ASDB Board Meeting 09/11/2025

001to the order of the meeting of the ACB board of directors. It's 4:00. So, we'll start with uh 1.2. We're going to start with the information item of the introduction of new board members. As you guys can see, I have three new people sitting up here with me, which we're very, very, very excited about. Uh I'm going to introduce them and have them give a little bit of about themselves and their background and why they're here for ASDB. Um first we're going to have Diana Herren. Do you mind sharing? >> Hello everyone. [Music] What would you like me to elaborate on? >> Uh how about your background and what brings you to ASDB? >> Sure. Um, I will make sure that I don't go on too long wasting anyone's time, but hello everyone. My name

002is Diana Herren and I am very excited to be here with everyone else tonight. This is my first meeting as part of this board. Um, I will start off with the reason why I wanted to serve on this board. And that reason is because I was a former school teacher and school administrator and I have a passion for students and their success and their future endeavors. I believe that school and our education is invaluable in the strength of deaf people's lives and their successes out in the greater society. I've seen a huge difference when they are properly educated and prepared for their future versus those who did not have those adequate opportunities. So that said, a little bit of my background. Like I said, a previous school teacher as well as school administrator. I was

003also a staff development coordinator. And all of that experience was with the California School for the Deaf up in Fremont. That was approximately 15 years or so. The larger part of my 30 plus years of career experience was in the relay and telecommunication services and the video relay service system. I started off as a manager, mentor, employee and I would help our staff with floor duties. I transitioned into a trainer position and I trained our relay operators and then I moved up the ranks to director of customer service um which was the longest portion of my career in that telecommunications world. Finally, I was the vice president of communication services for the deaf um in sales because they were trying to establish a new program called the direct video call. So, all told, my entire

004life has really been about serving our deaf community. >> Thank you so much, Shauna. I'm sorry. I don't want to mispronounce your name. to >> Hi, I'm Shauna Tamco. I teach in the Poria district. I've taught general education and this is my third year with special education. Um, from that perspective, seeing what it takes to manage um, individualized education plans and meeting the individual needs of students. Um, when I began to learn more about the ASDB community and entire schools and teachers who are certified and trained to teach and work with and grow this unique community, I couldn't imagine what that would look like if I had a student in my room without all the assisted technology that the school has and the support and the education and the experience that the teachers had. So

005after visiting the schools and getting a look at the programs and the students and the things that the schools had to offer, my heart was just very open to I would like to serve in some way outside of what I am doing. And this opportunity had come up and so here I am. Um I've been in Arizona my whole life. Um grandkids and um my first meeting. Thank you so much, Shauna. And then we have Bill Kohler. >> Thank you. Um, Bill Kaylor, >> so we get that. It's okay. It's It's often mispronounced. If it had an R in there, I'd be a furniture magnet and I wouldn't be here. >> Or if I had not enough letters, I'd be a plumbing magnet and I would not be here. But we'll just say that I'm

006here because I want to be here. Uh my career has lasted over well to date um close to 50 years which sounds like a lot since I only started when I was 7 years old. Um it started because I understood there was a shortage of teachers in this area and I've trained as a secondary education teacher and I thought I would be uh teaching social studies or German at a high school but I coached the wrong sport and there weren't enough special teachers or teachers of German in the district. So, a little bird came by and said, "We need teachers in this field. It's it's for children with that are either blind or visually impaired." And I thought, I want to teach. So, let's let's give a shot at that. And I did. And I'm

007glad I did. Uh it's been a very rewarding career. I started as a teacher in Tucson Unified School District as a TVI, teacher, students with visual impairments. Uh I moved from Tucson to New York where I became a principal at the New York School for the Blind. left there and came to Texas where I was a principal at the Texas School for the Blind for several years. We were able to start a lot of very innovative programs there that served not just the children on the campus but children around the state. Uh from there I went to Wisconsin because New York wasn't cold enough. I needed to figure out how cold could you really get and I found out. Um I was a superintendent at the Wisconsin school for visually handicapped for 5 years. Uh

008left there and came back to Texas. I worked in public school programs uh for a number of years there before coming to uh back to Arizona. When I came back to Arizona, I was a regional director at the Flagstaff and Hullbrook office, eventually coming down to Tucson uh where I ended up as the assistant superintendent before I left due to health reasons. Um why am I here? I have seen over the years teachers lament that their case loads are too big, that their jobs are illdefined, that the population of children served is is ever changing. There doesn't seem to be enough training to do what needs to be done. Uh in my dissertation research, it was a topic for training needed and training received by teachers of the visually impaired. And that has served kind

009of as a core unit for me to make sure that teachers are supported in the field. And the only way to do that is to know what they do. And I've asked some pretty hard questions about what is it that teachers are actually actually expected to do. Uh when I found out those answers, it put me into a different mode in addition to pre-ervice training, but how do we keep teachers in the field? If you have a case load that is overburdening, you're going to leave. If you have illdefined population, you're going to leave. If your case load is getting bigger and bigger and bigger, you're going to leave. So my work lately, the last several years, has been doing research and analysis, presenting it at state, regional, and international conferences on how do we

010keep people in the field because it doesn't do us any good to keep recruiting people if we're just going to burn them out. Uh that commitment to children with visual impairment doesn't stop there and it will be a commitment to all the children that we have both on our campuses in Tucson here at PDSD as well as students around the state. I look forward to working with you all, with the parents, with the students as as much as we can and with our local school districts to make sure that every student served by ASDB gets the best possible services they can so they can be successful when they leave high school. Thank you. >> Thank you so much. We're very excited to have all of you guys's experience here on the board so we can

011uh be the best that we can be for ASDB. Um, the next item is a call to the public. And we've had no public comments submitted. So, we can go right on to Oh, >> yes. Just kidding. I forget that every time. And I was the secretary. I can't believe this. Thank you. I will defer to my acting secretary, Linda Bow, for a roll call. >> Thank you, everyone. I'm Linda Bow. I am here. Britney Buchanan, >> I'm present. >> Shauna Tamiko, >> present. >> Michael Gordon. >> I'm here. >> Excellent. Bill Kaylor, >> present. Diana Haron, >> present. >> Colette Chapman, >> present. >> And Earl Terry, >> he's not present. >> Okay, that's it. Thank you. >> Thank you, Secretary. We can now move on to the superintendent's report. Good afternoon, board president

012Buchanan, members of the board, Assistant Superintendent Cooper, Deputy Assistant Superintendent Katchov, and members of the ASDB community. Welcome to our September 11th, 2025 board meeting. I am thrilled to see our three new board members here with us this evening and I really enjoyed listening to your experience, your knowledge and your expertise that you are going to be bringing to the ASV board of directors. That is really outstanding. I also wanted to thank you for your willingness to give ASDB your time, your efforts, and your energy. Your commitment to providing support to our work and providing the best educational supports that we can to all of our students that we serve in the state of Arizona. I want to also thank you for taking the required training courses for open meeting law. I realize it does

013take a bit of time for the three of you new board members to get through. And I also wanted to thank all of our board members for taking the annual required training on conflict of interest as well as filling out thatformational form um disclo the disclosure form. I really appreciate you taking the time to do that as that is required for us. We do have one more requirement that was recently added that I wanted to uh let you know about. You may have noticed on the first page of the agenda, there is a box that talks about the need to rec recuse yourself or recusal requirements. At any time if there is a vote that you think you have a conflict of interest regarding and you decide to recuse yourself from that vote, we now

014have a form for you to fill out. that form um Leticia currently has and she will provide a copy of that to you to fill out as necessary and then you would give that to the board president um who would pass that along to Leticia and I and we would make sure that is um filed in the particular folder as along with your disclosure form. If you were to recuse yourself, understand that a recusal is different than an abstension. Abstension means that you are choosing not to vote on something whereas a recusal is a conflict of interest. So we have added that requirement. Okay. The second thing I wanted to talk about is the archery. Archery or the archer. There's a Chinese philosopher Confucious who has a quote talking about archery. He says that the

015superior man, which I will change to person, the superior person when releasing his bow and arrow to the target may miss the bullseye. The superior archer when they miss the bullseye may choose to blame the weather, the sun in their eyes, the rain on their face, the wind affecting their aim, or blame other people in the audience because of the noise or the distraction. Or they may blame their equipment, the bow, the string. the arrow or the feathers along the arrow. The superior archer does not blame any of those things. They look to themselves. They take accountability for their own failing. So what do they do? The superior archer will then practice, of course, try to improve. They may find someone else who does a better job than they have done and ask for training,

016ask for instruction, mentorship, a better way to improve their aim so that in the future um they hit the bullseye and that is ASDB. We are responsible for our students. Our state law says that we will provide school programming for students who are deaf, heart of hearing, blind, visually impaired and deafb blind. We have been successfully doing that. Our vision and our mission state that we are committed to excellence in innovation and providing education to our students. We have been successfully doing so. We are committed to maintaining focus on That bullseye for us is a commitment to language acquisition and development, toward academic growth and achievement, toward social and emotional growth, and toward preparing our students for life after high school. And we have been doing so. The deaf community and the blind communities, parents

017and other stakeholders have had a vested interest in what we've been doing and we have always had some scrutiny of our work. We have had continuous feedback about how we are able to improve and provide better education and supports for our students. That is not new. What is new over the last four years is that scrutiny of us as an agency has increased significantly. Four years ago, the Arizona Auditor General or the AAG initiated the 2022 sunset audit process of ASDB. That started around the summertime in 2021. They completed their first report around July of 2022. That report had one finding and eight recommendations. At that time, we thought that that was fantastic. It was a wonderful report. At that time during the July 2022 board meeting, the president at the time, David Nigro, commended

018ASDB for our outstanding work. So, of course, when you have a sunset audit, you will then have a six-month, 12 month, and 24month follow-up. The Arizona Auditor General wants to ensure that we are implementing the recommendations. The 24-month report was published in February of 2025. That report provided some information about the things that we had completed as well as areas where we were still in progress of implementation or we had not yet begun implementation. And then in March of 2025, the Arizona Auditor General initiated the 2026 Sunset Audit started immediately after the 2022 audit. So, the 2026 Sunset Audit started in March of 2025. The Arizona Auditor General contracted with two private firms, one of whom is conducting a forensic audit of our finances and the second is conducting a performance audit. Over the last

0196 months, both auditors have asked ASDB for a multitude of documents and information of data of paperwork, spreadsheets, materials. For the performance auditor, we have provided almost 3,000 files. For the forensic auditor, we have gone through the Arizona Department of Administration to provide six years worth of financial documentation and data. It has been a very heavy workload for us, but we have worked diligently to respond timely to every request we've been given and to complete each of those in a timely manner. So far, we have been successful. So with that observation and that scrutiny, we have found it to be overall beneficial. We have made systemic improvements and I'll give you two examples. The first is that uh the 2022 sunset audit stated that we must have a three-year capital improvement plan. We agreed with

020that finding. We contracted with an architecture firm and they developed and designed our master facilities plan. We brought that plan to the board. You reviewed and approved that plan and we have been using that as a guide for our decision making since then. The second example is that in the 2022 Sunset audit, it was stated that we were not doing a very good job of documenting and tracking our complaints from students, parents, and the community. So, we created a new position which is called the ADA and 504 compliance coordinator. We contracted with a company to help establish a new platform for us. So, we were able to um set up an online complaint portal. So, anyone is able to go online and fill out that form and submit that to us. We are now doing

021a much better job of tracking every complaint that we receive through the system. Is it perfect? Not quite. We still have a lot of room to improve, but we do have a system in place now that a year ago we didn't have. We are responding to recommendations and we are making the effort to implement improvements in our systems. I want to talk about a concept called the Heisenberg effect which I will sign as this Heisenberg effect. It involves physics and a concept um that has been applied to psychology. And it simply states that when a group of people observes another group of people, the simple act of observation causes changes within the observed party. So as ASDB when we are being observed when I am being observed my behavior changes. Fortunately for us those changes

022have been positive. We have made systemic improvements. But we have to be mindful and careful that we don't lose our focus. Our focus is what I mentioned before, our students that early language acquisition, language development, academic growth and success, social emotional growth and preparedness for our students to go into the world when they graduate high school. It is and has been that we have to maintain strict focus on that. And again, fortunately for us, we have been successfully doing that. I just had a meeting with our educational leadership this afternoon. I asked them to talk about their goals for this year and I listened to each of them share and all of their goals were focused on our students. What we need to do to provide the best possible education and supports for them which

023is wonderful. We have the best leaders in the country. I am fully convinced of that. I greatly appreciate all of you being here to support our work. So, thank you so much and I am happy to take any questions as part of the uh this is Bill Kaylor. As part of the uh followup on uh successful students post high school, do we have data about um graduates and what's happened to graduates over the last year, two years, five years or some some pattern of what's happened to those students that attended the campuses that have graduated? Yes, we do have postschool outcome data and I have perhaps um assistant superintendent catchoff can speak more to that. >> Sure. >> Good evening board president, board members. We do collect the postchool outcome data. Scott Matson with our

024CTE program is in charge of that. As Superintendent Reichman mentioned today when we were talking about our smart goals, one of Scott's is to also try to track that for our itinerant students, not just the day students. And so that's one of his his goals moving forward. If you'd like at a future board meeting for us to present on some of that data, we we definitely can put that together for you. >> That'd be great. Thank you. Thank you. I think we're done. >> Is there any other questions for superintendent right there? I appreciate uh your story about the the archer and how we can also reflect on um improvement to move forward to a common goal. With no other questions or comments for Superintendent Reman, um we can move forward to assistant superintendent of

025agency Shannon Cooper. >> Good afternoon, acting board president Buchanan. Superintendent Reichman, Deputy Assistant Superintendent Catchoff, members of the board, ASDB community and staff members. These last few weeks have been an exciting time of the year for the operations and support services team as we all help welcome the students, staff, and their families back to our schools. The teams have been working diligently to support the instructional staff so that all of our students have what they need to be successful learners this new school year. The information technology team has been busy setting up equipment and electronic devices while advancing key infrastructure projects. The transportation team has also been busy working with our director of special education on making changes to how, when, and where we transport our students based on guidance we received working with the

026department of education. and our facilities team has been actively addressing the heating, ventilation, and air conditioning issues on both campuses and also trying to keep up with other maintenance requests due to our aging infrastructures. We have about 70 vacant positions open um consisting mostly of teachers, drivers, athletic coaches, interpreters, aids, and interveners. So, our human resources team continuously works on addressing our ongoing recruitment and retention challenges. And you may recall, typically every year we request board approval for salary increases for staff. However, this year due to budget constraints, we are not able to fund any salary increases. Included in today's consent agenda item 6.2, 2, which is the approval of pay schedule changes, is a request to modify the interpreter salary schedule where we are adding the placement and levels for each of the interpreter

027classifications. And additionally, for the classified special recruitment salary schedule, we are either removing old or adding new position classification titles. No other changes are being made to the salary schedules as noted in the summary. And as it pertains to our fiscal position for the 2025 budget year, the most recent projecting projections are showing that we will end with another shortfall um closer to about $1.4 million. If you recall earlier in the year, we originally estimated the shortfall to be about 2.3 million. Most of that difference has come from the institutional voucher revenues for itinerant programs coming in higher than anticipated due to some of the funding changes where we've changed some of our students from fee for service to voucher and that came up to about $5 million higher than what we projected. However, expenditures

028came in two million higher than what we projected for payroll and ADOT transportation related items after receiving the AY's operating budget for 2026 from the state which totaled about uh close to about $69 million. The budget team completed and submitted the AY's 2027 budget request two weeks ago to the state's office of strategic planning and budgeting which totaled about the $69 million. It did not this year include any funding issue requests. We budgeted about 53 million in payroll for about 700 staff, which is close to about 562 FTEES and $16 million in non-payroll cost. And we use the count of $187 students to help with projecting revenues. And over the last several years, you've heard our student counts be closer to about 2,000. This time last year, it was 1970. So note, I just mentioned

0291807 is the number that we received back in early July. Additionally, a few weeks ago, the 2027 capital improvement plan was presented by our director of operation to the state's department of administration, and I believe it total about $96.4 million. 66 million of it was for capital request and 30 million of it was for budget renewal needs or building renewal needs, excuse me. We are waiting to receive what those awarded capital and building renewal projects will be for 2026 and we hope to be um informed of what those projects will be within the next couple of weeks. In the interim, we continue to try to fund what we can internally from our operating budget for some of those ongoing capital project request. In the operating budget for 2026, the state allocated an additional $354,000 to

030our general fund to help with ongoing operating cost. The state has projected though that our land endowment revenues will be about $400,000 less than last year. However, they are projecting that our classroom site fund revenues will go up, which we guesstimate to be about closer to $250,000 this year. Additionally, uh the remaining balance of the $2.1 million that we received back in 2019 to expand our birth to three program has been repurposed or reallocated to the Arizona Department of Administration. And that balance that remained was about $393,000. and that will be used to help ASDB with some of our building renewal needs per the state. Over the last year or so in our B board meetings, you've heard me mention our financial challenges that we've been facing and the steps we've been taking to ensure

031a strong and stable future for our students. However, while working on modifying the AY's budget for this year, preparing the budget request for 2027 with the team, and looking ahead, it is apparent that with the projected enrollment declines, it will directly impact our revenues. Combined with ongoing rising costs that exceed the state funding, financial challenges will continue for ASDB. And unfortunately, our current funding levels are low no longer enough to support the expenses that we've continued to carry on the recent years. So to address what continues to to loom over us, unfortunately um we're going to have to continue to make those tough choices um and look into making those thoughtful decisions as we look at our staff, our programs, and our services as well as our facilities. Um we have carried over into this

032year a lot of the uh cost reduction measures that we implemented last year and in the upcoming weeks the superintendent has set up meetings with each of the individual departments where we will be having more in-depth discussions and detailed analysis and looking at accountability looking at how we can guide planning and priority decisions and where we can look at identifying any additional changes that we can make throughout the school year. Uh the leadership does realize that our campuses are already operating with c uh cuts in their cost in their positions. Um changes to the way that they've been formally operating some of their programs and services. I mean we continue to be reminded of more and more responsibilities that they've taken on. Um, however, we need to be able to face the reality of what

033continues to face us with the declining student counts and our ongoing budget challenges while at the same time looking at how we can maintain our aging facilities um and ensuring fiscal responsibilities. So, with that said, we're proactively looking at how we can adjust our budget to reflect the new student count realities and look at how we can best ensure funding is going where it serves our students best. Um, so accountability of ASD's fiscal resources is very important. Um, we continue to try to be as transparent as we can be with how every penny of ASD's B's budget is received as well as how it is spent. We've looked at classroom spending, non-classroom spending. We've also looked at cost per student. And again, as we look at meeting with each of the individual departments, we are

034looking at how we can make those data informed and evidence-based decisions. Um, so as Superintendent Reichman mentioned, the focus will be um looking at the priority um and education of our students, but at the same time, we need to make sure we're looking at every nook and cranny for how we can strategically change um and look at strike striking a balance between our fiscal responsibilities and maintaining that education for our students as well as those support services. Um because as you've heard me say before, less students translates to fewer resources and it's not just money. Um so with all that said, um I do want to mention that the superintendent's team is appreciative and grateful for the support and contributions everyone continues to make as we work collaboratively together to support the agency and ensure

035the effective management of our resources. Um, so there are no other updates to provide at this time and that concludes my report. I'm open to answer any questions or address any comments you may have. [Music] >> Linda, >> this is Linda B speaking. [Music] Um, for those who are on the phone, this is Linda B speaking. Uh, thank you for your report and Annette as well. I liked your analogy about the archer. Um, I have always listened to your reports, Shaina, about the management of the funds and the big responsibility that's on us as well as the board to continue keeping things in operation. Um, you talked about a teacher shortage and I'm wondering how we are balancing the teacher shortage and the burden, the additional burden that's going on to the teaching staff that

036we have and avoiding that burnout that would result when we have our our reduction in numbers. Do we need to hire more people? Do I'm trying to understand the logistics of it all. How would we find that balance that you spoke of in terms of preventing burnout among those teachers and keeping the school in operation and keeping kids on the pathway toward a successful achievement? So, do we have more to talk about in that regard? I mean, maybe because of declining numbers, we don't need to hire more people be. So, I'm trying to figure out that equilibrium um in all of these areas. So, can you speak to that? That is a great question. Um, Linda, I will actually defer to Deputy Assistant Superintendent Catchoff or Assistant Superintendent Reichman to to speak more to those

037educational um, priorities and goals. >> Perfect. Thank you. >> Mrs. Orin, I can start. I mean, there is no silver bullet to doing it. And I think that's why for definitely over a year now, we've been saying that these are tough conversations that we need to have. What we're doing is ensuring that we're looking at the IEPs and that the services that are written in the IEP are being delivered. It is a fine balance of when delivering what has to happen in the IEP as well as what has to happen at a state level in the classrooms of ensuring the teachers have the support. I'll be sharing in my report that just for the month of August, we've averaged about 30 informal classroom observations between the two campuses. These are not evaluative. They're not punitive.

038It's really for us to go in and try to get a pulse of what's going on. >> So then we can come back together and say, "This is what seems to be working. These are the areas that seem to be under a lot of pressure. >> Thank you. Uh this is Diana speaking. [Music] I can appreciate the challenges because we can only do so much with the finances we have and it's a significant struggle. I understand that. My concern here is trying to keep that balance and keep everything balanced out while we are maybe missing opportunities for recruiting higher qual quality teachers and staff members because historically uh it has been proven through out the nation that when you have higher quality staff members and teachers you attract students. You attract more numbers because parents

039see the caliber and the outcomes and they become desirous of attending your institution. So we can I know that's not an issue that we can solve right now this year. Um it is a problem that is far reaching but we do need to start thinking about the next 5 years and and forward. How do we expand the uh teaching staff? When you expand, you you will see enrollment increase as well. I do believe that is true. One of our challenges is really the standard of the school district having the same standards that other school districts have. It's not standardized. Sorry. Interpreter error. One of the same. It happens in other school districts. Other school districts are facing that the number of students that they have enrolled in their school is declining. So we've had a

040lot of discussions on this here in the board and we have talked about the birth rate. The amount of babies being born every year has been declining consistently. And because babies in general from those numbers that are declining, it means that babies who are deaf and heart of hearing, babies that are blind and visually impaired are also starting to decline. So all over the state of Arizona, school districts are starting to close their elementary schools because they don't have enough students. they have a larger impact going forward on graduation over the next four to five years that you'll be seeing. And looking at the number of students coming into kindergarten is about half the number of students um they're in high school. So that impact in public education is also having an impact on us.

041Our declining enrollment is not one program. It used to be that Tucson campus you would see every year there was a slight reduction but then other programs were more stable or maybe even increasing but over the last three years we have seen all of our program numbers of students are going down. even the itinerant services and the regional co-ops that number is also decreasing. It used to be that we served uh I believe more than 1,000 students around the state of Arizona and currently that has gone down to about 900ish. So we are starting to see similar kinds of declines. So for us, yes, we are interested in hiring as many uh bringing in as many students as possible. We do want to do that and we want to continue to do that. But we

042also have to look at the numbers of babies being born. That's 0 to three. 3 years ago, we had about 530 families. If my numbers might be just a little bit off, but I think that's if I'm remembering correctly, we had about 530 families in our zero to3 program. It was the highest ever. And you could see that increase every year. We were serving more and more families with babies that were identified as deaf and heart of hearing, blind, visually impaired, and deaf blind. And then three years ago at 530ish families that were all over the state, it was awesome. And I believe that we are serving almost all of the families in the state currently. That's my belief. But then two years ago that number dropped and last year it dropped. So if I'm

043right, I think moving forward we will see a continued drop, a continued decline because of the birth of babies declining. So also declining in deaf, heart of hearing, visually impaired will parallel to the general drop in the babies being born. So, it's a truly complex situation and for us planning for the future, we will still be here, but how many students we serve and their needs might have to adapt. I am doing other work studies and I am I mean I'm happy to work with any of you on the board to do another work study session to discuss this in depth more. Sorry to interrupt. I think I jumped ahead of Bill, but I wanted to uh co-sign that idea of doing another work study with us again. This is Linda speaking. Thank you. Hi,

044this is Bill. I'd welcome that work study as well. Um, and this is no no espersions in anything. Um, having just received my appointment letter not that long ago and then digging into what the agenda looked like and that was an IT I'm sorry that was a personal it problem not not your IT people like figure out how to make this stuff work. But over the past couple days, I've just done some raw data analysis is is the best I can say. Uh and I I only started with the the VI population and the same thing needs to be done with children that are deaf, heart of hearing, but looking at raw data. Arizona does not collect data on how many children have visual impairment. Appalling. I think we can work on that with our

045our friends at the state. That being said, if we just look at the incident rate approximately, we're looking at approximately 7,000 children in the state that have visual impairment. Given the incident rates, given the number of teachers that are recorded through AD, it looks like there is a ratio of about 1 to 45, meaning one teacher for every 45 children that have a visual impairment. Even more appalling. Um, as I look at how those children are served, I can't imagine all of those children are being served at the maximum level that they need simply because there's not enough people to do it. Uh, and this is what I've spent the last several years of my work analyzing in depth what's causing that kind of a problem. Um, I firmly believe that there is more than

046enough children that need service that we can do a wonderful job both for children with visual impairment and hearing impairment. But when I look at a ratio of 1 to 45 and then I attend conferences around the state and I hear teachers say my case load's getting bigger and bigger and bigger and there's no relief in sight then we stop looking at one thing and we start find what relief is necessary. If more money was the answer then we would have solved this problem a long time ago. systemic changes need to occur and knowing that there is potentially a ratio of 1 to 45. Even at the best, it looks like it's around 1 to 40, nobody's going to get anything out of it other than frustrated teachers, frustrated children, frustrated school districts, and our

047outcomes are not going to look so good at the end, whether it's a child on a campus program or a child in the in the local school district. So I welcome a work study because there's a tremendous amount of data that's out there that's available to us and certainly we can go into greater detail with the with that. Given that when I looked at the number of I think the school districts that we serve through the co-ops as I count it was like 14 school districts. Is that about right? How many? >> We work with >> No. How many school districts are registered? >> 20 >> Well, I know there's 236 school districts. How many of those districts do we have a contract with? >> I think almost all about 230. I believe >> we

048have 230 contracts because in the in the website it shows >> restrict our agreements with them. Yes. >> Okay. In the in the website it says for each co-op there are districts that we have relationships with through the interim agree or the agreements. There's only 14 that are listed there. So what's the difference between that 14 and 200 school districts? Do we want to have our director of itinerary services program come and respond? >> Bill, can I just make a note really quick? >> Yeah. >> Uh, you're a very fast speaker and we if we could slow down just a little bit, give our interpreters a little bit of a >> That's fine. >> ability to catch up. Thank you. >> And if I say something that you don't understand, tell me and I can

049I'll reward it. But thanks, Jason. So, tell me tell me how this is the What's the gap? What's the gap going there? >> Sure. And good afternoon, board. And um what the the biggest thing is with our with our agreements, it's all of our agreements are the district initiates them with us. So it's the district's responsibility to provide the FAPE for all those students. So it is only when they ask for our supports do we get involved. So it is their responsibility to identify those students and then send them get them services whether it's through us or other contracted services. Some of those districts use FBC. >> Some other districts have their own in-house in teachers. Um others might use part-time contract workers. So we only support those districts that request services from us. And

050that could be any school district or charter school. And we can even we've even done partial services where they might have additional like they only want us to take certain kids. So they'll have FBC working on some students and we work with other students. >> So it's my understanding that FBC primarily serves the Phoenix metropolitan area. >> Yes and no. So they also have uh services up in Northern Arizona as well. >> Okay. Um, so we have 236 school districts in the state, over 400 charter schools, ballpark 7,000 kids with a visual impairment. What we're assuming, and and I'll just use that as a in a polite way, is that every other student except for that group that we currently are working with are receiving some level of appropriate services. Anecdotally, I'm hearing that's not

051necessarily the case. So, I think there's a role for us to expand how we look at those services being provided so that through either regional co-op programs, which I think is our our best bet, is to increase the number of districts that we have direct services with. Not to increase the money. That's that comes with the that's part of the game. I understand that. We're not looking to increase our our funds because we're just going to grab kids. That's that's the wrong thing to do. But I can't I can't I'm just trying to get my head around how that many children are receiving that high level of service that meets the federal guidelines for recent Supreme Court decision suggested that as well. And I think there's a way for us to to work toward expanding

052the role of our co-ops. I know there's only three now. There used to be five and I understand that that has dropped. So I'll be happy to work with that that work study group to see how we might be able to expand that. >> No, that sounds great. >> Good. Okay. Thanks, Jason. >> Thank you. Was that better? You tell me. Was that not so much? I'll slow it down. >> Thank you. >> Yeah. Do we have any other questions, Shaina? Thank you. Um, and I know that uh Mike Gordon would probably make the same plug, but I'm going to make it. I just sat on my first finance committee last week. Um, and I would encourage all of our new board members to come to our finance committee. Um, it was a wonderful experience.

053They do a really deep dive into how everything works within our agency financially and all of the data and the numbers. So, if you're a data numbers person, that would be the place for you guys. Okay. And we do need board members definitely to attend those. Um, next item we have um, Superintendent Tacos off your your report. Good afternoon, board president Buchanan, Superintendent Reichman, Assistant Superintendent Cooper, members of the board, and members of the community. As we enter the middle of September, at this point, the school year is about 1/8 of the way completed. We do need to remember that every day within every school year matters to our students, our families, and our staff. So, we need to make sure that we have a plan and that we're keeping with that plan and we're

054doing what we planned on doing. This year at the two campuses, we continue to focus on the implementation of PBIS, which stands for positive behavioral interventions and support. We're also hyperfocused on classroom instruction and language acquisition via the implementation of the bilingual grammar curriculum program as well as the alignment to the Arizona State academic standards. Teachers are doing a wonderful job of submitting their lesson plans each week. And as I've already mentioned, during the month of August, our educational leaders have averaged about 30 informal classroom walkthroughs on each campus. These walkthroughs are not evaluative or punitive, but provide the principles, the OD team, the sped director, and myself the opportunity to recognize what's going well in the classrooms as well as where we need to provide teachers additional support. One item on the board agenda

055tonight is our request for you, the board, to approve our proposed 301 performance pay checklist. As shared in the board documents, before we ever bring this to the board for approval, a team of teacher representatives, principles, and directors revisit the 301 checklist from the previous year and brainstorm additions and deletions. Once that team has finalized the checklist, it is sent out to all ASDB teachers in August and it requires 70% of those teachers to accept any of the changes. On August 15th, this checklist was sent out to all of our teachers. 141 teachers responded and only one of those 141 teachers did not approve the checklist. So that percentage easily surpasses the 70% that we require. The 301 checklist is something we bring forward annually. Uh seven of the eight items on the 301 checklist

056are the ones that you did approve last year. There might be a word here or there that changed, but it's it's pretty much the same thing. The one additional item this year acknowledges that if staff get an additional certification or graduate from a VI or HI program or are nationally board certified that they can count that towards meeting the criteria of the 301 checklist. So, as this school year is in full swing, I do want to acknowledge what both the superintendent and assistant superintendent said. There are a lot of external things happening throughout the throughout the agency, but at the end of the day, we need to stay focused on what's best for our students for the next 78s of the school year. Alons Bertil Bertilion, a French police officer from the 1800s who was

057the pioneer of the mugsh shot and the pioneer of using measurements and proportions of the human body to identify criminals was quoted saying that one can only see what one observes and one only observes things which are already in their mind. As we look around the agency, it's easy to let things like decreased enrollment, decreased revenue, the needs for building improvements to be the only things that we observe or think about in our mind. Although these items are important and impactful, we all need to take the time to also observe what we're doing well for the kids that we're still serving. Be it if it's in the ELP where we have data that we're making a great impact on the little ones in our birth to three and preschool programs be it be the innovations

058occurring within our itinerant services or how far we've come in the two day schools in making ELA materials accessible the implementation of the BGC curriculum and a million other things that I'm sure I'm forgetting. And my phone's going to light up here in the next 10 seconds with people telling me things that I forgot to mention. So, we'll put it over here. Uh, as the context of the agency continues to change, we need to remember to keep in mind what are we doing, what's best for the kids we serve, and how do we continue to be innovative, be it in our itinerant services, our day schools, our ELP. As I mentioned in May and I mentioned in July, we are not here to preserve tradition for its own sake or to resist change out of

059habit. We are here to serve the students throughout Arizona who are hard of hearing, deaf, have vision loss or are blind. That is the end of my report. Please let me know if you have any questions. Uh, no questions. Do you have a question, Bill? >> Is there um is there an approval of those districts that are listed here? Is that part of this or is that another item? >> That is an action item >> to correct number. >> Oh, wait. >> There. It's part Yeah. part of the consent. >> It's the next item. >> Okay. >> Sorry, I jumped ahead. That's fine. >> Do you have any questions about those renewal district agreements? Okay, thank you so much for your report. Uh, moving on, we are at 2.1, which is an action item. It's

060the approval of the consent agenda consistent with board policy to include items 3.2, 3.3, 5.1, 5.2, 6.2, 6.3, 7.2, 7.4, and 7.5. I'll give you guys a second to look over those really quick and then I will need a motion to approve or I'm open to hearing any comments about um these items. >> Are you looking for a motion to approve all those items? This is Bill. >> That's correct. >> So moved. I I have a question then. Uh in terms of of approving those since I'd only been able to read through some of these policies in advance of the meeting, I have not had a chance to read all of those. I'm a little hesitant to say approve them all given that I had some questions on some specific ones, not having had a

061chance to read the others. So, I would ask that this item be held tabled or uh not moved on until those all those policies can be looked at. Especially since there's three of us that are new. I don't want to speak for Diana or Shauna, but I will speak for myself is that I want to make sure that the policy is saying what I'm I'm thinking that it should say. And given I've already found a couple things that I've had the questions with, I'd like to u hold that vote if possible. I I don't know what how you term that, but >> are you speaking specifically about 3.2 the renewal of the agreements or are you speaking about the entire collection of >> renewal of the agreement specifically? I've looked at some pieces of that

062agreement and there are some things in there that I think we need to add to it. Um, but I haven't had a chance to look at all the policies. So, I would feel remiss in not doing my due diligence to at least have read the policy to see what they say before I say, "Yeah, let's go ahead with those and only find out later that there may be a question." I also recognize that this is the what the second reading of these uh and so they've already had one chance to go through. I would like to recommend that we hold on that and give us the new board members a chance at least to at least look through those. I will look through those. I'll leave that to D and Shauna to do that themselves.

063>> I I I'm sorry. I would just like to clarify what you're which points are you specifically concerned about? >> All the policies and 7.2. >> Well, I I would have to say have to look at this whole agenda again to write all the policies down, but the interim agreement specifically is one. I looked at policy JIKD, JIKD, J Ka or JKD. I've got some other notes here on them, but I haven't had a chance to read them all. So, I'd like to have an opportunity to at least read them all if I've got questions about them, be able to ask questions. So, if there's clarification that the the team needs to give us, then I'd feel more comfortable about having done my due diligence in reviewing those. This is super This is superintendent Reichman.

064>> I think that uh Dr. Kaylor is speaking of 7.2 and that is the um policies under the consent agenda. This is as he stated the second read for those policies. If Dr. Mr. Kaylor is not ready to approve those under the consent agenda. Um he can move to remove 7.2 from the consent agenda prior to voting. So >> I don't know what to say. I'm sorry. This is a >> this is uh board member both. Um I would move to remove 7.2 from the consent agenda. I need a second. >> If I may amen that and add 7.1 because I'm seeing two specific policies that I did have a chance to review. >> I don't see 71 on the consent agenda. >> I'm sorry. >> 7.1 is not on the consent. >> I'm looking

065at board routine items, discussion action items. >> Correct. Correct. But it's not on agenda. It's not on the consent agenda. So it would be separate >> sep. Okay. My apologies. I'll get this thing down here pretty quick. So, the consent >> if I could um build just a moment. This is Superintendent Reichman. So, in talking of the consent agenda, um it is only those specific numbers that um Britney read off under 2.0. So, those are the items on the cons consent agenda. One of those is 7.2 which contains those policies uh that are on a second read. The other um 7.1 is not under the consent agenda. >> Okay. >> So that will be handled separately already. It's already a separate action item. >> Okay. >> Or a separate excuse me, not an action item,

066anformational item. Okay. >> So um Linda Bove um has already made a motion to remove 7.2 from the consent agenda. >> Correct. So, um, we will need a second for that and then a vote. >> I'll second that. >> This is Bill. I will second that. >> All in favor of removing 7.2 from the agenda. I >> I. >> All opposed? >> Hearing none, we're removing 7.2 from the agenda, the consent agenda item. >> All right. Um, with that so removed, uh, we now need a motion to approve the consent agenda items consistent with 3.2, 3.3, 5.1, 5.2, 6.2, 6.3, 7.4, and 7.5. Can we do them one at a time so that I'll scroll through and see where I apologize for the delay in this, but I want to make sure that I'm responding

067to what the consent request is. >> Um they they are listed right here in your board docs which ones they are. So 3.2 is a renewal of the district agreements. >> Okay, that one that I see that one. I've got that. >> So you want to do them can we do them one at a time? >> This is as in you want us to remove all of them and then just vote separately on each one >> if that's a possibility. I don't know how all that works. So, I'm asking what I'm saying is I haven't had a chance to read these. I've read some of them. I've had questions on some of them. I'm not feeling comfortable approving something that I have not read. That's that's my question. >> This is Superintendent Reichman. you do

068have the option of not approving the consent agenda and you you certainly can choose to do that. And if you did that, then that would mean each item that is under the consent agenda would be discussed um and andor voted upon individually. Um that would mean that you would get to stay here for a while this evening to get through that agenda. I want to be a a wretch, but I I don't care. I'm here to serve the students and the staff and make sure the programs work. If I approve something today that I have not read and it turns out to be a problem down the road, that creates more problems for staff, potentially more problems for teachers, more problems for students. So if if it's necessary to sit tight on these now rather

069than me approve say don't just vote for them and then it's carried forward and we still find problems down the road. We're going to spend more time than if we spend time on the front side and that's all I'm asking is to have time to read something that I'm expected to approve. Does that make sense? >> I I very much uh understand your position on this. Um you uh if you would like you can make a movement to not approve this and we'll take a vote on that. And if that vote passes then we've removed all of them and we'll go line by line as superintendent recommend stated. Otherwise if that fails we will need a movement to pass all of these with another vote. Okay. Would you like to make that movement? So all

070of them by numbers in one fell swoop we could say no. >> You would have to make to remove um >> all the consent >> all of these items from the consent consent agenda. >> Okay. I'll make a motion remove them all and then uh if we need to go through certain ones and come back and say let's approve that as an individual item >> except >> that would be fine. I'm sorry. >> Except 7.2. too. >> We already did that one. Yeah. >> Right. Just a just as a reminder. And uh this is Diana. I have a question. I would like to get a sense uh of urgency for all of these to be approved tonight. What would happen if we postpone these to a future date? If we don't feel that we have

071enough votes to support approving it, what what then? Um so the reason um that we have all of these grouped together into uh one kind of big consent agenda is because a lot of these um are routine action items that we as a board routinely approve. Um almost every meeting depending on what some of these are. Obviously we don't always um the 301 performancebased plan is a yearly thing. Um the use of state land trusts is something that we frequently routinely approve here on the board. Um the B uh 5.2 is also routinely something that we approve. We have new rental agreements that come up you know monthly, weekly, whatever it is. So this is a routine item that we do. Um the teacher contracts is uh a routine item. Obviously, we have to offer

072our teachers contracts so we can educate our students. Um, with policies, uh, well, we've removed 7.2, but I'm going going to speak to that. with policies. Um we as a board uh very very very routinely go through policies and we have our head of uh director and government policy that she is the one it's Maria Murphy and she goes through and she makes sure that our policies are in alignment with um policies from the Arizona State Board. um that make sure that we're following those policies, that our policies also follow state legislature, and then also that our policies are working for us as an agency. Um this is a very routine item that you'll see on future agendas, probably almost every agenda. Um donations is something that is also a very routine thing. And then

073minutes, um we're approving minutes from, I believe, uh the July meetings. Um that's also a very routine, um board item. So, we kind of like to group all of these together instead of going through each one individually since they are routine items. Um, and they have been provided to you guys the for the past week because we post our agenda the week before the meeting to give you guys time to go through everything so you can come to the board meeting prepared. >> Does that answer your question, Diana? >> It does. I do understand um the routine items. Uh I want to know if there is anything that we if we did hold it to the next I don't want us to impact operations. That's what my concern about this is if there are things

074that end up getting tabled to the next session, the next meeting. How how does that impact that? So back to Bill's question. Are you you started to make a motion? I think maybe I need we interfered and maybe you need to finish the motion you were in in the process of making. >> So this is bill um the things like 301 that's not a question. State state land not a fun not a question. Rental agreements not a question. Teacher contracts not a question. Donations not a question. Minutes from the past not a question. Is that too fast? >> Okay. Um >> excuse me. This is Superintendent Reichman. We do have a a representative from the Arizona Attorney General's office who um who is here and if you would like to ask him about open meeting

075law in terms of how uh we run the meeting and consent agenda, things like that, he's here and willing to answer questions about that. >> I don't even know what to ask. So, you obviously are standing there because you've got a question. So, how about put your question forward and then we'll see if we can come to some sort of a action. >> Um, members of the board, Superintendent Reichman, um, my name is Joe Kada. Um, I'm your attorney from the attorney general's office. Um, for the moment, in place of Deborah Sterling, who is retiring. So, nice to meet you all and to be here. Um, and just in light of the the discussion here regarding the agenda, I just wanted to just just briefly just ex explain the purpose of the consent agenda and

076then just so you can make an appropriate motion and and know what you're actually doing with the motion. So, as it's been said um by Superintendent Reichman and others, you know, the the purpose of a consent agenda is to expedite things um that aren't likely to have much controversy or or discussion. And so, they're put together in kind of a lump bucket, if you will, called the consent agenda. um so that they can be, you know, quickly approved and that the board um can focus its time on discussing matters that might um have more discussion or more um opinions involved with it. Um but certainly any member of the board um has the right to uh request that a matter be pulled from the consent agenda and considered separately on the general agenda um and

077then voted on separately um as as the board had done just for 7.2 there. Um so I only say this just to provide a little bit more guidance on on the process here. So um if if there are you know items in the consent agenda the you know such as items 3.2 3.3 etc. Um just you know make a motion to remove the items that you would like to to discuss further. Um, and just make sure to state the item by its item number so that way the record is clear as to what is being removed and pulled for um, individual consideration. Um, certainly um, any member of the board that you know wants to delve into any of those items further um, certainly has the right to do so. Um but um the the

078consent agenda system is a a common uh way of um for boards to to resolve matters quickly that aren't likely to be the subject of you know much dispute. Um so just a little background on that and I know we have new board members here and you have a new attorney here so a lot of new people. Um but and I'm here for for any further questions on that. Um but essentially what's been stated here is is you know consistent with open meeting law. Um um uh so um but but yeah that that's the purpose of the consent agenda item. So if if any member of the board still maintains that they want to pull any of them for separate consideration um just make the appropriate motion identify it by item number um and then

079if it's seconded um and and approved then then it will be pulled from the consent ag consent agenda and placed on the general agenda. Um and I'm happy to take any questions right now if there's any. >> So this is Bill again. So we have to say which ones we're going to pull rather than which ones we would approve. >> So so for for meetings it's it's it's a somewhat meticulous procedure the motion procedure. So right now everything except for 7.2 is within the consent agenda. Um and before so ordinarily the consent agenda there's a motion to approve um or the the president may call for a motion to approve the items listed in the consent agenda. Um and at that point if any member of the board wishes to pull an item as had

080been done for 7.2 the member may make the appropriate motion to do so. And then the next question is with the removal of that agenda item um do we have a motion to approve the remaining items? Um assuming there's no motions to remove any further items. Um but the the overall motion is to approve the items in the consent agenda. Um if you or any member of the board don't approve of that then you s then your vote is simply nay that you don't um approve. But um the motion that's called for is the motion to approve the agenda items. Um and then at that point if you want to remove an item then that's a separate motion. And then the next motion would be do we have a motion to approve what remains in

081there? Um and then that motion should should state what actually is remaining in there by reference to the numbers. Um then once there's a motion to approve what remains there, then the meeting continues down the agenda item and whatever agenda item that has been pulled from the consent agenda will be discussed um at whatever point it's listed on the agenda. And then so when Superintendent Reichman noted that, you know, we we'd go down the agenda item there um and be here for a little while, um that would mean, you know, for each item, um there would be, you know, potential discussion and then a motion to approve it. Um and that that's sort of how um it would work. Does that does that answer the question or is there anything I can expand on? >>

082Thank you. Thank you. >> Okay. And if anyone else has questions, I am here and happy to answer them. Um otherwise, I'll I'll rest for the moment. >> So, can I make an amended motion? >> Well, does anyone have any other questions for the AG? >> Fantastic. Thank you so much. I appreciate it. >> Thank you. >> All right. All right. Bill, are you ready to make your motion? I'm ready to make it. And I appreciate that the Arizona School Board Association is a a fairly well-known entity that provides policies for school districts. >> That's for public school districts. ASDB campusbased programs are very different and there are some aspects and nuances of the campus programs that cannot and are not addressed through ASBA. So, I think there's some pieces in there that we need

083to look at. To that end, then I would recommend that we pull 7.1 and 7.3 which are the policy those are the policy ones. 7.1 and 7.3 are not on this consent action item. >> Well, I >> so we we are we are at 2.1 here and those policies listed under 2.1 are the ones that we are specifically voting on right now. You have to address 7.1 and >> when we come to that okay >> at the when we get to those points in the agenda. >> Let me get the 2.1 here and consent. This is uh Diana. >> Yes. Okay. All right. I see that. >> I would like to move that we approve the all of 3.2, 3.3, 5.1, 5.2, 6.2, 6.3, 7.4, and 7.5. That is my motion. >> This is Colette.

084I second that. All in favor say I. >> I. Oppose. >> Nay. I I I didn't catch all of those at one point to be able to read the title of each one of those. >> It is all of the ones that are listed under 2.1 >> except for 7.2. >> My mistake. Got it. Got it. >> Okay. >> Just one >> with one. >> I approve. I approve. I approve. I'll change my vote to yes. That's fine. >> Uh >> I apologize. >> That's okay. Um, the motion carries. Uh, 3.2, 3.3, 5.1, 5.2, 6.2, 6.3, 7.4, and 7.5 have all been approved by the board. >> And 7.2 is out. We already did that. >> Yes, 7.2 is out. >> Thank you. Thank you. >> Absolutely. >> I I apologize and appreciate your indulgence.

085>> Absolutely. Um, at this point, we've done a lot. We're going to take a quick little 10-minute break. give maybe give our interpreters a little bit of a break and we'll come back at um we'll say 5:40. Okay. Thank you. It's uh it's now 5:40, so we're going to um return to the the meeting. All right, everybody. Welcome back. I hope you had a nice little about 10 minute break there. Uh we're going to start with 3.1 which is the approval of new district agreements and term deputies tack off. Just one moment. >> Okay. Sorry about that. Um so we're back and we're going to start with um 3.1 the approval of new district agreements interm assistant superintendent. So, board president Buchanan, members of the board, Superintendent Reichman, we do have one new uh agreement

086bringing forth today. This is from region 2 and it's with the Arizona Aggra business and equin center based out of Mesa and we're looking for approval. >> This is Colette. I'll make a motion to approve the new agreement. >> Seconded. All in favor say I. >> I. >> All oppose. >> I. >> Hearing none. Motion carries. >> All right. We'll skip you skip 3.2. 3. Um. All right. Down to 4.1 information item finance report. Kimbitrich, director of business services. Good afternoon, board president Buchanan, Superintendent Reichman, Assistant Superintendent Cooper, Deputy Assistant Superintendent Catchoff, ASDB community. You've been provided with our most recent board report that covers the financial data for June 2024 and 2025. That's our year-end financial report. This data was covered in more detail at our most recent finance committee held on Wednesday, September

0873rd with board President Buchanan and board member Michael Gordon. Also in attendance were Superintendent Reichman, Assistant Superintendent Cooper, and the director of blind programs, Lisa Yankerelli. Lisa presented an overview of the blind programs offered for students statewide. The total student count provided in the report is for July 1st showing 1966 compared to 2027 as of June 2024. The total decrease was 61 students. The number Shaina provided 1807 was as of August 1st >> and the decrease that we were seeing is graduations which accounted for 56 students and the loss of a large school district Lavine which accounted for 40 students. So that is some of the decrease. As of July 1st we had 488 full-time equivalent positions which included 8.5 at FBC. At that time we employed 668 staff. There were 48 vacancies across the

088state which included 18 teachers, five instructional assistants, three interpreters, 10 drivers, and 12 support staff. We continue to review all positions that are open prior to posting to ensure that they are required by the students IEP needed to reduce contracted services staff or to maintain continuity of operations. The highlights of the June 25 financial report shows the total revenue of 62.8 million was 600,000 higher than that of June 24 of 62.2 million. The major difference is in the decrease in general fund, the federal grants revenue and fee for service offset by an increase in the institutional voucher revenue and the classroom site fund revenue. The increase in the classroom site fund is mostly due to the increase in the per pupil allocation. The budget fiscal year 2024 obligated expenditures of 68.2 2 million or 700

089less 700,000 less than budget fiscal year 2025 obligated expenditures of 68.9 million. The increases are in payroll and employee related expenses offset by a decrease in professional and outside services. The decrease in professional and outside services is from a decrease in contracted transportation for students. All other expenditure cal categories have decreased as a result of budget cuts. The financial reports show a decrease in our fund balance of 2.5 million due to the utilization of existing cash to make payments for salaries and vendors. This concludes my report of the agency's financial status and I'm available to answer any questions. So, any questions for Kim? No. >> Thank you so much for your report. >> Thank you. >> Uh, moving on from that, we're going to get to 6.1. This is an action item consideration and possible

090action of an appeal to us as the board of directors. Um, for those of you new board members here, we can vote to go into executive session where we are allowed to consult our AG about this. So, in order to go into executive session, I do need a motion for the board to go into executive session over this. >> I'll also move this is Bill. >> Any second? >> I'll second. This is Diana. >> In favor of moving into executive session, say I. I. I. I. >> All opposed. Hi. >> Um, we have majority vote to go into executive session. Um, Linda. >> Yes. >> It's um, you're going to read that right there. Yeah. >> Ah, >> pursuant to ARS 38-431.03A, 03A1. The board may vote to go into executive session, which will not

091be open to the public for the purpose of discussion and consideration of employment matters and for consultation with the board's attorney. >> Okay. And we are going this way. Yes. Correct. Okay. Britney, is there anything that I need coming into the meeting or anything that I need to read or feel or anything like that before we go into meeting? Do we have Mike back on the phone? >> Still here. >> Fantastic. All right, the board member Buchanan. We're back from our executive meeting. Um, we I will entertain a motion for action item 6.1. This is Colette. I will make a motion that a hearing officer handle the appeal handled the appeal who will then submit to the board findings of fact and conclusion. >> I would second that. All in favor say I. >> I.

092>> All opposed. Motion carries and then we'll go down to 7.1 uh discussion action item urgent approval of revised policies and it's going to be BCB E J I C K and J KD that's going to be Maria Murphy Good evening, board president Buchanan, members of the board, new members of the board, superintendent Reichman, assistant superintendent, staff members, and members of the ASDB community. Um, for the record, my name is Maria Murphy. I am the director of policy and government relations and I have also taken over responsibility now for um what was the media department now it's called the ASDB communications department that's my crack team right up there handling the live stream so hi Linda and um so at this time because we have a a few new board members here I'd just like

093to talk to you really briefly about um the the policies and uh essentially what happens is we will receive uh what are called red lines at uh advisories from the Arizona school boards association and at that point I will go ahead I will take it under advisement I look to see what statutes app apply to us what doesn't uh I will discuss that with my ASDB subject matter experts and then I'll make the appropriate red lines, send it on to the superintendent for review, send it on to the attorney general's office for review, and then it comes to the ASDB board. Uh, typically there are two reads. There's a first read and a final read. And the first read is to give the opportunity for board members to ask questions and also to make changes

094if changes need to be made. and uh you then board uh policies are typically uh approved or they're changed at during the second read. Sometimes like tonight we will have um certain policies that we feel are important enough that we need to uh try to have them approved in one read and uh board policy does allow for the board to suspend the usual process and do it in one read. And then also um on uh on the routine items we do have regulations. Um this evening typically we don't do regulations. The ASDB board is responsible for approving the policies and the superintendent is responsible for executing the board's vision with the regulations. But um sometimes we feel like there are changes that are important enough that we just need to go ahead and bring it

095to the board's attention. And you don't need to do anything with those. This is just kind of a courtesy heads up. This is what the superintendent and the administration is planning on doing and to give you the board the opportunity to answer questions. So, with that, um, the board has received, uh, our proposed red lines, and I, uh, we have not received any public comment on those red lines, but at this time, I'd like to make myself available for any questions that the board may have. >> I did have a couple qu This is Bill, >> of course. And I did have a couple of questions, but I think they're going to be in greater detail than can be um articulated here. Okay. >> Uh my recommendation is that we sit tight on these particular

096policies um given that there's some work going on at the federal level with other federal acts that may affect both the campuses in Tucson and in Phoenix. Can you answer one question for me? Is are the campuses now the campus programs only considered public education agencies? the the campus-based programs are considered local educational agencies which I believe is synonymous with public educational sorry with public educational agencies. Um but we are considered a local educational agency for certain limited purposes. So we are um under the a uh under the statutes our enabling statutes considered an educational institution. And then several years ago the legislature made some additional revisions that made us also a local educational agency for certain limited purposes. mostly for um things like federal funding, the issuing of um of uh diplomas, etc. So,

097but for a very few limited purposes >> that include student discipline >> Warren >> um could you clarify go in a little more detail on that specifically >> student disciplinary action specifically expulsions. So for our both of our campuses, we do have in our handbooks when it would state based on the violation what occurs which could include in school suspension, out of school suspension or expulsion if it leads to that. So for our two-day campuses, yes, student discipline would be under our purview. >> Okay, I understand the suspension part. I'm I'm more specifically concerned about expulsion. So from what I understand based on what we have in our policy and our handbooks, we could expel a student. I could double check that. But as our two campuses are identified as LEAs, I believe that is

098we can do that. >> When when was that designation of an LEA made? We were we were made a um an LEA I believe in 2021 and according to the statute the statute says that we are considered local leas for the following purposes. The first is federal education received by the state. The second is state and federal accountability including reporting requirements. The third is providing FAPE to pupils enrolled in a campus-based model pursuant to IDEIDA. And four is graduation criterias and procedures including diplomas and transcripts. So those are the four areas in which we are considered an LEA. For everything else, we would be considered an institution for educational purposes. That is my understanding. Um I can certainly seek clarification from um the attorney general's office. I think I would appreciate that given you obviously

099know that there's a whole series of actions that have to take place before a student receiving special ed services can be expelled. And when we're talking about an LEA or a PEA or whichever the designation is, the next step is usually an interim alternative educational placement. The way the policy reads is that would be done at a local school district, which seems inconsistent with what an LEA's responsibility would be. So, I'd just like to have that clarified to know where we might stand in relation to a local school district relative to that particular student who may be considered for, uh, an inter alternative educational placement. >> So, uh, board member Kaylor, let me just clarify. Um that is policy JK which I believe is student oh no ex excuse me JKD which is um regarding

100student suspension and it says in collaboration with the students district of residence a students a school a student's school district of residence may provide an interim alternative educational setting. So it is not um required it it's permissive. I think partly I understand that the word may as I read that policy was a question for me >> is then that's where the designation of an LEA versus an educational service entity uh came up. So yeah, I would appreciate some clarification on that. >> I'm happy to get that for you. And just just for the rest of the board's uh information, I'm not sure what the status is of an act that was was um offered to the federal uh people that make laws, whether that's the I think it's Congress, the Cogsville Macy Act. Are you

101all familiar with the Cogsville Macy Act? There were some provisions in there that basically suspended an IEP for students enrolled on a campus for students that had deafness or or hearing impairment. Um, it's a troublesome act because it basically suspends all the protections of an IEP for students who are deaf or heart of hearing. Uh, my concern is that that it could put a student who should be receiving services in jeopardy as a result of an expulsion that really shouldn't happen because of the protections that are offered through IDEIDA. I don't know that the Congy Act has passed. I've already made that known directly to uh professional organizations and asked for clarification and I'm certainly happy to provide that if I get some but I think it's it's a caution for us to to make

102sure what that that pea lea designation is so that we don't get caught down the road with a potential problem even though it may not be a problem now. It's a prevent versus a holy cow. Does that make sense? >> Yes. Yes, it does. And um of course I know that we can't trust um AI wholeheartedly. Um but right now it's telling me that the um Cogwell Macy act has not yet passed into law. It has been intro introduced multiple times in Congress um to amend IDA, but um it it has not passed at this. So if we stay ahead of the game, I think that would be helpful for us. That would be my recommendation. >> Okay. >> And I'm happy to follow up with the attorney general's office to get an answer to

103your question. and I'm available to go further detail if that's necessary. Thank you. >> Thank you. >> Thanks, Orin. [Music] >> Do we have any more questions for Maria Murphy on uh 7 7.1 7.1? >> This is Colette. I have a question. So, this act would amend IDA? >> Yes. >> I I don't know too much about it. Um, uh, >> Colette, I it it's saying that it's supposed to expand and improve special education services for students with sensory disabilities, but again, this is this is AI and I really don't know too much information about it. So, I I hesitate to give you an answer one way or the other. Okay. >> What I'll be happy to do is >> I'm sorry. I don't mean to interrupt, but um we do need to be raising

104our hands and identifying oursel again >> um for people on the phone and for our deaf um people here. Okay. >> Thank you. Go ahead. >> This is Bill. Um, I have a rather extensive document that I shared with those in in uh positions of federal uh influence and I'll be happy to share that with the board so you can see what it what it really says. Personally, it was frightening as I read it and it seemed to me that it would be a bigger problem for students with uh deaf or heart of hearing but it also has an adverse effect on students with visual impairment. I'll share that with you Maria and Orin. I'll share that with you as well. >> Thank you very much. I'm happy to um take this under advisement and

105talk to the attorney general's office. >> Um this is Bill again under policy JICK. >> I'm waiting for Maria to get there. >> I'm thank you. I appreciate your patience. I'm sorry. It's been patient with me a little while >> and it might help if I was looking at the right set of policies. Sorry. >> That's right. Um >> yes >> and policy is on bullying, harassment and intimidation. >> Yes. >> Okay. I think it may be helpful for some additional clarification on students of age on campuses, particularly campuses, because the other responsibility would be that of the local school district. But students of age involved in a more than social interaction with underage students creates a problem for adult child interactions. Um, I know just from previous experience that it causes immense problems that

106sometimes staff are unaware of or sometimes staff are aware of and choose to not necessarily act on. And I think if we have a policy statement that speaks specifically to students of age and students underage, it'll clarify for everybody what expectations in policy are. >> Okay. >> To that end, I'd recommend we hold those two policies. >> Okay. So to be clear, um, Bill, you do not have an issue with the proposed change, only that you would like some additional clarification on this. Correct. Okay, that's correct. >> Thank you. >> Mhm. >> Do we have any other discussion or questions on 7.1 and those policies contained in 7.1? Um, since this is uh there's no other questions and this is an action item um that they are looking for approval for, I can take a

107motion to approve these. Um or if there is another action a board member feels need needs taken, I'm can entertain that. >> This is Bill again. Can we approve BCB and E and not approve at this point JICK and JKD? Is that is that permissible? >> I believe that is permissible. I think what the motion would have to state is that you would be approving the the two that you're planning on approving and you would like to bring JKD and JICK back for a second read. I think that's what the pending um pending uh >> addition >> attorney general um advice and pendings additional revisions if that you're requesting. >> This is Bill. May I make that motion? I'm sorry. Was there another question? >> Um, sorry. This is board member Bob. Sometimes because the

108the back and forth between two people is hard for us to follow when it's an interpreted discussion. And so when we're going through, especially when we're citing policy names, please remember that we are looking at a screen in order to find what you're talking about. And then by the time we look back up, you're finished with your sentence. So I I know um especially as a fast talker um my eyes are not quite as fast as your ears are. So um please keep bear in mind when we're doing this. >> Um this is so where are we? I am lost because of that back and forth. >> Absolutely. Do you have any questions about the back and forth and any clarification needed about that discussion first? >> I do not. Okay. I do not >>

109this sorry this is board member Buchanan. So at this point of the juncture um I need a motion for this action item. um either a motion that we can approve policies BCB, E, J I C and JKD as they are and carry that through or um there is the possibility of making a motion to um send some policies back for a second read while approving other policies. >> Okay, this is board member Diana. Um so um essentially we're looking at BCB and E. Um are those the two policies that you're requesting to table? >> No. >> Okay. The other way around. Thank you. >> This is Linda. So these are this is our first read for all four of these policies. Um, and just to clarify, we're potentially approving two and waiting for the other

110two. >> This is board member Buchanan. We have our AEG up here. >> Do you have a comment for us? >> Uh, yes. Ju just a a point of clarification um regarding the um regarding a motion on um item 7.1. Um and so for those on the phone, this is uh Assistant Attorney General Joe Kada. Um so the uh the guidance um that I apologize >> Maria >> that Maria just gave um as to how they handle the motion um that that would be an appropriate way uh to do so. So, if there's any policies listed within 7.1 that um a board member does not want to um approve, whatever motion results should just say should reference item 7.1 expressly and then the policies within 7.1 that the motion is directed at. So we want

111to tie the motion to the agenda item number which is 7.1 and then further specify what aspect of 7.1 is being acted on. Um but we there should be since there are four policies listed within 7.1 there should be some sort of action taken on each. And so the action could be to approve them um or to table them for discussion at a later point. Um but for purposes of the minutes of the meeting um it it needs needs to be sufficiently clear what action is taken on what part of 7.1. Um, so that that would be my guidance and clarification and I'm happy to take any questions on that. >> Is there any questions or need of clarification? Yeah, >> Britney, this is Linda. I do have a question. Um, can we clearly explain

112what each of those four are first um before we're deciding which one we're tableabling, which one we're potentially approving? Because we're just referencing these four real quickly. So, these four policies that we're referencing in 7.1, can we go through individually what they are and then we'll make potentially that motion. Again, this is Linda. Uh, this is board member Buchanan. Uh, Linda, would you like me to kind of just read the titles of them and summarize them or would you like to have Maria up to kind of give a better summarization? >> Um, the title or the name of the policy and then a brief what is that policy about? Sorry, but I think at this point we're better off clarifying what it is that we're voting on so that I can understand and vote appropriately.

113This is board member McKinnon. I absolutely appreciate that. And we have Maria at the podium. Could you give us a synopsis of each one of these policies, please? >> I'd be happy to. So, um, the first policy is policy B CB, which is the ASDB board governance and operations board member conflict of interest. And the change that is being proposed in this policy is basically to state that when a board member becomes aware of a potential conflict of interest, that board member needs to let the board president know that there may be a potential conflict of interest and recuse from a discussion and a vote regarding that specific agenda item. And then at the conclusion of the board meeting, the ASDB board member will complete the recusal form and return it to the board president

114uh or his or her designate. And then the recusal form will go in the special conflict of interest file. And this is an effort to just tight try to tighten up our procedures um in response to some of the auditor general recommendations. So we want to make sure that that's really clear. >> Excellent. Thank you. Would you like me to go on to the next one, President Buchanan? Okay. >> Yes. >> All right. So, the next one is policy E, transportation services. And basically what this is doing is it is um stating that ASDB provides transportation options within a 30 mile radius of the school. And then the a um I believe outside, excuse me. I'm sorry. I want to make sure that I that I'm accurately restating this. So, what? I'm so sorry. It

115just went upside down on me. It literally just went upside down on me. Um there we go. I beg your pardon. Please be patient with me. Okay. So, it's establishing the 30 mile radius of the schools and then it states that the IEP team is going to be considering student needs regarding specialized transportations and some of the considerations may be impact the impact of the length of the transportation on the child's education. So, transportation plans are going to be developed by the IEP team based upon the individual needs of the students and um in collaboration with the district of residents, transportation plans may extend beyond that 30 mile radius. And you're going to be looking at the at the individual plans. um the parents of students who are attending um the Tucson campus and who

116are participating in the residential program. We're clarifying that the parents of the residential students shall transport their students um to the Tucson campus uh before the first day of classes and that they are responsible to pick up the student um from the Tucson campus on the last day of classes. And that was a recommendation um by uh uh our subject matter experts to just make that really crystal clear that that's the parents responsibility. >> This is Bill. So the 100 the 30 mile is for daily transportation. What happens at holidays when the school is closed? Who's responsible for transporting the children home during holidays? I believe ASDB is >> okay. We're still doing that. >> Yes, I believe so. >> Okay. And that goes beyond the 30 miles >> um for homegoings. Yes. For home.

117That can go be Yes. >> Fine. Thank you. >> Yeah. The 30 mile radius is for day students. >> Day students. Perfect. >> Okay. Policy JC. >> JICK. The only um the only change that we were originally contemplating is just adding clarification that um any type of a complaint needs to be um the investigation and the resolution needs to be completed within 30 calendar days of our of ASDB's receipt of the complaint. >> This is for Mary Canon. Uh this is uh in conjunction of following with our sunset audit. Is that correct? >> Yes. It's it's it's a recommendation to to add a a finite amount of time and 30 calendar days is what is typical. So yes, this it brings us into alignment. And then um the final policy is policy JKD student suspension.

118And again, what that's saying is that in collaboration with the district of residents, we um the the district of residents may provide an interim alternative educational setting rather than saying shall. So, it's making it permissive rather than mandatory. >> That's why we can Linda Has this satisfied what? >> Uh yes, it it does. Thank you. Uh this is Linda speaking. Uh I did want to ask what uh bills which policy he was referring to that he's concerned about and would like to table until the next or submit for the second read. >> This bill be both policy GICK and JKD. Uh there's a lot of >> nuances that go along with the interim educational placement and I think in fairness to the local school districts as well as to staff in the campuses that that

119there'd be a better clarification especially in light of what may be approved or partially approved through that uh federal act. I think it'll keep us ahead of the game and I would rather be here saying let's let's be preventative rather than reactive when something happens down the road and we get into a big discussion about a particular student and it would be a stressor for a student, parents and and others. I think we can clarify that ahead of time. I'd like to do that and I'll be happy to work with with staff and and whomever on any insights I might have with that. >> Yeah. Okay, thank you. >> Says board member Buchanan, do we have clarification on everything and we are able to move forward with a possible motion? So, this bill I'd like

120to move that we approve policy ECE, I'm sorry, BCB and E and table at least for uh some further discussion policy JICK and JKD for a little further clarification. >> Board member Kaylor, are we tableabling them or are we asking that they be brought back for a second read in November? I don't what's the difference? >> Uh so it it's tableabling is just essentially kind of putting it on hold sort of holding it um in in limbo. um tableabling is uh I think here if there's going to be a second read um that would I think if >> in November there would be a second read. So I think in this context the proper motion should be um brought back for a second read. Okay. >> Um in in November um and and specify that.

121So specificity is is is key here. Um sometimes you know motions can can be somewhat se semantic but semantics are aren't necessary for for the accuracy of the minutes here. So um and I would also just recommend to reference the agenda item number um so that way it's it's clear for the record there. the agenda item number um as well as the um policies uh within it and the specified action with respect to each of the policies. >> Okay. Thank you. So this bill should I can I reward that? >> Uh absolutely. >> I make a motion that item 7.1 policy BCB and E be approved. that policy JICK and JKD uh be held for a second reading and we come back for final approval because there's no reason to to let it lay in

122limbo. That makes no sense. So, I want to bring it back so that there's clarification. So, to bring it back for second reading. >> Thank you. We'll get it. We'll get it. >> We have a motion. Do we have a second? >> I second. This is Diana Herren. I second. >> All in favor? I >> I I >> All opposed hearing none, we can move forward uh to 7.2. Maria, if you would still say stay stay with us. Uh 7.2 was removed from the original consent agenda um for by board member um Bill for I think further clarification on these policies. Board member, do you have questions for Maria on these policies? >> I think the question was I hadn't had a chance to read them. That that was the the issue. And >> I'm

123happy to I'm happy to go through them if you would like me to go through them. That's a lot to go through. This is Bill. Um, it's a start. It's a start. Let's go ahead. >> Okay. So, policy IHA, which is the basic instructional program. This is in response to, um, a new legislation, um, which has not been actually made effective yet. It's going to be made effective, I believe, at the end of the month. Um however what it is doing is it is clarifying that um September 11th education day uh we're going to be providing age appropriate instruction to students in any grades ages 7 to 12 because previously it was providing um instruction from kindergarten on and uh legislators were receiving responses that perhaps it was a little bit too traumatic for very

124young children. So they they've clarified it um grades 7 to 12. So that's IHA. Do you have any concerns or questions about that? >> And that this is Bill that's 911 2001 education. >> Yes. Yes. That is that is today the anniversary today. Yes. >> Yeah. Thank you. No questions. Um the second one is JNDB and again this is in response to um the legislature to a new law um regarding um use of wireless communication devices uh in the classroom. And we this actually was brought up in July and May. And so technically this is actually coming back for uh for for another read and that is in response to a comment that I received by our director of um information technology. Um basically uh clarifying that teachers are allowed to give students access to

125social media platforms but only to the extent necessary for educational purposes and we need to make sure that we have prior principal approval and documented parental consent. So, previously I believe it was just the teacher with parental consent and um Director Cesy felt like it would be a good idea to have that added layer of approval in there. So, that was um the change. >> This is Bill again. Is that cell phone restriction on cell phone usage? >> Cell phones, um social media, yeah, etc. >> Okay. >> So, Alrighty. Um, mandatory reporting policy JLF. Um, again, I believe that this is in response to legislation that uh that has since changed and it's basically stating that um ASDB staff members, including members of the ASDB board and including um substitute teachers, anybody who has responsibility

126for the care treatment of a minor and who reasonably believes that a minor has been abused is a mandatory reporter. So, and um it also clarifies that um that essentially I believe that a report to like an SRO or a school safety officer does not satisfy the statute that it has to be to a law enforcement officer. um policy JL if sex offender notification um basically states that again this is in response to legislative changes and what it is doing is it is um adding level one offenders who have been convicted of a dangerous crime against children. level two offenders and that the school um needs to be notified if the um if the offender has legal custody policy um JR which is student records um we're adding ESSA in there because it was not

127previously uh it in the list of all of the um federal laws that are that that we comply with. So it it's basically stating and and um for those who may not know what ESSA stands for, it's for the Every Student Succeeds Act. >> Mrs. Bill, could you repeat that again? Every student >> Every Student Succeeds Student Succeeds. Yes. >> Thank you. It's also adding information on what is directory considered directory information and that's it. Do you have any questions for me? >> All right. Thank you so much Marina for going through those with us. >> Sure. >> Um this is a consent agenda item. Um, we can have a motion to pass these if we so feel they can be passed. Now, >> this is Colette. I'll make a motion to pass content consent

128agenda item 7.2. >> This is BL. I'll second. >> Yeah. Um this is the attorney general's office. Um I would just recommend that the motion be restated to say approve. >> Oh >> um the items just >> again semantic but just to be clear for the record. >> What did I say? >> Okay. This is Colette. I recommend that consent agenda items for 7.2 be approved. And just wait. What else? >> Um, so I said the word recommend, but you you say the word move. I moved to So it was my recommend. You had said recommend. So just make clear that you're making a motion. I move. >> I move. >> And I I apologize. I don't mean to be education for all of us. This is Colette. I move that consent agenda items in

1297.2 to be approved. >> Mrs. Bill, I second the motion. >> All in favor say I. >> I. >> Well done. >> Uh, hearing none opposed. We can move forward to Oh, I lost it. Hold on one second. Did we approve 73? >> I think we're on 73. >> Yeah. Okay, we are on 7.3. And Maria, that's you again. >> Yes, the >> this is that's me. >> So that's uh 7.3 is an information and possible discussion of the addition and revision of regulations AC- R E- R A E E-RB F A-R A and JB-R. Shall I go through one by one? Um could could you maybe sum up why we are seeing these on our consent agenda? >> Let's start let's start there. >> Yes. So um actually uh President Buchanan, this is not

130on the consent agenda. >> Oh, I'm so sorry. >> It's not on the consent agenda. It's an information item. This is a courtesy that we are giving to the board, letting the the board know that we are planning on making these changes to the regulation. the superintendent has the ability to create regulations that execute upon the board's vision in terms of policies. So um ACR which is our non-discrimination and equal opportunity um policy basically is adding the timelines and also referring um to the complaints portal that we have um created and this is in response to the auditor general's recommendations with the sunset audit. Again we're just trying to try tight excuse me tighten up those documents. Um and uh the I believe the other regulations so ER a which is transportation services um that

131is basically stating that um we're going to be transporting in accordance with the IEP and the IE and the students needs that the IEP team collectively decides. Um and then EERB. Um this is basically just adding on that if students are not picked up at their activity route stops then we're going to refer back to the previous um regulation. So we we have certain guidelines for how we're going to transport appropriately. Um and then finally for facilities development, this is in response to the auditor general's recommendations. And what we're again trying to do is tighten up and talk about how we're going to coordinate with ADOA, the Department of Administration. um because ADOA, the general services division, is the um organization that's responsible to manage all our projects and all our associated funding. So, it's

132basically just clarifying if we receive something in excess of $50,000, ADOA is going to be managing that project. If it is less than $50,000, uh, we're anticipating that we will be able to handle that internally within our own operations department. Is that correct, Albert? >> Yes, I'm getting the nod. >> And these are f this is where memory came and these are first >> these these are not first read or second read. These are regulations. We're um as a courtesy letting the board know this is this is what we um need to do. And then I'm sorry I believe that there is still one more regulation and that regulation is equal educational opportunities. And again what we're doing is we're noting the complaints portal. We're directing people to the complaints portal and we're telling we're

133setting a timeline. >> Fantastic. I appreciate that. Do we have any questions about this or comments from Maria? >> This is Bill, just a quick one. Anytime you come with a policy with an R after it, that's a regulation. >> Yes. So, >> which does not require our approval. >> Which does not require the approval. So, the way our policy manual works is there's the policies. If you see a dash R, it means it's a regulation, which is a term of art for procedure. >> And then if you see an E >> um next to it, it's an exhibit. So, it's a form. Mhm. Okay. Thank you. >> Perfect. Thank you so much. Maria, >> is there indication for is there a dash after a policy or is it just the list? This is Linda

134for care clarification. So dash R is regulation E is um exhibit but is there a d another dash that we should be looking for as far as what requires board action? >> That's that's a really good question and no. So basically the policy has either three or four letters and then if you see a dash next to it and it's either going to be a regulation or an exhibit >> after the dash but one. >> Thank you. >> Perfect. Thank you again, Maria. >> Thank you. >> What a refresher. Thank you. Um, moving forward, we are at 8.1 call to the public for non-aggenda items, which I received none for. So, we have 8.2 discussion and possible action item agenda items for next regular board meeting, which will be held November 13th in Tucson. Um,

135is there anything that we would like to see on the agenda next uh in two months? And then as always, uh, if there's nothing here that you want to bring up, you can contact Superintendent Reichman or myself hearing none, we can move forward to 9.1, which is adjournment. >> Mr. Bill, >> I move to adjourn adjourn the meeting. This it is. This is Linda. It's currently 6:58 p.m. >> I need a second. >> This is Bill. And in advance of seconding that, I really appreciate the indulgence of the board in my not having the opportunity to read all those policies in advance. It's important staff understands what all they are and some of the questions that are being asked. Uh so I really appreciate your indulgence in that. I assure you it will not happen

136again. I second the motion for adjournment. All in favor say I. >> I. >> Hearing none opposed. Uh, the meeting is adjourned at 6:58 p.m. >> Thank you, Britney. >> Thank you, Mike. >> Thanks, Mike.