001But here Dr. Ashley Hajj, Miss Tatiana Bña, present. Dr. Megan Frinker here. Madame President, we do have a quorum of the board present for this evening hearing. And for the record, I'm not sure if um Victoria, she will not be will be here today. Sorry, we're having some technical issues. Our iPads are talking back at us. Give us one second. Um, next item on the agenda is the adoption of the agenda. Is there a motion to adopt the agenda? So moved. I second. There's a motion. There's a second. Um, all in favor? Motion carries. Next item on the agenda is item 1.04, the public hearing for fiscal year 2025, budget revision number two. And I will pass this to Dr. Portillo to introduce our speaker. Thank you, Madam President, members of the board, executive team,
002and Roosevelt community. Uh we're going to begin our meeting this this afternoon with a public hearing and I'd like to call our executive director of business finance, Mr. Matthew Gonzalez, to report um on our budget revision. As a reminder, this is a standard item um that occurs every year as we revise our budget due to either uh changes in spending and or changes in revenue. Madame President, governing board members, uh Roosevelt community, uh we'll go through the um uh we're going to do something a little different. So, uh you're all in for a treat. You're going to learn what this document is tonight. So, um the first thing we're going to do is go through a few slides just explaining what this document is, explain some of why I don't think it's very useful, but
003then explain a couple of the really useful parts of this document. So, we'll go through the big picture. We'll hit the uh uh go through the budget workbook pages. There's 13 pages and then um the relevant information on that document. Oh, I left my store on. Um so the big picture is that uh we enter information into this document uh where we project our ADM for the year. So we're taking a guess at how our um uh ESS population, but also our gened population um free and reduced lunch population, all of them are going to play out next year. Obviously, this is a big guess. We're not into next year. So, um, we're not sure how that's going to look. Um, the other little bit of information, we put in our unspent money from this
004year. Um, or technically last year at this point. Uh, so it's very forward-looking. So, the budget documents forward-looking. So, we're trying to say how we think we're going to spend money. It's not an indication of how we actually spent money. So, that's one of the things that drives these revisions every few months is we do our initial thing in July saying, here's how we think the year is going to end up. And then a few months later, we might find out, oh, some of that money we actually need to move around to say, here's where we're spending money, not here. So, we make these adjustments a couple times a year to adjust uh where we think we're going to spend the money by the end of June. Um the uh uh the screw echo. So
005uh the uh takeaway from the document is it sets these limits on each of our budget categories within the um parts of our accounting to say you can only spend this much on teacher salaries this year. You can only spend this much on teacher benefits this year. So if we decide we're spending more, we happen to spend more, we can uh increase those amounts up to the statutory limit. So the state says this is how much you're allowed to spend this year and we can't budget above that amount. So there's three uh budget uh uh updates or three budgets you're going to see throughout the year. So the initial one is on July 15th. Um obviously we can adopt before that, but that's the uh uh statutory limit that you have to adopt by that
006date. Um so we'll give a public notice 10 days before. We'll do a first revision and uh or a revision, not to say it has to be the first one, but generally it tends to be. um your first revision on December 15th. So December 5th will have a public notice due and then another one May 15th and another public notice due May or May 5th. Yeah. So the first and second revisions aren't technically required. They are uh uh not for every district, but they could be if you overbudgeted. Let's say you go into the year thinking your ADM is going to increase to 8,000 and we actually see a decrease of 500 students. we may have to go in and go, let's adjust our budget downward dramatically. Well, they force you to do that if
007you overbudget in that way. They say, hey, you're overbudgeted. Fix your stuff in December and again in May, hey, you're fixing your stuff. Well, part of that rule that they're looking at, the limit they're looking at um doesn't include your override. So, the fact that we have an override and we're budgeting for that override means automatically we're required to do these updates. So, we're always going to be doing these two updates as long as we have an override. So the uh uh budget workbook. So there's a bunch of pages um on this uh document. So the first couple is going to give you um well the very first page is going to give you an estimate of your uh FY24 FY25 uh revenue. Um it doesn't care about the source. So it doesn't care if
008it's M or whatever. It's just going to say overall where did all your money come from? Did it come from the state? Did it come from the local population? Did it come from the federal government? That's all that block is. So, it's not very useful. And that's why I say a lot in this document. The document's not user friendly. It's not useful for the school board. There are a couple pages that are though. Um, it'll talk about your tax rates. It'll list out your tax rates for you. Um, it'll give the M and capital budget limits and the expected expenditures for the year. It'll give the average teacher salary. Um, and then the next page just lists all the contracts including the board members, myself, Dr. Portillo, Dr. Battle. Um, it'll give all those listings.
009So then you get into page one technically it's page three of the document but page one of the document. So page one of the document um takes all the different parts of our m of our accounting well not all the different parts two different parts of our accounting three different parts um of our accounting codes and we're guesstimating each uh uh block of that how much we're going to spend and you'll see an example on the next page. It also has the guess on how many FTEEs we're going to have essentially by department. Um, and Madame President, Mr. Gonzalez, just because we have so many parents here who might not be as fluent in the budget as you are, or you know, I'm not as fluent in the budget as you are, would you mind
010just when we hit those acronyms, could you just spell those out for us so that we're all on the same page? Thank you so much. So, um, it also has the FTE. FT is essentially people. So, that's number of people we have on each bud budget category. Um, it's your staffing for the year, right? Um, and then the uh uh but what this does is it breaks out the entire budget. uh uh capacity of our M budget in two different categories. So you'll see that here now. So this is the page I'm filling out um uh in the summer in December and just now to say here's where we think we're going to spend our money. So those first couple columns on the left, they give the FTE or staffing. So that's number of people.
011The far left um gives you each uh category. So it says instruction. That's in theory how many teachers we have. The next one's uh support services. So, we have the student support, we have the instructional support. Um, as you go down further, you'll get to your maintenance groups, um, your your transportation groups, all those other groups that are on, uh, or work for the district. So, this gives kind of an overall idea about how we think the year is going to play out, but it's not how the year played out. This is just what we're thinking is going to happen by the end of the year. Um, down there in the far right corner, I have it circled there. That's technically our that that's our budget limit. That's where we're going to budget to. That's
012our money we're allowed to spend from the state. Um, the school board's heard this a bunch, but this is one fund of about 50. So, this is one major fund I fill out this giant sheet for, and it is our biggest chunk of money by far, but it is one fund out of many, many. So, that's not the total money in the district. That's one chunk of money in the district. So, page two, it uh gives a little bit more breakdown on that first page. So, it gives some of the del delineation between uh special education and our gifted students. Um it gives the number of certified and outsource personnel. Um it says how much our audits cost and it says how much money we're spending out of the state money into our food service
013account. The only thing we're doing there right now is our utilities. So, we're paying for utilities out of M, but that's it. So, we do claim that on here, but that's all. So, then this is the example of the page two. Um so as you see there on the left it gives the breakdown of the gifted and uh uh ESS populations. Um down on the bottom it gives that FTE of your outsourced and certified personnel. Um on the right side it gives those audit costs and then uh just I thought it was below that it gives the uh teacher pay or sorry not teacher pay the uh uh food service costs in M&M. So then pages three through six, they operate the same way as that uh first page we saw with the M. So
014I'm going to break down a classroom site fund and break it down to the different categories on those different parts of the account codes. I'm going to take our uh capital function, capital money, break it down the same way. Um then I'm going to take your capital, your bond money, and our adjacent ways and do the same thing. So I do this many, many times over a handful of funds to say here's how we think the year is going to play out on these different funds. and I give FTE supported by that. So this is where I say the pages are useful. So uh page seven and eight are useful um for the governing board and possibly the public. Uh what this is going to do is this is going to give you the actual
015uh uh budgetary limit and kind of how that was derived um from the state. So it's going to give a little bit of the background on where the money's coming from for us. So this is that uh uh uh page seven. So as you see up there, we've got maintenance and operation. Um that's just what the state says. Based on our calculation, this is how much much money you get. The next number down from there, um down that column A, uh the $7 million number, uh that's how much money we get for our override. um our uh number eight um or just down from there that 13.5 million um that's how much desegregation is. And then um just under that was our carryover. Um this was an old version of last year's budget. So that's
016not actually our carryover, but that was the estimate for the carryover when we filled this out. Um as you get down a little further from there, um you're you get a little chunk from Prop 123. That's that little $400,000 uh bucket there. Um, so then there was a one-time state allocation last year. We don't get that anymore. And then down there, that bottom bottom number, that's how much we're saying this year, in theory, if the district spent every last dollar of its money, um, of its state money, that's how much we could spend is 83 million. That's last year's number, it's closer to 89 million this year. Um so that uh column on the right side going back one slide that's for capital. So that's our um and just so uh public's aware the difference
017between M and capital maintenance and operation is generally your staffing and a little bit of minor supplies. Um and that right side that capital piece is generally your stuff. That's how we build our buildings by our desks and chairs. That's that chunk of money. So, that chunk of money going down the right side again, that's how much the state says they're going to give us underneath that, the $4.9 million number, that's the amount we got for override. Um, and then down there, in theory, that's the total amount of capital or stuff money we have in the district. Uh, page eight's going to give a little more detail on that capital. The number is actually a little higher. So, page eight is going to give you your prior year amount. It's going to give how much
018you spent last year. It's going to give how much we're limited to this year. that override number, the carryover, and the interest. So, overall, page eight is going to tell you how much we can spend on the capital side. So, this is where I say these two pages are really useful. Page seven breaks down how much we spend or how much we can spend on our M funds. Page eight breaks down how much we can spend on our capital funds, and those are two some two of the biggest funds we have in the district. So, those are uh uh some useful pages there. So, this gives that breakdown on the capital. Up there is um how much we started with the year before. Um, as you go down a little further, it's how much you
019spent the year before. Go down a little further, it's how much we had left over. Um, go down all the way, it's how much we got this year. And then one more down gives you how much we total total total could spend. If we spent every last dollar of capital this year, we could spend 10.6 million. So then there's some summary pages. It says all the stuff I just told you um, in some way or re or some rhyme or reason. So it'll break down a lot of that in some summary fashion. That's the last couple pages we have on that document. So, the relevant information on this revision is that we have about $200,000 more in M this year um than we thought a little while ago. Uh the average teacher salary went up
020a little bit. Um we made some adjustments on how we were calculating that. Uh there's an extra million in classroom site fund. Um, there's $800,000 less in capital, but we do have a lot of capital money right now, so we're not in a big stress about that. Um, and there were a lot of So, all those little uh blocks you saw on that sheet, I changed a lot of those. I'm not going to go through all 200 changes, but there were a lot of changes on those little blocks. Um, and then currently, um, if we look at our deficit, the way we started last year. So, I pulled a few of the major funds. Now, these funds aren't what we talked about earlier, but um so you have ML, which we talked at length with
021or length about um in the district, but indirect cost and Medicaid, those are two other major funds we have. If we add up all those where they came in last year and how much we spent out of those funds last year, um we spent about $10 million too much. So, we've made a lot of changes last year, over the summer, as soon as we started this year, and throughout this year. So where we're looking at right now is we look at our deficit over those major funds is about $300,000. So we've taken a $10 million problem and turned it into a $300,000 problem. Um and that's it. So that's the budget vision. You guys got some budget training for free. You don't have to pay me for it. Um are there any questions? We already
022pay you for the I have any questions? No questions. You have a question? I just want to make a comment that I'm just so impressed to see how we've been handling that deficit. Um making some some good um tough decisions, but it's to put our our district in a a much more safe um zone and and I'm just thankful for the work you're doing. Thank you. And I do have a question. So the 83 approximately $83 million that number is based on enrollment. Is that money based that we're generating based on enrollment? No. So the if you wanted the number that we're generating based on enrollment, it would be let's go back. And I guess for context, I just want to make sure that we're operating within that. So, what I would say if you
023look at this budget revision and you add up the, uh, uh, dollar amount on line one here, uh, your dollar amount on your override and your DEG. Well, really, all right, let's go back. Sorry, let's get the math a little easier. Subtract off your carryover and that's how much we generated by one year. So, if you take off that carryover amount, in theory, that would be we're not touching our reserves. We're not touching our savings account. So, I think that's the best way to look at it. And may I please um Madame President, also the desegregation funds are not part of our enrollment. It it was an order back in the 80s from the um Office of Civil Rights. Thank you. Hearing there's no other questions. Thank you so much, Mr. Gonzalez. We do appreciate
024all of the hard work that you've done in your short amount of time. Appreciate you. Um the next item on the agenda is item 1.05. 05 public participation and we do not have any for our special for our public hearing. Um with that I will entertain a motion for adjournment. So moved. Second. All in favor. Good evening again. I call this regular scheduled board meeting to order. Can you please stand for the pledge of allegiance and a moment of silence? You may be seated. Next item on our agenda is roll call and I'll pass it to Molly. Thank you, Madam President. Roll call for this evening's regular meeting, room 6, 2025. I will begin with Dr. Michael Buts here. Dr. Megan Francoitz here. Dr. Ashley Hajj here. Miss Tatiana Pñena here. And Madam President, for
025the record, Miss Victoria Gaswa will not be here with us tonight. Thank you so much. So, we do have a call. Um, the next item. So, let me back up. Board members, the procedure for action items has been revised to reflect Robert's rules of order. The real difference is that I will call for a motion to discuss, then we will discuss, and then after discussion, um, I'll call for the vote. So, it's just a minor change. So, the next item on the agenda is item 1.04. Recommend that the governing board adopt the agenda. So moved. Second. The There's a motion. And there's a second. Is there any discussion for item 1.04? Hearing none. Motion carries. Oh, sorry. Vote. Just kidding. All in favor? Any opposed? Motion carries. Next item on the agenda is to recommend
026that the governing board approve the minutes for the month of March. Is there a motion to adopt the minutes for the month of March? So moved. Is there a second? Second. Is there any discussion? All in favor? I motion carries unanimously. The next item on the agenda is student outcome focused governance. And give me one second so I can share my screen. Do I have permission to share? Thank you. Okay. Student outcome focused governance. In 2023, the board embarked on a journey to align the framework at the board level to the incredible work that happens in the classrooms every day with students at the center. The entire RSD board is committed to engaging our South Phoenix community and g and gathering meaningful insight as we um took the journey to adopt student focus outcome governance.
027So, let's review. RSD vision is a community united to create better futures for all through education and student outcome focused governance primarily is us just focusing on the achievement and the success of our students through researchbased policym um and decisions that are rooted in learning based on outcomes and the community's vision and values for the district on how to meet the vision. Student outcome focused government means that the board puts student outcomes first. Um sorry the board puts students outcomes and success first in every decision. Through this framework we have adopted board behaviors that emphasize synergy and teamwork to define our vision and goals. This approach helps us set a clear targets for student outcomes, establish core values to identify our non-negotiables, and to implement measures for progress and accountability, to monitor where we are
028and where we're headed. And the ultimate aim is to enhance student success. Achieving these goals require effective systems and processes, as well as your voice, advocacy, and engagement. Student outcome focused governance and action means that we are spending 50% of our time in board meetings on student outcomes. We adopt a budget that prioritizes adopted goals and guard rails. The superintendent evaluation is focused on the adopted goals and guardrails. The board conduct is rooted in guardrails. Our community collaboration and the collective vision. We're increasing our two-way communication regarding the goals and guardrails and then alignment from the classroom to the living room. And here's a review of our goals are 45 and five. The percent of fourth grade students that score meets grade level or above on the ASA ELA will increase from 20% on August
0292023 to 45% by August 2028. The second goal is the percent of fifth grade students that score meets grade level or above on the double ASA math will increase from 11% on August 2023 to 45% by August 2028. The third goal, the percent of seventh grade students that meets grade level or above on the ASA will increase EOA will increase from 22% on August 2023 to 45% by August 2028. And the last goal is the percent of eighth grade students that score meets grade level or above on the ASA math will increase from 12% on August 2023 to 45% by August 2028. And then our board adopted guardrails. Um the first guardrail is healthy board conduct and discourse. Um the second one is our board operating procedures. The third one is making our decisions rooted
030in student outcomes. Garland number four is financial integrity. And guard number five is community engagement. So this is what we agreed upon of how we will govern ourselves. Our superintendent guard rails represent the vision and the values of the community. In short, this is what the community told us was important. As you look at the agenda tonight, there has been some changes and we will be reviewing the progress on guard rails during our regular board meetings and not during our study sessions because it is important for the community to know that the board is also focused on representing the vision and the values of the community. So guard number one, in obtaining the board student outcome focused goals, the superintendent shall not go without proactively sharing updates and plans on the budget or enrollment that
031will change the current landscape and stability of our district to stakeholders including board members, students, parents, staff, and community members. The second guard railroad in obtaining the the board's student outcome goals. The superintendent shall not fail to consider climate study results to ensure a holistic approach to student development addressing academic, social, emotional, and physical well-being which increase which includes after school programming and wraparound services. The third guardrail 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 decision directly contribute to the academic and developmental success of all student. Oh, sorry, I clicked too fast. Go number four. In obtaining the the board's student outcomes goals, the superintendent shall not fail to implement and maintain
032effective strategies for the retention and development of teachers, including promoting from within to ensure we have a positive impact as evidenced by data. Go number five. In obtaining the board student outcome goals, the superintendent shall not fail to ensure progress towards exiting ATSI and CSI status, which ensures that the students with special needs and English learner learn learners and African-American receive equitable access to highquality instruction, resources, and support services tailored to their unique needs to promote their academic success and and overall development. And this evening we will be reviewing guaro number four. As a parent, student, community member, you can join our meetings and you're here today. Thank you for being here. Um, share your voice, give us feedback, hold us accountable to the goals and guardrails we adopt. Build a partnership and collaboration that
033helps move our students forward. And then we also want to invite you to our community conversations. We have agreed as a board that we will go out at least twice a year um to talk with community. And so please join us this Thursday. You can scan a QR code to RSVP and we hope to see you there. Um, dinner and child care will be provided. Okay. The next item on our agenda is item 2.02, 02 the celebration which is connected to guard row number two and the reason why everyone is here with us um and again that is based on guard number two so I will pass it over to Dr. piece so we can celebrate our student athletes. Thank you, Madame President, members of the board, executive team, and Roosevelt community. We are very
034excited to celebrate our students today who um played in a soccer championship, which is the last sports season that we just finished. Um soccer and other athletic events are very important to our families as expressed in our climate surveys. Um and that is guardrail number two, the whole child. So with that, I would like to invite Mr. Pettit um our coach extraordinaire up to up to the podium. He'll be supporting us along with Dr. Battle with recognizing our students. And Gourd, if you don't mind stepping down. Thank you. Good evening. recognize their dedication, sportsmanship, and resilience throughout the season. First up, I would like to recognize our district 2 girls soccer champions, TJ Bar, led by their exemplary player, Jazelle. When you're finished, congratulations. Stay right here. Congratulations. Next, I would like to introduce our
035division 2 or sorry, division one girls soccer champions, Valley View, led by their exemplary player, Kimberly. Congratulations all of you. Up next, we have our Division 2 boys soccer champions, Julian, led by their exemplary player, Jordan. Congratulations, Julian. Last but not least is our division 1 boys soccer champions past store led by their exemplary player Gilbert. Congratulations, pastor. Next, I'd like to present the core values award. A special recognition to those who have exemplified the principles we hold dear at Roosevelt. This award is given to a team and a player who have demonstrated exceptional dedication to sportsmanship, teamwork, resilience, and commitment both on and off the field. First up are division 2 recipients, VH Lassen Academy of Science and Nutrition, led by their uh core players, Abigail and Wen. Congratulations. lesson. And then our division
036one recipients is Clovis C. Campbell led by their core value players Luis and Valera who's not here. Everybody and I'd like to take this opportunity to Thank you, Mr. Pettit, for all that you've done this school [Laughter] year. Outstanding. Without him, it would have been really, really impossible. And also, I know he was doing all things for Roosevelt, Mr. Nico. Thank you as well. Well, and then lastly, it goes without saying, our principles and administrators and everyone that are there at practices and at our events. You all are amazing. Thank you. Assistant principles as well. Parents, family, and friends, if you'd like to go down, feel free to do so. There is a backdrop in the hallway there if you want to take more photos of your wonderful children. And thank you for sharing them
037with us as well. Okay. The next item on our agenda is item 2.03. Um go go goal number two in goals 2.1. The percent of fifth grade students that score meets grade level above AASA will increase from 11% on August 2023 to 45% by August 2028. The interim goals are designed to to measure progress toward our board academic goals. It is the board's responsibility to submit questions to the administrative team prior to the board meeting to ensure that the team has time to answer questions. But there will also be questions that were not sent to the administrative team asked during this portion of the meeting. I want to thank board members Castro Corel in her absence, she submitted questions and Dr. Mel Brooks um for for submitting questions to the administrative team. I know Miss
038Pñena was on the line and I hope you're feeling better. And with that said, I'll pass it to Dr. P. Thank you, Madam President, members of the board, executive team, and Roosevelt community. Um, I would like to invite Mr. Oviero to um drive the slides up at the podium. Um, as you mentioned, we are focusing on um goal number two, interim goals 2.1 and 2.2, which is focusing on our math um achievement. and I'll turn it over to Mr. Ovido and then I'll chime in at the end. Good evening, Madam President, members of the board, Dr. Portio, executive team, community members. Um before I start, just uh two housekeeping items as you're uh looking at this. Um we do not have April star data. Um you'll have seen that there was March because we do
039not require STAR testing during the month of April because we're so focused on state testing. Um so it was all about ASAI and ASA testing um during April. Um so while we're not looking at March data, we will have a treasure trove of data for you in June. It will be Azella, ASA, ASAI, and end of the year uh star testing. Um and uh yeah, so if you look at the board monitoring calendar, next month is our end of the year quote finals check. Um August we'll look uh at we'll have even more ASA data for you. Um we'll have kind of final final ASA data by August. Um and then September we're back to uh the next board goal. So just give you a little heads up of uh what we have going on.
040All right. So I'm going to go to goal two. Um, and I just uh want to share uh very quickly since we um always have uh new people here each month um that each month we are looking at one goal in particular. We are looking at fifth grade math um our goal of uh going from 11% to 45% um by the 2028 state test. And when I look at the top of page one, obviously what stands out is uh that 2022 data. And um and then a dip. And so we we actually talked about this last time. This this was in um December. So I'm getting a little bit of feedback, so I'm just trying to move back a little bit. Um and we had a just a very good year for uh fifth grade
041math. And if you recall, we talked about having um a couple of fifth grade teachers that year that went um either to another grade, one left um uh another one to another grade, and so kind of a a couple of different events that led to then I want to say going back to about 11.7%. Um so I just wanted to address that again because I know that that's what I would be looking at there. Um in the middle we have uh over the last couple of benchmarks our STAR math proficiency. Um our goal is 28% um for spring. Again star testing is happening right now. Uh we're at about 50% tested for each of our sites. So we have a little bit of preliminary data but um there's still a lot more testing to do.
042A lot of schools tested today. Um, another thing that I just think that stands out to me here is last year our um, 2024 percentage was 11%. But our winter and spring were at uh, for star in the column right above it were at 21%. Um, and so we've been, uh, we talked about this a year ago that we saw really solid, um, I would say a good comparison between STAR reading and AASA uh, reading testing. But for math, there was a little bit of, I would say, for lack of a better word, inflation that the STAR math, especially around fourth, fifth, sixth grade, um, those proficiency numbers were higher than, um, what we saw in ASA. So even though we are uh currently at 18% um the realist in me would would potentially be
043predicting something more like what we've been seeing around 11 or 12% on ASA but we will see we'll we'll have that data by next month. Okay, going to uh page two. Well, this is what used to be page two. It's actually page uh five on this document. Um, but anyway, the second page of the report is our site data. So now what we're looking at is fifth grade math data. You have your August 2024 uh data, which would we call our beginning of the year proficiency numbers, and then you have our most recent tests, which um I say March, I was a little liberal with that. Um when I when I captured the data I got kind of last week of February, first week of April just because with um spring break we gave a
044little bit more flexibility on testing during that month. And then the growth average um so again this is based on the uh students standard growth percentile score which is measuring their growth from the beginning of the year to whatever their most recent test is. Um and what I would just direct your attention to is the yellow column at the bottom. Uh that growth average of 45. Uh we talked about this 50 is uh kind of representative of um average growth again nationwide. This is um not just state uh level growth average. Um so that's a little bit lower when than than where we would want to be. And we would certainly want to be on the other side of 50 if we're talking about getting to the very ambitious goals that we have of getting
045to 45% proficiency. Mr. Yes, ma'am. Um so if you all remember from last year, the um star the star assessment was off by about five percentages from what we actually um scored in our double ASA. So right now we're predicting that if we look at our current STAR data then we can predict we're going to be about 2 to 3 percentages higher than we were last year. So we're moving in the right direction. But again we are looking to see what can we do in the implementation of all of the improvements that we're making to accelerate that growth or we will not be able to make our 2028 goals. So though we're proud of the work that we're doing and improving, it's not at the rate that we would like to see. And um I
046know in June we're going to get together um with the board to perhaps um review some of our interims to ensure that we have the appropriate interims as we are um looking at making improvement. Sometimes that looks more like a J than a straight um trajectory. So a J curve, right? So we need to um analyze that and sit with you all to ensure that we have the appropriate um goals driving us for next year. But again, we do anticipate there to be um between a two maybe 3% um increase um but not the type of increase we would have liked to see, especially noting that that growth average is at 45. Thank you, Dr. Portio. Yeah, I think that that's a common refrain for a all of our uh grade levels is that we
047are seeing uh a proficiency increase even from the beginning of the year to now. Um and we are I guess contrasting that with where we would like to see um uh or where we want to go to be on trajectory by 2028. Um okay, middle of page uh middle of this page is our student population proficiency. Um so uh looking at some uh demographic data, student populations, also uh some of our uh more specific learners that are in our guard rails, namely ESS and English learners. Um, and I think just what I would call attention to is when sometimes I will say that um, there would be nothing here that would be outside of the norm. So again, going back to our our district growth average of 45, you can see that everything in here,
048even though there is a little bit of a difference, nothing is outside of the 40s. Where you see, um, at least as I'm looking at this, the bigger swings is sight by sight. So we see anything from something in the 30s all the way up to um 66. So just to kind of compare that uh with this group that as as I'm looking at this and and this is not meant to be a captain obvious statement but where we're seeing the biggest factor or determinant is the teacher or school that you are in or the teacher that you have um has a big determinant at least growth average for um this grade level and this is what we see for many other grade levels. Madam President, can I actually just ask a clarifying question there?
049Um, when I'm looking at some of these growth numbers, they don't seem to though actually directly correlate with the proficiency growth because we're looking at the school that has, you know, a growth average of 66 and they grew 2% in proficiency. And then we have other schools that have a lower growth average but have grown, which tells me that, hey, students are growing, but maybe lower students or higher students. Yeah. And so just wondering how understanding that the growth is important, how we're also balancing analyzing that data to be able to see where we're achieving proficiency. Thank you, uh, Madam President, board member Franks, if I could too. That that's an excellent point. Um, and I just want to give one anecdote that I was at a school where I saw the proficiency had really
050increased, the growth had not. And and this was just a theory that I would have of one possible explanation that could happen at a school is um in a situation like that, you have just a handful of kids who are really thriving. So there's 10 kids, let's say of 40 that are just doing everything right. They're participating, they're paying attention, and you have those kids who are increasing in proficiency. Uh but the other kids um the rest of them are not. um and they're actually falling behind. Um this could be when a teacher is just teaching to, you know, one group of of kids. And so um you're maybe your higher kids are thriving because of of how the teacher is instructing, maybe not scaffolding like they should. And I was sharing this with the
051principal and she was like that that sounds exactly like what I would say is happening in in the class that we were looking at. And it was a lot of learning by invitation. So the kids are up in the front, they're raising their hands um and and really doing great where some other kids are maybe being um not challenged as much. So just to give uh what I'm trying to long answer to say that I I totally agree with that and there would be some reasons why you would see proficiency increase but not necessarily growth or growth increase, not necessarily proficiency because you've got students who are maybe going from minimal to partially proficient as an example. Um so a very good point. Good. Keep going. Another thing to point out is um when we
052get to the last page, we'll talk about what we're doing for our special student populations, but you do see that we have a long way to go, especially with our um EL learners and then our ESS group. Thank you. Yeah, all that was to say proficiency is important. Um looking at the growth is is is important. looking at those in tandem um definitely gives us a better, more accurate picture of what's happening at our schools. Um at the bottom of of this page, I always like to kind of put a spin on something, something that's a little uh different or um usually a celebration. So, this is um across our uh the fifth grade that we're obviously looking at, but some of the grades that are or cohorts that are coming up to fifth grade
053math uh where we're seeing some really good success. Um, I know that a question that comes up often with the boards is where are we seeing success? Um, so here's just a couple of examples. Uh, third grade at bar an average growth of 71. I'm just going to go back. Oh, I I'll show you when we get to um their interimm goals because we have more data for bar, but uh something like a 25% proficiency at the beginning of the year to 50% uh proficiency now among bar third graders. um fourth grade at Pastor um that that's actually uh two teachers. Um they are not departmentalized. You have just two um teachers that teach all the subjects. Um and then fifth grade uh it is a a math specific teacher at Campbell. Um so I'm
054looking at the average growth plus the percentage of students who are at 67 SGP or higher which uh is typically the group where we would see high growth. So these are students who have made high growth. So this is to say at these schools in this grade over 58% of students are making um high growth, not just average uh not just average growth. Um so really good celebrations. So um happy teacher celebration day by the way. Um and especially a shout out uh to these teachers. Um they didn't know that we were going to uh shout them out today. This is Miss Mali at bar, Miss Carmandanda and Miss Cecile at um Pastor and Miss Delaney Mlen at Campbell. So, um really really great um stuff going on in those classrooms and have had a
055chance to get to see that had a chance to get to see a lot of Campbell's uh math teachers. She's doing a really great job. Okay, our interim goals, uh, second grade students, um, measuring, uh, their growth. And the reason why we're looking at second grade students, just as a reminder, is that these are the students that will be fifth graders in 2028. So, this is ultimately the cohort of students whereby we will measure our uh, success. Um, and you can see here that there was good numbers in October. Um, we talked about this last time. Sometimes we could expect to see some sort of March dip because it's progress monitoring versus uh benchmark testing. Um but I would still say even with the December data is a dip from October. Uh so we're going
056to look a little bit at the um the growth here. So just to compare that if you recall just a second ago we showed fifth grade was at 45. So second grade math as a district the average growth is 37. So I would say that is um uh lower significantly lower and then you can see that the um percentages relative to the fifth grade math um are down and we shared at the in the headline on the top of page one I I didn't explicitly mention it but um fifth grade not on track the second grade not on track third grade is where we are seeing um growth certainly from the beginning of the year and it's even though it's plateaued um we are um seeing an increase. I can say right now too that
057um for the spring testing, our end of the year spring testing, it's currently hovering at about 2930%. Um but still there's still some testing to go. So um don't have a final answer for you on that. And again, their growth average at um 45. We we um already mentioned Miss Malawi, but just to um share this again as a celebration, 26% to 51% at uh bar for third grade and again a growth average of 71. Um and uh I'll I'll get to share a little bit more about SGP later. And then finally, I like to uh combine all of uh the second through fifth grade scores. So these are our current fifth graders all the way down to the second grade cohort which is our um students who will be fifth graders in 2028. And
058so um you can see that this is a combination of all four of those grades. Their proficiency at the beginning of the year, their proficiency in March, and then um their growth average. That's it for um that's all I have for the data piece. Of course, I'll stay um on for questions, but I want to um turn it over to Dr. Portio and and some of our uh teaching and learning folk to talk about uh the bottom of page four. Thank you uh Madame President, members of the board executive team and Roosevelt community. So just to review, we are excited that we see uh about a 5% increase in that last um cohort that that we just reviewed right now. Um and we know some things are working though again we're striving to accelerate that
059growth so that we can actually meet our 2028 goals. Um, one of the things that we're uh we know that is working is that we uh see more and more of our teachers utilizing the board adopted curriculum and instructional materials that the board did purchase for our our classrooms to use. Um, and we're also um seeing more close u matching in the instruction as we walk our classrooms um what is being instructed and what is on our pacing guides. Um so that's something that we see is working. Another thing that is working is that our teachers are working at starting to identify those gaps um while analyzing um Thank you. Thank you. while analyzing their student assessments during their PLC time. Earlier I actually switched glasses with Dr. Battle and I was like why don't
060these glasses work? So thank you. She was sitting too close to me. Um, also, uh, we do recognize that our teachers are working more and more collaboratively together, um, especially as they're going through those assessments and and really, um, highlighting where each other's strengths are. So, that's another strength that we're seeing. And then finally, another strength that we have seen is that teachers are um determining um, which one of the math strategies is best for their specific um, skill set that they have in their classroom. So that matching of strategies with the skill set of the students in their class. And um I'm going to pass it over to there she is, Miss Erica uh Sanders, who's going to talk to us about what our pivot points are. Good evening, Madame President, governing board members,
061Dr. Portillo, executive team, and RSD community. Um after reviewing the data we have identified a couple key points of some things that we definitely would like to pay a a little bit closer attention to um and some things that we have planned. Um we also would like to work as we know our instructional coaches play a pivotal role as they work directly with our teachers and coaching cycles and professional development. So we would like to have that continuous development of that and that begins really really early um in in the summer and then throughout the school year. Um additionally with we are looking to begin our essential standards committee and so over the summer our um committee of teachers will be revising our curriculum documents. um oh the state of Arizona released about a month
062ago their identified 38 um ELA and math essential standards. So our work this summer is to ensure that they our documents are aligned with the state. In addition to that, we this year, unlike years past, we have made it a um uh a process where individuals have to apply. And so we for the committee really wanted individuals who really have a strength and writing curriculum, unpacking the standards. And we recently have gone through the interview process. And out of the 70 80 applicants, we secured 30 um core individuals who will engage in a year-long process to ensure that we are creating robust documents that are rigorous that are aligned with AASA expectations as well as state guidelines. Um we're also going to continue the uh math development for our teachers. Um this coming year we
063have two new content math specialists. one for like 68, the other one for K5. And so they will be instrumental in providing the professional development not only for our teachers but also our instructional coaches, um us as a team as well as our site leaders. And then lastly, we really want to focus on incorporating the math practices daily so that our students really have a great understanding of what that looks like. It's not just about solving problems, it's about becoming strong mathematicians. And u madame president, members of the board, as you all know, we are trying to uh make sure that we're being efficient with our SP expenditures, right? So, we've made a big change in reducing our executive team by one executive director. Um for next year, we will not have the leadership and
064and um and learning executive director. We will have uh Miss Gustin move over to the teaching and learning um executive director position. We're very happy for that. she's going to do a great job and already has begun transitioning that work. So, I'd like to pass it over to her so she could tell us a little bit more about what we're doing differently. Uh good evening, uh Madame President, uh members of the governing board, exec team and community. Uh first, I would just like to speak to the the pivot points that we identified uh when we're looking ahead for math. The first one being uh starting at the top at each of our campuses with the we call them our instructional leadership team. So, principal, AP and and IC. Our schools have done an incredible job
065this past year of getting really intentional in consistently meeting uh to look at data to really inform what's happening every single week on their campuses. So we want to make sure that in those ILT meetings that there's as much of a focus on math as there has been on on reading moving forward. Uh from there we look then to our campus uh professional learning teams those uh collaborative grade level team meetings. Uh and just a big shift with having a year all of the unit plans done for the entire year means that those teams instead of spending time planning at the unit level are able to spend time planning at the daily lesson level which we think is critical for making sure that we're incorporating the best practices for for math instruction and monitoring student
066learning. Uh along with that, specific to teachers, uh we've made a shift this year districtwide. Departmentalization has happened uh differently at different campuses. This year, districtwide from fifth grade on up, we are departmentalizing, which then allows teachers to become much more deeply uh proficient in their content area. Uh and we look forward to that. And then finally, our last pivot point is thinking about how we're capturing data at the at the district at with school teams and as a district team. uh not just looking at our student learning data like we are right now, but looking at what's happening in classrooms, what's happening in those PLT meetings, and having a really consistent and robust system for collecting data is going to help us in making the best decisions possible for uh what we need to
067keep doing and what we might need to shift from. Uh I'm going to pass it back to Erica to speak to the key areas of focus and then I'll speak to uh our action plan items. Thank you. Some key areas of focus that we would like to highlight kind of piggyback on some of the other areas we uh we mentioned previously, but one is when we do our district learning walks and um as a a team, but then also two based on what um our our our site leaders are in in the classrooms and being at PLTS, we do see that there's still a need to focus on target task alignment. So if the state standard says that they are analyzing or um explaining, then that is what the students should actually be doing. And
068so we want to make sure that there's an alignment between the target of the lesson, what students are actually doing, and then if they're actually being assessed at that. And that's key. And uh one of the ways to do that is by um professional development, coaching, ensuring that um we really focus on that as a team moving forward. Additionally, we are also really focusing on daily formative assessments um to plan for our intervention. So after a lesson is taught the exit ticket or um uh formative assessment that the teachers have that instant data so that they can make a determination if it's something that needs to be retaught whole class or is it something that this small group of students need this one area of support because based on their formative assessment we saw a
069common gap. And so then the the teachers are then able to pull small groups and um and and provide intervention at that level. And lastly, we also want to continue our principal and instructional coach math development because they are instructional leaders on the site. Um they're the boots to the ground. And so we want to make sure that they have a clear understanding of what they should be seeing in the classrooms, coaching teachers, um as as well as in in daily lessons. All right, and back to me. Uh, so what Eric has said earlier, a lot of these things we've already kind of mentioned, but as we move forward in in our action plans, four of the key things that we'll be looking at for one are those uh essential standards unit plans for the
070entire school year uh that align with the state essential standards. Uh having two district math coaches is going to be such a gift. Uh we've in the previous years had won and this past year we unfortunately lost her to a different job, not something terrible. Uh so we we actually went the second half of the year without a a math coach. Uh and then a big one speaking to this as we are aligning our systems. uh we're taking the opportunity to align the data and and when we analyze data, when we collect data, when we analyze data at the district level with our principles, with our instructional coaches, not only doing that better and more frequently, uh but actually aligning it with these these these times together. So prior the month prior to the board
071meeting where we're looking at the the progress monitoring report that we've actually engaged in those conversations uh with our our instructional leaders uh not only to look at the data that we've collected but the learning data as well and get their perspectives. We hope to be in classrooms as much as possible at the district level but hearing from them about what they're seeing every day uh is really important for us to have the best information. Uh and then the last part is really building up a as we gather the data to see what what is and isn't happening in terms of math instruction that's going to to drive a a a full uh comprehensive implementation plan for math instruction in the district. So with that I'll hand it back to somebody. Thank you Madam President.
072And I know that um board members submitted questions. So I think we're going to post those questions um and then uh take our stab at answering them. Though through the presentation we did answer some of them. We want to make sure that um that there you're not left with any remaining questions. And I think you wanted to read Miss Castro Corales. Re sorry before we get into those um I guess uh planned questions that was something I heard in the presentation. I'd like to ask a direct question. So we won't get too far from that presentation where public kind of misses the where the question is coming from. Go ahead. Um so when you talk about formative assessments um and teachers being able to look at that data and figure out if they need to
073retach um collectively throughout the whole class or just a few students. Um can we talk about the time that teachers have to be able to do that? Is that protected time? How was that? Thank you. Um teachers do have PLT time um during the week. Um they do have their um their prep time and one time of the week is dedicated to that, but then also our early release schedule um in um agreement with our administration and then also our REA. Last year we did prioritize having all those early release days. So it's once a week um to be protected for PLT work. What is a PLT? Oh, sorry. professional learning teams on their campus. Thank you. Thank you, Madam President, for allowing me to answer that question before we get into the other questions.
074So, Miss Cash Carell, she submitted her questions. Um, and so the first one says, "How can we strategically lever partnerships like these and ensure ourus are intentionally aligned with our board goals? For example, since Future for Kids serves students in grades 3 through six, how can we use this program to directly support goals number one and number two for our fourth and fifth graders while also proactively setting up our third graders for success as they transition into fourth grade. Um so though that that has happened and in fact today in the audience we have um a partner um the 100 black men who are really supporting us with our academic goals. um we have not been intentional at sharing these um academic goals with each of our partners, which is something that we're working on
075establishing um for next year as we start having our advisory councils. We want to make sure that all of our um partners um those that are present and those that are not present and those that we are um working with um approving today that we're um being very explicit with what those goals and guard rails are so that they can know exactly where their organization specialty might fit in supporting us. So that's something that we're working on. Dr. Battle, you have something? Thank you, Madam President and Dr. Portillo and board members and community. Dr. is exactly right and we appreciate the question because we want to leverage every opportunity to increase student achievement and while ourou our partners may have uh different goals so to speak I think it's um up to us to let
076them know um how ambitious we are and what we want to do and I would guarantee that there is some strategy they can do to target their effectiveness to align with our goals thank you for that and I some point in the future that I would like to to tie contracts to outcomes um along with this. So maybe sometime in the near future we can do that. The next question is how will we track the progress of English lang of our English learner students and evaluate effectiveness of our investments if approved in TCM newcomers in TCM language power. Do you want me to answer ask all of them first? Okay. 08. Madame President, governing board members, executive team, there's a lot of various ways that we are measuring this. Obviously, the Azela results um were
077just released. Um and so that's just one measure. The other measure is that we should see that this translate over into success in our STAR assessment, our AASA assessment. Um so there's a various avenues that we should see as well as our common formative assessments. So it's just one um the ASEL is just one way that we can measure it's if it's successful. We also capture qualitative data um by doing learning walks during the intervention block to see the program being um utilized with fidelity um uh because we also want to make sure that it's not necessarily a program issue but that our teachers are professionally prepared um and that we are there supporting them. So that's just a couple different ways that we ensure that is meeting um what we need. Thank you. And
078then the second part of her question is also how are we ensuring that the parents and caregivers are informed about the take-home backpacks and resources we're providing given that our EL students come from households where English may not be the primary language? How can we support families in using these materials effectively? Could we consider offering virtual or inerson meetings to guide parents and guardians on how to use resources to support their students learning at home? Absolutely. And so we are very thrilled to always partner with all of our stakeholders and some of that might look like attending cafes meetings so that it's all about educating and communicating um what is available but then also too with the new backpacks, how are they used? um tapping into our family engagement coordinators as well so that they
079are aware um and offering various opportunities for our families to come together virtually or in person. Um we had a district gifted meeting um last week because it really is about educating our uh our community, our parents, stakeholders um and so we want to do the same for all of our parents and not just once but throughout the year. So that is definitely something that we're planning on on doing. Yes. And our um our EL specialist um organizes our um our uh parent um our parent engagement facilitators um to review the Azela with the students. So that would be the perfect opportunity to also introduce them to the new tool. Thank you. Um, I feel like a lot of my questions were answered. Um, but let me see. I guess I'll just ask my first
080one. Um, what improvement has been observed in the proficiency levels of third grade students compared to last year cohort? I feel like that was answered, but yeah, Madam President, if I could just expand to that. Right now, we're expecting something like 25% proficiency on third grade for ASA, which would be an improvement from last year at 22% kind of based on what we're seeing on um STAR testing. And since we've had ASA, that would be our highest uh third grade math uh proficiency rate. So, um I I think I want to call out the celebrations when we when we have them, too. Um certainly keeping continuing to track up and up with uh third grade math. Thank you so much for that. Um, let's see. I'll go to I'll jump to number three. Um, are
081there any demographic groups that require additional support to meet their growth goal? And what does that look like? And I feel like we kind of ted on that a little bit, too. Yes. And and I want to say too that, you know, the short answer is yes. Of course, we we have um certainly student populations that we want to receive additional support. That's in our guard rails um as well. And um also I I want to share too that you could see from the numbers that there's not um something at least when we're talking about fifth grade math where we see something wildly off. I would say except for as we were looking at our data, our EL population is a a population that we really need to focus on improving not only their um
082language acqu language acquisition but really um improving our ability to increase their um scores in math. Y thank you. I will pass it to Dr. Frank Woods. Hi. Um I think two one question that I just wanted to lift up from the previous uh pieces because I think it's just helpful for everyone to hear your response. Um and then one that came from the presentation today. How precise are we able to be with the data that we have about what students what standards or what concepts about math students know and don't know. Um based on the STAR assessment or based on our current assessments, I think we're able to see right now overall proficiency. But how precise are we able to be dialing down into that data to say the issue is geometry, the issue
083is fractions, the issue is number sense. Um, can you just give us an overview of what we know and what we maybe don't know right now about that that data? Yes, thank you. Uh, Madame President, uh, board member Frankitz, that is an excellent question. Um, Dr. Battle also, uh, loves to get on me about that, too. I mean, in a good way. She's she's asking the same questions. Um so just another uh quick review of STAR is that it's a dynamic assessment that questions uh get easier or harder depending on how a student is doing and it encompasses all standards. Uh compare that with what we have been doing which is a um what we called an essential standards assessment which was along the pacing guide all students got the same questions. they were they
084were just that grade level's um standards. So that's not to say STAR doesn't do that. I I sent to the board a couple of reports just screenshots of of how STAR can help at the individual level and help at the at the site level um to uh help for instructional planning. In fact, it's called an instructional planning student report. Um again, um ESSA was very helpful in terms of I I think more of what you're asking is is how are we doing on specific standards um and and this is not meant to be a shameless plug. Um but also on the board is um I'm really excited about some of the assessments that we have planned um for uh next year um that are on later on in the agenda for your approval that will
085will get to that even further. So again, not a shameless plug. Um, but there is I've learned more and more to to sum all that up that STAR is actually um has better um standardsbased reports than I originally had um thought when now as I'm getting to learn the reports more um there is a lot of good um analysis there. Um can I just say that back to you? Part of the assessment strategy for the upcoming year is that we'll be able to dive more deeply into diagnosing where some of the gaps are for students in terms of grade level standards and there's an opportunity to go back into some of the star reports as we get our spring star data back to say here's what we know and what we don't know about where
086students are at. Was that that's better than I said it. Thank you for number. Um and then this the second one I think that this is maybe a more general question. Um if we can go back to the what is working section. Um we had a wide variety in some of the data in in different spaces and we named what is working as teachers utilizing board adopted curriculum teachers identifying gap in student learning. And I'm saying this as somebody who's taught math for the month before the ASA assessment. I my question is h what data do we have or how do we know whether or not that's being that's true consistently in in our spaces or true consistently across campuses and I think where that question is coming from is if we're naming that it's
087working is it working in all spaces or are we moving on to other things before we say that we have mastered those things in in all of our spaces um so that's just a question I have about how confident we are that it is working in all spaces or that it's consistently happening in all spaces. So, um based thank you for that question. So, based on our walkthroughs that we do um as a district team, but then also on the campus walkthroughs, we know that where that's happening, we're having better um results with our students. I would say that we are working towards consistency as we have focused a lot of our efforts and energy in reading. We know we need to replicate that for next year in math. So in a lot of the
088planning we have for this summer and for next year we have um increased uh uh professional learning in math and then also want to remind the board that we um have decided to departmentalize um standard across the the district. So that'll allow teachers to focus more so on math and science or math depending on how many teachers they have on their grade level or reading and um social studies whereas right now um many of our teachers are trying to be masters of all things. So, that will also be something that um I think will help us to um have more consistent implementation of the um pacing guides that we're going to be reviewing over the summer and then also of the materials that we've purchased for them to use. Madam President, that's all my questions.
089Yeah, go ahead and President Dr. Franco, it's just a couple of things I'd like to add that in governing board members um ET as well as community some things that are in the work in progress as well as I call them data coalition team and the rest of this year they're working towards looking at our software curriculum determine the ROI um the efficiency the fidelity and the effectiveness of our tools. So there's a an exemplar model that we talked about and and Nate is helping to lead that along with Elizabeth and our multi-purpose man Nick is a part of that as well as well as a few others. But nevertheless, they're they're getting the framework together because that will help us to also see how well we're utilizing our curriculum. Are we using it with
090fidelity and is it, you know, yielding high ROI? Um and then secondly, we're working towards our grading practices along with the functioning of our CIS, which is our synergy student information system for our community. With that said, that's another data point that will be measuring mastery of standards um to determine when we have to retach um to our students and rebuild our lesson planning. Um and and Erica is working with a team uh this summer to do our unit planning and that team in will include teachers. So there are a lot of things working in progress because we know that grade level standards are important. We also understand the value in proficiency and growth. So therefore, utilizing both the Renaissance Star Educ, and that's what we hope you approve tonight, as well as Renaissance um
091DNA u will help with the uh test bank for that consistency um and effectiveness of those standards so that intervention tier 2, tier three um strategies can be implemented. Madam President, um so my my question is kind of inspired by uh Dr. Frankowitz here. When we think about um teachers utilizing board adopted curriculum, are we measuring this use through informal or formal observations or both? Thank you. Both we are we are utilizing um where the curriculum is um technology based we can see the utilization rates um minutes and frequency of uh logging on. So we can you use that as one data point but then also through um our district walkthroughs um their informal observations. Um campus of course um do does their own walkthroughs um we go weekly and then campuses go more frequently
092but then of course we have our formal observations. So our formal observations are more so focused on um utilizing our u Marzano teacher observation tool. So, it's not um directly tied to um to the um the guardrails, right? It's more it's an independent tool, but the walkthroughs that we do um are uh one improvement that we're going to make for next year is that our walkthrough instrument at the district will be aligned will be the same one um that the campuses are using whereas right now we are using one and the campuses are using a different one. We'll be using one um to be able to report that out more. Thank you, Dr. Port. Thank you, Dr. Um, so thank you my madam president. Thank you. Do you have any questions? Okay. Thank you so
093much team. We appreciate it. I love the diversity in the tag team changing it up on us. Appreciate it. Okay. So the next item on our agenda is item 2.04 which is the superintendent go number four. Um, as we continue to learn and grow through the framework, we are adapting along the way. As I previously stated, we have moved the guard rails to our regular board meetings instead of our study sessions. Guards represent the vision and the values of the community. With that being said, guard number four is in in attaining the board's student outcome goals. The superintendent shall not fail to implement and maintain effective strategies for the retention and development of teachers, including promoting from within to ensure they have a positive impact on students as as evidenced by data. And with that,
094I'll pass it to Dr. Portillio. Thank you, Madame President, members of the executive I'm sorry, members of the board and executive team and Roosevelt community. Um, we are doing so much of so much work in this area. Um, our human resources um division is spec is especially um ingrained in this work. Um, Miss um Chanel Alexander is under the weather, so she's not here today. Um but uh um as we work together on this, her and I prepared um the report for today. Um we're doing a lot more um in recruiting of all positions, but for specifically today in guardrail um 4.2, we're looking at the paraprofessional pipeline, right? and specifically knowing that we want this paraprofessional pipeline to be um a pipeline that is homegrown and that represent the community that we choose to
095serve. Um so one of the things that we know has um helped is that we've increased the rate of pay for the paraprofessional position. Um we're really excited to see that. We've also analyzed um the number of pair professionals that we have in our on our um on our payroll to ensure that that we are um we are serving our students and then also being responsible with um with our finances. So in saying that, we're excited to say that at this point um we did have a job fair um last Saturday. We were able to pick up um three um additional pair of professionals at that job fair and eight teachers. Um so at this point we have um uh five pair of professionals left to um to um hire across the district which is
096better than we have been ever before. Um so we know that that's working. Also today on your um agenda, should the board um choose to approve, we're recommending an approval of um um increasing compensation for our one-on-one student aids as well um so that we can ensure that we fill those positions. So, we're excited that that's working. We also have um been increasing our advertising of the position in our local media, so through South Mountain Community College and Rio Salo Community College as our local partners. though we we advertise all over the place. And then also um taking up one of our other community partners, the informant on an offer to be able to um advertise for us. So we're taking uh Mr. Campbell, namesake of our, you know, his his dad is the namesake
097of Campbell Elementary School. Um he's offered us um the opportunity to be able to advertise there. So we're taking him up on that offer as well so that we can continuously um recruit from within. But I specifically wanted to um share today about two um partnerships that we have, new partnerships that we've added. One is a partnership with All-In education. So, All-In Education is a parent um is a group that is supporting with our parent education and um one of the things that we are doing with um all-in education is that this summer um starting in July, they will be um creating a um opportunity for parents to come in um and receive training um through parent education on the science of reading. Then also aptitudes needed to support specifically our struggling students and our
098special education and our EL students as well as helping them to practice how to um pass the the practice exam. The practice exam is one of the um requirements and or having a associates degree or higher in order to be able to serve as a PAR professional. So um we are going to um provide that um in partnership with all-in education for our um for our parents and or neighbors community members who want to participate um um all-in education has secured a grant. So they will also be compensating for attending compensated for attending the session uh the sessions. Um after that they will be part of our hiring pool and we intend then to be able to have a a well-prepared group of individuals to be able to select from so that we can fill
099the rest of our paraprofessional positions. So we're excited on that and again that's set to begin in July. Um next steps for that is to begin planning another one um in the fall of 2025 so we can have another group then go through the same process and that we can continue to grow our pair of professionals. Now for our existing employees and once these um pair of professionals are on board the other partnership I wanted to announce is a partnership with American Intercontinental University. We are um are working on developing this partnership with them. Um it should be up for the board should should everything work well for um recommended approval um in the next future in the next few months. but we're working with them to be able to have a discounted rate for
100any of our employees to be able to pay for their bachelor's degree um at a cost of $5,000 for um a bachelor's degree, which is an amazing cost. Um we are still working through all the the the nuts, but you know, and bolts, but um I wouldn't be saying it if it's not something that's looking very favorable for us. and then looking also to see if it's possible for our employees to be able to pay that um through their pre-tax dollars as well as an additional incentive. Um and also looking to um develop a program with them with a masters of education specifically. We have requested that they develop one not only with a general masters of um of education but one with an emphasis on special education which is the area that we know
101that we need um more teachers um to um to be part of our hiring pool. Um so and our HR depart division is also looking to see how we can leverage this opportunity for our other non-instructional groups as well so that we can provide them the opportunity to get um uh degrees in other areas say finance or another area that is more related to their work. So we're excited to announce that um as something up and coming that we are uh that our HR division is is highly engaged in developing. And that's all that I have as my update for interim goals 4.1. Thank you. I'll now open it up to the board for questions. Dr. Portio, I'm really excited to hear that um we're partnering with American Intercontinental University. That's the first I've heard
102of that. Um uh quick questions with that. Um for the bachelor's degree is this bachelor's in a particular field is going to be in education or Yeah. So we're beginning with education though I know that they do offer other bachelor's degrees. We're we're beginning there because that's the the guard is specific to our pipeline for teachers but we don't want to um not offer that opportunity to our other um employees. So we want to start small, test it out, see how it goes and then expand. Excellent. I'm I'm excited to see this uh upward mobility that we are um providing for our community. This is wonderful. Madam President, um just a question in terms of obviously I know all is doing their own recruitment for for the pair professional course. I'm just wondering just to
103make sure that our Roosevelt community and you know throughout our Roosevelt community that our our constituents are informed, how are we communicating that or messaging that or sharing that information so that a wide variety of of folks within our network are able to get that information? Thank you um for that question. So our first round is going to be um smaller. We have 15 members or so participating. So we're not doing too much advertising because we want to see what we learn from the first time around. what how we can make it better. But in the fall, that's when we do want to do a more robust um reaching out to um be able to to get more people in that pipeline. Um and so I have a question my well I have a couple
104maybe. Um, so the paraprofessionals help me understand or rem remind me we were contracting a lot of those services out and so can you provide a little context around that? Sure. Sure. So this partnership and this guard will specifically support the individuals um then having the opportunity to um work for our district. They reside in our district. They're parents of our district. But to work in our district, it helps them. It also helps our students of course to have people that are from within the community serving them, but also we um we will benefit from it as a district because um there's a der of people that actually want to go into into that area, right, to to support our students and um in um in the paraprofessional and and one-on-one um aid position. So,
105in the past, we have really relied on um outsourcing that position. um most districts in Arizona and even as I read um through my um professional literature across the nation are experiencing this hardship of filling that role. Um so we are attempting then to um to have our own pipeline so that we can lessen then the burden that we have on our on our budget. Um I and Mr. Gonzalez, please correct me if I'm wrong. I believe we spend about $50,000 in outsourcing each one of those positions. Is that correct? Approximately, Madame President, governing board members, it'd probably be closer to approximately $80,000 per pair of professional. Um because a par profofessional cost us about 40,000. So, uh the outsourcing is about double that. I think your microphone might Can you repeat? I don't know
106why it's on. Madame President, um the uh pay professionals cost about $40,000 per year. Um so the outsourced ones are double that, so about $80,000. Thank you for that. And then my final question um the increases were due to us doing a survey or doing some data. Tell us how the we got to the increases for the pair of professionals in the 1018. So um we we did do um we had a um study done an external study which um will be shared with the board I believe in July um the results of that but that was one of the recommendations that came from that study as well as us noting that the positions are going vacant every year. Right? So just looking at that um knowing how much we are spending on outsourcing we
107believe that we wanted to try the strategy of increasing the pay for those positions. um so that we would be able then to um decrease again the the strain we have on our um on our um budget and uh that was definitely an important driver. But also we want to have consistency in who our students see and um and people that are before them each day and um and these positions are we have a lot of them in our district. We have a lot of students that need this help. So, um, by being able to recruit from within our community, we do feel that are, um, that we will have people that are, um, very committed, that are able to easily get to work each day, and that have chosen to work here in the
108Roosevelt District and serve the community that they live in. Thank you so much for that. Any other questions before we move on? No. Okay. Next item on our agenda is public participation. And there is public participation tonight. So I'm going to read the ammunition. Personal attacks upon board members, staff personnel, other persons in attendance or absent by individuals who address the board are discouraged. Presenters are cautioned that statements or representations concerning others that convey an unjust or unfavorable impression may subject the presenter to a civil action or defamation. Um, I will now call the first person to the podium. Um, there's three minutes per speaker. And so the first person is Vanessa Brown. You're fine. Thank you for this opportunity, madame president and the board. Um, I am interested in um moving over to or
109expanding extending my uh child care over to um Martin Luther King and I understand that uh when space come available I might be chosen to do so and it seemed like I missed when it came open for the public to move over to um Omar Lutheran King and uh I'm available. I'm really wishing Roosevelt School District the very best. You know, I spoke with various ones about I feel like Montasauri is the way to go. I've taught Monasuri from the age of uh two months up through the eighth grade and I just feel like it's the way to go and it's not going to cost you anything. It's um just implementing what you already have. And I'm not trying to tell you what to do, but I do know that going from the concrete to
110the abstract. And when you're talking like going from the concrete to the abstract, it's not like if you somebody had mentioned something about like geometry. Well, you're everything in here is geometry. Everything that's tangible is geometry. And where kids can really realize the connection between the real world and the what's in the books that you know there is connection. your body for instance like your face is all oval your neck and your arms are cylinders and you know pupils are the points or whatever but anyway um I'm available and I do wish to extend and even at Brooks where I'm at now I would like to just be there and we're looking at a program for the GED hands-on because you know once again I feel like the computers has its place you know books
111have their place but hands-on has its place and I feel like we need all of it to make it happen for the growth that we're looking for and beyond. Thank you. And also I like the playground that's over at Martin Luther King. Okay. Yes. and it's plus it's closed more but that's another issue. Okay, thank you. Thank you. Next up we have Tabitha. Good evening Madame President, governing board members Dr. Portio and our executive team and our community members. I am speaking on behalf to advocate for our related service providers. That would be your speech therapist, your occupational therapist, your physical therapist, your speech therapy assistants, your occupational therapy assistants, physical therapy assistant as well as our psychiatric sorry our psychology team. Um a little background year of 242 our teams were some of the
112few teams who were not included in the salary increases that were given to the staff and the district. Um we did meet with Dr. Portio who really worked to help us um in listening to what we had to say. Uh we were given some increases at that time, meaning we were given a $1,000 one-time stipen for the related service providers that did require extra work for our special projects. And our psychology team was given um a decrease in contract days. Uh I jump forward right now in saying we were promised at that time that we would not be forgotten when we were looking at the 2526 school year salary increases. Um and we were. But that's just um it's important for us to say I've been seeing a lot of therapists leaving our district, a
113lot of psychologists who are choosing to leave our district. That concerns me. we were very much fully staffed on a lot of our teams and not having to find outsourcing contract providers. Um, and at this point we have eight open speech therapy positions. We have six open psychology positions. We have one open OT position, two open OTAA positions that we will be needing to fill for next school year. And so at this point, the reason I'm here is just to advocate for our teams in keeping in mind our salaries are lower than a lot of the districts around us. Um, we also did not get like the step increases for those of us who were at the cap of our salaries, which I understand why the district made that decision, but that meant a lot
114of our staff also didn't get any kind of pay increases for this school year. And I think that made a difference in their decisions to consider going to another district and working for another district and considering they were making or being offered 10 to $15,000 more or they were being offered um more perks such as the opportunity to work from home one day a week. Thank you for your time. Thank you. Next up, we'll have Andrea. Oh, okay. Jazelle. And I She's not here either. Okay. Lineia. Okay. Come on. Y'all can come together. I know you wanted to come together. So, we'll have Tyler. Did I say it right? Okay, perfect. And we're going to give them three minutes each. Good evening, governing board, president, members of the board, superintendent, doc. Do I start over?
115Yes. Yes, we do want to hear you loud and proud. Good evening, governing board, president, members of the board, superintendent, Dr. Portillo, and executive team and community. Hello, my name is Mercedes Mo and I'm here to share my experience of going on field trips with 100 black men. And the one I'm going to be speaking about is when they took us on TGEN. Some things that I remember were that when we went, they showed us their lab and a breast cancer sample under their microscope and they said that they work on mice because their nervous system is closest to humans. I'm done. Thank you. Good evening, governing board president, members of the board, superintendent, Dr. Portill, and executive team. My name is Lia Perez, and I come from sixth grade. The the field trip that
116the sixth graders went through the kindness of 100 black men was a was. We toured the campus and we had learned that the there is a class that is about communication skills and being social. Another thing I learned was about their dorms. I learned that their dorms have a kitchen where the students could take could cook and have cooking classes. Also, I had learned I learned that they have a music studio on their campus and they had showed us how they use the buttons to change the the pitch on the music tone. So, those were a couple of things I had learned at the ASU West and really set my mind to attend for college. Thank you. Thank you. Good evening board. Okay, my bad. Good evening, governing board, president and members of the board
117superintendent Dr. Portio and executive teams. Another field trip the eighth grade went on was to ASUS. Some things I learned was about Miss Alice's parents and how they were the first Jewish lawyers in Arizona. Her father, Mr. Finn, had gotten a lot of death threats from people who didn't like the fact that he liked African-Ameans. And he also got discriminated from a restaurant because he brought in a black man with him. Something we did was reenact the March on Washington. We made signs of protest and ASU had an actor from the fine art department to act out the Dr. Martin Luther King Jr. I have a dream speech. Okay. We want to thank the community for listening to our experience with the 100 Black Men Foundation. We give a big big thank you to the
118100 Black Men for providing our trips and funds. Thank you so much, ladies. It it brightens up my day to see students and hear from our students. Um, thank you to 100 black men for supporting our our school district. We appreciate it. Oh, you want to take a picture? Okay. Can we take a picture really quickly? Can you come back? And then 100 black men, can you come up and take a picture with us, please? Yes. Joe, would you be so kind to just let us know who you are and then as you stand for your photo that be outstanding? Thank you. Please. Good evening, Madame President and board members, uh, executives, community, especially the students, uh, teachers. Um, we just wanted to thank you. It's an honor for us to be here and you
119know, Principal Hagerty, thank you so much for the support. We have a connection, a California connection, born and raised in California Bay Area. Don't judge us, but so uh uh and on behalf of my colleagues for the 100 Black Man, we're definitely honored to be here. Like I said, my name is Roger Bell. I am a uh a member of the uh mentoring education network. Uh we have uh president uh Rabani Fan um our president uh this exiting apprentice u member board member uh Chester we have another member of our board here and we have Vincent and we have um uh another member another member they're all over. I'm looking to see where everybody is at here so I can make sure I'm not missing anybody. But we also have a a member he's been
120with a long time I you know so yeah seriously I mean yeah you know and so he has been uh what two decades I think we've been doing this partnership with with the Roseman 30 years. Wow. Wow. So yeah. So thank you. So I go Thank you students from bar. Fantastic job. And thank you representatives of 100 black men for all that you're doing have done and will continue to do. We appreciate the partnership. Okay. Next item on the agenda is reports and I will pass it to Dr. P for the superintendent report. Thank you. Thank you madam president me uh members of the board executive team and Roosevelt community we are about to share out the superintendent report top happenings starting with community partners. All right so um this uh specific one is in
121support of guardrail number two which is the whole child. Um, the Greater Phoenix leadership led a fundraising drive encouraging members to use their public school tax credit to support Southwest and Ignasio Control Schools. Uh, Gool members donated $3,800 and the money is intended to buy soccer and cheer uniforms. This particular one supports academic goals number five and also all the academic goals and also guard rule number five learning for all student populations. During our principal meeting, Roosevelt school leaders underwent training to gain more insight into leading our reading initiatives, student growth and proficiency and alignment with our 2028 student academic goals. Next, again, in support of guardrail number two, the whole child, the student wellness department sponsored Girls on the Run, an afterchool initiative that combines physical activity with life skills to empower girls in
122third through 8th grade. The program impacts participants self-confidence, physical activity, a sense of purpose, goal setting, and increased academics, and improved behaviors. 70 girls across five of our schools participated this season in a heartwarming finale. Staff from all over the district joined the girls as running buddies for their final run and I know Miss Geston and uh Marisella both were um running mentors for for our girls. Um the rest of us were at the job fair but we do like to run especially Anna. All right. And also in support of guardrail number two, which is the whole child, Irene Lopez students in this in the CNS uh child nutrition um services junior's chef program have been learning how to prepare appetizers, entre and desserts from basic ingredients through plating for table plating for table service.
123The afterchool club teaches cooking as a life skill to practice healthy eating habits and introduce potential career paths in the culinary arts. Recently, child nutrition and student wellness teamed up with locallyowned It's Juicy, which is a juice bar. Um, also also owned by one of our alumni, by the way. um for an awesome after-school healthy eating experience. The students created personal smoothies, learned how different nutrients fuel the brain and support learning, and brought home their concoctions, a fresh bag of frozen fruit, and their own juice blender so they can create juices for their families. Again, we want to thank um Juicy's owner, Julian, who is a King alumni, for returning to her roots to teach children the art of making delicious and nutritious snacks. And also, we want to make sure that we recognize that
124it is teacher appreciation week. So, we have a video that we want to make sure that we share with you as the board. Hi, my name is Santiago and I get to do something really special today and I want to say something really, really big. I get to say thank you to all the amazing teachers. Thank you teachers. You guys rock. You are the best. kind like all all of the all of the other teachers. You teach me my letters and my numbers and how to cut with scissors, but not my hair. I don't know if you know this, but being a kid is kind of hard sometimes, too. There's homework and test, and sometimes we don't even know understand what's going on. And then you walk in a class and there's an awesome teacher
125waiting with a big smile. I've learned here at Southwest like so much because of like teachers. The teachers always help you if you get stuck on a problem. I was um confused with this writing prompt we had to do and um she would taught me talked me through it and um I got better at writing. Yeah, my teacher has learn has taught me how to um read a lot. My teacher makes me laugh. Sometimes you wonder if we notice the stuff you do, like when you stay here to help us or you make fun games out of boring lessons or even just to listen when we had a hard day. Well, we do notice and we appreciate it a lot. Teachers, we respect you. Don't give up. You guys are great teachers. All of you
126teachers, you are doing great. You guys are the best teachers ever. I love you bigger than the playground, bigger than snack time, even recess. teachers here. You guys are doing great. Teachers, you guys got this. Keep up the good work. Teachers, thank you for loving us even when we're loud. Thank you for being humans. Not the kind with capes, but the kind with coffee mugs and dry erase markers. We think you're super duper awesome. So for us kids, to you teachers, thank you teachers. Thank you for being so nice to me. Bye-bye and thank you. [Music] So, I know that it was a little jumpy in here with the the technology, but um it's also um showing on all of our social media platforms and we encourage you to continue to share it um with
127everyone else so they can see how wonderful our students are and how much they love their teachers. And also um I wanted to note the token of awesomeness. So as a reminder, the token of awesomeness is a gift that comes from the campus to the board members um to remind you how all of the decisions that you make here at the dis impact students and impact their well-being and us accomplishing our mission. So you have their um paintings and um I know principal there she is Marx is in the back. Um, yeah. Principal Marks, would you like to read this or would you like me to? All right. That's teamwork. Great. Uh thank you governing board uh president uh members of the exe exec team Dr. Portio and community uh MLK second grade students recently
128engaged in a a special art project uh where they work together to create collaborative monarch butterfly paintings which as you know is our school mascot. Uh you always see me rocking a butterfly except for today. Uh through this process, students practice teamwork, creativity, and care values they strive to that we strive to instill in all of our students. Each painting reflects not just their artistic talents, but also the collective spirit of MLK King School. Alongside your artwork, we are also presenting each of you with a collective commitment card. These cards highlight one of the shared commitments that guide ML King uh school community. We created these collaboratively as well and each was chosen thoughtfully to reflect the ways in which you as district and community leaders embody these same values in your work on behalf
129of all of our students and families and community. Thank you. And that concludes my superintendent report. Thank you so much. Are there any questions or comments from board members? Thank you so much for our token token of awesomeness. It brightened up our day. Um, next item on the agenda is a board member update. Any updates, board members? Um, I just have a congratulations to Dr. Buts who uh successfully defended his dissertation a few weeks ago um and is now joining the doctor club here on the DIS. So congratulations to Dr. Buts. Thank you Dr. Fingeritz. I appreciate that. Yes, welcome to the doctor club. Um next item on the agenda is our REA report and I'll pass it to Dr. Portilla. Oh yeah, I'm sorry. She's under the weather today, so there's no report for
130today. Okay. I did see her logged on, so I hope you feel better, Dr. Thomas. Okay. Next item on the agenda is reinventing Roosevelt. Um, when the board voted last year closing consolidate schools, the board asked for updates at a regularly scheduled meeting. Um, and now I'll pass it to Dr. Portio for this month's update. Thank you. just a a brief update this um time around especially um knowing that we're we've been here for couple a while already. So um proactive and frequent communication with our community members is important to uh myself and to our district and I'm excited to share with you the update that we um shared with community um today's specific update for the board. Um, one more includes a recap of the uh, superintendent's advisory um, group meeting and our monthly
131update again um, that was given to the broader community. The superintendent's advisory group convened for its second meeting last Wednesday, bringing together a diverse group of parents, employees, community partners, and faith leaders. The purpose of this group is to gain feedback on the district's progress based on the input that they gather from their peers and uh community represent repres that they the community members that they represent. And during the the session, members participated in interactive discussions with Roosevelt leadership at various different stations where they received updates on the reinventing Roosevelt initiatives and had the opportunity to share their insights on our ongoing efforts. We are deeply grateful to all of the members of the advisory group for their ongoing commitment to Roosevelt and their dedication to the South Phoenix community. They give up their time.
132They're bold. They're brave in giving and sharing with us the perspective that they share from the community and then also in spreading the word with the community uh members um of the great things that we're doing and then also of course the things that we need to improve upon. Also, an update was provided to the greater community through Zoom on April 28th regarding the reinventing Roosevelt efforts. The sessions were offered in the morning and in the afternoon and the recording is posted on our website as well for community to be able to access. The session covered several key areas including our finance update and current enrollment trend across the district. Attendees were also informed about the ongoing progress in the repurposing of the schools, uh the transportation updates a affecting the the students routes and
133academic updates highlighting recent curriculum improvements. Additionally, um we um shared the recently board approved salary increases and a QR code was linked to a survey which is another source of input for us as we continue our planning and refining our approach based on our community's input. Um just as a reminder those um those uh community updates are monthly. So um they're they're happening with a lot of frequency. Finally, I would like uh to invite everyone to join us in honoring the schools that are going to be repurposed as part of reinventing Roosevelt efforts. These events are held on various dates which will celebrate the rich history, the lasting impact and the cherished memories each school has created within our community. uh your presence will help us recognize and thank the students, staff, alumni and families
134who have been part of the legacy. So I know we have several different block parties. Um one this Friday which is um Lassen on Saturday we have um Bush and Jorgensson and then we have Davis and MLK being celebrated the following week. So, we'd love for you to attend if possible and then going to extend the offer um to the rest of the community to attend. And that's all I have for our updates um for this month. Any questions from board members? I would just like to say it would be nice if we all could attend at least one. So, there's five schools and so if we could all try to figure out our schedule so we all can attend at least one. Um, and Madam President, just a reminder that we should notify Marcela
135if we are attending. So, if there is more than three of or more than two of us, we can post for a quorum. Yes, the goal is just to at least get one. So, if we have more, that's great. But I would just love for us to have representation from the board. Okay. The next item on the agenda is approve the consent agenda. Madame President, before we go into the cons the consent agenda, I would like to move one of the items which is item 5.18 by request of um administration, I would like to move off the consent on to the action item which is found on category number six for discussion. Okay. Thank you. We have a question. No. So the first so there's a question on and the question is um was it
136supposed to be done at the beginning of the meeting? So what we approved at the beginning of the meeting was the approval of the agenda in totality. And so right now we're specifically talking about the items the consent agenda items. And so at this point the administration can request for us to pull an item. But I think just to norm for board members we I think the request or board operating procedure is that if there is something to pull we pull it at the beginning of the request or notify. Can you just clarify board operating procedure about when we notify that we want to pull an item off of the consent agenda? Yes, I think that's the question you're asking. It's it's within three business days. Right. Thank you. Prior to the meeting. So then
137please, is there a motion to approve the consent agendum? Agenda minus your point of clarification. Point of clarification. Which item is requested to be removed from 58? All of it. It's it's we're just adjusting it. So, it's not going to be on the consent agenda, which means we're removing it so we can discuss it. There's a presentation actually for it. Okay. All right. And there was just an error and so we're make it right. Okay. Um just point of clarification. So, we we can do that. Correct. Yes. But it's discouraged. Um Yeah. And it needs to be done 3 days prior to, right? so that we know we can answer questions and figure out what the concern is and address it prior to the meeting. Okay. So, do we have to do a motion to
138do this right now? Yes. So, there there will be a motion to approve the consent agenda minus or with moving 5.18 to action items. Okay. So, is there a motion to approve the consent agenda minus or to move item 5 18 for discussion and action? Madam President, I move that we approve the consent agenda minus item 5.18. Moving that item to discussion and action. Second. Thank you. All in favor? I I'm sorry, sorry, sorry. You're right. Thank you for reminding me. Is there discussion about that hearing? None. Um, all in favor? I motion carries unanimously. And so the next item on the agenda is our consent items. And so or sorry, our action items. And so we'll just address 5.18 now. Is that okay, Dr. Portio? Okay. Thank you. Um Madame President, u members of
139the board, uh 5.18 is um a change order for the uh Sunland project. Um it is the uh 7th Avenue bus, adding a 7th Avenue bus lane in order to ensure the safety of our students. in your packets, you'll see a um map of the um and actually if we can have um if we can have you if you can share um it's it's the attachment or I can share if you give me rights here to share. And while you're doing that, I I made a mistake. I didn't do I didn't follow our new order. Um and so we need a motion before we have our presentation. because it's an action item, too. Is there a motion to a motion that we allow for the presentation? A second. All in favor? Sorry. Sorry. Sorry. Discussion.
140Just kidding. Now the presentation. It's going to take me a minute to adjust to this. It's discussion with the presentation and I'll pass it back to Dr. P. Okay. So, um the um the bus bay for Sunland or the bus lane for Sunland is being paid out of adjacent ways um in your packet. And here we go. Thank you so much. And I also have uh Mr. Saravan and Bbala here from Orca Winslow to support us should um I get something wrong. Do you want to come to the podium just to be ready? All right. So originally the Sunland project um was designed to serve the existing Sunland um attendance area but since then we have combined the Sunland population with the population that's going to be joining us from other schools right so as
141they are um going to be um converging we know con um combining we know that um we need to have more than just the existing um um student drop off uh because we know we anticipate more buses coming than we had originally planned for. So then what we are requesting is a change order so that we can add that bus um lane off of 7th Avenue so that we can have then multiple places for that bus to to um drop off students. Um the original um cost estimate for that project was much higher than we um and than we um actually have a a quote for today for you to approve. Um and that's because um explain to me the the grading uh Mr. Saran. Well, first of all, good evening uh madame president, members
142of the governing board. This is I'm going to squat. All right. All right. Um I can use my fake teacher voice too. So um Madame President, members of the governing board and Dr. Portio um members of the executive committee and uh um community members. So um to to Dr. Portier's point early on there was a a rough order of magnitude estimate that our contracting partners uh Chase Van uh proposed uh based on very early ideas that um at the time was not based on drawings because we wanted to give the district a rough order of magnitude to budget for this sort of a project. Uh and at the time the assumption was that there would be quite a bit of grading because there was quite a bit of differential in terms of the soils on
143that parcel. Uh plus we were anticipating some major rework of some SRP lines in that area and thankfully none of that needed to be done. So uh they were able to chase right and were able to come in way under that initial budget proposal. Uh I believe the number is roughly around 338,000 plus or minus and originally they thought this would have been double that. So it's a really good market as well is what they were telling us. Uh, so I think the overall numbers are very favorable to the district and I believe because of that redesign, we also ended up saving some money on the bond side um because we were able to change the design. So we we have some money that's going back into our contingency. Um, and also again the um
144the uh cost to our adjacent waste is much lower than initially anticipated. So, um, we're requesting approval for us to make this change order to be able to add then that bus lane to the Sunland project. And and while I have the opportunity, I want to thank Orut Winslow and Chase as we are making a change order as Dr. Portillo described. Uh, we were able to do some additional things before the conclusion of the project that still is within budget. questions from board members. Am I hearing this right? That we're actually going under. This is about Yes, I love it. I love it. It does happen. Yes. No, I love this. This is wonderful to see this. Um my question actually goes to because I see these plans here. Has this already gone through the
145planning committee and everything for approval? So, we don't have to worry about any time delays or anything in this project? We're in the process of getting the permits and uh they're pretty quick because it's the city of Phoenix and we as a a uh a self-certifying agency for the city, we can get the permits pretty quickly. So, we don't anticipate any problems. The reason why this made this agenda is so most of the work can happen over the summer. So, uh, and and when the school opens, the bus bus lane would be operational. And then to follow up, um, cuz I'm looking at the map, um, at the it's kind of towards the center, but on the right side, is that the existing parking structure in the back? I'm I am familiar with this campus,
146and I'm so glad we are fixing this. This campus is one of the most complicated campuses to try to figure out how to park and how to get in there. So, I'm so glad seeing this being done. But is that the existing parking structure? Yes. Uh uh the parking lot the the blue line that goes north south that is the new parent pickup and drop off. Okay. Uh and so that is obviously a a response to what you just mentioned that campus being a challenge and that's a euphemism. Um, and so the parking lot on the east side of that is an existing parking lot and there are some plans eventually as this campus evolves into its future phases to improve that parking lot and add more parking to create inherent safety for students and
147parents and community members. Uh the the little little red stripe you see on 7th Avenue, that is the bus pull out. Uh, and it'll serve four to five buses roughly depending on the timing of it. and the city prefers to have a pullout type bus and that's the reason why that is designed the way it is. And correct me um if I'm wrong, the current red part is that where that other little parking spot is off that's kind of awkward off of 7th Avenue right now. There's a little parking lot pull out into the front office area and that will be repurposed. It's very character building for anybody that wants to pull into into Sunland cuz you know you you you must be really good at driving and pulling out if you manage to not
148hit anything. So yes, that is that is primarily where that is. Uh but then the bus loop um where it's situated is just uh south of where the new buildings are happening. Uh and it is situated in a way that when students are dropped off, they can go directly into the cafeteria in the morning and or the fields. Wonderful. Thank you for explaining that. Um, Madam President, I just want to ask a clarifying question to make sure that I'm hearing both of these things correctly. I'm hearing that we're under budget and I'm hearing that we're adding this um the bus drop off on to 7th Avenue. Is that going to to eat at all into the money that we're coming under budget? Are we needing to reallocate any of that to do that bus drop
149off or is that just two separate beautiful things coming together on a project? So it's a bit of both. That's the short answer. So uh in reality the board approved the guaranteed maximum fries for phase one of Sunland August 1 of 2023 and that was a complete project budget for a certain amount and outside of inside of that uh monies is a construction allowance and then there is a contingency that was specifically set aside outside of the contractor's contingency for the district's use. Uh, and there's the adjacent waste portion of it. There was, I think about a $2 million out of that overall budget was adjacent waste component. So, what you're considering is actually a change order. So, it's going to increase that budget. So, that change order we originally estimated would be roughly about
150800,000. That is what is coming under budget. So, you're still increasing that scope, but not by as much. You're increasing it by 338 plus or minus on the adjacent way side. What it did do, and this is what Dr. P mentioned is this bus lane addition is actually removing some scopes that were originally in bond that the contractor is crediting back to you because that monies don't have to be those monies don't have to be spent anymore. That is what is being pushed into contingency on the originally approved GMP and that is being used to pay for some things that are improving the overall quality. So there's two things happening. one is the original budget that was approved and there's things that we're paying out of it and that's all under budget and then this
151consideration is actually for a change on the adjacent waste portion of it to add the bus lane which was never part of the original design. Madam President, the um original budget was approved before we we came on. So what was that original budget amount or do we have that tonight? I don't have it right off the top. I want to say the overall number is roughly about 29 million. That includes construction, design, permitting, engineering, and all of that. Roughly about 29 million. And what is it now with the change? Um, with this addition, it would be about 29.3 plus or minus. That would be the total of that entire project. Yes. Thank you. Thank you, Madam President. Clarification. Um, just to understand, you're talking about the entire project of Sunland, not just the parking structure
152right now. That is correct. Yes. Okay. Thanks. Are there any other questions or discussion? Thank you so much. Um, okay. With that being said, I'll entertain a vote. Um, all in favor? I. And for the record, I am abstaining. So motion carries. Next item on the agenda is item 6.01. Approve the budget revision. Is there a motion to approve item point item 6.01? So moved. Second. Any discussion? And this is the presentation that we just had for the record um for um that Mr. Mr. Gonzalez just did right before our meeting. No hearing none. All in favor? Yes. No. Okay. Motion carries unanimously. Um, next item on the agenda is to consider discuss amend if desired and deemed advisable to adopt a resolution ordering and calling a special maintenance and operation budget override election to
153be held in and for the district and declaring the deadline for submitting arguments for and against the election to the Maricopa County School Superintendent as August 8th, 2025 at 5:00 p.m. Is there a motion to approve item 6.02 as presented? Yeah, we have to do the motion first before we can talk about it. Um, I move that we adopt uh 6.02. Is there a second? Second. Okay. Now, I'll pass it to Dr. P for the presentation and the discussion. Thank you. Thank you. I'd like to invite Miss Randy Stein to the um podium and she is going to um educate all of us um on um what is an override, where have we been in overrides in the past, what are the next steps for us regarding override and just um I'm sure she'll mention
154it, but just so you all are aware, we we have begun polling. Um in fact, I had a community member call me today about um be participating in the poll, and the poll results will be shared with you at the next um board meeting. Good evening, Madame Chair, members of the board. Uh, my name is Randy Stein. I am with Stiffel and we typically assist the school districts when the school district when you are issuing bonds, but one of our additional s services is to assist our clients when you are having override elections. So, that's what we're here to talk about tonight. I got someone driving for me. Great. Thank you. So, just a little bit of information about maintenance and operation overrides. The state does allow school districts to increase maintenance and operation budgets
155by up to 15% of the revenue control limit. You had a good discussion about your budget earlier this evening. Revenue control limit is not your entire maintenance and operation budget, but it is a big chunk of it. Uh the authority to have a maintenance and operation override does require an election of the public and it actually has to be done in a November. So that's how this comes up. Now the revenue to fund the override is um assessed every year as part of the property tax. So it's a property tax levy that provides those dollars for the override. Uh the maintenance and operation overrides in Arizona can be authorized for up to 7 years. These overrides do phase down in years six and seven. And then a successful election in November of 2025 is for
156an override to start in fiscal year 2627. Let me just say let me just walk you through that one more time because that's sort of a brain teaser. uh November of 2025 is fiscal year 2526. The question is actually being asked for the following fiscal year 2627 and a successful M override replaces an override that is already in existence. On the next page, we do have a deep history of election results. And so I have just pulled the information for the last 20 years for this school district for bo for your bond elections, your override elections, your m override elections as well as your capital override elections, district additional assistance that the nomenclature has changed. So you can see what the history of the district has been with these November elections. um you have a
157good successful history and the one we're talking about uh this evening on in November of 2021 I hope that says uh was the last time the district had a maintenance and operation override election and that uh override is currently in place and at that time that passed with a yes vote of approximately 58%. So the next slide is a picture of this current override situation. Um from the 2021 election, the first year was fiscal 23. We're currently in fiscal year 25 and uh which is year three of the uh override. Fiscal uh year 4 fiscal 26 is going to happen. There's nothing you can do to change it because we're going to be in fiscal 26 and we're showing uh the estimated amount of the override approximately 8.2 million and an estimated tax rate consistent
158with what we've seen before of 89 cents on the property tax rate. Uh year five, fiscal 2627 is the year that would be year one. It's either year uh it's either year five of the current override or it would be year one of the new override. We're estimating about 8.4 million. That is 2 years from now. So I want to emphasize that that is an estimate. The other number I really want to bring your attention to on this page is that tax rate estimate. That tax rate estimate you will see is a little bit higher than what you have seen for the override in the past several years. Why that is is the voter pamphlet is uses an estimate of the override for fiscal 27 but it uses property value for fiscal 26. So that
159calculation is a slight disconnect in the voter pamphlet. That is not what that will be when you actually get to fiscal 27. your property value likely will have grown a little bit at that time and your tax rate is likely to be more in line with what you have seen over the past several years. That's statutory. It's a disconnect. I don't know what what else to say about it except to to point out that yes, we do think the voter pamphlet tax rate will be slightly overstated. I will then draw your attention to year six of the current override. If um a successful over a a successful override is not passed um year six will be the first year of the phase down and you can see that override amount the dollars is going to
160drop from about 8.4 million to about 5.7. In year seven it will phase down again to under $3 million and year eight it would go away. The next page is a comparison of how this current override versus the override renewal will work. We are not dealing with fiscal year 26. Fiscal year 26 is is a given with the current override. And you can see fiscal year 27. Um on the left hand side is either year five of the current override or year one of the new override. Again, I've highlighted that tax rate for you. The big difference comes in fiscal 28 because there would be with a successful override election there will be no phase down. Any questions on those numbers before we get to the calendar here? Great. So just a a Go ahead.
161Okay. I'm just I'm trying to understand this. So how long are we going to be doing this for? How many years is this? Cuz I I this is all new to me today. Um so, um override elections are good for seven years and then they can be renewed, but they're only full for 5 years. And in this case, this district, uh what you're considering is they they they call it going out early, going out in year four as opposed to year five. That gives you a buffer year uh for the election. This is very common particularly in Maricopa County. But without a successful election passing either in November 25 or November 26, the current override that was voted on in 2021 will phase down. And it phases down by a third in year 6 and
162then another third in year 7. And then we're jumping with the tax rate from to.97 with the new is that is that what I'm understanding here from your presentation the tax rate yeah the tax rate um for the override in fiscal 27 uh is likely to be almost exactly the tax rate that you have now. There's this unfortunate circumstance that the voter pamphlet will identify a slightly higher tax rate because it is an override amount that is estimated for fiscal year 27. So it's bigger because there has been because there will have been inflation that have been put on the school funding formula. But it is the property value used to calculate the tax rate that is a year early. But that's only on paper. It will not actually be that. Okay. Once you get
163to 27, you'll be able to use the 27 property values. Okay. So, my question is, are we going to be telling the community that we are not raising their taxes? That we're continuation because this looks like to me that we're raising their taxes. Um the uh the language in the voter pamphlet actually identifies that it is a continuation of the override and the tax rate is approximately equal to the current tax rate. Okay. But it's but basically it's it's switching because of all the other things that you had mentioned. Yep. Okay. Yep. it. The legislature changed the law on that they didn't like estimating the 27 property values. They said just use the 26. And so there's always this disconnect when uh property values are going up. It slightly overstates that tax rate. Um can
164I Madam President, do you mind if I ask a clarifying question here? And just for my own understanding, we say the tax rate is 89 cents. Can you just clarify what that means and how that breaks down for, you know, an average property owner? Yep. Um, so the tax rate is applied. Yeah. The tax rate is applied. $100 of assessed value. And and I actually have a slide to show you that a a little bit um uh a little a couple slides forward. We'll we'll talk about a little bit about assessed value uh because the the notion of property value is actually quite complex in the in the in the assessor structure. Um so if that's the case and it's coming on later in the presentation, that's absolutely fine. We can catch it then. And
165let me just give you a little bit on the tax rate. So like an 89 tax rate, if your house is valued at $100,000 for tax purposes, that's $89 a year. It is not uncommon for the some there's lots of jurisdictions that have access to the property tax base not just school districts cities towns the state counties the comm college district uh all these jurisdictions have access to the property tax base it is not and I don't know exactly what it is but is not uncommon for property tax rates when you add them all up Maricopa County to be 12, 13, $14 in total. So, we're talking about 89 on probably 13 or $14. And in your case, because your override already exists, it is already in your current tax rate. Okay. So, just a
166little bit about the calendar. Um, you are here in perfectly logical time to be doing this. When I talk about the calendar for elections in school districts, whether they're bonds or overrides, I like to mention that the county is king. Why do I say that? The county is the one that's actually responsible for the logistics of executing the election. If you look kind of towards the bottom, these dates, these are the dates that are set in statute. We know what day election day is, November 4th, 2025. The county is also obligated to mail voter information pamphlets 35 days before the election. Uh uh hand ballots, mail ballots are mailed 27 days before the election. and basically everything else the county has just backed up in order to get it done. So we don't mess with
167the county. We do everything we can to uh stick with their schedule. You are well in time here. Uh they suggest that you call for the elections in the be by the beginning of June. Uh the voter information plan pamphlet material is due to them by the beginning of July. It will require type setting. There will be several rounds of proofreading and then they will do a translation which again will require proof reading. So all this to get this ready to just be able to mail them on time. Again, you're perfectly uh well within time here and uh my firm works with your election council firm, Gus Rosenfeld, to ensure that the time frame is properly met and all the notices are properly posted. And then back to property value. So, I wanted to make
168this point to you. I have uh I have looked up what the average home value is in the Roosevelt School District for tax purposes and right now that's about $140,000. That is the value for tax purposes. We're in an interesting real estate market. And so I wanted to show you what that means. I've literally hunted and pecked into the county assessor website to find three houses in your school district that have an average value for tax purposes that is approximately 141,000. So I've got one that's 138, one at 165, and one at 163. But what I want to show you is the assessor has a second value, the full cash value. In each case, these full cash values are bigger than the limited value by almost two times. That's because of the real estate market
169that we're in. I then do a very scientific analysis to find out what Zillow says because the the the idea is, you know, I tell people the average home value in your district is 141,000. And everybody is sitting there looking at me going, "You can't buy anything around here for 141,000." No, because what you think of in your head is this Zillow number. And every single one of these is over $300,000. Now, whether Zillow is right or not, I don't know. But uh the point is the market value because of the type of real estate market we're in right now feels substantially higher than what the assessor is using for tax purposes. And this is kind of an important thing for uh people to understand when you're contemplating what your what your tax rate is.
170This will not always be the case. This was not the case in you know 2010 and 2011 when property values came down very dramatically but over about the last five years market values have been rising whereas the value for tax purposes is limited to growing 5% a year and so now there's a big disconnect and you see the I I see this kind of picture pretty much all over the state right now. Madame President, may I ask one? Um, so to fully understand this, okay, so we're looking at these numbers here of property values, right? And then we're looking at the tax rate that you were telling us. So basically, we would have to take that tax rate and times it by the property value, and that's how much you're going to be paying in
171taxes. And that 10 cent difference is the difference that you're going to be feeling as a homeowner. Um, so the assessor will take the value of of that property. Let's just take, you know, let's just if we can, if you don't mind, if we can use $100,000 because my math will be better. Um, and there is a 10% assessment ratio on it. So, it's actually $100,000 uh divided by 10. So, we start off and and now we're at 10,000. The tax rate is applied per $100 of assessed value. So an 89 tax rate is equates to $89. $100,000 divided by 10 divided by 100 time.89. We can do it. And the assessment ratio is significant because the assessment ratio is the method by which the legislature has uh used those numbers to differentiate the property
172tax liability for various classes of property. Homeowners, it's a 10% assessment ratio, but for commercial property, right now it's 16 and it's going down to 15. Okay. Okay. And then as a followup with that, [Music] um, is the legislature the one that determines how much we tax in the override or is that what we are determining or um, that has been mathematically determined for the percent of the override. The district currently has a 15% maintenance and operation override. Uh the documents before you tonight is an election to continue that 15% maintenance and operation override. We have done an estimate with your team as to what we think that number will be by fiscal 27. I think we were at approximately 8.4 million. Uh but again that's an estimate. When we get to fiscal 27 it
173will be what it is. Uh it is a function of the school finance formula. is a function of your student count. The legislature is the one that sets the assessment ratios, but by then it is math. Uh and another uh to clarify we dropped down to.5866 again. Can you explain that one more time? Sorry. This is very new to me. All this is very new to me. So that's just because you said that as it ages it goes down. Is that what you were saying earlier? Without um you're looking at fiscal year 2728 there. Yes. Without a successful election to continue the override. what you have in your budget now. Uh the override amount about right about $8 million. Um by fiscal year 28 will be dropping down by a third to about 5.7 million.
174And that's without a successful without a successful election. and you need a successful election to continue this override either in fiscal either in November of 25 or November of 26. Yes, it will automatically phase down. The phase down is mandatory by 1/3 in year six and mandatory again by uh this another third in year 7. Okay. And the total that we're looking to get with this override when it's all said and done, what's the total we're looking to um be able to The total the total amount is uh the exact uh parameters of the override that you have now. It changes the actual amount changes every year because it is a function of the school finance formula. the legislature gives uh inflation every year um and your student count will change. So if your student
175count is growing, it will go up a little bit more. If your student count declines, it comes down a little bit. Uh but it is the same parameters that you have now, which is 15% of that revenue control limit. Madam chunk of the M budget. Madame President, governing board members, um to clarify the uh the answer, um that top number we looked at on that budget sheet on that page seven, that's essentially what she's talking about with that revenue control limit. We take 15% of that number and that's the amount we're allowed to go ask the public for an override for. So, it's 15% of that number is really what we're looking for here. So, she she's not wrong that every year it changes. Ry's not wrong on any of this, but um it's not
176wrong. Uh uh every year it changes. And so as our ADM goes up, that revenue control limit goes up, that 15% amount goes up, right? So that's why she's saying you can't predict it exactly. We're saying based on our best calculation next year, it seems like it would be about this month at 15% of that revenue control limit. Does that make sense? Fine. just to make sure that I also understand so I can explain to the community is um the uh reason why the tax rate will appear to look as if it's 10 cents more than it currently is whereas instead we're telling the community that they will not experience an increase in in their tax rate. The reason why it looks like that on the table is because we are we have to by
177statute use the previous year's tax assessment I mean property assessment which isn't the same as the year that we're actually going to apply it. So we know property values are going up and therefore that percentage that tax rate looks higher on the table but we know that when we apply it the following year it'll be a on a property that has actually gone up. Exactly. So therefore, the tax rate will fall and there'll be new property added to the district. The the narrative in the voter pamphlet will also um identify that this is a continuation override that it it's exactly what you have now. And uh the notices will also identify that the tax rate is will be approximately equal to the existing to the current tax rate for the existing override. And that's that's
178the standard language on that. So this year my house is worth $100,000. And in order for my contribution to end up that 15% for the district that we're seeking, then that means that um I'm going to pay 89 cents over every $100. But um yeah, but but um the following year my house is going to be worth $110,000. So therefore, it won't be at 97 cents. It it should be based on our calculations and estimates, it should be a flat um a flat experience for our voters. They will not see a an increase in their tax rate. There's a lot of as we're sort of discovering, as we're discussing, there's there's a lot of noise in the property tax calculations every year. And because so many jurisdictions have access to it, it's it is very
179hard to um precisely decipher. Uh but this is is definitely a continuation. Uh your property taxpayers uh have supported this override. It is in their their property tax bills now and the request is for a continuation of that so that it does not phase down. Does that answer your question? Yes. Thank you. You you're hitting one of my favorite subjects. So any anytime um the rest of the information um and I'll just let you put up the first page of the appendix because this is this is just my gift to you. Um if you have trouble sleep, keep going. Give me one more. If you have trouble sleeping tonight, this is your remedy. This is four pages deciphering the angles between uh bond elections, maintenance and operation override elections, and district additional assistance override elections.
180So, we got four pages of this if you need to uh if you're feeling the need to dig in any further. We have a question. Thank you. Okay. Are you good? Okay. Any other questions? Thank you. All right. Any other discussion? Nope. Okay. Well, I'll entertain a vote. Um, all in favor to approve item 6.02, say I. I. Motion carries unanimously. Next item on the agenda is item 6.03. Is there a motion to approve item 6.03 as presented? So moved second. All right. Okay. So I in an effort to be mindful about the time it took us last time to evaluate ourselves. I requested that board members submit their feedback prior to today's meeting. So thank you all for submitting your feedback. Appreciate it. Um, with that being said, I reviewed the data and we
181have a couple of um, ranges and so we'll discuss those in detail. Um, so let's review that together. Um, I will pass it to our vice president um, so that she can walk us through the areas that we can discuss for the evaluation. Perfect. Thank you so much, Madam President. Um, and thank you for posting that already, whoever is driving. I appreciate it. Um overall we were very closely aligned around our goals and guardrails. We've adopted goals, we've adopted guardrails. We're still waiting for our first year's worth of data. So um overall we were very consistent in both of those spaces. Um if we could actually go to the monitoring page, um should be page four of the document. Um this is where we actually are seeing a range. Um so what we wanted to
182do is just spend some time kind of surfacing our respective evidence and our respective perspectives here. so that we can come to a normed score here as a board. Um, and then we'll do that same thing in one more category where we saw a range of responses. And so just wanted to open it up to the board as we think about monitoring and accountability. This is really our progress monitoring piece and how we're thinking about monitoring the progress of the district. Um, so wanted to open up for board members to share their score, how they scored the district or how they scored our board and then what evidence or um, rationale they used to be able to support that. I I guess I'll go first. Um I gave us a zero. Um because let me
183see. We have not been able to consistently demonstrate the ability to distinguish between customer service and owner service issues. And so that didn't allow us to move on. Um, and majority of my scores were consistent with last the last time we did our evaluation because not much has improved based on on the evaluation tool. Madame President, which one are we looking at again? Monitoring and accountability. Yes, monitor accountability. I'll help you out. You gave us a a 20, so you had us in the green. You were the problem with that. Okay. No. No. No. I was just trying to help you out. I'm sorry. I'm Nancy with you. Okay. I did not read that about the um the board has not consistently demonstrated the ability to distinguish between customer service issues and owner service issues.
184I did not even catch that. Okay, you got me. Uh I I I see where you're coming from now. Okay. Yeah. So, you're good there. Yeah. Okay. Perfect. Um yes, I would say then um I think that that's an important piece is like for if there's any component here that we are not hitting. Um so that's one that I think for us as a board and maybe we can talk about this in a future study session is how we as a board can really um what are the actions we're taking as a board in the next three months to really distinguish between that in our board meetings and in our action items as we move forward. So I I would agree with you and I think that's one where we can come together and norm.
185Um and then the second one we were going to spend a little bit of time discussing uh continuous improvement. If you can go to the continuous improvement page. Perfect. That's page seven. Um so just take a second and refresh your memory. Thank you Nate and our audience. Um, so I'd love to just open it up for rationale for what you scored and why you scored. Okay. So for me, I gave us a zero because I think I couldn't move us to one. The board does estimate a cost. Let's see. Why did I do that? Why didn't I move us? I did not. Did I bring my notes? Let me see. We have adopted goals. We have done a self-evaluation. Um, yeah, we've now consistently been tracking our time percentages. So, we hit 60% in our
186March meeting. Very exciting. Well, overall March we Yes. Yes. And yes, and um I mean overall we have improved. The last time we um got our coaching memo, we only spent 1% of our time talking about student outcomes. And so I'm happy to report that we spent 20% of our time in the last three months talking about student outcomes. So we have improved there. I can't remember why I did this though. So maybe we do have a one. I think we have a war. Yeah, I I would agree with that. I think to me we don't yet hit the three because I think one we have to have our first annual superintendent evaluation within the new system to be able to say confidently that we held our board selfie vow within 45 days. Um and
187I think the idea of um and this is one maybe we can double check with our coach around. Um in the green piece the second to last paragraph the board continuously updates the status and targets of the goals and guardrails and publicly displays them. I know we've publicly displayed the goals, but we are not publicly displaying the progress. So, I don't know if the way that's worded if we're displaying the progress or just displaying the goals. And so, I want to just check with the the our coach on that one to see what the requirement is on that one. Thanks, Megan, for um explaining the differences there because I had a set of three, but now I can see why we're not quite there yet. We're almost there. We're almost there. And I think that's
188a good point too is like I don't think we're wildly far off on some of those, but it's the idea of like where where are we making some of that incremental progress as we're thinking about those pieces. Um I think also just important to note for community who is online is that a large amount of our time as a board has been spent around the two-way communication piece in the last few months which goes to the idea of community fully owning and adopting the goals and guard rails as their own um which goes to a lot of different categories. So that is in motion and has not yet occurred um and we have not yet seen the benefit of that. So, there's a lot of things in motion that are working towards some of those
189later goals, but we have not yet worked all the way through that process. Um, and so I know that that's coming up on Thursday. So, just highlighting that that is um on the docket and um evidence of a lot of the board work of the last few months, but doesn't as concretely show up in in our particular scoring. So, then for continuous improvement, do you think that a one would be appropriate then or is are we in agreement? I would suggest a one if we feel comfortable with that. Yeah. Yeah, I like that one. Perfect. Um, and then Madam President, were there any other categories you wanted to Norman? No, I just want to say um what the scores are for each category. So, for vision and goals, um we're at a 25. We were
190there last um time in February. For vision and guard rails, we're at a 10. For monitor and accountability, we are at a zero. For communication and collaboration, we are at a one. For unity and trust, we're at a one. And for continuous improvement, we are at a one. So for a total score of 38. So we improved by one point. So go team. Perfect. Madame President, with your permission, I'd like for us to just bring some recaps of some key actions we as a board can take in the next few months to our next study session so that we can recap how we can maybe clean up in some of those smaller areas so that we can advance beyond the 30th um in our next I would agree with you. Yes, let's come up with
191your ideas for our meeting on the 20th, I believe. Um, so that we can thought partner and figure out how we can improve our score and just make a more targeted effort and make use of the time in the summertime. Thank you, Madam President. Who you giving up on me? Okay, so for for the other evaluation, um, pretty much in alignment. The only one that we were off, there's only two that we need to review really quickly is the financial management a or financial management a nope three. Sorry, just kidding. Um, which is the account of the account the board is accountable for the district funds that the funds are properly extended. There were two threes and two twos. So, we just need to land. Um, you said three, my dear. I should have turned
192the mic off. I'm sorry. You know, and again, I said a two just because I feel like I don't know. Maybe you can convince me. I can go either way. I can go either way. So, Tatiana, if you want to convin I mean, Miss Pena, if you want to convince me of your thoughts, you know, I I I do think um I think you have a good point. I It's okay to go to I'll give us a two. That's fine. I had a two and now I'm going to sell us on a three cuz I think the idea of I I think a three to me does not say that we're perfect and it does not say that everything is exactly no organization is going to be. But when I look at the criteria and
193I've put up two so this is new new territory for me. The board has taken action. I think we can clearly point to actions that the board has taken to be able to resolve financial issues in the district and has reviewed and or accomplished the actions identified. Um in places where we haven't accomplished we have reviewed the actions identified. So I think to say three does not mean wow we you know everything is perfect but I think to say like the district has concretely taken action here and action is moving forward. I think maybe if we can root ourselves around if that's what the three says do we believe that we're a three versus is everything perfect. Well that's where I was coming from with that. I was, you know, the the key word for
194me is accountable and I I feel like um yeah, we have been working under accountability to ensure district funds are properly expended and and I'm glad you clarified that it doesn't mean that you know, we're doing everything all 100% perfect cuz we're still figuring things out, right? So So I mean I'm okay with the two, but if you want to you have it. I don't know. Sounds like the threes have it. Okay. So then the other one was great job Tatiana. I mean this Pa shoot everybody has left and I'm like wait I can call you by your first name. Um so the next one is review and develop policies. Um we have a range from one to three. Um and I just want to say for the record there were some policies that we
195did approve in consent agenda. Um, and I want to acknowledge that there are opportunities for us to review our policies um, coming up on our progress monitoring calendar. Um, and so I'm not sure if we want to start having explicit conversations about the different policies um, as a way to move us forward, but I will leave that up to you all and we can have a discussion about it. Uh, which one are we looking at exactly for that one? Because you said just review and develop policies, but you didn't say if it was one. It's one. My apologies. It's one. You said we just have a range. What did I put there? Um, we have one. You gave us a three. One. Dr. Franco was in our chos. And Castro Coro is that one. I
196would say I think the idea of it's in motion, but we haven't yet finished those tasks. Um, so to me it's a two and I think we would be a three then once we finalize that cycle. Um, I think if we have things that are coming up on the docket, I would say then we're not yet there, but we have actions in place. So to me that's not quite a three. Okay, I can see that. Yeah, I hear you coming to a two with us. I'm coming with a right. And so for the record, we are for financial management um A1, we're at a two. Financial management A2, we're added to financial management A3, we're at a three. financial management A4 we're added to financial management A5 we're added to um for review development develop
197policies B1 we're at a two and for review development B2 we're at A2 and so the accomplishments we kind of already talked about those and we can talk more about that a little bit during our study session is really late and So, um, with that being said, are there any other questions or comments? No, I agree with moving it to study session. Okay. Um, are we ready to vote on our evaluation? All in favor? I I I I Motion carries unanimously. The next item on the agenda, hold on, I got to make sure I do it right. is adjournment. Is there a motion to move? Second. Any discussion? No, absolutely not. All in favor? I motion carries. Meeting adjourned. Have a great night. Thank you so much.