surprise. Teachers need time, they need planning time, but they also ask for collaboration time. Again, the idea of both sides, special ed working with general ed, general ed working with special ed. If you can advance the slide. So, this gets me to the the final recommendations. And again, I'm not going to read bullet point by bullet point, but I'm going to talk about the things that uh were already shared with Dr. Portillo, with the executive team. Um, and uh, uh, some things that have we've already action has already been taken on. If you could advance the slide, ownership for the students. Every person that I talked to said, you know, the issue is that they want to
124get the kids services elsewhere. And that's a really distressing thing. We have to all own our special education students that are from our community. And so ownership uh was one of the first things we discussed and heads nodded when I shared this with the executive team. The other bullet points all reference to the same things that are part of the core vision and mission of this district and also how teachers are evaluated. If you could advance the slide. A second recommendation was to focus on staff. You do have to focus on retaining the staff that you have and directly hiring staff, recruiting away from other agencies or other districts. And uh looking at case loads if there is a place where there could be a reduction in staff, making sure that it's strategic and sensible.
125Looking at compensation packages is always something that you have to do because the prospective employees doing the same thing, right? They're interviewing you and you're interviewing them and they're comparing. Um, and also creatively looking at nocost employee incentives. I know that the district is looking at that one day a week for staff members who can do remote work. Won't cost money but would have a high interest in attracting the right staff member. If you could advance the slide. Uh this was another area of recommendation looking at students and thinking about special ed students at the beginning of the process of planning. In other words, the master schedule for each school. Too often students were not in the classroom receiving core content instruction when they should have been. And so by starting with a master schedule
126with a staggered intervention times throughout the day, this is an opportunity for resource teachers and other interventionists to work with students throughout the day, allowing them to stay in the general education classroom. Uh other down the road recommendations are things like looking into co-eing for resource and more inclusion for specialed self-contained. If you could advance the slide. Collaboration was a was a theme throughout. I think everybody wants to work well. The education system in Roosevelt is not different from the rest of the country. We built these two separate systems, special education, general education system, but these are kids who are touched by both systems. And uh there was a strong interest in doing more collaboration, learning more about the other uh pro uh department that I'm not in looking at things like learning walkthroughs um
127collaboratively with the idea of improving instruction. If you could advance the slide. Core content instruction access is one of the points I want to make. Students were not in the classroom when teachers were teaching. And one of the ways that we can improve student achievement is ensuring that they are there and present for that core content instruction. And that the core content instruction is provided with a universal design for learning model which understands that students in the classroom all have different types of needs and can be reached through a lesson that is accommodating and modifying for their needs. Can you advance the slide? depending any questions you have for me or for others on the executive team. This um concludes my presentation about the special education audit of Roosevelt District uh first phase up through
128this spring. >> Are there any questions? I have a question. So during your aid, did you actually view review any of the IEPs? >> So So that's a that's a great question. Um I have been brought into districts to do audits of special education IEPs for compliance. The prism for this entire uh audit was looking at instructional practices. And so the short answer is no. Um IEPs were looked at for the data for example the LR placement or the services listed. But in terms of looking at uh was it written as a compliant IEP? No. Wasn't a compliance-based audit to this point. Thank you. We do have, madame president, other audits that are based on compliance. Um mostly we wanted to look at services um rendered and then be able to um use that information
129so that we can make decisions with staffing um budget and then also instruction. Um the other piece I know that's missing, your next step would be um to um meet with us and um help us to um review our plan for action. And then also um there's a parent piece that I think so the plan for action support would be separate but but um he's the person that has that knowledge to help us write that but the parent um component and ensuring that we have the parent survey piece also needs to be done um when school resumes um and we'll be able to utilize that but yes we have a different um uh process to um look at compliance >> and then I guess for me um because of the high number of students that
130have been identified. I wonder are we overidentifying our students and so how can we look at that to make sure that we're not over overidentifying and then looking at the demographics of students that are actually been identified and where is the high number and what can we do to minimize that and exit students off of IEPs. >> It's a great point and it's something that we could do a deeper analysis and what I will say is it is absolutely a national trend. the national data and the state data show an increase in percentages of identification um at the state level and at the national level. The data available and I don't know if there's going to be a delay in data coming out of the federal government in the future but the the data is
131already two years delayed. So what it represents is what you have from two years ago. So it is is it possible you're overidentifying? It's possible. Um it it's not clear though that that's the case. the trend the growth trend uh in terms of identification is happening around the state and at around the the national level as well. >> One um preliminary look at that um that I know um I believe it's in July that we have um uh a um deeper dive into looking at um ESS um orientation like to all services. Um, and at that, um, Miss, um, um, Miss Lynette, right, will be, um, I'm sorry, Lynette, I always just called her Lynette. Miss Lynette will be, um, also, um, looking at our data along with other, um, health focused data to see
132if there is anything um, preliminary just just to see if there's any health related data within our zip codes that might also indicate um, the the high numbers of identifications that we have. So, she'll be able to bring some of that data forward. But that's just a beginning dip of really analyzing the question that you just asked, which is a question we've we've asked ourselves, too. We just want to make sure that we um are um aligning our identification with the population we serve, knowing that we do have a also a high concentration of charter schools and other options for schools um here in our area. and um they don't necessarily have um the same uh target of trying to get special educations to go to their students to go to their their schools which
133might also um bring up the ratio of kids that are families who are choosing to have their kids here in Roosevelt. >> Thank you. I would love to track that like as parents in row like let's really see if that's really a thing or is that just a theory. >> Madame President, I have a quick question for the exact team. Um this is obviously really um helpful data and I know some of it tracks with pieces we've already heard at the the board level. Thinking about the campus level and the planning that principles are doing. H how has this information been brought to principles or is being brought to principles for planning at the campus level for some of that um general ed and special ed collaboration at the campus level? >> Absolutely. So we
134I I mentioned that we're in principal summit this week, right? But um in July we also have something called administrator academy. So um likewise we have uh three days at administrator academy and this is a a portion of that um a summary of this presentation is also a portion of that learning but um we will have to do a lot more um throughout the school year um not just one time setting up but yes that will be part of that planning and that will also inform the preliminary um implementation plan that I mentioned. >> Got it. Thank you. Madam President, um thank you for this report. Um obviously this presentation, you know, um took uh probably a lot of uh I want to say courage to present to us. So uh thank you. >> Thank
135you, >> Madam President, if I might. So as you heard that Miss Leios shared this with us preliminarily in February which means that we have already talked through some additional strategies that we want to incorporate. So Lynette and I spent some time talking about you know what's our operational plan. So a couple of things that we've just brought and challenged oursel and that would be to ensure that one of our last teaching learning discussions was to ensure that we've got ESS leadership expertise at the table in decision-m and looking data. So I'm not going to call out each item but just to let you know we have already begun discussing how we can improve um since the data came out which was a motivating factor to your point uh Dr. butts um because um our
136special a kids are very important to us. Every child is important to us and we have a desire and a um requirement to ensure that our our students are learning. So I want you to know as a board that um we will see improvements um as we work collectively and collaboratively uh within each department uh to ensure that our kiddos are using resources to increase academic performance. Madame President, if I could just make a request sometime before the end of the summer, um if we could get the breakdown of special education student performance on the AASA for by campuses that are under CSI and nonCSI. Um would just love to be able to see our most recent set of data with that same comparison. Madame President. Oh, Madame President and uh Dr. Leos, um kind
137of a follow-up question. So, you're looking at students that have IEPs. Was this also including children with 504 plans? >> No, it wasn't. Um this was explicitly students with disabilities as the federal government defines it, which is one of the subcategories. Um that would be another um uh category to look at. a very important group of kids who require obviously accommodations to be successful in the classroom. >> Okay. Thanks. >> All right. Thank you so much for the presentation and information. We appreciate it. >> Thank you. Thank you. >> Next item on the agenda is public participation. And we do have public comment. So I will read the ammunition first. Personal attacks upon board members, staff personnel, or other persons in attendance or absent by individuals who address the board are discouraged. Presenters are cautioned
138that statements or representations concerning others that convey an unjust or unfavorable impression may subject the presenter to civil action for defamation. With that being said, I'll call Miss Ursula. Salarsa. Salarsa. Thank you. >> Three minutes. Yes. Perfect. Um, well, I'm here to address the issues with the behavior program that you guys used to have at Pastor that's now moving to Chavez. Um, there is a lot of inconsistencies with record tracking with the actual when they have to go to reset versus what's being sent home. the lack of actual communication with the parents that's supposed to happen within 24 hours that since my son had joined the program in dece in October had never happened until actually uh my partner got to observe the misactions in in the classroom and then in the reset room um
139down to where there's paperwork that is incorrect as well because what was observed versus what was written very very different um trying to get a hold of someone to address these issues is not just take notes has been very very difficult down to where I've had to have meetings with principles um the boss of the principles and finally because I had reached out to an advocacy program finally I got referred to the director of the actual program after I had requested a meeting with them from a principal and again from the boss of the principles along with the superintendent which again well there's protocols that need to be followed which I understand but when it's regarding my child's safety and not just my child but other children in the program. It is a huge huge
140issue because again we have laws that require for a parent to be notified within 24 hours reasonable timing and that has never happened up until it was observed by my partner. It has never been brought to our attention, never discussed. And the amount of actual tracking from the resource room or the u sorry reset room versus the daily sheets is ridiculously bad. I can show you what I have for the actual paperwork that they gave me for the actual reset room versus the daily. Big differences. and I can't submit them to you for you to observe them, look at them, take notes on them. I've highlighted things because very very big inconsistencies down to where I've had to actually step away from my job so that I can handle this because this is a big
141concern of mine and not just mine but other parents. I'm here for this exact reason to make it public because I keep getting the runaround. And that's no longer fair because this does imply my child's safety and his ability to be able to learn and grow anywhere he is down to where my child is terrified of going to school because he's afraid someone's going to hurt him. And that's that's not okay. He is he just turned five because he entered kindergarten early because he's that actually smart. But to be terrified to go to school because someone is going to hurt you is never okay. And yes, he's autistic, so he cannot elaborate properly for himself. And that's why I'm here to advocate for him and everybody else in that program because I'm not the only
142parent that did not get calls within 24 hours or even notice. Thank you so much. Dr. Portier, do you have the data? Do you have those documents? Of course you may. along with the Apple 135. >> Thank you so much for your >> Very welcome. Thank you so much for giving me the time to speak. I appreciate it. >> Thank you. >> Next item on the agenda. >> Um this is not comments. This is for us as a board. Um, so what I hear is federal education rights privacy act specifically in regards to educational records being challenged as far as accuracy. I just want us to see if we can make sure that educational records are accurate. Okay. >> Can I use a mic, please? >> Okay. Thank you. >> Yes. I'll make sure that
143we um communicate also with um Miss Salazar um so that I can hear more of her concern but then also review the record. >> Okay. Thank you. >> Next item on the agenda is reports and I'll pass it to Dr. Portillo for superintendent report. >> Madame President, members of the board, executive team and Roosevelt community. Thank you. Um, we have our We're going to start with our top happenings. Um, and sorry, make sure I have my right spot here on my script. All right. So, we want to start with highlighting our math academy. Um, it has kicked off um at Valley View. So, um just to remind you, um the students who are entering sixth grade, 7th grade, and eighth grade are able to participate in algebra and geometry this year. The summer school is
144being held at Valley View. We're very excited about being able to offer this opportunity for them. they um were invited to uh to jumpstart their high school journey, earning credit that they can count towards graduation when they go to any Phoenix Union high school, but also um being able to pass the assessment um aligned with this these classes will allow them to start their high school career at a higher level math track. Um our intent is to be able to set them up in a math track that allows them then to get to the highest levels of calculus when they're seniors. So, we're really excited to start offering that opportunity and I believe we had more than 60 students, correct? Um, attend um it started already. So, we're we're really glad to have that happen.
145Um uh they are they started a week early. The rest of summer school will start um next week, but um these students have that additional week of of opportunity for um their math academy. Also, we want to mention that um the the um push towards algebra and geometry will continue during the school year as well. So, this is a jump start opportunity for some kids that that's enough and then we're going to have to find something more advanced for them. So, we're excited to have that challenge as well. Um next we have um our superintendent's advisory um committee. So, we convened our third meeting. um members participated in interactive discussions um with our with us as leadership um at various stations. So we did um a beginning um opening just letting them know what we've
146been up to since the last um uh session that we had with this particular committee. Um as a reminder the committee is is um uh in the invitees or participants are um uh represent business um community members, parents um um faith-based organizations. So different members of the community um and um we were in here they traveled from one station to the other um focused on the um items that have come to um surface as being most important and critical in the transition of reinventing Roosevelt. So, it had to do with logistics, um, transportation, and then also teaching and learning opportunities. Um, they asked great questions. Um, they've given us a lot of insight and recommendation as we're, um, um, uh, conducting our, our process and planning. And, um, next we have uh, Miss Jackie Johnson
147and also Miss Claudia Mendoza. So, Miss Mendoza is actually here today. present. So, we'd like her to stand up so we can um clap for her and welcome her. >> Thank you. >> So, Miss Jackie Johnson, she is um joining us as our new director of human resources, working aside um Miss Alexander, who's our executive director of um of human resources. Um and then also uh Miss Mendoza will be serving as our early childhood um director um and early literacy director. So um we um are very excited to welcome both of them. Um Miss Johnson is a proud alumni of Roosevelt. We're really excited to hire yet one more alumni. Um she comes with to us with more than 25 years of human resources experience. Her career spans um leadership roles um in Scottsdale where
148she advanced numerous policy initiatives, created um innovative programs and led strategic planning efforts. Um and then we have um uh Miss Mendulsa who has demonstrated an unwavering commitment to fostering academic excellence supporting students um for more than three decades. So she has an extensive experience um in being a principal. She's led A+ schools and she also um helped um when she worked in um the charter world helped to um establish her old the early childhood program of that um network that she worked for. Um her leadership and educational outreach and as principal and school leader have um really helped her to um to have the experience necessary to dismantle barriers um um in education and then also to establish strong rapport with families across Arizona. So, we're really excited to welcome her to our team
149as well. >> Oh, and also, I'm sorry, she also serves as a board member just like you all, but in um is it in Chandler, correct? In Chandler School District. So, yes, she'll have to um spill a tea with me to see um how we do in comparison to hers. Right. All right. So, next we have um something that is is not on our script, but we also wanted to make sure we shared um something very special. So, um Miss um Lurma is uh retiring, right? So, in the center of the picture, we see her in second grade um here in Roosevelt. Um you see her in her career as she advanced through Roosevelt and now we have her right here in front of us um as she is now ending her career and her
150educational journey in Roosevelt. And we're so excited to be able to um have her join that jubilee, right? So in Spanish we don't say people retire. We say that they enter the jubilee of their life or this next era in their life where they can really focus on all the things that matter outside of work. and we just wanted to honor her. We do have flowers for her >> and a plat and if we can take a photograph with her. Thank you. Um executive team if you can join us also. as they're making their way back. I just want to say I remember her as a student at Pastor back in the day. She was our secretary long time ago. So, thank you for your service and dedication to our district. Um, as superintendent, I'd
151like to share that um, you know, being a superintendent, of course, you all know, is a hard gig. And then having, um, Marisella um, be able to give me advice along the way, share with me, um, the successes and the, um, the, um, things that other superintendents could have done better. Um, sharing even the context having grown up in the community. um and and also having her be such a strong ambassador for all the things that our board is doing and that our district is doing has been um invaluable. So, thank you Marisella for that support. >> And I know you you said you do you want to share what you are intending to do now? I mean, I just I have a lot of plans do them, but I'm pretty I'm very excited. Um
152I know that I waited for this moment many years. I watched um so many people retire. I've been here for 25 years. I've watched um like super I worked with eight superintendent like 22 board members and I assisted them left and right um to the point where I personally assist them, you know, cuz they trusted me that much. And of course, I've I was always willing to help them out. Oh yeah, that's what Yeah, Joe, superintendent to urgent care. Um I also worked with um like I said 20 like around 22 board members and I also like saw someone who passed away to a point where I even went to the hospital and I and I cried cuz I was so close to them. I I worked with them for like 10 years. Um and
153it was just really sad to see them see them go. But at the same time, I've learned so much from everybody from all superintendents. um all the I I watched a lot of principles come and go, a lot of teachers. I met so many people along the way and most of I I met a lot of students and I watched them grow up, you know, including my own kids. Like I said, I I I was born and raised here in South Phoenix. I'm not far away from here. Um I was a student from from the age of five all the way I attended South Mountain Community College. Um I went to University of Phoenix. That's where I received my my Bachelor of Science. I went to um Phoenix Union. been in the community and I
154don't plan to leave anywhere. Um but like I said, I do have a lot of plans. Um one of them I do have my mom who's 90 years old and um I plan to spend a lot of time with her and um I just told her um today the other day I said, "Mom, are you ready to paint the town red with me?" And she just started to laugh. So that um that was like a yes to me. So that's one thing that I'm going to do is take care of I do have grandkids. I do have um grandkids who live in Texas. I I don't see them too often. Um I know they just came in Monday. They surprised me. are here. Um, but I am going to go travel back and, you know,
155spend time with them and babysit. That's something that I don't really do a lot cuz me and my husband do a lot of things on the weekends. Um, but I have a lot of plans. I'm going to take a two week um cruise. I don't know where if it's the hallway, but um I do have a lot of plans. I just have a lot of plans. I just don't know what order, you know, and I'm going to take a lot of time off um couple of months off before I decide to do to see what I'm going to do next. >> That >> um yes, this is like my last board meeting. Yeah. Yeah. And I, like I said, I've attended so many board meetings and I can honestly say that all the board meetings
156that I did attend, I think it was just this year when I finally had backup, which was Pam, I never missed. I was here to every single board meeting, you know. So, I just wanted to know that I I'm this is my life, you know. So, I just wanted to know that. Thank you. Thank you. >> And that's all I have for top happenings. Thank you. And we do appreciate your service. um and all your dedication to to not only Roosevelt but to South Phoenix. All right, the next item on the agenda is board member update. Any update board members? Oh, I just have a reminder. Oh, did y'all come to you? I just have a reminder that based on our last study session, we decided that we are going to memorize our goals. So,
157just a little reminder that you have homework, some other homework. So just FYI, that's all I got. Um the next item on the next item on the agenda. >> Yeah. And just to clarify, Madame President, I was told that 45 and five is not sufficient. >> You need the actual goal. >> Right. I did we did ask that question and we were told no by someone who will remain nameless. >> Um so the next item on the agenda is um 4.03 03 which is REA report and I will pass it to Dr. P. >> Madame President, members of the board and executive team, REA um does not have a report today. Miss um Thomas is still under the weather and and um will be joining us in July. We're sending our well wishes to Dr.
158Thomas. Next item on the agenda is item 4.04 which is Rand Roosevelt and I will pass it to Dr. P. Thank you, Madam President. So, uh, reinventing Roosevelt update. Um, as you all know, um, we've been providing these updates to the board every month and then also to community every month, um, separate from the, uh, superintendent's advisory council. This is just a, uh, one-way um, communication to the community. Um, so if we can have our first our next slide there. Is it stuck again? Okay. Oh, there we go. Um, okay. So um again the um we just mentioned that the superintendent's advisory group met and then also we are going to show you some pictures and highlights from our honoring of closing schools. All right. So um our superintendence advisory group um just so you
159all know we met on the 26th, the 23rd and the 28th. And then we'll be um continuing to meet with um members who want to continue from this group plus adding new members um in the fall. Um we also are expanding our superintendent advisory group to include a um parentsonly advisory group and then also a faith-based only advisory group um as well as a student advisory group. So, we'll have our um our um expansion of the advisory groups while still containing the core. Um and the next one is Thank you. the um we were able to um have a emotional and heartfelt um opportunities to um celebrate all of our schools that will be repurposed um and that are merging with other schools. So, um it was uh bittersweet. So we obviously had a lot
160of alumni that came to these celebrations. They were very well attended. Uh we did have um news um coverage that was also very positive at these um opportunities to um to really celebrate um um everything that the schools um have symbolized for so many generations of students. And then also we were able to share about what's next right for the students and how students are going to be able to benefit from our um our focus now um on um having less less places to stretch our dollar around. But it was an amazing experience. Um, I want to say um at um at um uh Davis they had a really good DJ and lots of people dancing and having fun, kids, adults, older alumni. It was just a really really fun event. Um and then at
161Lassen um they had um the students interview previous alumni. So, um they had um uh um displays with um photos and then uh biographies of of the um the um work that they've now dedicated themselves to and the accomplishments that they've had since they graduated. Alumni really loved that. They were all um taking pictures next to their display. Um we also of course always go and pick fruit from the trees at Lassen, so that was really fun as well. Um it was a great opportunity. And um and then um at Bush um there's not a picture there, but um we we were able to um dip our hands in paint and then lay them on the sidewalk to leave as on a portion of the sidewalk to leave as for everyone that attended the event.
162Um also they did a great job and they had great hot dogs. Um and then I think that the um the uh celebration at Jorgensson um uh amazing again with their live band. All of the alumni alumni were actually playing in the band. Um they were able to um have a lot of um uh um materials from the past like we had old um uh cameras from um photography classes, old u microphones and lots and lots of pictures of previous classes. lots of pictures um of people um walking around and taking pictures of the pictures. And then MLK's celebration was beautiful as well. They had a whole row of photos from the past. Again, lots of alumni and lots of previous staff came to all of the celebrations. Um it it was amazing to to
163be there to celebrate in community. Um and um I think that was the last slide in the um in the reinventing Roosevelt. Right now we're we're kneede in um actually moving things from one school to the other. Um and uh ensuring that we are um doing all of the projects necessary to have the receiving schools be ready. And then also continuing the work of um finding um partners that are not only solvent but also in alignment with our values as we're looking to um enter into agreements with um potential um potential um um tenants right to repurpose these buildings. Um we do have um we have selected the um the uh person who will we we will um who won the RFQ for the repurposing. So that person will begin then to start meeting with
164um administration to create um a um schedule of visits that they'll um and and different um mile markers that they'll have to be able to meet in order to ensure that whatever those repurposing of those campuses are that we've also engaged the immediate neighbors right of those schools since they um are the uh the ones that are going to be around um the repurposed um building. we want to ensure that that's something that they want to have in their neighborhoods. So, um when we are are in a a place of communicating that out, then of course we'll schedule out um a presentation and update for the board um along the way um before um it gets to the point where a board is going to be sign um approving the um the leases. Um so
165far before that that's kind of like the last part right that we'll have um communication with board along the way as um this uh this um expert consultant will be helping us u make those plans. Madame President, um this question is uh based on the the comment about the RFP was they RFQ, sorry, they won the RFQ. Can you tell us a little bit about that uh process? did um a request for quotes um within um an amount that we felt was um was um we we need we wanted to stay within the $100,000 um uh threshold because we knew that um that's about how much we budgeted and we don't want to overspend, right? But also we looked at qualifications of um of people that have had experience with similar type of projects. of
166course um we wanted um someone who would be able to navigate our community here um and um also that um that has uh knowledge of the work that we're doing here in Roosevelt. So based on a set of criteria then and and I can share that with the board as well. Um based on that set of criteria um we then selected that um that individual and again we'll um have them come come present just like we did with our other um uh consultants that we've um selected in in all of this process to come and present to the board and then um share the scope of work with the board as well. >> Thank you Dr. Patina. Uh uh Madam President, can we get that information? >> Uh yes. >> Thank you. My question is
167so help me under so point of clarification. So we've hired someone to assist us with repurposing our campuses. Yes. So um so far um Dr. um Battle and I have been working a lot in trying to ensure that we have all of the partners ready at MLK. Um we do know that we have to run the whole district and also have to u focus on ensuring that we're meeting our goals. So therefore we looked at an external consultant to support us with that works as we have the other um campuses that were affected um with our our reinventing rose. But we also have um other campuses for example Sierra Vista prior to we want to make sure that we have a useful purpose for that building and also that we continue to support the work
168being done at Brooks um academy. So, we felt that we needed to to look for outside support so that we um are able to do all of this work in a timely um fashion and then also that they um have the dedicated time to engage with those community groups in those neighborhoods um to ensure that um that their voice is also heard, right? And because of all of that time commitment, we needed to um look for an external um support. >> Thank you for that clarification. Um, and I think the scope of work will be sufficient for us to have. Thank you. >> Um, Madame President, I just have a quick clarifying question. Um, for the superintendent, when we're thinking about these advisory committees, specifically the parent and student advisory committees, are they specifically parent
169and students from the consolidated schools, from the now um kind of combined schools, or from the school that has recently closed? How are we or is it from parents from the general attendance area? >> Yes. So, um thank you for that question. Um the advisory groups are going to be standing for the long run. So, they're not just um about the reinvention. Thank you for that clarification. Yes, >> Dr. Portio has a followup um with the individual that we're hiring to help us with um what to do with those schools. Is it just the schools or is it also any of our properties that we kind of have? >> So, our priority would be the the campus the properties that have buildings on them because um we want to make sure that we repurpose those.
170Um we take the time to really engage and think be thoughtful but also that we don't wait too long. Um we do have um other faces and and thoughts and ideas because we do have other land that is not developed yet and we want to make sure that we um treat that separately from the reinvention piece. Madame President uh when you Madam President um when you mentioned the scope of work will be sufficient what is that what what all will that include? >> So similar to what we received today sorry something with the bullet points as to what they're going to do. >> Okay. Uh will it talk about the criteria and that information on how they won that particular proposal? >> No, it will just have the scope of work. >> Okay. So I'm
171requesting the criteria. So my my request is a little bit different in the scope of work. >> Well, I'll talk to Dr. Portio about that offline. >> Okay. Any other questions? >> All right. The next item on the agenda is item 4.05, which is our overall a polling results. And I'll pass it back to Dr. Portillio. >> Thank you. Um, Madame President, so as you all um you all know we um have um the board has um directed us to start pursuing the process for um override um election this November. So part of that process included us um doing a um override polling um uh opportunity. So we have Mr. Paul Bence that's coming to um the podium to present the results of um Oh, and I think we moved the podium. We apologize. Yeah.
172For the photo. Thank you. >> Didn't think you were going to need that today, huh? >> Thank you, Mr. Vince. So, Mr. Vince represents Higher Ground. Um, and he's here to present to us the results of those a summary of the results of those findings. >> Good afternoon and thank you for having me here today. My name is Paul Ben. I'm the senior vice president of research and strategy at Highground Public Affairs. We do a wide variety of statewide, regional, and local survey research. I'll run through the data quickly. I know you've had some time to look through it. Feel free to stop me if you have questions. Uh, but one of the things to bear in mind, part of the reason why you do survey research such as this is in an offcycle election,
173turnout is significantly different than if you were to go out in a presidential election or any other time. So, only about 70% of the adult population is registered to vote. That means three out of every 10 folks who say they're registered to vote are lying to you. U but you know the other seven seven% or so of folks who are registered to vote when it's offcycle election they don't necessarily show up. We're talking about 30% or so likely voter turnout in a 2025 special elections. So when you do that math you're talking about one in every five people that you meet that are here in this community are likely to vote in this election. So our survey focuses on those likely voters. We did a 550 person sample on the next slide. Uh we conducted
174the survey from um the 5th through the 8th of May. It has a 4.55 margin of error. That means if we did the survey 100 times, 95 out of 100 times it would be within five points up or down. Um we balanced this based on age, party, region, and gender to make sure that we have an accurate reflection of who's likely to show up in the election. We direct dialed. We called these people, these uh individuals. We actually talked to them on the telephone. We asked for the person so we knew exactly who we were talking to. We direct dialed cell phones as required by law. We conducted the surveys in both English and Spanish based on what language was requested at the time of the interview. So um this is a live caller survey.
175Uh demographically on the next slide you can see a couple of things. One bear in mind over half the electorate is about over the age of 50. Uh we did balance it based on zip codes. Uh and that we also use party registration as part of that as well. 59% of the people that we interview do not have kids under the age of 18 at home with them. So when you talk about likely voters, and I know you spend a lot of your time talking about parents and students and the communications that go out uh to the audience, this is the portion of the community that doesn't necessarily get all their information directly from the district. They may get it from other news sources. They may get it from their neighbors. uh they may, you
176know, the that 59% some of them likely have grandchildren in the district, but it's safe to say at least half of all respondents that would vote in this upcoming election do not have kids directly in your district. Uh they may have had them in the past uh but not currently. So they may not be up to date on everything. So just bear that in mind. The first question we asked on the next slide is how much have you seen read or heard about the district? And you have 65% awareness. And I will tell you, compared to a lot of other school districts that we do, that's relatively high, nearly double uh a lot of the districts that we measure that are generally in the 30 to 40% range. Um you have uh 28% that said
177they had heard a lot. Another 36% have heard a little. Uh 32% have heard nothing at all. So I know everybody talks about everything all the time and it's certainly um you know it's everywhere because this is what you live every day. a third of your uh respondents did not even have really anything that they've seen read or heard lately about it. Part of the reason we asked that question is to go to the next slide, however, is to ask them specifically open-ended. What have you seen, read, or heard? And the question and the idea behind that is 290 people took the time to give us an open-ended response. We have all 290 responses if you want to read them for yourselves. But the whole idea is we basically have categorized them down into smaller
178categories. One of the questions that I had was how much was school closures or that discussion going on in the community. How big of a portion of the respondents uh was it a driver for the overall conversation? 31% about a third of respondents that said they had heard something has heard specifically about school closures. I will tell you though you look down the third option there 9% more specifically talked about it from a funding or a budget issue perspective. So, it's, you know, the challenges that the district face. We we specifically se separated out school closures from budget challenges. Um, you have 10% a large portion of the community that has some sort of direct relation. They have a family member who works here. They went there. They feel personally involved in the district. That's
179higher than most uh districts that we do this in that you have a direct connection to the community of people that really feel some a real connection that they they speak to. And then um another 7% they give you a positive impression. Um and then 7% or so that talked about funding challenges, staffing, hiring, um open teaching positions, things like this. That's not necessarily directly uh associated with Roosevelt. Some of that is the overarching national discussion when it comes to teacher shortages. And then you also see another 6% or so that talked about communications from the district, either social or traditional media. a wide variety of other little ones that some of which have been discussed today about curriculum, special education, other things like that. But for the most part, one of the big things
180that we were seeing here is that while it's been I know a hot topic and a topic of discussion, only about a third of respondents specifically talked about school closures. I mentioned that now because later one of the things we're seeing is we ask people these motivation statements, what motivates them to support or oppose an issue like this and school closures was not the issue that on the motivational side. Um, when you ask the overall performance on the next slide, how would you rate the job performance? More than half give you an okay or better rating with about a, you know, you've got about 20% or so that give you a poor or failing. Uh, 25% were undecided. So bear in mind, half of these folks don't even have somebody associated with the district. So
181this is more of a a marketing, more of a public perception of the way things are going. More than half gave you okay or better. um with you the folks with kids in in the district 33% giving you an excellent or very good. So the people who have kids in the district specifically were much more inclined to give you a higher rating. So the people who are closest to you, the voters that have kids in the district were much more inclined. You can also see a little bit of fallout from the 65 and older. The people that are least connected with the district were least inclined to say that things were excellent or very good. Certainly an opportunity for additional communication, making sure that you're using every communication and form in front of you. One
182of the things I mentioned to the executive committee is longer form communications. Uh those individuals 65 and older will read a full report. They will read your publicity pamphlet cover to cover things that you put in front of them. They will take the time to to read. So that's a very valuable opportunity to see that the 65 and are a little bit of a low information audience, but you have an opportunity to pro improve that. As long as we were going in the field, we also went and talked about signature programs on the next slide. These were each randomized and rotated. Um I will say this, folks don't necessarily know what these programs are. or this is more about what sounds good to them or what are the things that they would like to learn
183more about or that if you're talking to the community about this is probably a little bit different than ones that uh most appeal to parents. That is the one thing that I would say that this is what the public thinks about these items. Your parents may have a very different perception of them. But if you're going to go to a community presentation and talk about these items, STEM, science and nutrition, dual language, immersion, and leadership academy were your top four items. We measured these on a scale of 1 to five. One meaning not all important to five meaning very important. It's the Liyker scale. You might have seen it before. It's sort of like a Yelp rating or or you know it's the it's your five stars. So um what I've noticed here is with
184the exception of international balorate, all of them are incredibly well regarded. They people find them very positive and it's not that international baloria is not well regarded. It's still above three. It's above 3.5 which is what we like to see. The difference I'd say is it has a higher unknown. It is more of a niche program that people don't necessarily know about but I there's certainly an opportunity because of the prestige of the international balora program and what it brings to the table. I have a my both of my daughters have done international balora programs so I know what what it is but I think a lot of folks that don't have kids in school maybe necessarily know that and so um there's a chance to bring that one up but every single one of
185your signature programs um is well regarded and so this just demonstrates that what you're talking with parents about what might be most important to them might be a little bit different than when you're talking to the public and how you pose those two different things and maybe there's two different communication tracks. From there, we did an override pretest on the next slide and we asked the ballot language because if you ask voters, would you like more money for schools? A large portion say yes. Would you like to raise taxes for schools? A lower number says yes. Would you like to exceed the revenue control limit for a period of seven years starting in fiscal year 2526? U a lower number will say yes. But the difference is this. This is what voters see on the
186ballot. The only thing you can guarantee a voter will see over the course of an election is what's on the ballot in front of them. So we always replicate the ballot language to ensure that we have an accurate review of what the proposal is. So we re read them this language and then we ask them knowing just what you know right now would you vote yes or no? And we started a very positive position with about 74% yes compared to only 19% no on the next slide. Um I'm not saying today that if you when you go out for the election that's going to pass with 74%. But what I am telling you is a strong chance of passage. We like to see issues like this start in the 65% range. We're well above that.
187Nearly 10 points above it. Also, demographically, you look at every age group. You look at parents and no parents. More about 3/4ers of all respondent categories are within that range. The one that's a little bit softer, and this is standard across the entire region right now, is the 50 to 64 range. 50 to 64 year olds were much more pessimistic electorally across the board. They are still in the workforce, but nearing retirement. they are generally a little bit more tax conscious. That being said, it's still 69% of respondents in that category that were very positive. So, this is a lot of good news. It has a strong chance of viability, a strong likelihood of passage. This is also unique. I will tell you, I do a lot of different school districts, rural school districts, metro
188school districts, suburban school districts, conservative leaning school districts. Most of them, they would be very happy with like a 55%. Maybe if they could get to 60. I'd like to see that viability at 65. we're at 73%. So, it's a really good starting point. Um certainly doesn't mean that you can, you know, say goodbye and hope for the best till election day, but it does mean that uh it is starts in a very good spot. Uh from there, we went to ranking override items and we tested every variety because you do get those bullet points of what you list uh what the programs are. So again, we randomized and rotate rotated all of these different options just to get an idea of what rises to the top because one of the things that I found
189over time, for example, is a lot of school districts would lead with things like all day K because it started with A. You know, they would alphabetize their bullet point list and so you were leaving a lot of very valuable information on the table because that's not always necessarily or art classes for example. our classes are well regarded but when you look at that compared to teacher salaries teacher salaries does better. So just even the list even you can decide all of these are well regarded but the order in which you talk about them the order in which you do the check marks the order in which you uh even present this information if you're going to leave someone with only two programs that would be funded by the override teacher salaries and special education
190would be the top two but really there's several in that top tier of programs and worth the discussion with the executive team about um you know what the override proceeds are going to fund uh because you have a lot of very fantastic options that people find very uh positive. Uh from there we did some reason statements and again if I were to ask 550 people different reasons why they would vote yes or different reasons why they'd vote no, you'd have 550 examples to go through. So instead what we do is we measure sentiment. We ask them um some general statements and we ask them how much they agree or disagree with the statements. And in this case um the notion of highquality education was by far and away near universally accepted as and I'll share
191this statement with you in just a second followed by quality of life and then followed by the notion of a well-rounded education. Those are the three motivating factors that people they des they think every student deserves a well-rounded education. They think schools play an important role in the local quality of life and they recognize that art PE and other special programs are really important part of a well-rounded education. Um, I I point out and put them all on the list because we also test negative. And the reason we test negative arguments is because you don't go to the doctor just to find out what's right with you. You go to the doctor to get a full assessment. So, you test the negative arguments as well. So, we tested school closures. We tested that uh there's
192fewer children in the district because of charter schools and other things that are going on. We tested just an anti-ax sentiment. I'll tell you the one thing is there is a slight bit of election fatigue. Uh the only issue that got even close to the line was we just had an election last year and now we're going out for another election. Now based on when the override's necessary, I think that's something that you can overcome. Um but it's the one issue. So when you when folks are complaining or they have concerns and I know very vocal individuals sometimes come up with a lot of ideas. Uh what I'd say is the one is just making sure to explain to people why it's important to go out for the override while it's a continuation because you
193do have the advantage that it's a continuation, not an increase. Um the language for that statutoily is a little bit different. Um and so that's why that's important. But so besides a little bit of electoral fatigue, and I've seen it much greater in other communities, we don't see some of those other ones that you probably hear uh given as reasons to vote no. They're not striking the same way. People would ra much rather on the next slide, as I mentioned, talk about what students deserve when it comes to a quality education, when it comes to their quality of life, and when it comes to what it means to have a well-rounded education. So, we do all of that to do a post test. And in the post test on the next slide, um most of
194the time when we do these surveys, I would say nine times out of 10, the number goes down because over the course of a survey, you give people additional information. Uh negative comments, even in a balanced presentation with positive comments, sometimes have the chance to decline the overall number. In your case, your number actually went up. It went up from 74 up to about 77%. That's a very positive uh overall number there. and in a spot where you look even the 6 50 to 64 went from 69 up to 73% and you've got uh over 84% of the under 29. So as I mentioned demographically on the next slide we have um 59% of the respondents that do not have children under the age of 18 living at home with them. If you were to
195think of ideology as sort of a bell curve um with it being sort of an even with the moderates being more in the middle an even distribution your community as I'm sure you know skews a little bit more progressively um than the overarching uh community as a whole. Um and then when you look at it demographically uh we also have about 39% of Latino descent about 26% of respondents uh white descent 20% African-American descent and then a com combination of others. Um, so that's a quick view. I know uh you guys had a chance to view that, so I'm I'm happy to answer any questions that you may have at this point. >> Madame President, um, my question is a point of clarific clarification. I I think I did ask for the questions that was
196asked, but I didn't see them in my inbox or not. I'm not sure if that was able to get um, sent to me or not, but um, and I'm one of the only board members that asked for paper copies of, you know, of documents, so please forgive me if if I have this information. Did the question specifically get asked uh do you have kids in the district? >> We did not specifically ask if their kid attended the district. Thank you. >> We asked specifically do you have children under the age of 18 at home with you? >> Thank you. >> Madame President, um I have a question uh a few questions actually. I wanted to make sure I heard you correctly because you were kind of like speaking fast at first. Um and you didn't
197have it in the presentation, but you did say the numbers. Were you saying that 70% of the adults in our community are registered to vote? Was it 70 or seven? Because I heard seven at first, but then I heard 70, so I just >> So 70% statewide are registered. It's >> Oh, it's statewide. >> So just in general in the state of Arizona about 70% 69.7 I haven't looked it up since the last Secretary of State, but just in general about 70% of the adult populations registered to vote. And then if you project that an offcycle election given any given community in Maricopa County ranges somewhere between 25 and 30% but that's of registered voters. So turnout is 25% or 30% of the 70% of registered voters. I do have the voter registration numbers for
198the district. I just don't happen to have it. >> So this is this is just generaliz generalizing based on statewide with that. Um, and then you're saying 59% do not have kids in Roosevelt, but that was not specifically asking them if they had kids in Roosevelt. That's just kind of making the assumption. Is that is that what I heard? >> We demographically at the end of the survey, we said, "Do you have children under the age of 18 living at home with you?" Because we can't in the file itself, it does not dictate if somebody has a child or not in the builder file. Uh, for example, we don't ask a person their party or their age because they might be feeling a little bit more independent that day or they might be feeling a
199little younger that day. So, we actually you're all of that demographic information is listed in the voter file attached to your name. We also know if you vote in elections or not. Uh, we don't know how you voted, but we do know if you vote. So, we pick likely voters, people who have a history of voting in our in their elections, and then we balance it. Use those demographics. Since we don't know if they have kids at home, we asked them that follow-up question. Of the 550 respondents, 59% said, "No, I do not have children under the age of 18 living at home with me." >> Okay. And then, um, you kind of alluded to my next question. on page three. I do know that this was based on um 450 that were doing the
200survey, but with the demographics that were presented, is this based on the 450 or is this just based on in general the demographics of our voter base here in Rosevelt? >> This is based on offcycle participation for your dem for your district. >> Okay. So, this is this these demographics isn't necessarily the people surveyed. This is just >> no this is so we set we set uh we set uh a certain number of each individual. So we'll set b we look at the demographics of what an off cycle primary elections oddnumbered year elections special elections Phoenix city council elections any election that takes place not in you know the evenumbered year. So we take those audiences and we look at what those voters look like and then that gives us that will when you take
201an average of those voters that gives you an average age that gives you an average party registration that gives you zip code breakdowns and then we set requirements based on that and we call down. So if you call if we call a 50-year-old that lives in this zip code uh female then we we fill that slot. So this is balanced to reflect the demographics that we expect to show up in a 2025 election. Madame President, if I might, are you asking if the demographics reported are of the 455? >> Yeah, that that's what I'm trying or just the community. And I >> No, this is reflective of the 550 people who were interviewed. >> Okay. But you also explained that it's also kind of reflective of the community demographics to begin with. Is that correct?
202>> That is correct. So this is a little >> like a yes no kind of >> No. No. So let me put it a different way. So voter registration in your district is different than voter participation. Okay. So u I'll use the statewide example because it's easily it's easily digestible. In the state of Arizona, a third of voters are registered Republican, a third are registered Democrat, a third are registered independent. But that's not how they participate. Democrats and Republicans overparticipate and unaffiliated voters underparticipate. So we don't balance it a third, a third, a third because that's not what's going to happen. We base it based on what we expect to happen. This is an initial view. Now, if more parents showed up or if more younger voters showed up, uh, that would be good for
203your overall numbers, but I never put that into my model because I can't guarantee that. I always base it on a a a view of what's going to happen and then hopefully more pop people show up. I always want turnout to be higher. But if if the turnout is 30%, if you take a snapshot off the election and run stats on who votes, it'll look pretty close to this. >> And this is based on the off-year season. >> This is based on an off-year election. Yes, ma'am. >> And then uh Mr. Ben, so what you did is then your um your target of those that you called mirror then the demographics are the likely voters in the off cycle. >> Correct. So, so the answer is kind of yes, but it also represents the uh
204demographics of the 450 people that were contacted. >> So, yes, we we started with the pool of every likely voter in the area. We picked 550 people that match these demographics to make sure that they accurately reflect what we expect. So, yes, this is the 550 people are reflected. This is if you take them, this is exactly what they look like. And it's meant to mirror what we expect turnout to look like. >> And then 450 received contact or participated in the survey then cuz you you said 550, but then we have 450 in the in the packet or or is it 450? Okay. Did I say 450? >> 450. 450. Yep. 450. Apologies. >> Yeah. >> Any other questions from board members? One last question. Um, so because we were saying that in this
205survey and I don't know how often we do these surveys. Yeah, the polling every election. >> No, only when we're going to go out for a bond or an over. >> Okay. So with that, since um Dr. Butts brought up that there was no direct question of do you have children enrolled in Roosevelt, would that be for consideration for a future polling? Could could that be a possibility? >> Absolutely. We certainly can ask that question. I've asked it in other areas. Um you would be surprised with the number of uh individuals respondents that don't know what school district their student goes to. To be honest, um there's a actually a pretty significant portion of people I just did a survey in another community where um everybody who was pulled was within the the district and
206uh about 30% couldn't identify what district they lived in. So yes, we can ask that question in the future for sure. >> Madam President, this isn't this isn't a question. and it's more of a of a comment, but thank you for this report. I did find it very insightful, especially with um just getting more familiar with like the age group. Uh but I even think that it's telling. I mean, like Marisella, I you're you're retiring, so we would love to also continue this relationship with you just because you're retired. You are a valued member here in Roosevelt. Um, so we would love to just um and this is just open to now the community. Not um just because you don't have a a child that attends our district doesn't mean that you can't be involved.
207So um we we would love to continue that with you. >> Well, I did have one question in mind when you were asking um if they had a child under the age of 18 and they said no, but my question was do they have a grandchild that lives in the household? Because I know my answer would say yes. And I know there's a lot of community people who do take care of their grandchildren. So that would be something that they can include. >> So the the specific question just so we're all on the same page is do you have children under 18 living at home with you? So um I have added in other communities uh do you have children or grandchildren living? So but I didn't say your child. I just just asked do
208you have children? So we we've found that to be viable in the past. But I will say, I mean, to have 38 almost 39% of respondents have children under the age of 18 at home with you is 10 points higher than any other school district that I pull. Uh, in fact, it's almost 7030 everywhere. If you look at a statewide sample of likely voters, it's it's 25 to 30% have kids under the age of 18 at home. It's just um it overall the people who participate in elections, they trend older. Older voters show up. It comes down to who shows up around them. So, in the presidential election when it's high, more younger voters, more parents show up. But the rest of the time when it's not when the president's not at the top of
209the ticket, the voter turnout's down because the senior population votes and very few others do. >> And I guess my final comment would just be we need to do some work. We're targeting our our older population or a population with no kids. Thank you so much for your presentation. >> Thank you. Next item on the agenda is the proposed budget and I will pass it to Dr. P. Thank you, Madame President. So, we do have a presentation for the proposed budget. Um we are also uh what we're requesting um is um is um approval to be able to um continue the work on with the proposed budget and then also we have to post um the proposed budget. So we're also again once um action has been taken today then we'll be able to do
210that necessary posting um in preparation for the July um budget presentation and budget adoption. Madame President, governing board members, Roosevelt community, six or seven other people. So, um, here's the, uh, uh, budget, proposed budget we're going to do. Just so you know how this works. We do the proposed budget. Now, we'll do an adopted budget in July, and then after that, you'll probably not see anything till December, but you'll see another budget update then, likely another budget update in May. So, this isn't the end all, this isn't the be all. and realize the main assumption here. Uh if you can go to the next slide there, Nate ADM, right? Right now, our Olar is only showing about 60% 66% of our ADM from this year. So, right now, I would expect if I had to
211just run the numbers, we're looking at a $30 million decrease. I don't think that's real, right? We're not expecting that in the real world. But right now, I'm running this on this year's ADM stays roughly constant. Um, if that doesn't happen, if we drop a thousand kids, we've lost millions of dollars, right? But I I we can only make so many assumptions. So, based on our best knowledge right now, we're assuming that our ADM stays constant. Um, so if you look there, we uh uh going from this year to next year, um, we're at a little bit of a decrease there. Um, almost a million dollars, but realize that was a bunch of one-time stuff that we put on the end of that revision three. So, we just that revision three, I said, "Clap. We
212had $800,000. Well, we don't have it anymore. So next year, don't clap anymore. But um so we don't uh we're going to lose about $800,000 going into next year. Our reserves though, here's the positive story. Um we underspent a little bit this year. A lot of that was again that revision three, right? We up that $800,000, but we didn't have a plan for it. It just happened. So we go, great, this goes into our bakey bank. Um but the uh uh other stuff with some of those adjustments from earlier in the year, remember we cancelled all the travel. We we um took took a a big look at that. we had that increase ADM as the year went on um from August to uh January. So yeah, we uh uh have have a pretty good
213story there on the reserves about $1.5 million um for M. You go to the next slide there. Um on capital um all kind of positives, right? So um we're uh just really you would have seen an increase on the M had it not been washed out, but just kind of a moderate increase, but it washed out with that other negative. But there's a slight increase because of the override amount. Um it's just based on how the numbers work with the percentages and stuff. It's not that we expect more students. It's just um based on the budget uh or the what do you call it the RCL. Um but then on the uh reserve amount um we're increasing that quite a bit. What that means is we're just not spending our capital money. Um it's been
214one of those things. Um we've communicated quite a bit. Um I know uh Dr. battle has um communicated a ton with and and had uh pushed Nate and and and Bob and um trying to get us to figure out what can we do with our capital. We we have the bond, we have the capital money here. So, we have a lot of money to do stuff with or buy stuff with. Um we can't get people with it though is our problem. So, we're really trying to figure out what kind of stuff we need for the district now. Um so, we're looking pretty good there. Um but really that's that's the whole story. um not two different numbers, but like I said, right now it it's it's I I I dare say somewhat hopeful in that
215we keep our ADM from this year. So, we'll see how the um next month plays out with our OR. Um I'm not expecting it to be a huge deal. Um if you look at last year, OLR fixed itself in August. We were doing okay, okay, okay, and then it jumped up 2,000 kids right at the start of the year. Ideally, this happens again. That's kind of what we're expecting to happen. Um but we're going to try to drive that as close and as early as possible. Um and that's really all I have. Is there any questions? >> Oh, I just want to add um back on the capital um one of the things that um we are being very careful with is um we have these uncommitted funds. We also um our we have been
216adding a lot of curriculum along the way, right? part of most of which is paid through capital funds and um we are being very careful to not add too much more curriculum because we have a lot of new curriculum and um our teachers have um a learning curve they have to learn all the things. So also we're just being very um judicious in what we spend the money on. So we do see that um we have uncommitted funds. It doesn't mean that we don't have needs um that we can fill with it, but we are just being very um thoughtful and careful in in what we execute. Um again, trying to to make sure that we don't do too much. And then also um I know it's unrelated but on the bond side we do
217have now our bond manager who's right here too um Gabriel um who's also able then to support us um in um expenses that we will now be able to um to um pay for out of auto out of bond. But as we think through some of these um capital projects now though he will be primarily focusing on bond then he will be able to relieve some of that um off of Bob and then Bob can focus more so on the capital projects any questions I just think for me oh yeah you're good you're good um I already sent y'all something some things I want you to consider when you come and bring us a budget and we have a more in depth conversation about it. So, I just want to name that. Um, the next
218I Thank you, Mr. Gonzalez. Appreciate you. I know it's been a lot of work. The next item on our agenda is approval of the consent agenda. And so, um, is there a motion to approve the consent agenda minus items 1.17, 5.18, 5.19, and moving 5.24 to action? I I think I I heard you say 1.17 >> 5.17 sorry 17 through 19 >> and 5.24 >> to action. >> Yes. >> So moved second. >> All in favor? >> Motion carries. Um next item on the agenda is item 5.24 24 which is the 2025 2026 superintendent guardrail in guardrail. So I'll pass it to Dr. P. Um thank you madam president um and members of the board. Um the superintendent guardrails item is um posted on the agenda um and they are um let me see here.
219Um are you able to go to the agenda um Nate and then click on the uh superintendent guardrails? >> If not I if you give me um sharing privileges I can share and and um board you do have the um the um handouts. >> I don't think they were attached on board docs FYI. You put it Oh, thank you. Thank you. All right. >> So, um I just wanted to a second. Can we share it via the Zoom because it's not being shared >> on our Zoom. >> Okay. >> Can you elevate Dr. battle to a panelist. Okay. I'm not going to say her name. I don't say her name. >> Okay. >> Thank you. Um I just wanted to quickly go through um what the changes are. Um and I believe we have the
220um the redlinined in the executive content of the board agenda as well. So board is able to see the the um the redline version. But if we look at um superintendent guardrail um number one, let me see if I can um there we go. and superintendent guardrail number one. Um the previous interim guardrail number 1.1, interim guardrail number 1.1 was about um sharing financial information with board members um beyond the statutoily required presentation to creating a standardized um communication protocol that you receive every month that reflects enrollment and then also the protocols. Um and uh you know what I can do um if we um is I can share the redline version if you allow me. Yep. Thank you. I'll share the redline version here. There we go. That's better. So now um okay I
221have an alert that popped up in my screen Nate but I don't think it's visible there. So um the um interim um guardrail 1.1 was again that that protocol and we've already um met that goal that interim goal. So I crossed it out because we've already done that. Right. So now you're receiving your um monthly um enrollment and then budget um budget um update um um as far as budget balances are concerned. So I thought it was time for us then to move that one off so that we can continue focus on other on other things. Um and then um uh interim guard number 1.2 two um has um previously had stated September um and I'm asking um that we move that then to October um it's increasing the sharing of financial information with stakeholders
222um and uh that's primarily because in our um in our um progress monitoring calendar I wanted to be able to um to um tag along with you all when you pro do your two-way communication I want to tag along with you. So that's why I wanted to um move that over to October. Um and again um this presentation would be um uh just an update by annually um for the community that um has um and we can do it through newsletters especially knowing that we have older community members now. We want to make sure that they get access to it um through email. we can post on the website and then also we get a lot of traction from our recorded presentations that we do. So I want to make sure that we just have
223um um go beyond the statutoily required hearings and budget worksheet that um Mr. Gonzalez um has been presenting to something that's a little bit more involved. Um and um same thing then with interim um 1.3 we're just I'm asking that we move it to October. Um and then that leaves us with interim guard 1.4. Um wanting to move that away from October to December just to pace our work. Um because we want to make sure that we are also communicating with our students. Right now we don't do a budget presentation for students. So we want to add that one. Um but I do need a little bit more time um to space out that work. So I want to ask um to do that in December. Now, um, in creating these changes to the guard
224rails, um, again, um, the interim guard, not to the guardrails, because I'm not proposing changes to the guardrails. Those changes would need to be approved by the board. The interim guardrails do not need to be approved by the board, but I do want, of course, your input, right? Um, something that I'm also considering is um, and why I've asked that you pull the item rather than approving it today. Um, uh, Mr. Gonzalez and I were talking along with the rest of the executive team today about um the uh possibility of adding an interim guard rail that um focuses primarily on um compliance issues. So we know that um these guardrails are more so about ensuring that we are communicating are we within budget, are we overspending, what major categories are we spending it in? um
225what ideas might people have or input regarding how we're spending our money. But also there's another important piece that we are really focusing on as a district and that's ensuring that all the comp compliance pieces, the operational pieces are being handled and it is um something that we're highly focused on. Um so um in communicating today um knowing that that's going to take a systemic um change not only in the finance office because they process the work but really we need to do a lot of um alignment within how our campuses are um complying. Um we would we thought it would be important then to um help move our organization forward by naming a guardrail that is specific about compliance. Um, and um, that's why we I wanted to pull it off so that I
226can engage you in um, first of all knowing how you feel about me moving to to adding a guardrail about compliance and finance. Um, and then also then um, being able to have the next few weeks to um, bring it back to you for approval with an interim guard that has to do with compliance. >> U, Madame President, just two things. one, just to clarify, you're talking about an interim guard rail related to compliance. Um, and then I think just the thing that's coming up for me, Dr. Portio, and I'm curious to see what other board members think is what we already have here feels like a lot for interim guard rails and the compliance work feels critically important. So to me, my reaction is less about should we do that and more about what
227do we need to take off to be able to do that work. Um so that's just what's coming up for me. Yes. And in the framework there they um say we should have no more than three interim guard rails per guardrail. So I would be then these three that we had thought prior were important. They are absolutely important but the compliance piece is a piece that if we don't get under con that we don't engage everyone in the whole system beyond finance and executive team but also a lot of our purchases and and compliance situations are happening from um our practitioners on the campuses um that seems to be rising to the top um as we're trying to accelerate our our focus of of making sure we're we're adhering to compliance issues. So, I would
228have to then choose one of these three to take off. And um since uh in light of um our communications that we um that we engaged with today, we haven't um talked through with Mr. Gonzalez about which one we'll be removing. Um, but I I really wanted to make sure that I engaged um the board in in that communication and um and knowing that when I come back to you in July, one of these will be gone replaced with one that's more focused on compliance. And it's hard to say which one to remove. I I know they're all important, but again, if we don't have the focus, it says outcomes focus governance says no more than three at a time, right? So, >> Dr. Pio, can we can we scroll down so I can see
229the first one again? Cuz are we saying that that one's no longer going to be used? I I was kind of confused. Are we So, we So, this is from from last this current year that we're in. So, as we um continue, we've already met that one. So, that was easy to remove. And then I thought, okay, now we have three again, right? Which is what our goal was to um reduce it to three. But in light of our conversations today, I think we really need to switch one of the remaining ones to be about compliance. >> So to follow up with that, I still think yes, we have met that, but this should be a continual. So is that what compliance will also kind of include is making sure we are in compliant and
230being like financially transparent with information. Okay, that's where I was my concern. I'm like I think we should be doing that all the time. >> Oh yeah. Yeah. No, we'll continue to do it, but we've already established that so we've met that one, right? We'll continue to do that monthly monthly report that we've already established. And then of course um check in with the board if there are any changes that you would like and how that's communicated to you. But um that we'll we'll continue with that practice. And now that we've gotten that one out of the way, um it seemed like okay, we'll just remove it. We have three. Now, um the reason I wanted to pull it without having you approved today is because um or vote on today, hopefully approve today, um
231was because I'm really um thinking that we need to um add another one around compliance issues and it'll really focus our entire district um not just the um executive team and the finance department in the operations of of the district and ensuring that that everyone is adhering to all of the um requirements that we have to do when we're when we are handling money and and making expenditures. >> Oh, I just lost my question. Um, so are you asking for direction? Are you asking us to approve it or was this just a conversation, just a discussion? So for today um I wanted to engage in conversation with you not for not requesting approval today because I want to come back in July and wanted to give you the heads up that um though it was
232ready for today in light of um of the conversations that we had today and and knowing that we had to remove a few other pro um um items from the board that have to do with compliance issues um because we we may not have been ready today. I >> I feel that um that necessitates that compliance needs to be one of the guardrails so we don't continue to have that issue. >> Okay, perfect. Um so I'm definitely in agreement with Dr. Franco Woods and that we don't want you to focus on too many things and that we do need to remove some stuff. So I am in agreement with moving forward and waiting until July um for a revision of the guard rails. Is everyone okay with that? Okay, perfect. Thank you so much. Um,
233and I did do that wrong, by the way, y'all. I didn't follow Robert's rules and nobody called me out. >> Um, yeah, we'll make a motion to postpone. Um, may I have a motion to postpone the 2025 2026 superintendent guardrails and interrum guardrails until our next meeting in July? >> So moved. >> I second. >> All in favor? Point of clarification, Madam President. Um, my understanding is that we voted to remove it from the consent agenda, right? >> Correct. For action. So, we moved it to action. Yep. So, now we have to take an action. That's why Misella reminded us that we have to take action because we moved it to action. >> Thank you, Madam President. >> You're welcome. >> So, there's been a motion. There's been a second. All in favor? >> I
234I got you. Motion carries unanimously. Having concluded this meeting, is there a motion to adjourn? So moved. Second. All in favor? I. Meeting journ. Have a great evening.