001test and that um is deductive and inductive reasoning abilities in three areas verbal, quantitative and non-verbal. So you take that composite score and um if you meet the threshold you're identified gifted or not. The limitation with that is we're not the limitation with that is we're not identifying those kiddos who are just really great readers or really great in math or really great in science really great in social studies. So those are um what's called specific academic areas. This is something like the Iowa test of basic skills. You can give them on Iowa in just reading or Iowa and just math. So we can find kid a little bit more um identified areas, specific academic areas if we do some different testing and not whole grade but as needed. So you might get we might
002look at our KOAT scores and say boy this kid is very good in quantitative maybe we should just test them in math or something like that. So we can get more kids identified that way if we broaden our scope as to as the as the areas to test. And then um we also want to use a variety of data to identify and place students in advanced courses. And we want to make this um consistent across the district that we have guidelines as how to get into accelerated classes and here's what you have to do. But we don't want to just use one assessment. Kid could be having a bad day on that. So we're use a variety of sources. I'm going to show you an example here in a little bit. And then we also
003want to provide pathways for students to enter an advanced learning track even if they didn't start an advanced learning track which I'll show you a graphic here in just a minute. So go ahead. So this is sort of an example in in go ahead. Um so in fifth grade for example a kiddo can go into regular sixth grade ELA or regular math or they can get into a 6A which we we're just calling that 6A being six advanced. So that's the um trajectory of where that would go. So if you notice the right side of the math, um they would end up as algebra one as eighth graders for high school credit. So if but if some a kiddo may not make it into 6A and sixth grade but is doing really great in seventh
004grade. So we want them to give them opportunities to to jump onto that track if they're ready and not just be stuck in a track like that. So I'll talk a little bit how we're doing that in just a minute in fifth grade. So go ahead, Jerry. Some kids just start sometime because some kiddos just some sometimes are just not emotionally or developmentally ready to to for that at that point but they mature and they're ready for it. Okay. Um go ahead one more. And then um did we skip one oh and the other thing we want to do is um wait there we go. So, how are we going to how we what are some things that we need to offer to get them to to meet their needs? It could be things like
005doing more cluster grouping um putting them in groups and doing differentiated instruction, more enrichment, do curriculum compacting which you you're learning the curriculum more quickly and a little bit more um a tighter curriculum and then also some more maybe push in and pull out services. And we also offer grade and subject acceleration. That's nothing new, but we're going to formalize that a little bit as to how to get in and what you know what you really need and um then again we also then at the we also have the advanced ELA and math classes in six through eight and we also have honors and AP classes in 9 through 12. So that's our current model right now. So we want to expand some things in that way. We also want to do some more scroll
006down a little bit maybe bring some more like the MA the math be was a very um popular thing. We'd like to do some more competitions and things like that at our smaller campuses. Um, and that that's not ideal. I mean, it's fun and it's great and getting them together and doing problem solving and things like that. But we have to remember these kiddos are not just gifted one, you know, one afternoon a month. They're they're gifted every day all day or they're advanced learners. So, we need to provide those services within the school day. So, and then moving on. So, and then moving on, um also we want to um I think you want to make sure Yeah, we want to make sure that we are getting um gifted advanced learner information out to
007the public. So, we have our own little portal on the website and um one of the things that's a requirement from the state is they have to you have to have a gifted scope and sequence. I have not found it on I know there's one exists. I have not found it on the website. I want that should be out there for the public to see. you will be presented with it first. Once it's approved, it will go onto the website for everybody to see. And that we have to explain how we're going to identify students and what curriculum modifications we're going to give. So, we want to tighten that up. Make sure that we're all in agreement. This is what we're going to do, how we're going to serve our students. Also, we want to
008make that information related to requesting greater subject acceleration really easily accessible. And also, um, early entrance to kindergarten process, that's something we don't take very lightly. We wanted parents to make sure that this isn't something that we're and we when we put kids in at four years old for obvious reasons. Um so we want them we want all that information for parents to see right up front and so they can make the decision of whether their kiddo is ready and also definitely information about the testing windows for referred students. We test at certain times. We allow parents to give a request but we only test during certain times. I want the parents to know that so that they know when when to put the referral in. And of course definitely the qualifications for higher level
009courses which is what we're working on now. Let me show you an example of that too. So if you scroll down a little bit we also want to definitely um provide ongoing professional development for those teachers who are serving our gifted and advanced learners which mostly is almost all gened teachers definitely at the at the lower grades and then they go into different courses. Of course it's a little different but we always have even if the kiddo isn't in an advanced class we always have high level learners. So what are those characteristics of those kiddos? How do we differentiate the the the instruction, what do we need to do to meet their needs? Angie, give me one second. Yeah, absolutely. Can she hear? No, if you could try to talk into the mic a little
010bit more. They're having a hard time. Okay. Sorry about that. Okay. G, can you hear her? It's not. It's kind of garbled. All right. We'll do better. Okay. Maybe I'm talking too fast. So, the next one. So when when are we going to do this? Well, we've already started. First of all, the the f first step which is a very important step is that first of all recognizing we need to make improvements. We also have to recognize that change takes time and um but we've taken the first step by sharing with stakeholders of what what our first plans are and we're going to continue to grow and again analyze what we're doing well, not what we're doing so well and make improvement. So we took the first step by doing this and then um I'm
011give you example of some things that we put into place already this year. Go ahead Jar. this year. So this year and that that was supposed to come in as a a jump in but it didn't. So you see those different data points. So these are we took the um the process of identifying students that are going to go into 6A math or reading very seriously. We looked at five different data points. Didn't just do one, you know, placement test and look at one data source. So on the far left we did um that's fast brbridge data. That's what we use for screening. We also did quarter one benchmarks, quarter two benchmarks, and then data. And then I actually pulled in last year's when they were fourth graders, their last year's ASA scores. Then I
012met with every school and with the fifth grade teachers and the principal and we went through every kid that would qualify based on scores and said, "Yes, no, is this a good kiddo?" We had to make a couple phone calls home. Some kiddos are um a little bit anxious about stuff like that. Is this a good fit? One parent said, "No, please don't put me up." But there was good communication. she qualified. Parents said no, that's that's fine. But we're not just using one piece of data. So we know that we have the right kids in the right places. Then we also when I talk about providing opportunities to jump the track. What that means is there were a couple kiddos who were borderline. They, you know, have they were up and down. We weren't
013really sure. So what we did is we set some up in um Con Academy with a class called getting ready for sixth grade. And if they successfully get through that, I'll probably bring them in before school starts, have a little bit of a um assessment with them because if they do it at home, then we don't know who's doing it. So they could come in, show me that they they've actually mastered what I asked them to do, and then we can place them. So they're sort of contingent, but that mean again, we don't want to not put them in. It's easier to put them in and take them out to start them um there and then if they don't make it to come out, but we're getting them more prepared to be there. Okay? So
014if they show the commitment, like we said, we have kiddos who do want to do it, so they're going to make the commitment. So what we started this year also is we created the curricula for the advanced ELA and math courses at um at the junior high. That hadn't been done before. So I met with the um teachers there, ELA and math, and first the first thing we did is we identified the skills and knowledge that students will learn in these classes. Um, previously I think that they were just jumping to seventh grade standards in sixth grade so that they were ready for pre-alggebra and they're ready for eighth grade um, algebra. But but what we did we did this little we took we took um all those standards and we decided what's going to
015be taught in what class. Then we looked at the most effective instructional practices and materials um where how we going to get those kids there. And then we're also going to be uh working on the assessments well how we're going to assess and what we're going to assess for the kids so we know that these kiddos are being successful. So um go ahead Jerry next one down. So the next steps for that group um we laid that out and you're going to see some pictures of how we our work there. So I'm going to be meeting with um them this summer and we're going to actually create the pacing calendars because they're going to have to go a little quicker. They they have a little bit more standards and then we're going to revise the
016common assessments that reflect what they taught because they're different from what they're teaching in sixth grade. They're different from what they're teaching in seventh grade. So their quick checks and their common assessments and their quarterly benchmark should look different. Okay. So I think we're going to see some fun p Oh wait. Okay. So here um what we did decide here so the ELA standards um are very different from math where ELA they're sort of um like RL1 is pretty much the same 6 through 12. It's just more complex text, a little bit more analysis and sentences and things like that. Um, more inferencing. So, what we're going to do there is, if you scroll down just a little bit, Jerry, you cut that little part off. So, what we're going to do there is we
017u we're going to change the instruction the instructional pacing, the instructional materials. They're doing higher level text there. I'm shifting that over to less literary text and more non-fiction expo, you know, informational text because it should be a bigger shift at that grade. And so higher level analysis definitely in the 6A ELA. Math of course is different. We have these standards that you know build upon each other but our objective is to get the algebra in um by 8th grade. Algebra one which is for high school credit. So what we did is we created this course. So 6A will be a hybrid of grades six and seven standards. Those are the essential standards and I'll show you an example of that. And then 7A will be a hybrid of seven and eight. So you notice
018they have three years of standards in two years. So they these kiddos have to go pretty fast. That's what we talked to parents about. Are they okay with that? Um, yeah, put them up to the challenge. Some said no because they are going to go a little faster. They have to go faster. They have more standards. Okay. And then this is the fun part. This is us working in April. Um, the fellow on the left with the blue shirt, he was our algebra one teacher from the high school. We invited him in so he could see, yes, this is exactly what you need to be. And we had a 15-minute conversation about the Pythagorean theorem. Um, which I thought was an essential standard, but it isn't, believe it or not. So the green the strips
019in green are what we we identified as essential standards and we actually didn't identify the state has already done that for us. So those have to be in there 100%. But which ones can where do we want to where do we want to do these? So we we physically cut them into strips and then on the next page you'll see them and then we put them up on um this is like the old fashioned way you know we just said here's 6A. What are we teaching in 6A in expressions and equations? What are you teaching in functions? What are you teaching? and we put them and then we just kept walking by and saying okay yes no no this doesn't make this doesn't make sense the sequence isn't going to be right blah blah blah
020blah and so we go ahead Jerry we so at the end of the the day we had sort of there's a Mr. Dipmar um contemplating the work of the day and then that one that little envelope right there um we couldn't come to agreement on where those standards are. So we had a handful of standards that we had to we had to think about and come back to which we did the following early release and then it made more sense and we actually moved some stuff around the next time after we digested for for you know a week or so and um so that's what it looked like at the end. So again from that work we're going to create our pacing calendars. we have the standards um what is definitely essential, what will be
021assessed, what um instructional materials we'll use and so on and so forth. So now we have a very concise way of kiddos are getting into those courses. We're also putting a safety net in. We um had some kiddos weren't successful that sat in the class all all year. We don't want that to happen. There's going to be a four-week check and a nine-week check if these kids aren't making it where they have to go back to the gened. That doesn't mean that they can't go back the next year. They're just drowning this year and we're not going to set them up for failure and hate math. So, so we're going to have some things in place that they do, you know, they have to hold up their um you know, we don't want to put
022do stress and undo stress on a kiddo at that age, especially they're just coming into sixth grade, all new stuff. So, just to follow up or um just to one more thing, we are committed to providing this continuous services. We are taking little steps forward, but this will be something that we will grow and work on all the time. So, can I take any questions? Well, first I have to say you're amazing. Okay. And already the things that you've done, we're seeing the effects already. So, I'm going to go around see if anybody has any questions. Mrs. Ross, do you have any questions for Miss Thompson? No. Thank you. Mrs. Williamson, no. Mrs. Garcia, can you on the part where it says new for this year and it has when and then you were trying
023to do the provided pathways for students, do you have a copy where you can tell us like I can see the benchmark performance and the percentage, but can you tell us what it says across? Um, oh, you talk you talk about this one right here. Yeah. Yeah. Yeah. Do you have like the top like I can see three where it says math benchmarks performance but can you tell us maybe like what the Yeah. number one in the gray you see that's highlighted gray that is um fastbridge data that's what we use for screening every kiddo in fifth grade got fastbridge which is like a um a automat auto math and things like that. We we've been using it in reading. We're moving it up to math, but we made sure fifth graders got it so
024that we had two data points from there that were consistent. So that's called they take it on the computer and it gives us an local percentile, a national percentile um and things like I took the composite score and then did it nationally and locally. So then the second one, the two yellows two and three are um quarter one benchmark and quarter two benchmark. So again, we want we want consistency when these kids these kids are consistently high performers. And then the fourth one is LL. That's the computer program where they where they work. Um and they get a um a score of like if if it's like 540, that means fifth grade about the middle of the year. If they were in a three, that means they're in the third grade. So, we took the
025kiddos that are five and above depending on the points of the year because you can pull this every month is going to get a different score, but we want to make sure that they're the high the higher ones in the in the in the grade. And then that last the last column, the number five is last year's performance on the AASA in math and reading. So, I just took the spreadsheet and I merged them with this. And so, we had those five different data points. And so, we're looking for consistent high performing students. So does that section five I'm trying to it's blocked so I can't see it. So can is the section so four where it is blocked with the numbers what is that section like the 440 420 500 so that's the so
026420 is fourth grade beginning of fourth grade fourth grade second month and then the next level where it has below grade below grade on grade what is that that at the very end yes oh no that's um that's the it gives you on grade level above above grade level depending on that five score. So does that is that like where they're at? So there's a lot of below grades. Is that where the students are right now? Uh yes, it depends on when you took I took it. I pulled it again. You pull it at different times of the year. And um and we also were getting into testing so they weren't on there a lot. So we were it's hard to get they have to be in the diagnostic arena for like 15 minutes for
027us to get a true score. And then right next to it and then right next to it the twos threes and a those are the performance levels on the ASA. So can you explain like overall where it has the below grade is that does that mean that I can't see I can't see the top part. Yeah I know. So um you mean on the XL we go grade? So like I'll show you. Oh, so like where it has like the below grade, does that mean our students? Is that the total right here? That's each So each individual student is on the left side. I just don't have the names on there of course, right? But these are all of our students. So what does that does that what does that section mean? That can you
028just explain? So that's based on. So if you see where it says below, that's that's a four. So that first one underneath there, it says four. That's below grade. Doesn't necessarily mean they're they're struggling. They're just at a below grade based on that one thing. It doesn't mean they're at risk or anything like that. If the fourth grader was at the one, that would be a a very big risk factor. These are the higher kids working at. Again, they don't this is not their instruction. This is a practice program. So that's why we take a lot of data sources, you know, and put it into perspective. Okay. the highest. So, we're taking the highest kids on and are they broken down? Like the first section I see the math and then the sec like third
029through fourth. Is that a different No, this is this is just all math. I just gave an example. The reading looked exactly the same. Same data points, but it might look a little different. Okay. So, this whole thing is math that you've given us. Okay. Thank you. I believe Sure. Any other questions? Any other questions I can answer for you? Mrs. Le, do you have any questions? I do not. Thank you. I do not. Thank you. Okay. Okay. Thank you, Miss Thomas. What is some of the feedback you're getting from teachers and staff regarding implementation of this? Um it was very positive actually. The the junior high folks are really eager to come back and work on um um what they're teaching, how they're teaching it, and what the students are expected to learn. We
030have a change in the K the teachers that were up there. There's been a change for next year. So the ones that were there aren't the one is teaching but that we have a new so and um I'm really eager to work with her to bring her up to speed. Um and what we're going to do do is lay out the quarters. Now we just laid out all the standards for the year and for the sections for the um for the actual units each unit. Now we're going to spread them out and pace them. Okay. As far as like um functions is something that takes longer. We need to pace it longer. We need to look at our instructional materials and see what will what will match that. So we're matching, we're taking our standards
031and matching what we have to teach that to that. So that's our next step. They were very positive. Very positive. They were very eager to get to get moving. Yeah. Good. I'm excited to see the results of all this and this is just the start. We're just, you know, we got a lot of things to improve. We just have to take steps at the time. For sure. I appreciate it. Dr. Capalardo, anything you want to add? I'd like to say that they've done a lot of good work on this. You know, it's just like the pacing guide and the curriculum that they did last year. It's the same process, but as they go through and refine it, it will become a easier process to understand. But this is the first great step of helping our
032kids who need to be challenged in every classroom and so the teachers know exactly where they are and what and what their needs are in class. Right. Yeah, that's a great point. We've done it for the GenEd classes, but it's never really done it for this. So teachers are sort of doing their own thing, but we have to make sure the kiddos are not missing the standards, the essential standards that they need, and that's why we created the curriculum and we'll create the assessments to make sure that to measure if they are learning what we need them to be learning, right? Thank you so much. Yeah, you're very welcome. Thank you for the opportunity. We will be bringing you back soon for an update. All right, on to 4.2. Miss, look at you. You're ready?
033We're going to do an AVID update. We are. U Miss Gonzalez was not able to be here, but she put the presentation together since she's um overseen AVID. So, go ahead, Jar. So, first off, what is AVID? It's the advanced uh via individual determination. So, it's a program that's uh helps usually secondary students uh be prepared for college career readiness, especially for the college path. And it can also uh be a schoolwide adoption that schools can put into place to help all students become better uh students. and being prepared for college. So the mission is to close any So the mission is to close any achievement gaps by helping everyone get ready and be a part of society. There are four dos there are four domains that AVID uh puts into practice. It's the instruction,
034the system, the leadership, and the culture. Um and when you have a schoolwide AVID program, you can see it in every single classroom. And I know that's something that the junior high and high school are striving to become every year a little bit better in their practices at this. So uh this is what we have. So, uh, this is what we had for this current school year. We had 23 sixth graders, 29 seventh graders, uh, 27 eighth, 9th grade was 16, 10th grade was 18. Um, and then the 11th and 12th were 9 and 8. So, we did see the 11th and 12th grade dip just a little bit. Um, but you can see those classes coming up. They're coming in stronger than previously. So, we're excited about this upcoming school year with um, attendance.
035We do find that students that are in AVID make better attendance. um not as much as we will see here at the high school um with Cactus, but it's still better. Anything that we can get them to do to come to be at school is even better. We can get them to come because of AVID, we'll take it. Um there were lots of college visits especially in the spring. Uh they went to ASU, CAC, Grand Canyon Park, St. Benedicting and then they did some partner work with ASU where they did some zooming with some of the counselors there. So, they got a wide variety of opportunities um that their teachers took them to. They got to see all different kinds of programs, what's available, what their interests were. They got to ask college student questions.
036So, it was a really great way for them to kind of dip their toes in what it's like. Summer training again. Summer training again, we're going because we want to keep improving upon AVID. And so, we have the high school going and we have even more from Cactus going this year. Um, and I know Cactus is trying to do a a big schoolwide push. They want everyone to have Avid binders this year with planners. Um, and so they're really going to be uh working in the summer to make sure that's possible. So that just kind of gives you a little bit of an update of what this year was like. I know, uh, last year we had a lot more graduate with AVID than we did this year, but with the numbers coming up, we're
037hoping to just keep increasing it. Mrs. Ross, any questions on the AVID program? No, Mrs. Williamson, can you just explain Can you just explain a little bit what a a what a day looks like in the classroom for AVID? So, AVID is an elective classes that the junior high and high school take. So, instead of taking PE or music or something, they take AVID. So, it helps them get some structures and some practices in place to be college ready. So, um it's sometimes first generation students that are seeking to become college graduates. Okay. Thank you. No other questions. I don't have any questions, but I do want to make a comment. Um, when we first started looking at AVID, Dena and I went to some of the schools and we were able to see the
038different schools that did it. And then as we progressed, we were able to look at their organization, their notes, and what it did for them. And I think it's a really great program. And I'm happy to see we just started off at certain levels and it's growing. So, I'm happy to see that. Mrs. Lane, any questions on I do. So I I noticed that in the high school there's like a drastic drop off. Do we know why enrollment at the high school is so low compared to the junior high? Some of it has to do with scheduling. Um I believe Miss Gin can help me with this one, but some of it had to do with EIT scheduling. So a lot of our 11th and 12th graders have a shortened, you know, number of classes
039that they can take. Some will take four, some will take six. Um, and then EVIT as well. They might have to choose between AVID or EVIT, right? Okay, that makes sense. Okay, thank you. Okay, that makes sense. Okay, thank you. That's all my questions. Yeah, and since we're really growing the the CTA classes this year, it is going to be hard for kids. So, they're going to have to make a choice. But overall, I mean, all in all, it's a great program for kids. And if they did it from sixth grade even to 10th grade, they're gaining skills that can help them later in life. Even if they don't take it those last two years, we would like to see them take it all. scholarship opportunities for them. They do all four years, right? So,
040we would like to, but sometimes with scheduling, unfortunately, they have to make a decision, right? And this is so great because it's not only just for college. I mean, these tools they give you, organizational tools, time management, all that. I mean, they're just good for life in general. Yes. You know what I mean? like my son right now he's working going to law school and still he's being successful because time management he's able to block those times out and be organized and I think that's a a lot to do with like successes being able to be organized and and I think the kids learning this younger it's going to help them across the board yeah I think that's why the junior high wants to make that push if you've ever opened a middle schooler's backpack
041um it all just falls out. So if we can get them some good binders, some, you know, some good strategies as a whole school, you know, that every teacher, not, you don't just have to be an avid, but we use those strategies across the strategies. Yes. Exactly. They can all become more successful. Yeah. Cammy and I when we went to before we implement it, we were just amazed by some of the things the students were doing. It's really great. So I'm looking forward to next year seeing how Miss Skin does out there. The high school Uh Dr. Papler, is there anything you want to add? I think it's a great program for our kids. Um and I think you will find that you know when you get to high school, you have more choices. So
042then it's there's natural tendency to want to do other things besides but if we can give them a great foundation in middle school and the the first couple years of high school, I think that serves them well. Would like to see them get the scholarship though and that would be wonderful for them. Right. I agree. No. Well, thank you, Miss Bern. Mrs. Kimble. Yes. You want a break? Okay, we're gonna take a 10 minute break. Two minute break or give you I'll give you 10 minutes. How about that? I'm sorry. All right, we're going to do a 10-minute break. Are you calling me back? It's up to you if you want to stay on the phone or I can call you back. It's up to you. So, we dropped off because of the system or
043because of our system. I don't know. Must have been the network. You'd have to go back and look at anything. I can't hear it. I don't know where we're at. So, you might have to ask the network to see if there was that time to see that there was consistency. We should hardwire the sucker. Oh, yes. That's what it is. See if he's available next week or Friday. Yeah. 11 or 12 after 8 p.m. Yeah, just say okay. That's what I'm going to say. Stop forces. That's where we are. Yeah. Yeah. Right. Exactly. Right. children's Almost. Hello. Yes. So, I brought it over to him after the meeting and he was so grateful and then I was able to try to kind of help him with some things to get him started with his team
044and stuff and he said that the fundraiser went Did you meet him somewhere? He said I he said he was going to try to find you and thank you, but he was very grateful. That's no big deal. I just was more curious as to you know, whether the event as a whole. Yeah. So, he was happy. Yeah. He was happy with that. And then we also got him hooked up with the um with Eric over at the food bank and they were able to do some volunteer work there, too. So, it went well. Yeah. So, he said he's gonna find you at the gym. Yeah. I couldn't remember where he's good friends with the owner. Yes, that's what he said. He's he's got both a bachelor's and a masters in sports. They call sports medicine
045plus who worked 15 years with a group of doctors in Michigan who did rehabilitation for people badly injured or injuries illnesses and based on that that's how he came to create Southwest that's awesome yeah he's really he's also certified therapist which is like a physical therapist but not the curative side from coming at it if you want to be a champion basketball player champion athlete in any sport. Yes. So, how do you do exercises without risk of harming yourself? Posture obviously. That's awesome. So, he's a great guy for personal trainer, right? It's not his last name Morris. His last name is Gravy. G. So, he and his wife own the place and it's a 247 and it's really I think actually Coach Brigham brought my son there a few times when they were when he
046was training on the phone. He started it about two years I think before we retired. I've been retired here 10 years. I think 2016 he had some of the boys there. Anyway, they're nice people. Oh, yeah. That's great. Since we first met them, they've had three adorable little kids and the oldest who was a toddler at the time we now 10 years old. He has an 8-year-old sister and a little sister who just turned five. So, she'll be going to kindergarten next year. Yeah, it's a really great thing. Anyway, we got had a chance to talk a little. Yes, he did mention that. Yeah, he was very grateful. He said he was gonna find you and talk with you. Thank you so much for everything. Honestly, like you coming and Yeah, I love that. have
047been doing because my wife has had some health issues for the last couple of years. I had stopped pretty much dropped my regular workout routines because I've always been pretty much trying to stay in shape. So, uh when I came down from last October, I decided to go to Bob and South Fitness to see if I could build up some muscle. So, for the last seven months, I've been working out three times a week with weights. Good for you. That's awesome. Even about to turn 83. Good for you. That's great. Yeah, that's what counts, right? You have to feel good. [Music] We're gonna start again. Sandra, are you there? Are you ready? All right. We're gonna we're gonna resume our meeting. But yes, I'm here. Okay. She's good. All right. Moving on to 4.3 2025
0482026 staffing update. Miss Pascal, welcome. Good evening, Madame President, governing board, Dr. Papalardo, colleagues, and community members. Um, as we spoke in our study session, um, some of our openings at this time, I just wanted to update you again. I can't hear her at all. We have Is that a little bit better? I'm going louder. I have a big voice. I could probably do this without a microphone. Yeah, that's better. Is that better? Okay. Um, with TLC, we have uh zero at this time. Um, this is our u teaching staffing, by the way. Uh, zero openings. We filled the position. Uh with Desert Vista I have we have a kindergarten, one/3, one fifth, two future readiness programs, special ed, and one art. Four peaks we have two fourth grade and one special education stars program.
049At Peralta Trails, two fourth and then a library/art position. At the junior high, we have a reading specialist, a math resource, and two sped uh future readiness program. And at the high school we have um Spanish welding, one resource, and a 0.2 sports med. So we have 18.2 openings right now. Um seven of those are sped and 11.2 are gened. Any questions on that? Any questions on that? Mrs. Ross? No. Mrs. Williamson? No. Mrs. Garcia said 18.2 and that point two is the sports med because it's just a class. Okay. Yeah. Mrs. Lean, any questions? No questions. Dr. Papardo or anything you want to add? Well, you know, 18.2 when to June. We're in a very, very good place. I agree. Be ready in 41 days. I agree. Thank you, Miss Pascal. And as we
050get closer to we're just going to continue the update just so you could keep us surprised of where we're at. Okay. Thank you so much. All righty. On to the consent agenda. So, we like to make a motion on the consent agenda. Madam President, can I have a small discussion? Sure. Okay. So, um I had some questions with Dr. yourself have a little bit of a plan that you're going to help implement in regards to maybe just understanding the consent agenda a little bit more. Right. Okay. All right. I'll just I'll go ahead and make a motion. I just wanted to Okay, Madam President, I'll make a motion to approve the consent agenda as presented. We have a motion. Would somebody like to second? I'll second. Miss Williamson seconds. Mrs. Ross, yes. Mrs. Williamson, yes.
051Mrs. Garcia, yes. Mrs. Lane, yes. And I'm yes, that motion passes five to zero. On to action items. 6.1 possible action on the Arizona Lions Vision and Hearing Foundation Memorandum of Understanding. Hello, Miss Verna. Go to give us an update. Uh, yes. So this is with uh the Lions Club and basically they are going to help provide for our students uh free eye screenings and eyeglasses. So our school nurses do the uh original or the first one for the year every single year. And any students that maybe aren't doing so great, they will refer them to the Lions Club who will then get uh parent consent to go with insurance or if they don't have insurance, work with access um so students can receive eyeglasses. So, it's this partnership that we have to help our
052students see better for the classroom and learning. Awesome. I think that's great. Any questions on that? Mrs. Ross, any questions on that? No. Mrs. Williamson? No. Mrs. Garcia? No. Mr. Lean, anything? Yep. I think it's fantastic. I think this is great for the kids. Um, Dr. Pepler, is there anything you want to add? I think this is a great resource for our kids. I agree. All right. Okay. Would somebody like to make a motion? Madame President, like to make a motion to approve the Lions Vision and Hearing Foundation memoranda of understanding. We have a motion. Would I like to second? I'll second. Miss Williamson seconds. Mrs. Ross. Yes. Mrs. Williamson. Yes. Mrs. Garcia. Notate. There are a couple things that are different than the work session. We had three ads from the legal council that
053I just want to make sure that you are aware of and this would be a three-year agreement that we would have with them so we wouldn't have to keep coming every year to this. However, we can always come back and talk. So 13 confidentiality added some legal added some legal words in there. 24 and 25 24 and 25. So records records and audits, an entire agreement. So those were the three revision. So those were the three revisions that they added since the work session. They're required to be in all of our required to be in all of our district contracts. So that was one of the changes. So 13 they added they added 13 24 and 25. Okay. Yeah. Yeah. I did not add. Sorry. Yeah. I did not add. Sorry. Legal counsel. I those
054three things. Okay. That was not me. All right. Is there anything you want to add? No, this is a great No, this is a great This is a great agreement between the two that have been just a partnership that we've had for years, helping serving our kids and our preschool kiddos. We've been doing this for Exactly. This is nothing. The only part that's new is that we just have to bring this to you guys, right? For purple every year. And then they just changed it to And then they just changed it to the three years format which we talked about at the work session, right? Okay. Any questions on that, Mrs. Ross? No. Mrs. Williamson? No. Mrs. Garcia? So, the part that Okay. So, we've been doing this for a while. Oh, yeah. So, the
055the part that they added, was that just to keep up with the state statutes? Like, is that the reason why like every year they're just adding things? they excuse me. Sorry. So the part of confidentiality so that you know that there won't be a furer violation without apparent consent to give out that information. So they're not giving it to anyone else. What about uh records and audits? Was that just something that was added from records and audits is because of ARS that statute that's there that they have to their records have to be audited from time to time to make sure that they're within state statute. Okay. So that you were aware before you signed the document. Is there a reason though why they didn't have that in there before or it probably wasn't required
056of them in state. They may have changed the law and added some verbiage. So that's why why it's now recommended by the attorney that that's there. Okay. That's all. Mr. Le, any questions on that? No questions. No questions. All right. So, Dr. Papar, I know you already added. Is there anything else you want to add to that? Nope. No. All right. Somebody would like to make a motion. Madam President, I'd like to make a motion to approve the memorandum of understanding with Panal Hila Community Child Services for 2025 through 2028 school year. We have a motion. Somebody like to second. I'll second. Mrs. Williamson seconds. Mrs. Ross, yes. Mrs. Williamson, yes. Mrs. Garcia, yes. Mrs. Lane, yes. And I'll may ask that motion passes 5 to zero. 6.3 possible action on data sharing agreement with
057Arizona State University, Northern Arizona University, and University of Arizona. Miss Vera, come on up. Hi. Um, so this is to provide for our students basically the information to ASU, NAU, and UOVA um for acceptance. So it's basically hear I think the air conditioner is not helping. Yeah. Should we turn the air off? Yeah. Oh, so it's basically our ability to give them the data of our students, their transcripts information so that they can be accepted into those colleges. So, it's just a faster process than them having to apply, right? Any questions, Mrs. Ross, on that? Well, I couldn't really hear much of it, so it's the data sharing agreement that um Yeah. No, I I know that. So from it it I no I don't have any questions. Okay. Mrs. Williamson. No. Mrs. Garcia. Mrs.
058Lean. Any questions on the data sharing? No, I think it's a great idea. No, I think it's a great idea. Dr. Papardo, anything you want to add? I think the easier we make the process for our students, the better. They'll know what they qualify for and if they're going to get a scholarship and help them make a decision earlier. I agree. Would somebody like to make a motion on the data sharing? I'm multitasking right now. I'm sorry. Madam President, I'd like to make a motion to approve the data sharing agreement with Arizona State University, Northern Arizona University, and University of Arizona. We have a motion. Would somebody like to second? I'll second. Miss Williamson seconds. Mrs. Ross, yes. Mrs. Williamson, yes. Mrs. Garcia, yes. Mrs. Lane, yes. And yes, that motion passes five to zero.
0596.4 Four, possible action on data sharing with Arizona State University ASU Helios decision Helios Helios decision center for educational excellence. So this is with a ASU Helios which is its own kind of foundation and basically it's for us to give them data about our student testing. They already can see some of it but they can't see all of it. And so what they're going to be able to do is help us become more effective in looking at our data. They're going to be able to break it down for us and we're going to be able to compare it to other districts. Uh whether it's by uh number of students that receive title services, whether it's the size of the district, whether they're suburban or urban, we're going to be able to look at all of
060those different things with this partnership. Um and so it helps us to make sure our students are are ready by the time they leave AJUSD. um that they have all the skills necessary and ready for university admissions. So, it's just creating this partnership to give them the ability to see our data and then put it in different ways that we haven't looked at before and they can do it on a larger scale because they can pair it to other districts that also have a data sharing agreement with but not personal data. Just correct. Yeah. Okay. Mrs. Ross, any questions on that? No. No. Mrs. Williamson? No. Mrs. Garcia? No. Thank you. Mrs. Any questions? No. I have no questions. Thank you, Miss Verna. Like to make a motion. Madam President, I'd like to make a
061motion to approve on the data sharing with Arizona State University ASU Helios decision center for educational excellence. We have a motion. So, we like to second. I'll second. Miss Williamson seconds. Mrs. Ross, yes. Mrs. Williamson, yes. Mrs. Garcia, yes. Mrs. Lane, yes. That motion passes 5 to zero. 6.5 Possible action on early childhood education dual language affiliation agreement with Maricopa County Community College. Hi again. It's been a while. Um so this is uh to help our school at Four Peaks. Um basically MCC has a program where students um that want to go into early childhood but also want to have an emphasis in dual language can come and do student teaching. Um so it provides them a pathway to get gain the experience of being a teacher and in dual language and it gives us
062the opportunity to possibly have a pathway to hire teachers that we find are effective in this program. So it's just a great opportunity for us in K2 to have that pool of teachers um ready and trained how we want them trained and effective to hire them on. Awesome. I think it's great. Any questions on that? Mrs. Ross, any questions on that? No. Mrs. Williamson? No, I think it looks like a great thing. Mrs. Garcia, no question. Mrs. Lane, no question. No question. Dr. Papardo, is there anything you want to add? It makes a great pipeline for us for dual language teachers. I agree. Somebody like to make a motion. Madam President, I'd like to make a motion to approve the early childhood education dual language affiliation agreement with Maricopa County Community College. We have a
063motion. So, we like to second. I'll second. Miss Williamson seconds. Mrs. Ross, yes. Yes. Mrs. Williamson, yes. Mrs. Garcia, yes. Mrs. Lane, yes. And yes, that motion passes 5 to zero. On to item 6.6, possible action on the memorandum of agreement with Jo Combmes Unified School District for expanding bandwidth and backup internet coverage. Madame President, members of the board, members of the community, and staff, we talked about this a couple of months ago in a work session. It took the lawyer this long to hammer it out. So basically what it does, it helps us be a good neighbor to J. Combmes that they'll be the backup for us. So when their internet goes down, right now they don't have a backup system. So that their kids don't learn. The benefit for us is that we
064get 10 gigabytes um for half the price that we would normally have to pay because ours is going to we need to expand it anyway. So now we're only paying half the cost and they're paying the other half every month. So all in all, it's a good deal for us for the future. Yeah, for sure. Yep. Now they owe us something. That's great. Mrs. Ross, any questions on that? No. Mrs. Williamson? No. Mrs. Garcia? No. I'm just laughing because I just think it's just I mean there's been our competitor. I think it's great we're actually working with them. It's good to work with you. It's awesome, right? Mrs. Le, any questions? No questions. All right. Somebody like to make a motion? Madam President, like to make a motion to approve the memorandum of agreement with
065JL Combs Unified School District for expanding bandwidth and backup internet coverage. We have a motion with somebody like second. Second. Miss Williamson seconds. Mrs. Ross, yes. Mrs. Williamson, yes. Mrs. Garcia. Yes. Mrs. Lean. Yes. And on the yes, that motion passes 5 to zero. Item 6.7, possible action on the 2025 2026 work calendar. Miss Pascal, come on up. The book of calendars. The book of There are 13 beautiful calendars in front of you tonight. I really like to we can just like condense it into one. I don't know. Um as we discussed in the um work session, these are the updated and ready to roll for our employee groups for the 2526 school year. Um with um work days, holidays, and nonwork days. Um also in addition, I did we did add like in each
066calendar how many work days for everybody. It just helps a lot of our departments to know that. Yes, there's a lot of calendars, but I think separating it out makes it better too, right? I think there are mixed opinions on that. So, I'll just say we're rolling with it and I think it works well right now with where we're at. For sure. Okay. All right. The right calendar to show up. Hopefully, they'll look at the calendar, right? Well, then there's another student calendar. That's what I know. I know. We got more calendar employee. This is just a lot of calendars. Mrs. Ross, any questions on the calendars? No. Mrs. Williamson? No. Mrs. Garcia? No. Mrs. Lean, any questions on the calendars? Nope. Dr. Popler, anything you want to add? No. They worked really hard to
067get it down to 13. Okay. That's amazing. We have that many. You're going to have to frame those on your wall, right? You got to put them up to know who's coming to work for them. Oh my gosh. All right. Mrs. Seconds, Mrs. Ross, yes. Mrs. Williamson, yes. Mrs. Garcia, yes. Mrs. Lean, yes. Yes. And I'm yes. That motion passes 5 to zero. 6.8. Possible action on out ofstate travel for Pat Smith and StephanieLair to attend the International Society for Technology Education. Exciting conference is June 29th to July 2nd, 2025 in San Antonio, Texas. All right, give us update. This is the last one for Okay, cool. So this is for our principal Pat Smith and our interventionist StephanieLair to go to ISTY which is an international tech education uh conference um where they can
068look at different interactive tools, different types of STEM activities um networking just kind of seeing what's out there. Um and I think Pat's hope is to kind of bring it back and infuse it with their STEM programs across the grade level looking at project- based learning and just reinvoke too much tonight. uh reintegrating all the STEM into their daily practices. So, it's not just Gentech, they they live STEM, right? Sounds great. And it's being paid out of title money, which is even nicer. It's even better, right? Title, Mrs. Title four. Um, any questions on that, Mrs. Ross? No. Mrs. Williamson? No. Mrs. Garcia? No questions. Mrs. Lean? No. No. Dr. Papler, is there anything you want to add? I would add that whatever helps them make it a bigger STEM program is great for our
069kids at Peralta. Yeah. The more options the kids have out there, the more parents will select that for sure. And it's a great it's it's amazing. All right. Would somebody like to make a motion? Can I so move that, Madam President? You can so move that. Thank you. Would somebody like to second? I'll second. Miss Williamson seconds. Mrs. Ross, yes. Mrs. Williamson, yes. Mrs. Garcia, yes. Mrs. Le, yes. And yes, that motion passes five to zero. All right. This is a big one for you, Mr. Garcia. I'm going to move that one. Whoa. Whoa. Wait. Except for one. Except for Except for one. Except for one. Okay. So, then you're going to have to motion. We're out the one. Yeah. just except for um 5-305A with that procedure just so that everybody's clear for next
070year want to so that everybody who's listening or watching understands the difference for 2526 for that so go ahead you go ahead so we're removing 5-305A and the reason is so we're going to discuss it then we can then we can go ahead and approve it. Do you want to discuss it? Yeah. Can we discuss it now? We can discuss it now. Perfect. Madame President, members of the board, members of the community and staff. So if you look at 5-305A, this law is basically what you bravely enacted last year as a board. Okay. So, there were a couple of changes to how it's going to be administered next year. Um, and what I'm grateful for is that when they were they took our input when they were doing the law for 912. Okay. Now, KA
071K8 schools, it's much more restrictive. They can't have them at any time out. They can have them, but they can't be on or out during the school day. And this is cell phones for people. This is for cell phones. Okay. Now, in case there's emergency, they can use them, etc. If they have a medical condition, obviously they can have them and use them. Okay. If that medical condition warrants that. Okay. Now, so in 5-30A when I want you to scroll to um option to extend above restrictions to all students. regardless of grade level. Okay. So, here we have for 912, we have the exception that we now use at the high school where students can have the phone out at lunch and during passing periods, okay, and they're able to use them. Now, that's a
072great exception because that's worked really, really well for us at the high school this year. Okay? And I think and I think that helps us in the long run at the high school at the high at the high school level because it's worked very very successfully there. Okay. And I think we can live with the rest of the bill as they have have done it. So I would say that you let the high school roll as it has rolled. Okay. Or the kids can have it out during passing periods and out during lunch and then put away the rest of the time. Because what you what we have found we don't really get into arguments about with kids about the cell phone at all the high school. Okay. It's just not an issue. Right. Okay.
073That's all I have. Okay. Any questions on that? I just have one question. So this is under option to extend above. So that's before school, after school, lunch break, passing periods and then have it stored during instructional time and then using used during instructional time. It talks about if it's for instructional purposes as deemed by the teacher. All right, perfect. Okay. So, the teacher has to say this is the time before it can be out. What purpose? And for what purpose? So, this has been but it's not going to happen according to Miss Skin. It's not going to be out. Any questions? Any questions on that, Mrs. Ross? No. Okay. So, this has already been added. So, we can approve this as is right now, right? This is what we already do, but we have
074to we have to take the exception, right? You have to vote for the exception here for 912 because otherwise it's straight as K8. Okay. Option. Yeah. So, you got that So, we're gonna have to go through all these. Okay. All right. Let me get to it. Hold on. So, we're going to approve it with the exception for the restrictions, too. Correct. For 912. 9 through 12. Got it. Right. for 912 and I don't have to for 912 approve with option for 9 to12. Okay. So I'm going to go through I'm going to read all the all of them and then you motion with that exception. Okay. All right. Possible action on the following policy revision. Sec. This is really second read of the following policy revision. One dash 1-401 parents legal guardian rights and education
0753-43 technology 3-43A technology acceptable use for students 4-204 mandatory reporting 4-204A procedure mandatory reporting child abuse reporting 5-303 Student records 5-303B procedure students records directory information 5-305 student code of conduct 5-305 a procedure student code of conduct restrictions on the use of wireless communication devices 5-401A police interview notification student interviews. Okay. So would somebody like to make a motion on those policies? So So you said the 305A that's fine that she included that. Okay. Madame President, I'd like to make a motion to approve with the options 9 through 12 grade restrictions to all students. So you have to do so moved on all policies with that option. Okay. So moved. So moved on all policies and to approve with the option 9 through 12 restrictions to all the students 5-3 on five dash 305A. Good
076job. Okay. Thank you. All right. We have a motion. Would somebody like to second? I'll second. That's all I got. Mrs. Ross. Yes. Mrs. Williamson. Yes. Mrs. Garcia. Good job. Uh, yes. Mrs. Yes. Yes. That motion passes five to zero. Okay. Information items, requests for future agenda items. Does anybody have anything? Mine's Mine's going to be delayed, I think, for a little bit, but you know when we put it on there. Sure. Mrs. Williamson, anything? I don't have anything right now. Mrs. Ross, anything? No. Mrs. Lane, anything? No. No. Okay. Okay. Would somebody like to make a motion to adjurnn? Madam President like to make a motion to adjurnn. We have a motion. Somebody like to second. I'll second. Miss Williamson seconds. Mrs. Ross. Yes. Mrs. Williamson. Yes. Mrs. Garcia. Yes. Mrs. Lane. Yes. And
077I'm yes. That motion passes five to zero. We are ajourned. Thank you. Goodbye.