Baboquivari Unified School District Public Hearing and Board Meeting October 14th, 2024

001October 14, 2025. Turn over to Mr. >> Sabala for roll call. >> All those present >> Sia. >> Okay, we do have a quorum. We continue with this evening's public hearing. Routine business is letter A, approval of the October 14, 2025 public hearing agenda. Without objection, a motion to approve. Is there a second? Second, >> Miss >> Vance. >> Number four is our information item this evening. Letter A is the teacher performance play plan. Performance pay plan 301 public hearing. >> President media, members of the board um and colleagues, thank you for being here today. Um it is a pleasure uh and I want to thank specifically our um members of of the team um our leads um that they have volunteered to be able to collaborate and orchestrate and get the information needed um

002and collaborate with the team members um to create those goals um and today you you'll have the opportunity to create to review um the 301 goals and ask any questions um for the primary um we do I have a video for the primary um if you don't mind Ben opening the link of Mr. debates and page 20 if you don't mind. Um the presentation video for the primary >> right there right there. Uh and then I need the video the second one the video. >> There's a presentation as well as a video on page 20 first. Uh, do keep going to the right and it says video presentation in the Sie was having audio refresh. Any questions before we bring that? >> Miss Vance, do you have any questions? >> I know um some of

003those um the the 70% goals. I don't see like in the other where they had like the 25% increase um level, but I I'm assuming that's the where it talks about u going up one or two levels. That that's what it is. Okay. I just want to make sure that that's part of that because it's not written in there. >> That is correct, Miss V. Great questions. Um but B USD has one goal. Um goal number one is um 70% of students are going to they're going to score 80% of our students that going to score 70% or higher or increase 25% growth if they are in the non-proficient minimum proficient partially proficient or they going to increase the expectation is to increase 10% um or 6% if they in the professional highly proficient. So

004great question. Thank you. >> I don't think it answered the question though. Mr. advance is asking in particular to the actual 301 plan whether or not that in itself is what is going to be utilized in that specific because it doesn't say that in the actual plan. >> The way they the age school is writing the goals um it is that progressively we have increasing the goals to be able to close the learning gap. Um what you're going to see is how they reaching and aiming to get closer to the 70% goal. If you don't see it as specifically said, >> right? But in the past, we've had it specifically said. So why the difference? Why the change? >> Is that just because it's greater or are we just shooting for more? >> Um the

005dis based on the district goal. Um, and based on when we go back into all of the different the last five years, um, what you're going to see is how the based on the three-year plan, how by the end of the three-year plan, we want to get to that goal. So, when we review, um, all of the goals, you're going to see once again, it's the best effort and and commitment and how they going to close the learning gap. Um, if they're not going to get to 80% scoring the 70%, how they going to be closing the learning gap? So in question I think particularly some of the responses to the approval prefer using dibble as an attendance as opposed to I guess what it was previously so then where's the where's the representative for

006primary why are they not here >> she was not able to make it in person that was she made a video um divos as you know is a reading fluency um a test and they're using that one to be able to um um increase reading fluency for the primary level. Um they also use seeing SFA levels to be able to assign um the growth that they want the students to achieve. Um as well, >> one of the notes in here says they're not using SFA, which would prefer, which they prefer. So they're not using SFA, they're using Dibbles and attendance. Is that what I'm understanding? >> No. Let me pull out the 301 goals. >> It all says dibbles pre and post test. Um, so I guess if the primary rep can't be here, then

007primary maybe needs to be re presented. Mr. Vance, do you have any other questions? We can move on to intermediate if they need to look for. >> No, I don't have any. >> Okay. Intermediate. Mr. Bates, do we have intermediate? >> Um, >> intermediate. >> All right. Hood board president Muendia board member Vans superintendent Diaz principal Enriquez and everyone who is here today Dr. Flores uh working alongside with Mr. Cody 30 and lead of the AA flow watch our master or the Indian oasis intermediate elementary school. It is an honor to represent the 16 eligible staff members of our school. Uh let me begin presenting our 301 intermediate plan for the 2025 2026 school year. So today we'll be going over our goals, performance rubric, and how we continue to work together for student success.

008All right. So next to that slide is our school mission statement that says we empower our children to have a strong cultural identity to conquer challenges in their journey of life. And next to that one is our vision statement. It's captured in the word success no less where we believe that every student deserves a chance to succeed and we are committed in the intermediate campus to make that happen. Moving forward, as a reminder, the intermediate staff convened August 22nd, 2025 during professional development to set our 301 goals. As the school's 301 lead, I also shared information about the Arizona revenue statute 15977, including eligible criteria, payout percentages based on points and the development and implementation of the site plan. Our intermediate goals were deliberated and voted upon collectively and proof of this process is attached

009on slide number 20 of the district 301 goals 2025 2026 presentation. The intermediate campus goals were carefully aligned in pattern after the district-wide switch goals. Specifically, goal one states that 80% of the students will demonstrate proficiency by reaching at least 70% mastery in the identified essential standards. Goal two is a challenging target of achieving a 90% attendance rate monitored by teachers at the grade level, school and content area levels. These goals ensure that our efforts remain consistent with district expectation while prioriti prioritizing student achievement and attendance and our measurable goals will be supported through the strategic use of school resources and instructional frameworks. These include Beyond Textbook for curriculum alignment, Kagun for cooperative learning structure, AVID for college and career readiness strategies, SFA for literacy development, and the consistent implementation of tier one to tier

010three instruction to meet the needs of all the learners. Together, these resources ensure that our goals are not only measurable but also achievable through researchbased practices. So this year, measurable goals are broken down into percentages tied to our performance rubric. 25% will be coming from schoolweight data and that is composed of 33 points. 25% will be coming from classroom level data and that is 33 points and the 50% will be coming from instruction and evaluation that is composed of 66 points. Together this adds up to 100% of our evaluation system or 132 points. Our performance rubric categorizes results in four levels. Going back to that one at the bottom, teachers scoring 114 points and above will be rated highly effective and will be getting a 100% payout. 99 to 113 points equals effective wherein teachers

011are also getting 100% payout. 80 to 98 points earned by the teacher is developing wherein they can get 70% payout on that one and below 79 points is unsatisfactory which they will not be receiving any payout. Moving forward to our schoolwide goal for this year is focus on both academic and attendance. Academic goal for math and ELA is composed of 28 points. 14 from ELA and 14 from mathematics. So it is average across all grade levels fourth, fifth, and six in both English language arts and mathematics. Aligned with district and state academic goals, all students are expected to close the academic gap by showing growth on evidence-based assessments. And students should move from one proficiency level to the next, whether that's from non-proficient to minimally proficient or from proficient to highly proficient. When comparing pre-est

012to post- test synergy assessment, moving forward, we also included attendance as part of our schoolwide goal. This ensures we maintain a strong reputation for attendance, keeping our intermediate scholars present for tier one instruction and support teachers in consistent communication with families. As you can see in there, for the teacher to get five points, they have or the school should have to meet a 90 to 100% attendance rate. For them to get four, they have to meet an 80% to 89% attendance rate. And for them to get three, they uh the school should have to meet 70 to 79% attendance rate. and they'll be getting zero if our school meets 0 to 69% attendance rate. So again, our school data is 25% of our total evaluation. ELA is 14 points, math is 14 plus attendance, which

013is five points, and that's composed of 33 points in total. Moving forward to our classroom level data, there were changes this year due to the Arizona Department of Education updated standard priorities. Some previous standards were not included in the major clusters. So each grade level in adherence with the new guidance decided to focus on the following essential standards for ELA fourth grade you can see in their RL.1 RA.1 RL.2 ELA fifth is RM.7 RL.4 and RL.1 ELA 6 is RA.01 RL.01 and RI.03 and math 4 is 08.1 O8.2 NBT.2 math 5 is GA2.1 and then NBTB.5 or fifth and NBT.8.4 4 Matt 6 and NS C.5 E.8.2 C and E.8.4 grade level data will consist of at least two standards and specialists which is the STEM the PE the HID and library and ESS teachers

014data will consist of two power standards that they support during intervention. Specialists must have a teaching certificate and be employed with B USD. So this are the standards the highlighted uh green and yellow those are the standards that were changed this year by the Arizona uh department of education. So in adherence to that we made changes on our goal as well to meet those um expectations. So for our teacher to get 14 points in both math and ELA they have to get 80% of the students should show growth in two or three grade level essential standards identified above as measured by the student pre and post assessment. Expected breakdown growth includes 45% from not proficient should be moved 25% from minimally proficient and 10% should be moved from partially proficient going into proficient or highly

015proficient. If 70% of the students will show growth in two or three grade levels essential standards, they will be gaining 10 points for ELA. The same thing with mathematics. And 60% of the students will show growth in two or three grade level essential standards, the teachers will be earning six points for ELA and six points for mathematics. If there's only 50% of the students will show growth in grade level essential standards, teachers will not be getting any points on that one. And we put zero in there. And the last for our um classroom level data, ESS goals are also set and included. As a school of inclusivity, we want to ensure we are monitoring our ESS scholars progress and providing them the instruction and education they truly deserve. Their growth is measured from baseline toward

016meeting IEP goals in both ELA and math. And this data is embedded in our classroom level goals. If the ESS teachers can ensure that 75% to 100% of ESS students will demonstrate 30% or more growth aligned with IEP goals, they'll be getting five points. 65 to 74 uh 74% growth will be demonstrate 20% or more growth aligned with IEP goals that will be equal to four points. and 55 to 64% of ESS students will demonstrate 15% or more growth aligned with IEP goals that is composed of three points or they will be getting three points and 0 to 54% of ESS students showed growth of 10% align with their IEP goals that will be zero and um in summary our classroom level data which is 25% of our total evaluation is composed of ESS uh

017IEP goals which is five points plus the math 14 points the ELA growth which 14 points and that totals into 33 points. And if you're wondering about the remaining 66 points, this will be set and correlated by our principal based on her evaluation of instructional practices and performance. So the largest portion 50% will be coming from instruction and evaluation. This is where classroom observations, instructional practices are measured, making up 66 total points. So if you're going to add up 66 but the 33 and the 33 from the schoolwide and the classroom data that will be total of 132 points. So thank you that's all for intermediate questions from S. >> So based on what was presented if you're talking about grade level data as opposed to teacher data is that more ideal being that if

018you have a teacher that's not performing say so to speak that pool ends up having to be more of a more of a group effort as opposed to a >> yeah I understand the question um um as a team we discussed about that what if we're going to base it like based on individual teachers data so that other teachers will not be affected on that one but considering the fact that all of the teachers are using the same instructional uh materials and curriculum we have to ensure that all of them will be on on board like on the same track and we are making sure that none of the teacher is excelling up than the others because we're all I mean there's no like so much difference on that one because we're delivering the same

019instruction with the same standard with the same curriculum >> y um >> just to reinforce that our campus relies heavily on PLC our professional learning community where we collaborate um twice a week and a big factor is our data dives. So embedded with that we feel that collaborating and our data coming out um as one is very effective rather than being individual rather than just sitting in the classroom and not trying to help if we see somebody struggling. So that's that's where that approach comes from. >> No, I got it. I saw that right away this I like that. The only other I had a question on and not a question per se, more of a of an observation. And I know you you mentioned at the end was it's kind of heavy on the

020instruction and evaluation. Uh I'm not saying that that's a bad thing, but I do want to say it is definitely going to put to task our administrative team to make sure that they're on top of all that and visiting each and one of you throughout the year, at least grade level wise, to make sure you guys are are doing that. But that was other than that. >> Thank you. I >> appreciate that. Thank you. Uh, barbecue. Sorry. >> Secondary. >> Second. I don't see the representative yet. So, with your support, President Bodia, I can ask Mr. Alvarez to begin his presentation. >> Yes, sir. Mr. Albert, please. Good evening. Anya Dominic Alvarez. I'm the science teacher at uh Indiana Oasis Middle School. Um I'll wait for the Oh, actually, do I have a control? >>

021Yeah, I don't have access to the thing either to the presentation. So, yeah. No. Uh, Indian Oasis, the bottom one. >> Yeah. >> Let us see. Okay. >> Okay. Thank you. Uh yeah, it's my pleasure to um present our 301 plan to the board and to the to the community. Um, I am here representing uh half of the teachers at uh Indian Oasis Middle School. So, there's two teachers that I'm speaking for. So, I'm 50% of these uh teachers involved in this um in this plan. um because of uh the reason being is that normally we have three teachers um but we've had an ELA um sub uh since since last year and so uh subs aren't uh able to um qualify for 301. So it's just um Miss Garcia and myself. Uh I'm going

022to start with the the schoolwide data. Uh I think what's most important at our school um as u as an alternative status school um accelerated we really try to uh recover credits and to get students uh through high school. Uh we also do have middle schoolers in our uh at our school. Uh but main focus is really getting our high schoolers out, especially those that um are trying to recover or coming back or just our traditional students at at our campus. Um and so we wanted to focus on uh goals that were definitely measurable and that were going to be impactful to our student body. And so for our schoolwide data, this is where we're putting uh most of our uh effort or uh most of our u percentage is that 65% or more continuously

023enrolled students from August 10th through May 8th will complete 200 lessons successfully for the year. Um, so we add this continuously enrolled because we have students that come uh in and out. And so we want to make sure that the goals that we focus on are students that have been with us from the very beginning and are with us throughout the entire year because we will have had that much more ability to impact those students. anybody that comes and go that's a little bit more transient. It's a little it's a lot harder for us to achieve some of those goals because of because of that and that transientness u just depends on on the student and what those circumstances are. Um so one of the big questions is then what's a lesson? So um we

024want 200 we want students to complete 200 lessons a school year. Um now here in a little bit when the regular board meeting comes up you'll uh be presented with our student of the month and um and what will be mentioned is how many hundreds of activities that that student completed this past month. So I want to differentiate between what is a lesson and what is an activity. So as we're looking here this is an example of a lesson for so for science. So this lesson is on stars and as you can see there's a warm-up, an instruction, a summary assignment, a secondary assignment and a quiz. Each one of those is an activity. So by a student completing all of STARS, they will have completed six activities. Those six activities are equal to one

025lesson. And so when we look at well what's the breakdown? How how much time does that take for a student to to get through all six of these? So, Egeneuity has this um uh these times for us that uh a general student that has all the materials already ready in front of them. What is the average time that that should take? And so, if we look and break this down, we have 7 minutes, 42 minutes, 4 minutes, 16, 15, and 15. So this is longer than what one period that I would have a student in my class for. So even if they were on track from the minute they got in until the minute that they left, I still wouldn't have enough time for them to complete one lesson. So it sounds like, well, one

026lesson really isn't very much, but it actually is. It does take quite some time, and especially when we mandate that our students are taking notes. So, the instruction section there, which is the longest, it's showing 42 minutes. Uh, for that, it's going to take our students a little bit longer. Um, one, we either have students that are taking notes online, which takes them a minute to get from one class to the next class, pulling up their notes, or if they're taking paper pencil, they have to make photo copies in the office and come back. And so, it's really not 42 minutes. That instruction could actually take that entire class period. Um, and I only see that I see every student twice a day. So then the question, well, they can come back the next time

027and finish that up. Well, they they can't do that because that next time that I see them, they should be working on a different class because they will have six classes and six class periods. So, they wouldn't be able to finish up this one lesson in one day. So, it will take multiple days for them to do that. Um now Ingenuity has um and so let me break this is the the earth science and this would be what one unit is in earth uh in earth science. So going down from expanding universe all the way down to that unit test each of those are one lesson. So what I have represented here is three, six, nine, 11, 11 lessons. And on average, each class contains 25 lessons per class. So that means that if a

028student finished all of their lessons for all of their classes, all six classes, that's 150 lessons right there. Um we what our goal is is to try to have each student finish 200 lessons which equates to eight classes or four credits. So in a traditional high school if a student is taking classes and are earning credits for every class at the end of that let's say freshman year a traditional class student would would have six credits. So, our goal is to try to get to that six, but right now we're being realistic. We want our students on average to get um these four classes done. That's two. Um so, for example, an earth science A and an Earth science B. It's like taking first semester earth science and then taking second semester earth science. Um,

029so we're putting a lot of our emphasis on trying to get our students to finish their lessons because by finishing their lessons, they are finishing their classes. By finishing their classes, they're earning the credits and they're getting closer to graduating, which is our goal of getting those students to get that diploma and and move on. Um, here's an example of an algebra 2 class. So again, kind of a a similar type setup where there's a warm-up, instruction, summary, assignment, and quiz. Um, and um, you know, it again, it just it will take students time. And again on there, it shows that on average each egeneuity class has 25 lessons. Um, and again, just to to reiterate, 200 lessons is eight completed courses or four credits. Courses is credits. credits gets to graduation. Our classroom data.

030So again, we uh have been focusing the last few years on math and ELA. Math and ELA. Those are two very important classes for our students to to complete. We have a math teacher, but we don't have an ELA teacher. And so to put a lot of our mine and Miss Garcia's um uh a lot of the data on something that's going to be represented where we don't even have a teacher for that is is very difficult and that's not something that we are shying away from. We still have a math and ELA goal and that is to increase 75% of our students increasing wherever they started on the pre-EST in egeneuity until when they finish the class and are taking the cumulative have increased at least a minimum of 25 percentage points. So we

031want them to increase, we want them to do well. We recognize the need for those skills in ELA and math, but without that teacher that has that that background, it's hard for us to do it. But Miss Garcia and I are stepping up to the plate and are going to try to achieve this um knowing that there isn't a a qualified teacher in that position. Um and so we've only put six points onto this. So the majority of our points are coming from finishing the classes getting towards that graduation rate. And so this is that breakdown where we have 60 points is our schoolwide data. Six points is our classroom data. Um that is uh the 66% or 66 points plus the 66 from our evaluation gives us our total of 132 points. Um, so

032again, just to to reiterate, it's just me and Miss Garcia, and it's not just the math, ELA, um, the science teacher that we're getting them through, but we're also having to do all of the electives, and where we don't have a counselor to come in and talk with them about their credits, we are doing that. So, we are having to step up to the plate for a lot of these things that traditional schools have somebody there for. So for us, we are having to do some of those things and and in this case even step up to um uh helping the students to achieve those scores that they need in their ELA and their math and to get them through all those credits that they need ex um besides just what we are qualified for.

033>> Thank you, Mr. Overus. V. >> No, I don't have any questions. I just want to say thank you so much for putting the plan together. I know you, Miss um >> Garcia, >> uh are definitely doing um so much of that campus. So, I want to say thank you so much for the presentation. First of all, >> thank you. Anybody from secondary? Thank you, Mr. Robert. uh they're not here but for time sake if you don't mind I'll be more than happy to show the presentation um so at least the public has a chance to review it and and the board then we'll decide how to proceed during the regular board meeting. >> Okay. >> Yep. Um Mr. if you don't mind the presentation [Music] superintendent and I'll be uh presenting the um one

034go for this particular campus. Um there you go. Here's a break down and and this is what we're using for all of our schools. I want to point out that all of the schools they need to part A they need to add to 66 points. Part B needs to also add to 66 points. But this is uh the responsibility of the principal. This is what the teachers are aiming to achieve with the 301 goals. Alto together is going to be 132 points. Um this is a rubric all schools are using uh to ensure that um it's equitable across the district but also that a platform once we enter the data he can uh do the um the analysis for for our principles. Um the um the math goal um is that 50% of the students

035will show growth of one proficiency level as measured uh by the post or curly benchmark using the pre for baseline scores excluding the students who did not make the math uh summary test. Um as you can see our goal is that 80% of our students they're going to score 70% or higher or they have to increase at least a 25% growth to move from one proficiency level to the next one. Um and the teachers will get the points based on how they reach the goals. And here is a breakdown that is for math for reading. Um 50% of the students will show growth of proficiency level as measured by the post test. Um according test for the baseline scores. Um and also here is a break breakdown. U teachers that get effective highly effective they

036get the points. Uh teachers that don't that get less than 25 27% of the students they get no points impacting the outcome or the payout. um the high school um our students at the secondary um also they have a writing portion of the taste that the Arizona um u standardizes u the high school they're trying something new they they adding an emphasis in writing as well so they want to um be able to roll out that emphasis but making sure the students they get a minimum of four writing assessment during the year um and this is the expectation of going to break down the vote in order to build a student capacity for doing original writing. Uh teacher will show evidence of at least four writing u assignments done in the classroom this year. Uh

037they will be evaluated based on the convention sections of the Arizona rubric as found um these will be kept in a portfolio presented to the evaluator and this equals 14 points. Um the the next one um it's also part of the plan has to do with the professional learning community and what they want to do is be able to um those that participate and evaluate and and take the time to build those goals and reflect on the practices. um teachers that will be required to attend 17 or more uh professional learning community meetings and show evidence of analyzing um at least of the data used in in an effort to improve student understanding of the standards. Um we do the evaluations every quarter as a school uh you know I mean as a district um

038and here is a point of how those uh PLC's will um be evaluated um also for exceptional um ed students um will demonstrate measurable progress in their ind individualized math IEP goals during the school year progress progress will be monitored through teacher made assessment performance rubrics and synergy reports and will be verified check by the school principal, assistant principal and ESS director. Um again those are effective highly effective they're going to get the points. Um those are developing they're going to get 28 points and those ineffective showing in not being u showing ineffectiveness they will not be getting any other point. That concludes uh the goals for the secondary president um or Miss Vance. If you have any questions, I'll be more than happy to u convey the questions to my lead and for them

039to also to respond questions. Miss Vance, >> um I don't have any questions, but thank you Ruben for presenting. >> You're very welcome. >> I don't have any questions either. I just wanted to make sure to to let you all know as far as the audience here that it is a public hearing regarding 301 performance pay plan. Uh based on what's presented here to the board and to the public is what our teachers are going to use to kind of guide themselves throughout the year um for so that at the end of the year they are in receipt of the 301 um funds that actually the school district gets. So, it's just another incentive to have our teachers actually um really engage with our students based on all of these based on all of the

040um uh the goals that they set for themselves throughout the year. So, I don't know if there are any other questions from from the crowd, the community at all. No wrong questions, nothing bad. It's a public hearing. It's meant for you guys to have any kind of clarifying answers or questions. If not, the board will be voting on the performance pay plans later on in our regular meeting. If there's nothing else, a motion to adjurnn. >> Is there a second? Second by M. >> Miss Hendris, can you hear us? >> Okay. Okay. Uh that'll adjourn our public hearing for the Z-Wing. It is 5:49 p.m. We'll go ahead and slide into our uh regular governing board meeting. Today's date is Tuesday, October 14, 2025. As I call the meeting to order, I just want to

041make sure to again reiterate and um of course lift up all of our our districts, our students, our staff, our communities in that um the school district does operate under a v mission, vision and um purpose statement specifically um representing uh not only the Tonatam nation but of course lifting up our HIMD, our no um and in such as members of the community, we are always and will always uh continue to support the effort across the board by our schools to continue to lift up our students. Um our vision statement is our students will be loved, encouraged and prepared to take on the world by embracing our himuck. Our mission statement is we we develop sorry we create healthy, inspiring, uh motivating, developing, achieving graduates. I was testing myself there to see if I could

042remember what it was. Um but our mission and vision uh definitely do uh continue to guide the overall district and our overall effort to not only bring education but of course support the himuck of the community of to which we serve. With that I'll turn it over to Mr. Bala for call >> and then just for the public's record I mean public's information we do have uh one board member and I apologize uh to anyone else in in person um in order for us to be able to have a quorum. We do have to have three members of the board present. by having a board member uh call in or at least virtually um we're able to move forward with our agenda this evening. So, I apologize if you do only see two of us.

043Um Miss Hendricks is uh currently online. I just want to make sure that it's clear um so that we're able to move forward with you this evening. With that, I'll um we do have a quorum. Uh please stand if you are able and join us in the pledge of [Music] stands one nation under God, indivisible. [Music] >> And again, we're going to try and move through as smoothly as possible with the agenda. if there's anything that we need to do or if we lose Miss Silk anywhere, uh, we're going to have to take a break and try to get her back. But I want to apologize ahead of time to all of you, but we'll try to get through what we can uh, while we have her. Routine business. Uh, number one is the approval

044of the October 14, 2025 board meeting agenda. If there are no changes, a motion to approve. Is there a second? >> Second by Miss Vanceo. Okay, motion carries. Number two is the approval of the September 9, 2025 regular board meeting minutes. Without objection, a motion to approve. Is there a second? >> Second, >> Miss Vance. >> I'll use the mic. Thank you. Motion carries. >> Number three this evening is our call to the audience, Mr. Sabala. For the record, we have no call to the audience this evening. We'll continue. Letter E is our information items. Number one is the Barber Kiri High School student council presentation. Turn over to our students. Let's give a round of applause for our student representative. This will be their first presentation of the year. [Applause] It should be on

045>> forget to hit the button there. There you go. >> Good evening, board president Buen, his team members, superintendent Diaz, and members of the community. My name is Jerica Njo. I am the student council executive president and I'm here to share >> I'm sorry. >> Mr. B, can you mute her? >> Thank you. Go ahead. on the bottom >> the screen. We will need to display >> I'm sorry Jerica. Miss Sylvia, can you mute your your device, please? >> Okay. I'm sorry. Go ahead and speak. >> I'm here to share I'm here today to share what we do and what we plan as a student council. Student council is a curricular activity for students within elementary and secondary schools. Our members, me, the executive president, Denisia McIll who is my vice president, Mckini Bozo who

046is our historian, Elisa Norris who is my secretary, and Hayden Connie who is a representative, and Eli Johnson with another representative. One important thing about Stuku is advocating for our peers. As student leaders, we're committed to creating an inclusive, respectful space where every student feels heard and empowered. We believe real change begins with open dialogue and that representation is welcomed and valued. Our goal is to ensure everyone has a chance to help shape our school's future. How does student council help the school? The student council helps share students ideas, interests, and concerns with teachers and school principles. They often also help raise funds for schoolwide activities, including social events, community projects, helping people in need, and school refund. The mission for our student council is dedicated to representing the voice of the student body, fostering

047a positive school environment, promoting leadership and school spirit. The vision to cultivate a united, empowered and engaged student body where every student feels heard, value and inspired to lead positive change within the school and beyond. Our plans as a council to be able help student to be able to help every students to their problems to be able to to make this school fun and exciting. For example, we've done spirit week and homecoming along with celebrating our seniors with senior night to be and another one is to be able to voice any concern in front of board members as rep as representative of the students. And for our quote is, "Education is learning what you didn't even know you didn't know." By Daniel Bourston. >> Any questions or concerns? >> Mr. President, members of the board

048and members of the community, welcome and thank you for joining us. I just want to say thank you for your leadership. Um, you are our future. You are our hope. and to be able to see um this is my first time seeing your mission and and and vision is really exciting. Um thank you for letting us know what the plans are. Um and um myself and the board and the staff, we're happy to support you your goals, your mission and your vision as well. Thank you for your presentation. Uh President, back to you. >> One of the things I want to make sure to impress you is first of all, it gets easier as far as public speaking goes. I know it feels scary. Everybody's looking at you. But nonetheless, um I want to make

049sure you guys feel really supported and empowered in your vision and your mission. It's a good vision. It's good mission. Feel free, I think, especially to make it your own because I see the words. I understand the words, but I want you guys to feel like those words mean something to you. Um it's really important for us to be able to not only support, but also to hear you and to really try and do what we can. I know not much not not it may seem like like not much as a board because we're very high level looking in but we definitely do want to say that we have um the support of the superintendent in the sense of that um as our employee of the board. Uh through him we can really impress on

050some of the things that we want to be able to not only support you in but what we also want to be able to see and part of that is also making ourselves available to you. Uh I think as board president and as board members um that have been on the board for x amount of years, we've tried to make ourselves available to at least be at a meeting and to show that, you know, we we do want to be able to hear and and let you all um kind of see what the process is or understand a little bit better what the process is because it can seem like we're far away and like we're not doing anything. But trust me, we know, we hear, we see, we're members of the community just like

051everyone else. And this man's phone probably rings way more than he likes it to. But that's only because we're expressly want to be able that we're we're listening and we're hearing and and so I want to say thank you so much for the presentation. I can't wait to see what more is going to come of it. And um good job first. >> Thank you. >> Of course. Then I just want to u say thank you for your presentation and um I can't wait to see what you bring for the new school year because it sounds exciting like there's going to be stuff happening. So I want to say to your peers, you know, help your president, your student body president, help her, help you. So all of you out there, they need to. It's hard

052to do what she's doing. With them standing up there, it's really hard. But the more peers that pitch in and come to, you know, help out, it makes it a lot easier. So those of you who have um family members that are at the secondary site, please please express how much help is needed to get stuff done because it's going to be hard. But just the enthusiasm of knowing and seeing and and like like um Juan had mentioned, you know, it's it's really good to see up there, Jerk. You've been um getting uh braver and more confident in these couple of years. So, that's really good to see. So, thank you. >> Thank you. [Applause] >> Thank you all so much. Okay, with that we'll go ahead and move on. Our next item on the

053agenda is the students of the month. I know Mr. Diaz, I'm sorry if I may. Normally I I try to say something probably um at the end of the students of the month, but I want to make sure just kind of make sure to express because I know everybody likes to run out once we're done, but I think it's important to acknowledge, especially as the board, we try to make sure we're not only acknowledging but celebrating your students, your your your children or children, uh whatever be those that you may help raise, even if they're not your own, uh by opening our meetings with such um with this honor. I think as a board over the years I've seen that this is one of the things that a lot of school districts are envious of

054because we do give time to the community to the students. And I want to say that these recognitions always remind us especially of our purpose as board members. We're sitting here for a reason. um our our our superintendent and all of the administrators are sitting here because we're helping uh helping to not only engage the next generation of thinkers and leaders but also caretakers of the altum hinduk. As I mentioned, it's our way of life and it definitely reminds us of the success um not to be measured just by grades but by how we come together in the effort that we give to celebrate one another which I believe is going to be able to see us so much further as we move forward. So I want to say to our students, we see you.

055I want to say to our parents, thank you so much. Our guardians, our aunties, uncles, whomever it may be that helps our students to be successful. Thank you so much for everything that you do. You represent the spirit of um Welam and the place the places that we try to create as a board, as staff um to be able to make our students feel not only secure but uh engaged and and and appreciate it. Uh, our vision statement does not just say love for the purpose of of making it making it. It's important for us to continue to express that. So, I wanted to say this at the beginning of this students of the month and try to shorten it down in the next ones, but I just wanted to say that because I know

056everyone likes to um head out once we finish. So, Mr. Diaz, >> president, members of the board, and uh, distinguished guests, thank you so much for being here today. the students are going to be recognized but um directly you are being recognized as well. We have our goals uh get familiar with the goals today is evidence that your student is reaching those goals. Uh continue to get familiar with the other goals as well. If it's your first time students of the month raise your hand today. Raise your hand if you're the student of the Let's give him a round of applause to our students of the month. Thank you. You're going to hear your name and and and and your principal is going to say some incredible beautiful things. I need you to come to

057the front and you're going to shake everybody's hand and wait. You're going to get some goodies and families. Once uh your student comes and gets the goodies, please come up so you can get a picture with them. Today we celebrate your student, but most importantly, we want to celebrate the family as well. Having said that, uh please let's welcome Miss Enriquez. She's our first principal presenting the students of the month. [Applause] Good evening, President Bendia, governing board members, superintendent Diaz, and community members. Our first student of the month is from Miss Aguilar's prek classroom, Gabriella Porter. [Applause] Gabby is very kind and helpful student in the classroom. During the first few weeks, she had a hard time adjusting to school since it was her first experience, but she really tried her best to cope and

058adapt to daily routines and trans transitions. She is now making great progress. Gabby consistently cleans up the toys she plays with and always offers her peers some help. She is also participating well in class activities. When she was asked what she would like to be when she grows up, Gabby wants to be a firefighter. [Applause] Uh, is Claudina Ramirez here? [Applause] [Music] for first grade from Miss Spotted Wolf's class. He is from the house of Isabindi, Matthew Lopez. [Applause] Matthew is such a delight to have in class. He is a student who wastes no time. He comes into class, gets busy working on his assignments, participates in class, and follows instructions. He's been a super speller six times for the first quarter, which means he scored 10 out of 10 on his weekly spelling test.

059Because of his outstanding work habits as a student, he excels academically as well. On top of being a student, a great student, Matthew is also a great person. He is friendly, kind, and always smiling. Matthew's hard work, passion for learning, and a desire to do well is a great combination for success. Miss Bodwolf has no doubt he will be a very successful student in the future. When he was asked what he would like to be when he grows up, he said, "I want to be a construction worker because I like to build things. [Applause] Take two. Super speller. [Applause] Our second grade student is from Miss Granado's second grade classroom. She is from the house of River. Rosemary Valdez. Rosemary Valdez, I'm sorry. Rosemary has consistently demonstrated a positive attitude toward learning and shows great

060dedication to her studies. She comes to class prepared, participates actively in discussions, and encourages hers encourages her classmates through kindness and cooperation. Rose wants to be a hairdresser because she loves helping people feel confident and beautiful. She enjoys being creative with hairstyles, colors, and designs, and she likes the idea of using her skills to brighten someone's day. Rose also values working with others, listening to their ideas, and making them happy. [Applause] Our third grade student is from Mrs. Gowen's class. He is from also from the house of Isabindi, Kenneth Hendris. [Applause] Kenneth is a brilliant and caring young man. He shows kindness to everyone and is always willing to help others. He is very conscientious of his schoolwork while helping others when they are confused. He reaches out to his classmates and shows them kindness

061without bringing attention to himself or expecting anything in return. Academically, he is attentive in class and brings a new dimension to the classroom discussions. Kenneth is a model student and Miss Gowen is very proud to have him as her September student of the month. When he grows up, he said, "I want to be a singer. I want to be a singer because I like music." The main reason is that his idol is Johnny Cash. [Applause] [Music] >> Our final student is nominated from Miss Jose's Himog class, Ian Enos. Ian is a very helpful student. He is always helping others. He is willing to help the teacher in the classroom, hands out papers or picking up pencils. Ian is very well behaved and kind. He participates in class activities and is willing to learn the AAM

062language. When he grows up, Ian wants to be a policeman. [Applause] And now, Miss Beay Lewis from the intermediate campus [Applause] once again Dr. Flores, fourth grade teacher from a giorgasha makud. It's my pleasure to introduce Colton Lopez, a proud member of the house of Amistad, the house of friendship and a fourth grade student from intermediate campus. Colton is a remarkable student who excels across all subject areas, demonstrating both intelligence and a love for learning. But what truly sets him apart is his character. He leads by example, serves his classmates, and consistently show respect not just to me as his teacher, but to everyone around him. His presence in our classroom is truly a gift. When asked how he could make the world a better place, Colton said, "As a fourth grader, I will show

063kindness to everyone I come across using my manners like greeting others, checking on people, and taking good care of the auth." Once again, our first student of the month, Colton Lopez. [Applause] There you go. Stay kind. [Applause] Is Miss Bulada here? Okay. So, our next student is from fifth grade, which is Bo Walken Jr., are you here? [Applause] Well, Bo is very strong in his academics and he is a positive example to all his classmates. So, congratulations, Boeing Jr. And for sixth grade, we have Kaden Cruz from Mr. Agular's class. Kaden is an outstanding student who takes full responsibility for his learning. He participates and produces high quality work. He does he has excellent test scores, respectful behavior, and a positive example for his classmates. [Applause] Kaden would also like to make the world a

064better place by volunteering to help everyone that is in need of help like building homeless shelters and volunteering and soup kitchens, food pantries, and help everyone with their next meal. [Applause] Our next student is Adam Capone. Are you here? [Applause] Adam is from our HIMD dog class in Miss Ortiz's room and she was very excited to recognize him for his participation in the HIMD dog class. And thank you for the intermediate. And now to middle school high school, Miss Once. [Applause] Good afternoon or good evening, President Wendia, board members, um, Superintendent Diaz, community members. I am here today and I want to see Seline and Aurora. Okay, so we'll go ahead and start with high school. Looks like both our middle schoolers are not here. Um, but let's go ahead and start with ninth grade.

065Hayes Juan is the ninth grade student of the month for September. Hayes's guardian is Elizabeth Jose. Hayes is a manager for the Babu Kver Warrior football team. Hayes plays plans on playing BA basketball this year as well. Hayes's favorite class this year is algebra with Mr. Dora because she likes what she is learning. Her favorite teacher this year is Mr. Akuna because he makes class very fun. After graduating from Babok High School, Hayes plans on going to college. Hayes is considering going to Penn State. Her current um career goal is to become a basketball player. Hayes would like to honor her family and thank them for all their love and support. Congratulations, Hayes. Your kindness and effort makes a difference. Lion. [Applause] Kyler Baptist is the 10th grade student of the month for September. Kyler

066is the son of Audrey and Valentino Baptist. Kyler is a year-round athlete running cross country and playing basketball and baseball for the Baboku Warriors. Kyler's favorite class this year is guitar with Mr. Carlos because it's a fun class and a cool school skill to develop. His favorite teacher this year is Miss Jella Kaburon because she is always smiling and welcomes us to class. After graduating from Babokver High School, Kyler plans on going to college. He is open to any college where he can get a basketball scholarship and continue playing at the collegiate level. Kyler's current career goal is to become a professional basketball player. Kyler would like to honor and thank his parents, Audrey and Valentino Baptist, for all their love and support. You're doing a wonderful job, Kyler. Keep learning, growing, and making us

067proud. [Applause] Shawn Mendoza is the 11th grade student of the month for September. Shawn is the grandson of Carlen Lopez as Vincent Mendoza. At home, Shawn likes playing video games, listening to music, and playing guitar. At school, Shawn works hard and turns in his assignments on time. After graduating from Babok High School, he plans on attending the University of Washington. His current career goal is to become a mechanic. Shawn greatly respects and admires his grandparents because they have been in his life since he was young and helped him through the hard times. Shawn would like to honor them and thank them for all their love and support. You're doing a wonderful job, Sean. Keep growing and leading by example. [Applause] >> Hayden, did I miss you? Hayden, any other room? Should I start talking? Oh,

068I'm like, why? I'm looking at Mr. Rolloff out there. Okay, Hayden. Hayden Kai is the 12th grade student of the month for September. Hayden is a grandson of Darlene Martinez. Hayden is active in many student organizations. He is a secretary of the yearbook club. He serves on the student council as senior class representative. He is also the activities coordinator for culinary club. Hayden's favorite class this year is advanced culinary because he gets to interact with others and experience that real life kitchen, not to mention the fun of sharing his dishes. His favorite teacher is Miss Kabura Tan because she is there when he needs her and because she has a very positive energy. After graduating from Baba Kiri High School, Hayden plans on going to cosmetology school. His current career goal is to become a

069cosmetologist. Hayden would like to thank his grandma for supporting him throughout these years, for pushing him and encouraging him to be his best. We're so proud of you, Hayden. Congratulations. We can't wait to see the great things ahead of you. [Applause] >> I was going to say, Rose, Rose, that's gonna be your friend. >> Okay, next up, Miss Meison. [Applause] Good evening, President Wendia, community members, superintendent Diaz and um board members. You know, um our student of the month, their family had previous commitments, but I would love to share a little bit about Angelicia Flores. So, Angelisia Flores is the student of is our student of the month and we celebrate Angelicia Flores and all of her accomplishments. In the month of September, she completed 223 activities. That's an average of over 55 activities a

070week or over 10 a day. She is also an active member of Messa math engineering science achievement and she is also part of the hiking club and gardening at Indian oasis middle and high school. She also applied and was accepted to gals. Gals stands for girls on outdoor adventures for leadership in science. In the mornings before school, Angelicia can be found watering and tending the garden and stray and stays late for a Messa where she has built paper rockets, towers, Lego space shuttles, and has made a model of the 30 meter telescope to be built on the Coner Islands. Um, and you will see that on the video later today. We are proud of Angelia and look forward to see how she grows as a student and as a leader at Indian Oasis Middle and

071High School. Congratulations, Angelicia. [Applause] >> Thank you again so much for joining us for our students of the month's portion. We'll continue with the agenda which includes a couple of really good presentations. So hang around if you can, please. Uh, with that, we'll move on to number three, our Bobby Kirby Middle School 8 eighth grade M presentation. >> Uh, President Mia and members of the board, I would like to um acknowledge um some very special guests. Um, we have our middle school math teacher as well as some middle school students. They have done an incredible job in not only um integrating math but also the uh toono autumn culture. So when we saw the presentation, we couldn't wait to share what they have produced and how it can be possible. We can continue to learn,

072but also we can continue to integrate um our himoduck or way of life. And please help me welcome three incredible ladies that they will be presenting. We have two groups um that they're going to be presenting. So group number one, please come up um and we will be Oh, they're going to be going mini mini. You go. Here we go. They'll go first. Leave the front now. All right, you come up. Let's give him a round of applause and let's give him some. And we hold this. You guys can present and you get to microphones. Ready? One of you get one. >> Okay. And I'll be your presenter today. [Music] district. Um, okay. Uh, sadly, our um our problem solver couldn't be here today. Uh, I'm going to start off with our scenario. Some hikers

073take a trail to barbecue mountain near Barbecq Mountain, the sacred mountain of the Dana Atam people. The trail goes two two miles east and then three miles north. They want to know the distance if they travel straight back to the camp in a straight line. Um, so I'm going to talk about our our drawing about the mountain. So, this is our camp and we went uh two miles east and then we went three miles north and we're trying to figure out our our uh distance going in a straight line. That's our letter C. Uh here we have our um equation. We are trying to look for the right triangle using the Pythagorean theorem which is a to the^ of 2 plus b^2= c. So we are using since C is missing we are using C

074= A^2 + B to the^ 2. So first we um 2 to the^ of 2 which was 2 * 2 which was 4. Then we did 3 * 3 which is 9. We added 3 * 9. We added 3 * 9 and oh 3 + 9. Oh four sorry four + 9 and we got 13. and we look for the square root and we got 3.61. So if our if they traveled straight back to the camp in a straight line we it would be 3.61 miles. >> Hi I'm the cultural attire and um is about the Babu Kubri peak is essential to the aam spiritually often associated with ethoy the elder brother respect for the land and the mountain is a important part of the autumn culture because it is home to our our elder

075brother and who reminds us who created us. Uh while Gilma means barbecue mountain, etoy means little green man. >> Uh to end our presentation, we are going to um tell you why we think uh barbecue is important to our nation. >> Barbecue pic is important to the donut as the center of the community and home of our creator Etoy. It is a sacred c a sacred site central to our religion and traditional beliefs viewed as a place of power and strength where we believe our people emerged after a great flood. Thank you. [Applause] >> Thank you. Let's give him another round of applause. Thank you. Thank you. And at this point, we have group number two. Are you guys ready? Don't tell me. Show me. Come on. Let's give him another round of applause for

076the next group to encourage them. Guami district. We are group six and I'm the presenter. I release is the problem solver and Sophia is the cultural connector. Our scenario scenario is talking about workers trying workers fixing a water tank with the long ladder and they're trying to figure out the base to the top of the tower. >> The tall or how tall the tower is is 24 feet and the ladder is 25 ft. What you see in I'm the problem solver. I'm going show you how I got our answers. So using the we're using a square. So a square= c^² minus b square. C is 25 feet squared and B is 24 feet squared. So 625 is B and 576 is C. So we subtract that and that gives us 49. So the square root

077of 49 is is 7. So uh our A is 7 ft. So A equals 7 ft. Anjigi um Sophia Reo Koffield I am the cultural connector for group six. Um, how we can encourage other eighth grade students to conserve um, shock is by making engage in presentation on how water is important to the to the Kikum for areas in on the Donna atam reservation. How we can also encourage them is by telling them how it could really help the the Jewish sick of the plants. [Applause] Uh, don't leave, girls. Don't leave. Wait a minute. Come on back. Um, >> can we please have all the girls come to forward and let's give him a round of applause and let's hear some feedback for them. Please all all of you come up. [Applause] I'm sorry to

078drag you back, but I do want to say um expressly having just celebrated Indigenous People's Day or what I think is always going to be every day, one of the things that I read, which I thought was really cool and neat, what you guys reminded me of this evening is that um everything you do and how you do it and even as much as you say, as much as you use and alum, you know, whatever it may be, continues to not impressed, but it definitely does give honor to those that have been here before us. So, you are and will always be scholars. You are and will always be great. And who you come from definitely shows and I'm really really proud of you this evening. It really gave me gave me a lot of

079uh really good feelings to be able to see not only you feel confident and I know it's hard to stand up here in front of anybody even if it's not a lot of people but I want you to say to continue to do what you're doing continue to excel continue to use your your words um and and above all anything that you do now um we'll always be proud of as far as this cupboard Um, I just want to say thank you for your presentations. I think it was excellent presentations, both of them. I really love the fact that you um incorporated what's out here in the land, which is what you know we need to do. So that way you guys really um wasn't it so much more fun than just looking at a

080book and trying to figure out an answer, right? So, I want to thank your teacher, who's your teacher, for thinking outside the box and being that creative to make sure that that um our students learn what's on the land and um and use it in everyday life because there's so much out here and you guys are just you're not only beautiful, but you have so much potential. You're so powerful as young women. So continue moving forward and continue to um learn. So and thank you. [Applause] >> I have no words to express how proud I am um for the work that you have done. um know that every single uh all of the students in in in in in in the middle school they were group they were set up in groups of three and

081every single group they were expected to do something similar and present to some judges. They were judged by using the automok they were um getting points by using traditional clothing and also by expressing um themselves how they solve the problem. um to be able to be a teacher, we need to follow the state standards and to go the extra mile to be able to see how it's going to be relevant to our kids to be able to make sure the kids understand the concept of math um and to be able to feel confident to present it to judges um and now uh based on on that I I was so incredibly proud and excited that I want the community to see the work that you're doing. I'm proud of the effort and your commitment in

082learning and you guys deserve the recognition. I thank you for going the extra mile and coming today and for not only util utilizing your autumn traditional clothing and and making that connection of how math is relevant to our nation. President Wendia taught me that there's only 32,000 autumn people in the world. There's not enough. You need to stand up proud and you see these three words. I want you to be brave, be bold, and continue to be B USD. Most importantly, I want you to be awesome. Let's give him a round of applause to our students and teachers. [Applause] speaker. Let's give another run. [Applause] Ready? Nice and loud. One, two, >> three, two, one. [Applause] Thank you, ladies. Can I just >> I just it it just fills my heart to to just um

083see it in action because uh last year um at my master's program through the University of Arizona, we had a college professor who actually studied funds of knowledge and he passed away. And this is researchbased like uh just going into these funds of knowledge these um this this cultural relevance where we have um so many things around us around you around your your your nation that that they're so full of of knowledge that you guys are making connections to. And what a beautiful way to to make those connections and not bring it out just to us, but you can bring it out to the world. So, thank you so much. Thank you. >> Thank you, ladies. You miss >> and we still here. >> So, at this point, um I would like to ask um

084a special guest um Miss Janet Kiny. is our math um coach for the district. Um she has submitted uh a himodug award. Um and I would like for her to read the hummog award to acknowledge and represent one of our members of our team. Go ahead, Miss >> K. I'm going to just for the record, we're moving on to number four him award presentation. >> Hey, good evening everyone. Um good evening governing board members, superintendent Diaz, members of B USD and the community. Um, I am here to, um, recommend Miss Lianis for the Hemodug award. Um, and so I would really like to recommend her and also all of her students for their efforts, um, for the Hemodug award for the month of September. Um, and so here's what I wrote. It's probably just easier

085to read it. I said um in an effort to implement the B USD model of instruction as well as the seven learnings um towards indigenizing school practices, Miss Leonis' students completed projects that explored and highlighted the connections between right triangles, the Pythagorean theorem and heoduk. Miss Leonis tasked her students with not only solving mathematical problems in teams, but elevated this learning experience by asking her students to make connections between the scenarios in Tono. students then presented their work to members of the BSC admin team, members of the BSC staff, as well as the folks from the BSD district office, and also now all of you, which is pretty cool. Um, and so I would like to recognize Miss Leonis and her eighth grade math students for their efforts. And I included some pictures, but y'all

086can see the real deal out front. Um, so I would just like to recommend uh Miss Leianis for her efforts and for making the math come alive. That's really how you learn, um, is seeing how it's relevant to your real life. So I want to recommend Miss Lianis for the award. [Applause] >> Millian on on behalf um of our board, our students and our community we serve. We acknowledge your your work in the extra mile. Uh this year we're c we're looking pockets of extraordinary work. today. This is clear evidence of the extraordinary work that you're doing and all of the sacrifices that that you have made to be able to teach our kids and to be here. Um uh this small award it means a lot more uh it has more meaning emotionally. Um

087it it says team uh because together I can read because together everyone achieves more. You show that today and coming together is the beginning. Keeping together is progress. working together is success and teamwork makes the dream work. Thank you for going the extra mile. Thank you for caring and thank you for helping a kid succeed. birthday. [Applause] >> Mianis, I just want to say uh I think as a board member, especially over the years, having been able to observe, sit in classrooms, watch you work, uh watch your students feel trusted and confident and comfortable with you. Uh, it really does definitely warms my heart that and I'm I'm actually not surprised that this is coming to you based on this. Um, it's going to be very difficult for us, I think, to find anybody that's

088going to give as much art as you have. So, thank you so much for doing that for our students and for what you have done thus far for this district and this school. I think that over the years and as much as I've been able to observe all that you all have given is such kindness and care and consideration for this profession and it truly does warm my heart. So, thank you so much for everything you've done so far. >> Again, thank you. I've never ever seen anything like this when the kids actually went out to the community and used math and their surroundings. It's a beautiful connection and I hope that in the future that they remember that and move forward in that manner because we have some mathematicians coming along thanks to you

089for thinking outside the box. [Applause] And um thank you for the nomination. Thank you for the acknowledgement. Uh Miss Constance, thank you for the support as well to be able to use that creativity and your leadership. Thank you for for giving us the opportunity to also um integrate the seven learnings and and expand. What would you like for your picture? >> Thumbs up hearts number one. Number one [Applause] video math. [Applause] Is there more? >> Um, we have um a nomination for your review so we can sit down for this one. And as we're sitting down, um, may I please have Mr. White to be be able to come to the front? um he is representing our Filipino brothers and sisters and he has a request um based on this um nomination uh in recognition

090for our uh international teachers. Go ahead, Mr. White. >> Sure. Hi. Hi everybody. I didn't [Applause] I I did not uh prefer any speech but um speaking for heart um growing up here the the US and uh moving here in Babakuri school district it is eye opening that you know me as being Filipino um seeing a lot of other Filipinos here um and I did not know that that how many you know a lot of teachers are here supporting the community Um, and it is October. It is a Filipino American Heritage Month. Um, the hard work that they did, the things that they have to endure coming over here, the families that they left behind. Um, it's it's it's it takes a character to able to go across the ocean and be here. And also,

091um, being a behavior specialist, I work at two different campus. They go above and beyond what they do. And And it's it's do it's a it's time it's time for them to be recognized. Um and it's time for them to be honored. Um again um not just a day but the years of many other Filipinos that put their footprints in here in this nation. Um on behalf of my colleagues of my Filipino, um I'm very proud of you that you guys really earned that nomination for the HID Award above and beyond. Thank you. [Applause] So, um, here it goes. A writing specially requests that the Babure Unified School District join in formally recognizing and celebrating Filipino American Heritage Month this October in honor of the significant contribution of Filipino Americans to our country and most

092importantly to our own school district. Linden Bobby School District. We are proud to have 28 but after this meeting will be 29th dedicated Filipino teacher staff members who bring not only academic excellence to our school but also a deep passion for education, cultural richness and unwavering commitment to our student and community. These educators and staff are far more than their job titles. They're mentors, leader, cultural ambassador, and beloved members of our school family. They demonstrate full daily what it means to lead with heart and integrity. Their prof uh professionalism, resilience, and compassion are qualities that lift our district and inspire those around them. In many ways, they represent the very best of what our educational community stand for. October is national nationally recognized as FilipinoAmerican Heritage Month. A time to reflect on and celebrate the

093legacy, stories, and contribution of Filipino American throughout history. It also a moment to recognize those in our own school who continue to shape the future through work and example. As such, I respect respectfully propose that the district take this time October to formally recognize um Filipino Heritage Month through announcement activities or small celebration of um recognition. Um can I just get it up here? Thank you. Sorry. Uh there you go. Recognition. Even a small gesture of recognition can be a powerful impact. um affirming the value and contribution of this vibrant group of educator. Let us take this opportunity to honor their story, highlights their service and celebrate the diversity that make our district strong. With that, I would like to nominate the Filipino teacher and staff the HIMD award. Thank you. [Applause] >> Thank you

094so much, Mr. White. I I definitely when I read the the overall letter um and just as supportive and as moved not only by someone of of of your position but especially of anyone who's willing to come here like you said sacrifice so much and and give as much as um our teachers and staff have given especially our Filipino American teachers. So, I want to thank you so much for for not only pinning the letter, but making sure that it was brought forward and that it was put here so that we can definitely make considerations and of course uh support any any efforts to to not only acknowledge but to really truly celebrate how much um you all have brought truthfully. So, thank you Dance. Yes. Um I would like to say thank you for

095um the presentation, the nomination. I mean that we don't realize how much it takes to come this far and how much work all of the teachers and everyone is doing for our students. And when we say we want we want our our vision is to love our our children, that's exactly what all of you are doing and I really appreciate it. So, I want to really thank all of all of the Filipino teachers, all of our teachers, all of our staff, you know, for doing what they do and um I like the fact that you mentioned that we should celebrate the whole month. So, that's good. Thank you. >> Thank you, Mr. D. President, members of the board, Mr. So I thank you for your presentation members of members of the community. Um I want

096to piggy back and and acknowledge um again all of the sacrifices that are made for many of our teachers. Um it it's we get to choose where we want to be part and what community we want to be be part of. Um I want to thank for all of our teachers um that come from different parts of the United States but also that come from different parts of the world to be able to um support our teachers. 20% of our teachers they are from the Philippines. Um it is with a great honor that um I I welcome this nomination uh for the board to to consider and thank you for for putting it together. Um some of our families they have left not only the country their their they have left their their spouses, their

097parents, uh their friends um to be able to teach our kids and and to be part of our community. I want to publicly thank them uh for all of the work. Um but I also want to thank all of our teachers. Um and I also it is um Native American um heritage day yesterday and even though it's being asked to be changed um I want to make sure that we uh promote and and support um our himod which is a way of life um that we celebrate and welcome everyone in our nation. Back to you President Mia. Thank you and Mr. White. [Applause] With that, we'll move on with our agenda. Number five is the barbecue and rescue district governing board financial report. Miss Clementine Carlo Good evening, Mr. Buendia, President Buendia, governing board member

098Kathy Vance, Superintendent Diaz. This is the final report for student activities for fiscal year 2025. We still did have a little bit of activity. There was a couple of stale data checks from student activities that were deposited back into the accounts. That was $525. Um the final balance on September 30th was $92,6464. There was no activity for student auxiliary. Um so the it was the same balance as the prior month, $4,2629. Are there any questions? questions from the board. >> Go ahead, Miss Carlo. >> Okay. >> There report. >> Yes. And that's the final report. I'm going to go into more detail when I present the AFR. Um, but that was the final report for all the expenditures for fiscal year 2025. Um there's really no surprises. Uh do you have any questions on that?

099We we were able to spend down almost all of the M as we were instructed to we left about half close to half a million dollars in M. >> I know they mentioned and this is just a general question. It's nothing specific, but um some of the some of the funds that were released that they were actually holding or didn't have enough to 80. This was 80 or one of the >> Yes. >> Did that >> Yes. They they ended up um paying it in July. >> Okay. >> The final payment. >> Mhm. >> To make sure. That's all. >> Okay. >> Anything else? No. >> Thank you, >> Miss uh sorry, sounds like uh Miss Sylvia, did you have a question? >> Sorry. Yes, the fund balance kits carried over for the for basically

100all of them, but for grants, they have to go through a process of seeing uh it it gets reverted back and then she goes through a process of seeing if they gets approved to or if it gets dispersed somewhere else. But did you get that finalized? Everything's finalized for grants. Yeah. So, not necessarily, but we've been lucky enough to get all the grants also carried forward. Thank you. >> That spurs another question and it's just a general question. Again, you don't have to answer, but um are we still setting aside a percentage of the carryover anyway just using dollars that we have currently? Technically, we should be using all of our Money because that's telling the state that we need the money, correct? >> And that we don't get enough money. >> So, um, we

101were able to move a lot of the expenses from impact aid into M. >> Okay. >> And we have a buffer now, a good buffer in and impact aid. >> Okay. >> Yeah. >> Awesome. Thank you. >> Thank you. >> Appreciate it. >> We like a buffer. Uh number six is our actually our district audit status. >> Mr. Diaz, >> President members, President Mia, members of the board, um this is good news. Um and um this is um based on the fiscal year 2022 and 2023 there was an audit perform and based on that performance based on that audit um there were some um recommendations that were made um and if you don't mind going um into the next document um this year there was a followup and based on that followup uh this is

102information for transparency purposes that we want uh to let um the community know as well. I know um the governing board uh supported going to every single community and we were presenting as part of of of the follow-up with each community the outcome um of of of that audit. Um but based on the uh update in and what was published right now on the auditor general um I want to publicly give a shout out to um the business office uh the directors and everyone that they've been working on making sure that we are um getting back on track um and that we're following our procedures. Um thanks to that review um this particular um report it shows that we have um implemented 12 um of the 26 uh recommendations. Um we we demonstrated um uh

103significant progress in additional 12 and there's two additional ones that at this point they they are um indicating that they're not implementing it. Um the area uh the areas that we will continue to focus um it has to do with transportation, travel, um continue to uh focus on open meeting laws, um internal controls and logging access. Um I see the light at the end of the tunnel. U but um again I want to give a shout out uh to um the members of the team that they've been working on. Um and also to let the public know that we are uh taking the necessary steps to be able to demonstrate that we are in compliance. President Mundy, any questions of Miss Vance? >> No, just on the the on the instance of monitoring like for

104those ones that still need are still needed. Is that just considered based on like you checking in or overall like monitoring transportation or travel? Will be meeting a lot of stuff? There will be follow-ups. Um they they will continue to check. >> Okay. Okay. If nothing else, number seven is our barbecue school district attend to the human resource development committee. Mr. Diaz, president members of the board. Um we had the opportunity miss and I to uh present to HRDC. Um I want to also uh for transparency purposes I want to share with the community um what are we doing um and also to give the opportunity to the governing board to see the presentation and to share any additional um information or feedback. Um goal number two for Bubble Community Fire School District and the

105strategic plan is that um um 90 attendance by teacher, by grade level and by school uh will be 90% or higher. Um and we based on the initiatives and the leadership of our principles um the number has been increasing in in in in some grade levels in some schools um and also by some teachers and based on the principal report uh you'll have the opportunity to see um what is our current progress but nevertheless um what I want to point out um to the public it's number one um it is the importance of attendance. When the students come to school, um it they they will learn. When they're not in school, it makes it harder. Um and for every day that the schools are for every day that the students are out, it's going to

106take him at least two days to be able to recoup the knowledge. Um and by law, um the students cannot by by the Arizona statute, the students cannot be absent. More than 10% of the school year in our case is more than uh we have 180 days. they cannot be absent more than um 18 uh days in a school year. Um and by reviewing the Hono um uh constitution is title 11, it also reinforces that students um they need to be in school. Um so having said that um I I want to celebrate our students and I want to celebrate our families. I want to celebrate our teachers and administrators for their work um in in reaching this goal. Um as you can see in many instances how many times by uh by school by

107grade level and by teacher our are teachers there um achieving the 90%. Um and this is the example for primary um as you can see anything based on my eyes I think that's either yellow or green. Okay, one of those two. Um and for the intermediate um um again we can see by grade level by month and and and by by schoolwide um how many times we have reached the 90% attendance last school year uh for Babok High School we can also see how they are trying to reach the 90% and which ones have been closer um in either by grade level or by month um but also the work that they need to be um that we still need to work on um not only as a school but also as a community. Um

108it it's uh one of one of the grade levels that has been on the radar has been our 12th graders as you can see. And um for our district, we're proud that we also have an alternative an alternative to um suspension or a drop off prevention by having the accelerated. Um this is another chance that students have to be able to reach their their goal in getting the high school diploma. Um and the need the ongoing need that we need to work on together to ensure that our students that need the most support they get the support they need. Um um having said that as we get close to the 90% there's 10% of our students um that they need an extra support um extra families that that we need to do something else in

109an effort to collaborate and and and be partners with the nation. Um we're looking to see how we can partner to address a chronic absenteeism. Um what you can see um on on on the top is what percentage of the year some of our students have been out or were out last year. Again, what percentage of the the days that they were enrolled they miss. We have students that they miss 20% of the days that they were enrolled. Some of the students 30 40 50 60 70 and one student miss 80% of the days that student was enrolled. Um again the statute says that they cannot miss more than 10% or 18 absences. So here you have the number of or the percentage that they of of the year that they were out um by

110school. Um so um the when we look at now uh by grade level um we want to um I want to point out again the percentage of they've been absent um the primary they they they teach the foundation this is where they need to learn so that they can um they they learn how to read so that then they can read to learn. So, we have some particular grade levels. Um, even though it may not seem like a lot, um, seven in one grade level, four in a different grade level, when you add them up, that's 23 kids, um, and in and just in just in one school. Um, when we take a look at the intermediate, um, we have four students, um, with chronic absentism based on last year. um and they missed um

111either 20% or 30% of the days they were enrolled in the school. Um for the middle school and high school, we have a total of 43 student that were identified last year. Again, ranging from 20% to 80% of absences. And you can see the grade levels um specifically um our 11 and 12th graders. um 11 and 12th graders. Those are two grade levels that they are in need um of support um that we can collaborate with the nation so we can support these students. Um for our acceler accelerated school um we have a large percentage of students that um we need to reinforce and find other ways we can support them um so that they can continue to make it to school. Um this year um when we take a look at the first quarter

112um and we take a look at how many students they are already chronically absent based on the first quarter we have 70 students that are um at risk um and five that were chronically absent. uh a total 75 students when we take a um when we take a look I I give it's chronically absent um there's 70 um students and check on the next one I get confused the when we take a look at by grade and by by school um the chronically absent they are um again five chronically absent and 70 that are at risk. When I'm saying a risk is students that had four about four absences already um and if they can continue with that pattern um it is um pretty quickly they're going to reach our um our total. So um

113taking taking the information. Um, HRDC, they wanted to know um how many absences um how many students by district are chronically absent. And when we take a look at each one uh individual district, um one of the ones is sales district. We have about 22 students that are chronically absent. and these are the students that are the closest to our schools um that we will need um some support. Um based on the percentage of absences or total of absences um we were look uh uh we were looking at how many they have exceeded the absence uh the absences for one quarter to quarter three quarters or exceeded the year. Um we have seven students that by the end of the first quarter they have exceeded their absences for the year. 14 students that had exceeded

114the absences for three quarters, 42 two quarters and 12 students one quarter. And these are the students by school and also by um each one of the districts. So we can see um where where can we begin working and which districts we can begin working to be able to address a chronic absentism. Um there are some districts that they have an education committee in each one of the district. Um, one correlation the district that has the um um the committee um the education committee is one of the district that have the least amount of chronic absenteeism. Um let me see. Um one of the request um it is they want to know a specifically what are the family liaison HIV members they want to know what exactly what family liaison are doing. So this is

115something that I will be collecting from all of our principles uh based on this quarter what have been their efforts. Um they also want to know the dropout rates. Um this is something that we place in our um B USD manual. This is something that we said that we will be do some of the steps that uh we will follow up to address chronic absenteeism. Um this is something that we uh put together and and and rolled out on August um of 2024. Um we we need to document that we have called that we have provided some type of u written communication uh visit by the family liaison. Um we can refer them to CPS and they can also refer them to meet with the superintendent. Um those are some of the dates available or

116months that we can meet with those family um right after each quarter to see if we can prevent any additional one and examples of letters that we can provide to our families. Um the HRDC um committee they also want to know what additional directives you going to give to the superintendent and principles uh to be able to address these chronic absentism uh concern. Um these are um based on how many uh students are currently um falling in the chronic absentism category. Um we wanted to know how many of those students are also Mckin Vento and that's about 25 or the 75 students. Um students with disability out of the 754 are students with disabilities. And based they want to know how do we compare um uh our our dropout rates and also what are some

117of the interventions that we're doing as a district to be able to address and principles right now they're going to be sharing what are they doing to increase the incentive um of um meeting our 90% attendance goal and also some of the uh interventions um or consequences that they also um they also have for the schools. And based on that um once we meet with HRDC, they would like to meet with our governing board members uh for us to determine what are our next steps. Um another recommendation that HRDC is asking is can we afford a full-time SRO uh to help us? um based on the chronic absences, we review those every single quarter. So to be able to have an SRO full-time just for chronic absenteeism. Um I think there's other ways to be

118able to manage this. Um by contacting TOPD, they have agreed that they will they will send an SRO um and uh um assign it to Bubble Community Fire School District um one week after each quarter uh so that we can follow up only with the families that we have demonstrated that we have done everything on our end uh to try to change this habit or this behavior and that we have exhausted. um the support that they need to be successful. Uh and that is not due to medical issues. Um and then they will they will follow up um and there's no need for us to look for any additional funds. They're willing to partner up that TOPD department to be able to follow up through their end and and and support us. So um that's

119one uh one of the partnerships that will result um as part of this meeting. Um that's all I have for now. President Media um and and members of the board. I'm happy to answer any questions. >> Miss Vince, um thank you for the presentation to HRDC. Um the breakdown is um you know I don't think that um There's there's a lot of information right there. Um but I also I guess like on that is there a reason why um like colleague and topo are not in their respective districts in in your presentation. >> The way we capture the data on a report that's how I was able to pull it out and sort it out. Um there's other ways I can um manually change that. Um, but I wanted to keep the integrity of the

120report intact. >> I was just wondering because I thought, well, maybe it's a bus route or maybe it's something else that's why it's not in their respective districts. Um, but >> it's a bus route. >> Um, >> I'm sorry. >> Go ahead. I'm going to um I I appreciate that you broke it down for them the way that they be would be responsive to because when you put it in the fact of who their districts are, what their what their numbers are, they'll definitely want to be more attentive and want to be, oh, I don't want my district to have that. So, kudos. But I did notice that there were some some disc not discrepancies, it's just probably like you said the way that the reporting is done. Um, but I will say even if

121cells you say I'm just saying this so don't take it anyway other than even if cells you say is the closest there are still villages that are farther from cells village that are encompassed in cells district. Um so cells itself as the town is close to most of our campuses but kowit nordic ringcon all of those which are still sales district are miles and miles away. Um, so it's not fair to lump them in and say, well, they're closest to us, so they shouldn't have, and that's just me speaking from the side of defending sales district, but not not to say anything other than that's something that I think we need to take into consideration. I mean, we may look at the things that we do from the perspective of this is the issues that

122we're having. Uh I am first one to tell you that I know we go well and above and beyond at least to the degree that we can. Um so I don't have any doubt that we'll be able to compile information. I don't want to give them information other than this is what we did. Not diving into something that they don't need to be involved in as far as record or personal all of that stuff. >> But I think what you put together so far which is why I assume they want to know more and want I got more engaged puts it on in their field their playing field. Um if there's anything that we need to do on the side of directives and I don't think that we haven't done anything that you haven't already

123taken into consideration and or taken as a as a oh this is what we to address. I think that there's some some parts maybe that we can look at and this is just me thinking out loud but as a on a policy standpoint when it comes to what those next steps are to give you more like well based on what we are doing this is your part now as in there's already a law on the books for the donation we can't we can't keep saying well It depends because the law's pretty clear. You're not going to go to school, you get in trouble. It's not like it says, "Oh, well, it depends on if on if the liaison went to your house first. Did they do that?" It doesn't doesn't stipulate that. You know what

124I mean? They're either going to support us or they're not. And if they want us to put into some form of a policy and or directive, I think we can work together on something that'll be that'll be ideal for you on how you're going to do it. But also to be able to hold to them and say, "Yeah, the board is already trying to do and put as much behind me as a superintendent as possible and the schools and be present and uh do what it can." Um, and I think overall our uh cost I think far outweighs how much what I think we're willing to do. It's more or less when it gets to the point of there's no actual human person that's going to help us on the other side of that. We

125really can't throw more money at it. It's more like it's a process that they're not either that they're not doing or that we're not able to tap into because we're doing everything else on side of educating children. we just need their help in in getting them to school and making sure that they're present. So, I think overall it's it's awesome. I think if there's anything you feel like maybe you and I or us in the board, maybe the retreat or something can really dive into, hey, what could actually be much more helpful to me as a superintendent from the board on a policy standpoint or on a standpoint of directive on paper to show our counterparts, our human resource development committee, here's what we're doing and here's where now based on my what my directives

126are, you guys need to be able to meet us and help us. I don't know if that sounds like a plan, but I think just looking at over everything and some of the questions that they're posing to you. Um, again, I I don't have any doubt that we'll be able to show them what they like because we've been doing it for so long and just bearing the burden or bearing the bearing the brunt of it that I think that there is opportunity for us to put something together that'll show what we're willing to do and where we need that meat. point to be. But that's miss. Sorry, Miss Sylvia. I think you trying. You hit your little button before Ruben talks. >> Yeah. Executive director No, I agree. I think that's definitely something we need

127to and again we're we can only I think we've invited and we've tried to make ourselves available or at least try to make ourselves open to the possibility of having them visit or look and see and touch feel but it really does depend on whether they're going to show up for the meetings or what we asked them to at the same point. >> Go ahead, Mr. G. Uh, President Wia, uh, members of the board, um, we did have an opportunity to meet with, uh, executive director Patrick Andrews. Um, it was our district affair manager, um, Miss, um, Jennifer Enriquez Benson, um, and I had the opportunity to have a a discussion and go over some of the questions that they still needed and clarify some um, um, questions that uh, Mr. Andrews had. Um, he

128was directed by HRDC as well. Um um we have one more pending meeting with him. Um one of them is how do we share um sometimes we need to know when the students drop off from the from the BIE schools and they come in here and and and vice versa to ensure that they they do enroll and they're not dropping out uh or we we lose track of them. The other one um he's uh expected to also present what does the dropout uh I mean the chronic absenteeism looks like for HR I mean for BIE schools um and also the dropout rates for BIE school. So, he has some homework to do, but we also have one more meeting um schedule and pending with him so we can continue our conversation um with our executive

129director of the Department of Education. There's also you also have attendance committees, right? Like attendance group like committees by campus. Right now our principles when they come up um they're going to be sharing what they're doing and we can also ask um which ones have the attendance committees as well >> for our sites. the fire sites. >> Okay. >> I know that um the school has been making every effort to reach out to those families that have the students that are chronically absent. Um that's a lot a lot of work that the school is doing as was mentioned and this past week I know the intermediate school had sent um uh Rosa over to do a a little um slide or uh video of um to stop the bullying. Um, and I wonder if like

130something simple like that from the legislative to to show that they support that they're they're willing to put that extra in to help the school um moving forward in that manner. even that is something and instead of waiting for this big old ideal to happen and to move forward start out with that something small where they could make that um commitment to help in that manner. I think that would be something that uh that would start the ball rolling. So I I mean I just >> I'm trying to think of something that we can get done fast. Yeah. So we don't have to wait until this >> big old magnificent plan and everybody's at school that we're supposed to be, you know, start out in that manner something. Yeah. Because we're doing >> the school,

131not we we but >> everybody all the all the all the sites are doing what they can to reach out and stuff and and reaching out to legislative to to to see um how they could help. and something like that would just be a start of something even better. And I think I want to clarify because I feel like again I I 100,000% understand what Miss Vance is saying and I feel like that's definitely been the olive branch we've tried to I feel like I've tried to really be adamant about is if you will just stand there with us if you as the person who is in charge of the nation in these realms in these in these circles would do just that it might go a little bit further than throwing an SRO at

132it and getting somebody in trouble. That's not the intention. But if this is the point that we're at where you will not do anything and we have to rely on tribal law because it's all that we really have because you won't come and join with us in the sense of lifting up that this is an important part of what it of what we need to all be on the same page about then. Yeah. So I I don't want to I don't want it to seem as though that's that's the intention here. I would hate for anybody to have to get a record because their kids are not going to school. But hey, you know what? If you are not going to be able to help us, then there is tribal law which is which has

133been standing for so long that does say there are penalties to not getting your child to school. Is that threatening? Is that is that where we have to go? I guess if this is where we're going to be when it comes to not getting the support we need, which is what Miss Vance is saying, which I think we've tried. And I'm not saying we haven't because I think there's record even from myself on emails inviting individuals to different meetings, different events, different opportunities. Come do a walkth through. Do you realize, and I think everyone probably will, is that it took something someone to be very angry about one little item to get people to come read to our kids. And it really had nothing to do with making reading important and educating our children. It

134had everything to do with I'm angry at this one little piece of thing that that is happening. I don't like it. So, I'm going to go over there and show them that I can't read to kids. Cool. Please do that. But it really didn't it really it probably has fizzled out since then. And I don't mean that in any way other than that's what that's what we see sitting here is that you all try you put the effort in. You try to make announcements. You try to have events. You try to make sure that these things are well informed. And I think the last time I tried to send an invitation was, "Oh, we have to get a formal invitation in order to be able to blah blah blah." Well, then whatever the formal formality

135is, let us know so that we can make sure that you are there. You are speaking, you have an opportunity. I don't want to be the one that had to speak anymore. Let them have to have the floor if that's what they need to be able to join us in this entire mission like Miss Vance is saying. So, we don't have to go through a whole plan process. All you got to do is show up and show our students, families, communities, everyone that you care enough. And it's not just the school that's trying. You know what I mean? Okay. It's getting late. Thank you, Mr. Diaz. Um I like I said, we can follow up and if we want to put anything on our retreat agenda, that would be great. we can really talk about

136it as a board, as a whole board. Number eight, I apologize to our principles. We'll move on. Our principal supports, Miss um Enriquez Benson. [Applause] >> Good evening, President. Good evening, President Wendia, governing board members, Mr. Diaz and everybody that's still left. Um, I have submitted my report in writing. I hope you've had the opportunity to read it. Um, as Mr. Diaz mentioned, for our attendance, we did slip this past month. It did go down to 88%. Um, we are following up with attendance contracts. Our parent leaison does home visits. Officer Bailey, he does check in with us weekly. Um and we give him students who are part of that chronic absenteeism and he makes home visits as well. Um we have done a lot of different incentives this year including popcorn for the class

137with 90% or better attendance for the week. We're doing monthly pizza parties for the classes with 95% or better. And then we have our monthly attendance challenges. So um I've attached the November one. Every November we get donations of turkeys and then we'll raffle one off for each grade level. Um, we are excited to announce that our prek program was assessed last month. Um, when COVID hit, we lost our four-star rating to a two star and we were assessed last month. So, we went back up to a three star, which is achieving quality versus the pursuing quality. So, they they worked really hard to ensure that we brought that status back up. >> Good job. Um, and the last highlight is we have dedicated a week before every break to do project- based learning. Um,

138this fall break, the week before fall break, teachers engage students in a project-based learning experience centered around a camping theme. Activities and lessons integrated math, reading, writing, art, and steam, creating meaningful and hands-on learning opportunities. Both students and teachers enjoyed teaching and learning together. Projects included building solar o ovens, exploring nature on walks, writing camping lists and stories, and wrapping up the week with s'mores. So, you can play the video. >> Attendance committee. >> Yes, we do have an attendance committee through our SFA solutions teams. um so they meet every two weeks >> quarterly goals and then um create action steps to go forward and implement those. >> Do you include like a parent or community member? >> We haven't. It's it's hard getting parents to come in. >> We do call for volunteers and

139then they either can't make it, something comes up, but we're trying to >> get the parents to come in and see the importance of being right in school every single day. Okay. Um we've decreased our absenteeism a bit from last year to this year. Um but we see a lot of tart we have a lot of tardies. >> Are they signing in? >> They have to sign them in. The parents have to get off and sign them in. So that is working. We've seen a couple stop because they don't want to get off and sign them in. Um but it's the same it's the same kids, same parents. >> I don't want to say excuses, but it is the same. I'm just teasing. Yeah. All right. Thank you. questions. Miss Vance, anything? >> Um, no,

140I don't have any questions. Um, um, what was I looking at? Um, I was looking at the um the writing benchmark data for kindergarten, the pre and the well mainly the pre. So according to that there was no child that was nonproficient. >> Which are you looking at? Did you say writing >> writing benchmark for which grade? >> Yeah. >> Or kindergarten. >> Oh, kinder. >> Um, yes. But then when they took the quarter one, we did increase because we did have a new student. Um, so we were looking at his writing and so that's why it went back down. But at the initially at the beginning of the year, we didn't have any in the red. >> Oh, okay. So, I don't I think that's the first time I've seen um the kindergarten the

141class come in and the um pre-EST, but >> none none of the students not proficient. So, I really saw that really stuck out for me. I'm like, "Oh, look, it's working." from prek to kindergarten. So I just wanted to acknowledge the students and um from that kindergarten class and I do see um all of them are decreasing in the nonproficient um so I wanted to um just mention that. Thank you, Mr. Enriquez Benson for the report. Appreciate it. [Applause] >> Please have to welcome Miss Jolin Beay. >> Jolin Beay Lewis. Thank you so much. >> Good evening, President Wendia, board members, Superintendent Diaz, and um everyone else who is here. Um so we have an attendance committee uh with our SFA solutions team who meet at least twice a month. Um and we have um

142it's not just the committee but we also get um ideas and feedback from our staff to help as well and give us ideas. So it is a a schoolwide effort as well. So I would like to highlight that um for the first quarter and for the month of September that all classes had 90% attendance or better. So and then we also had 24 students with 100% attendance. So, and during our last assembly, we did recognize those parents by giving them an award for um getting their students to school every day. Um so, congratulations to those parents. And for the chronically absent students, um we we do not have a parent liaison. So, um, our staff have has taken on that role of putting on that hat. Well, multiple um staff and so we we're not

143as fortunate to go out to all the families. So, what we're doing is we are going to be sending out a letter to all the parents um who have missed more than three days and we're going to have them attend a meeting with the with admin, the counselor. um we're gonna cater to them on one day all day we're gonna have the office open to where they can come in and sign the contract and see how can we support them by giving them resources. So we're trying to think outside the box since we do not have a parent leaison and how can we support the our families and so another highlight for this um this month of September is that we have exited from being an comprehensive support and improvement low achievement school. So that's

144exciting. And um this month we are it's not uh well I did mention it in the um in my board report that October is anti-bullying month. Um so thank you to our superintendent who helped us kick it off. Uh we have a bullying anti-bullying pledge that we have our our students, staff and um outside agencies if they are available to log into our morning announcements. And so thank you to toa for being our first outside agency for doing it. And so every day there's somebody different on our morning announcements to help uh promote the the anti-bullying for this month. And I hope you were able to see our newsletter online. We tried to share as much information to the families and let them know about our attendance and some of our data as well. But

145I know we'll be talking about our data later on this month. Um and then um congratulations to our first pageant of Miss Aam the hono watch Mashkamakur um our which is Haley Lopez and our first attendant Aaliyah Cypriano and our second attendant Analia Geronimo Marissa. We can show the video. Did we get the answer? >> Uh, questions from the board. Anything? No questions, but congratulations on the above percentages for attendance since July. >> Thank you. >> No, thank yeah, thank you so much for the report and I'm always super excited and wherever I can help, I will. So, I'm glad we were able to do that thing virtually and it was fun. So, thank you. >> Thank you. One more thing. Um, and I'm looking at the pre-EST and the quarter one benchmarks and um,

146I see a lot of improvement, a lot of change, especially from the sixth graders, but all of them, all of the classes. So, congratulations um, to all the students, all their families, and thank you to all the teachers for their hard work. Thank you. I will let him know. >> Thank you, Miss Piggy. Miss On your hand for Miss On. >> Hello, President Buendia again. Miss Kathy Vance, Mr. Ruben Diaz, everyone here. Um, so our highlights for this month or the month of September was our CTE automotive students were able to go on their first college trip and that's thanks to the grant writing from our CD CTE directors. Um, one of them's in this room. And then the next highlight was four of our um, BHS students were able to go to Napis and

147learn to advocate on behalf of the nation. And so those are the highlights for this month. And then if you look at our attendance, it dipped a little. It's following the same trend as it looks like Miss um Enrique has been since where we're not we're not in the 70s. We're just a little lower than we've been. You know, we were really close to that 90 before, but we did drop a little bit. And then the things we're doing at our campus for um attendance is we actually have our parent leaison doing the home visits and checking in. Um that's not giving us a successful return. Um it's being done but it's kind of we we're not seeing improvement is what it is based on that. Um we also have um a gift card. Our

148incentive because we have older kids um is um a gift card and the winners of the gift card will be presented at the awards assembly on Friday and then that's it. Mr. >> Do you have an attendance committee? >> No. Just the leazison. >> Is it too advantageous as far as Okay, just a question on attendance. Um, and I only say this because I feel like it might entice families or parents, but feel free to throw it all the way out the window. participation in like promotions and or graduations and or those types of things where we're celebrating our students. Now, let's say whether they are or majority of them that are going to participate in this are probably at school, but are there those that you might see that are not at school that

149it might be an incentive to say if you were not here x amount of days, you can't participate in those types of um ceremonies or celebrations. And I just say that because I I feel like it might entice or incentivize families as opposed to the student because if they want their student to be celebrated in that way, then they sure better make sure they're at school. Just an idea. Don't you know just I mean I just think I was just thinking off the top of my head, but that might be something. >> No, that sounds great. Um, however, with it not being in policy, we can't do that because what's going to happen when I decide to draw that line, they'll be calling you personally, Mr. Bendia and Mr. Diaz. Um, >> fine. We've put

150ourselves >> just just if the precursor >> we're the bad guy, but I mean I I don't mean that in any way other than we need to somehow get people's attention. >> It's important. >> Sorry. Um, one thing I've noticed is in other school districts they have attendance policies. We do not have an attendance policy. Um if you look at other high schools especially um in the areas um if you miss more than 10 days you do not get credit for the semester because the reality is it's aligning to the lines and that's your incentive. Um without an incentive like that you can miss 80 days and if you still somehow pass the class you get the credit you get through. No, I agree. And I think like like I've said before previously, if there's

151anything that we need to review and make sure that we're looking at that that it be something we look at. So, thank you so much for >> real quick. So, you said you don't have attendance an attendance committee. >> No, we do not because we don't see the results of let's say well one is doing the home visits. when she does the home visits, the students and the families that are keeping the students absent, it doesn't matter at this point because they're going to keep their child home. And my guess is there the parents that have been coming along as Miss Enriquez Benson said, there are certain groups Yeah. that are just consistently like that and it's learned all the way through >> is what it seems to be because >> it's more than one.

152I know one I can think of one family and one that's like what else do I do? We've gone out there three times and they come and when there's a certain sporting season their attendance is a little better but it doesn't work for the other part of the year. >> So >> that's really sad to hear. >> Yeah. really sad. >> Um, and I think that more emphasis should be put, I guess, at your campus when it comes to the chronic absenteeism and this thing that we're looking at the camp maybe a campaign. Um, but I think that because it's been consistently below the 90% for a a while now that there should be more emphasis on that committee. I mean to because right now you don't have a committee so nothing's being really done.

153But if we're going to approach legislative or HRDC and say, "We've been doing everything we can and then your site doesn't have an attendance committee when all the other sites do and and your site is lowest in attendance, then we're not doing everything." And I think that should really be thought about as far as an attendance committee to figure out how to get those students, those families to really understand. I mean, you saw the this the students that were here earlier that really it it really does affect them, their futures. And I don't know those families really understand that. I mean, it's just it's just really sad to hear that the that they still keep their students at home even though >> just just putting >> I guess that's why I was thinking I mean

154to the to all everything that we've been able to observe and everything that as far as when it comes to not only site visitations but overall looking at not only miss but even previously what we've seen it's really not we can't really put too much blame andor look at what they're not doing but I think we need to be more advantageous and creative in the ways that I think even the board like we were saying can put emphasis behind it and that's Mr. DS. I'll make note of maybe there is things we need to look at when it comes to that campus. I know nobody's going to like it. I know everybody's going to be mad, but at some point it's foot to fire on whether or not they're going to not only be present,

155but they're going to participate and they're going to um part participate in said celebrations or babble days or whatever. They probably come for the fun days, but they don't want to be there on the days that they need to be. Um and that's really not I guess if the liaison isn't having any success then maybe that that in itself is what can be at least a reported as in as in place of whatever an attendance committee may or may not be able to do. But I agree it's not not nice to hear and I don't think it's it's to say that you guys aren't doing everything you can. Um, but Mr. Diaz, I feel like let's put some heavy emphasis on coming together to see what we can do about making sure we have a

156very tight and I'm going to guess say at this point strict attendance uh policy and or guidance specifically for our middle and high schoolers. And be very upfront that either the parents and community They're going to participate in that with us by either it's a study session or a public hearing or we're going to make the determination that this is what it's going to need to be and leave it in the hands of let's get the students that are present to the degree that they need to be achieving and and and and the make them the focal point. Stop focusing on these people that are just not going to be at school. Deal with it. sorry and to say it that way, but I don't want any more effort to be put on individuals who

157are just not going to care, not going to come and push it more towards the students that were just here this evening or students that really want to aspire to to do something and make it worth our time. I mean, our our teachers and our everyone come so far away to help our students be here, learn, and then we end up getting sniped for for not doing the one little thing, whether it's calling a parent or making sure that they're included in some sort of discussion when you know all the way through your your school years, it's important to be at school. So, um, >> on a side note, I'm sorry, just on a side note, I was just going to say if you look at the trends in the state and with absenteeism, it

158does grow higher. The percentage does grow higher as they get older. >> So, it's not So, the reality is, you know, the littles are a little better just overall in the state. So, just we're not a freak on the side. >> No. No. And that's what I think I'm trying to make sure to express is that we can we can get mad at you all we want, but there's really nothing that you can do when it comes to even a 17 or 18 year old that just I don't want to go, don't need to go. Um, but maybe it's also an opportunity to give something like this as a really high priority or goal to our student council representatives that were just >> NHRC whomever you know. Hey, so sorry >> video, >> Mr. Bates.

159anything you want to expressly like make sure we didn't miss >> um I have a question really quick um on the um benchmark there's no um there isn't no uh pre-est >> the pre-EST isn't on there because you'll be looking that on October 26 in depth So it was not, you know, that's the retreat day, >> so it'll be on that. Yeah. >> All right. Thank you. >> Awesome. Okay. Thank you, Miss. >> Thank you. >> And we can move on. President Mia, uh, we will have a double presentation for the accelerated next month. >> Okay. Thank you. Thank you. Uh, number nine is our barbecue and rice school district company board member reports. Miss Vance, is this you? Go ahead. >> Um I last month I um when I attended the law conference I

160didn't have my uh report ready. So I asked if it could be added on this month's report. So um that is what's in in there for my board report. But I also did attend the um the pageent the um intermediate school. I believe that's the only thing at that >> the game. >> Oh, homecoming. I forgot I was at the homecoming game. Thank you, Ruben. Ruben was yelling the loudest on on the bench. So, thank you. >> Okay, if that's it, Miss Sorry, number 10 is our barbecue and my scooters superintendent report. Mr. Uh, >> President Mia, members of the board, um, colleagues and members of the community listening. Um, there's a few um, based on some of the initiatives, um, I did ask some of my directors um, to be able to present um,

161and um, my coach um, first I would like to call on our district math coach, Miss Kinsey. um based on what they're doing on curriculum instruction, one of the emphasis is is AVID and the way they are collaborating supporting um our students through AVID as well as some teachers that have been exemplary as well as our counselor's efforts in in in in supporting our students. Please help me welcome Miss Kinty. Let's give a round of applause. Yep. Gave no instructions other than no and yes. Um so while that takes a second to load, um I'm just going to cover some brief highlights. Y'all can um kind of go through and read it at your leisure if you would like. Um, so main title is district math coach, but I've also been um I've taken on

162the AVID district director role for uh last year and this year. Um, and so one of the things that I wanted to do this year was to um highlight just some of the things that are happening with regards to Avids that you all know. Um, it's sometimes hard to see Avid and say this is the thing that is Avid. um because AVID is an underlying system for education. Um and so some of the things that I wanted to highlight about this is that AVID really is a college and career readiness system. Their mission is to close the opportunity gap. Um by preparing all students for college and career readiness in a global society. Um they have shifted over the last couple years from really a college readiness to a college and career readiness which I

163think is a lovely switch. Um at the elementary we have AVID the AVID system at the intermediate and the secondary campuses. Um the AVID elementary really focuses on schoolwide systems and the secondary is really focused on the AVID elective classes which we have one class per grade level. Um and then also AVID is um supports teachers through professional learning opportunities as well. Um, and it really enhances the model of instruction um, with collaboration. Um, I don't know if you want to scroll. >> Oh, I have the keyboard. Oh, that's a lot of pressure. All right. >> All right. So, um, kind of here on this front page, we just have a picture of Mr. Me there. Um, teaching some of his AVID freshman students. Then just some photos as highlights on the right hand side

164there. Um, we have our AVID statements and classroom norms. Um here is a graphic organizer that is one of the pen or the one of the pillars of AVID which is Wicker um writing, inquiry, collaboration, organization and reading. And so this is an example of teaching students how to organize um their time, thought and materials. And then in that last photo is a professional learning um that was done at the secondary campus focused on wicker strategies. Um so here at the top we have our AVID day which was in September. Um and so uh in an effort to recognize the AVID um system, the AVID programs, this was um globally. Um students were asked to fill out because of AVID eye statements. And so we have some of them there. Some students chose to be

165photographed with theirs, others just drew photos and said take this. Um so that was a highlight that we had of celebrating AVID day for 2025. We also here have a site coordinator and a former AVID student highlight. Um, our site coordinator is Miss Megan Haley. She's been with AVID for 14 years and four years as a site coordinator. Um, and it I know it's hard to see there, but she says that her favorite part of AVID is that it gives students the confidence to pursue their dreams and the tools to achieve those dreams. Um, so AVID is really focused on that like relentless pursuit of what comes next. Um, and then as a former AVID student highlight, um, Miss Abriyazi, um, she was a six-year AVID student. She was a BHS class of 21. Um

166she's currently active duty US Navy. Um and so some of the things that she said is that Abbott has given her a method to study um when it comes to ranking up um and and also her education with the Navy. Um Abbott has really supported those study skills. And she also said that it helps her manage her time and organize herself and work well in a team. Um, so those are just some of those life skills that we talk about of like I know Miss Vance mentioned with our students of um the eighth grade math students, it's really getting them prepared for what comes next. Um, and so AVID, the AVID elective is a support system for um, supporting our students as they look at what comes next after high school. Then we have our

167two AVID elective teachers. We have Miss Anna Dalton and Mr. Joseph Me. Um, Miss Anna Dalton is our AVID 8 elective teacher. She's been with AVID for 15 years and she said that one of her favorite parts of AVID is that it really encourages students to challenge, advocate, and take risks for themselves in order to reach their goals, which is really what we want our students to do if you look at our mission and our vision statement. Um, and then Mr. Me here has uh he is our AVID freshman elective teacher. He's been with AVID for 16 years. Um, and he said that some of his favorite parts are helping students with planning and prepping what happens after high school, but also what's currently happening in high school. Um, helping them plan for their future

168college or career goals. And then his why behind AVID is just to monitor student academic progress and take action steps to really get them on the right track. Um, and then I liked his last statement, the future starts with the now. Um, so kind of being aware of what we're doing now and how that impacts us as we go. And then last but not least, two quick little highlights. Um, Junior AVID did some research on college and careers. Um, so again with AVID shifting away from just college readiness, it's also looking into what are some careers that are viable for students. So students are able to choose what they wanted to research and share with their peers. Um, and then at the intermediate campus, we've engaged in some professional learning. And this is teachers working

169collaboratively, engaging in instructional strategies as learners that they can then take to their classroom. And so this was how um they could define what Wicker looks like in their school. Um and and so that they're getting ideas from each other as well of like this is what I'm currently doing with regards to writing, inquiry, collaboration, organization, or reading. I know that was really fast, but it's available. Peruse it at your leisure at a later date. Tried to talk fast. Any questions? >> Thank you, Miss Ky. Thank you, Miss Kinsey. Thank you. Thank you. Um um the second uh director that I asked to be ready uh to share some of the priorities that we have as a district. Um I know sometimes out in the community u the word is the district is not doing

170anything about it. Um but we are um we do have an emphasis on anti-bullying campaign and also some support uh for for available for parents. Um, and I have asked Miss S to give us a summary of where we are on that campaign. So, please put your hands together for Miss Cordin. Um, so she can give us a summary >> social there's also a link for that video. You can actually play it right from that report too though. That very first link. Yes, please. So, a lot of you guys have already seen this, but I want to recap, especially if some other people in the room may have not have seen the mental health resources that are available. So, there's different topics that are offered throughout the week and then once a month there's also

171the ask therapist event. For any of these events, if you sign up um and even if you can't attend it, they'll send you a recorded session of it. Um, with the on demand courses, you have stuff on anxiety and depression, on bullying and child development. Um, they have added a course specific for our group, too, for grandparents that are now raising children. Um, so I know that's been something that they wanted additional support on. I can get this to go down. >> Okay. >> I tried that. Oh, okay. Now it's ready. Okay. So, um so they have the link there for the last um ask therapist event. The next one is coming up on the 21st of October. Um went over the mental health providers. The other things that we're doing on the campuses are

172getting more and more providers to come in. So the ready for life grant their groups at the intermediate campus focusing mainly on healthy relationships is starting tomorrow for um the female group. The male group we still have to have 15 students minimum. So we're trying to recruit additional students at the barber middle school for seventh and eighth grade. Those groups will be starting tomorrow. Um over at the alternative campus we have the center for mind and body medicine through um to behavioral health that began that skills group and this is their second week was a group that was held today. So in um all different sites are doing stuff for the National Bully Prevention Month and then at the community event we will have a counseling table for it. Um, I want it to go.

173Can we Can you go on to this link right here, too? On the one, let's see. Okay, right there. Where has bullying stopped the cycle? So, this event um already took place, but it's going to happen again on the 14th, but it's late at night because it goes on the Hawaii time. So when you actually go into the it gives you the additional res resources. Try the select your state then let you do it from there and then the school district should have taken you directly to the bullying. Just scroll down then they kind of referred to it earlier about the different resources. So when you get to the bullying one you'll be able to see okay you can do a deep dive and replay the the actual recording from that event and then it'll

174give you tips like here's what you can do about bullying, here's how you can talk to your child, steps to help support your child, steps to work with the school. So all of that information is available. We also have the link live on the district website for anybody to be able to make a bullying report. So from the Babe District under helpful links, you can find that um and then you do not have to submit any information like your name when you're reporting the bullying. So, there's lots of cases where bullying comes forth. Um, and the schools do actively work on it. It's very rare when someone presents a case of bullying that all the information is present at the time, but there's a lot of layers that go into that and figuring out exactly

175what the truth is, bringing that stuff to the surface and getting any individuals that need additional assistance, those supports in place. But it's not something we ignore or take lightly. question. I think just it's it's not it's still a concern. And I don't mean that we're not trying to do everything we can, but I feel like there's there's what I've seen and what I'm able to hear the ground is that there's There's a level of disconnect that we get from outside entities coming into a situation and or instances that they really don't understand. I don't mean that because probably they have been here long enough and or maybe do, but there are still instances where even that trust opportunity or even or even taking a student uh seriously. Not saying that you aren't, but this

176is just the feeling um where they don't feel confident that they're being treated respectfully and or even given the opportunity to be able to feel confident that it's something andor something is happening. Not that they need to know what is happening, but that they should feel like, okay, I did what I'm supposed to do. Let whatever needs to be be. Um, so my my my question is this is all good, but where is the actual stuff that we're doing here with not only having ourselves are teaching, but using our skills and our understanding of who we're serving to not just hand off to some third party uh assistance and or a website and or a video or here's tips on how to deal with it. What are we doing that is actual on the ground

177understanding of situations that we know are highly exacerbated because of just many different factors. But it's not as simple as we're dealing with it to me as a parent, as a community member, as a board member. We're dealing with it makes it sound like it's dismissive and well, you're not listening or there's nothing we can do about that. So, I'm just expressing and I'm not saying that anybody's doing anything wrong, but I think that needs to be very heavily emphasized from the standpoint of when we're dealing with community members and trying to direct them where they need to be or who they need to talk to, that's the immediate feeling that I get when it's like, well, never mind because they're not going to do anything for me. And I don't like that. And that

178goes in the sense of maybe this also adds to the absenteeism things that we see. So there I think are factors that we're that maybe we're missing as um as a board member I can't do anything other than pass these things on to Diaz or make sure that they're going through the processes that are they're supposed to as a as an individual. Um I know that there's probably things that I could do more more what do you call it like if I do more One of the things that I saw because it's not this it's not we're not the only school that deals with this but one of the things I saw for one of the BIE schools uh in Oregon they have native students from all across all across the nation. And what they

179had them do which I thought was really neat was they grouped them up and they actually had them record a video or put something together to say here's what bullying looks like to me. Here's what's not cool. Here's what I don't want to see. Here's how that makes me feel. So that those students that were there felt like that is somebody I can identify with. I understand what they're going through. You know what? Maybe I shouldn't give them a tough time about how dirty their clothes are or or what things that they're dealing with at home because I know personally they don't have a dad or their dad drinks or all those things that that make people feel like they're, you know, like they can pick on you about that. And I thought that was

180really neat. And that was just today that I saw and I said, you know what, I'm going to speak about this today because not knowing that this was going to come up. Not that we we didn't have a discussion about it, but I was like, that's actually really good because it puts them into the into the mindset of these are the same high school age kids. We're putting together this video and at the end they actually kind of said, you know what, even though we were putting together a video, that's really what's been said to me and I don't like it. and it gave them more of a sense of like okay saying those things the way that they're saying it and I'm sorry but I think that it does have to be very real

181as opposed to not and I don't want to say that parents are going to want to participate or not but I think it's an opportunity for students themselves to become the leaders in the sense of this isn't this isn't okay at those higher grade levels where I think or even intermediate whatever it may be but I think there's probably a level of ways that we're going to address it. But I thought that that was really because like I said, like it's been said, absenteeism is not just at BUD. Bullying is not just at BUD. And sometimes, sad to say, it's our families or our parents that need to be sitting in some of these some of these um sessions about what does or doesn't make me feel well. As a person sitting here trying to

182just learn for the day. So, I I appreciate that it's here, that it's there, that we're doing it, I think there's just more opportunity for us to really kind of nail down how do we really nip it in the butt. And again, if there's something that we need to do as a board to look at policy, to look at there's ways or means to do that, not only to protect our students, but our staff, parents from parents sometimes. Sorry to say, but yeah. And it's it's it needs to be put in that way. This is what you're doing to me when you come in here and do that. But >> I would love to see student older students do it for younger students like do the role plays in front like we'll do so to

183break down the steps obviously we get the complaint we're going to speak to the parent. We're going to interview the kid. We're going to interview all the other kids and then we do restorative circles. We do mediations. We um do home visits. We do depending on where we can get up meet with that kid or that so that students not coming to school because of bullying. Whatever we need to do to get everybody together and get the air cleared out and find out the reasons behind it. But I love your example of like the idea of doing that. But if we can get older kids to like do it a few grades lower and like do a role play and then do and then give real life scenarios. This is was said to me, this

184is how I felt. Then I later found out this, you know, and for the other kids to see it to see, you know, it's not the same us doing presentations or other adults doing presentations. And it can be really kind of fun doing some role plays with the younger kids and then getting them to, you know, use that voice like, "Don't ever do that to me again." and watching kids stand up for themselves. It's not the same as watching another youth present to them. >> Yeah, agree. That's right. I leave it with you all. That was just something that I thought was really neat >> and it would be really I think there are some really amazing students that we could probably tap into. >> Maybe some student council kids. >> That was just what

185I wrote. >> Yeah. >> Okay. Thank you. >> Thank you so much. >> Thank you, Miss Gordon. Let's give a round of applause to Miss Gordon. Uh thank you for your support. Um I'm going to try to go as fast as I can on the next part. Um I want to u give a shout out to the 301 leads. Um again, they're volunteers. Uh this is something that they doing um on their own time. And thank you principles for supporting the 301 leads and and giving them the time that they need to be able to get this uh done. Um, a shout out to Miss Enriquez for welcoming us on the group ILT so we can uh see the um the practices that are working at the primary um and give us the opportunity to

186also reflect um and how we want to carry on the early strategies our students are learning um all the way to high school. And um congratulations to our math teacher. Um, I want to also thank HRDC for um, including us in the agenda and for being willing to schedule us in the near future. Um, I want to thank again all of the staff that have been supporting um, especially the business office um, in in helping us with the audits. Um, special thanks to Miss um, Saraphicio. She continues to work on our book and and our scope and sequence. The more we worked on it, the more things come up. um in the book it continues to to take um life um in in in different aspects. So we're looking forward to presenting the project to

187the governing board. Uh but again we we continue to spend time in um adding additional resources and support for teachers. Um we'll probably provide what we have so far u but we still continue to work on it. Um a special thanks to um the high school uh leadership constants for um supporting us in taking students to Naf and and being flexible to lend us some of the staff so that they can help us uh shop around the students. Um I'm very proud of the students and next month we're going to be able to see um the their video they're putting it together. So congratulations. Um thank you operations. out of 106 uh work orders uh 856 have been completed. Um and thank you Sunrise House for welcoming uh the students uh exceptional ed students for

188workbased learning. Um and transportation. Uh can you open the the report for transportation? I want the public and and our members to be the very first shot. Look at that shot right there. Um that's I I want to give you on memory take you back to memory lane and what our transportation department look like versus what it looks like u now thanks to the um our business office our grants and our director of transportation u Mr. be for um in such a short time turning it around. Um and also to parents that if a student a students um are chronically absent, they don't have an excuse. We have a reliable transportation. Please continue to take advantage of it. um for the uh family and community engagement. Um uh this month I got to see 5,246

189pounds being delivered um to families um serving 197 homes and 371 students. Thank you for that. And um the that's what I have. So at this point, let's play the video. Um, special thanks to our district affair manager for putting together um this our summary and all of the pictures to be able to uh show um what we did during se September through the lens of the superintendent. Is that it? Okay, we'll continue. Number 11 is our coaches and club sponsors. Once again, board members and community or people, this uh these items have been already been approved. We're just naming individuals for closes and club sponsors, primary Teresa Cypriano for OA, Amy Spot for and Vanessa Holmes, Kaylee for running and Honey Munes and Charel Bernado for STEM. Number 12 is the first reading of

190the Arizona School Boards Association policy advisories 917 through 958. Just for the record, this is the first reading of set policies. If there board members um if there is or or if after review there are any questions and or changes that you would like to see or be made or have questions to, please make sure Mr. Sper, Mr. Diaz have um those ahead of time before our second reading. Uh before we move into action items, I am going to ask for a break and I'm also going to if you do not have anything else left on the agenda, excuse you for the evening. So thank you so much for joining us. We'll take a fivem minute break. Thank you. [Music] We're ready. >> Okay, we'll go ahead and call the meeting back to order. Moving

191on with the agenda, letter F is our action items this evening. Uh, I just want to confirm, Miss Miss Sylvia, you're still with us. Okay, cool. We're moving on to um action items. Number one is discussing and possible approval of the second reading of the Arizona School Boards Association policy advisories. Are there any questions or comments to the item? If not, a motion to approve the second reading of policy advisory 909 through 9:14. Is there a second? >> Second by Miss Vance. All those in favor of the motion, Juan Bundia, >> Kathleen Vance, >> Sylvia Hendricks, >> Silia. >> Motion carries. Number two, discussion and possible approval of the fiscal year 2025 annual financial report. Uh, Miss Clementina, >> um, can you put the the third one, please? So I'm I'm just gonna just do

192a brief presentation. So the student enrollment decreased in fiscal year 2025 just by a few students. Um in fiscal year 24 the ADM was 974.0695. There was a decrease of 39 students. The number of meals served increased by 3, compared to fiscal year 24. They served 203,723 meals. So in fiscal year 25, it was 207. It's just not working. And you can see that uh we spent most of the budget. You can see and I added the pages. I don't know if you had a chance to look at the forms. Those are actually tied back to the actual AFR. The maintenance and operation is on page 2, line 32. And the total expenditures were 13.1 million. That was an increase of 72.1% because as you remember we we were told not to um save that

193money. So we actually spent more than the prior year. Um 72.1% more or 5.4 million more than the prior year. And classroom site fund. We spent $1 million $1,74,530. That was an increase of 12.1% or $116,23 more than the prior year. What's going on here? And in the instructional improvement fund, we also spent a little bit more, not too much, um because we were able to hire a parapro from that fund. Um it was a increase of $12,48 but the total that was expended was $30,949 and that's also part of the teacher salaries a small part. Um you can see that on in federal grants that's on page five line 21 8,341,000 was expended in state grants 145,613 was expended and all other funds was $6,646 for a total expenditures overall funds of 28,77 $77,250.

19454. And this is just a breakdown of how the M expenditures were spent. So you can see that the bulk of the expenditures, the salaries and benefits. Um the actual was uh the budget was 9.7 million and the actual expenditures was 8.5. The and that's the function 61 and 6200. So that includes benefits, professional and technical services function 6,300, the budget was 309,000 and we actually spent 28,000. So you can see that there was money left over there. Um on the third column, the difference for purchase services, we budgeted 720 and spent 785,000. So we went over and other purchase services function 6,500. The budget was 2.3 million and we spent 2.7 million. Supplies the budget was 391 and we spent 851,000. And other 6800 function we budgeted 51 and spent 29,000. So overall the

195budget was 13.5 million and we spent 13.1 million leaving 473,380 in the budget in the fund balance almost $500,000 and that's just summarized and this is also summarized is the classroom site fund we budgeted 1.5 million expended um million and have a remaining budget of $463,463 that gets carried forward. >> Is that per site? >> Is it what? >> Per site. >> It's total in total. Yes. Mhm. And then oops. >> Nice per site, right? >> Just kidding. impact aid we have had a budget of 21 million 21.5 million and I shouldn't say budget it was the fund balance um and the actual expenditures was a lot more than 4 million but we moved all of that into M and um there was a transfer from M I'm sorry from impact date to M to

196cover whatever shortfalls we don't get from um taxes And the remaining fund balance in impact 8 is $16.5 million. Are there any questions? >> Questions board. >> Go ahead. Your uh memo. >> So the memo um that The memo requires is just stating a little bit of the background. The fiscal year 2025 annual financial report must be submitted to the Arizona Department of Education tomorrow, October 15, 2025. The annual report represents the district's fiscal year 2425 expenditures along with revenue and the beginning and ending fund balances. Um, by November 15th, the district that maintains a website must provide a link on their website to AD's website where the district's AFR can be viewed by the public by everybody. Um, the administrative recommendation is that the governing board approve the fiscal year 2025 annual financial report

197and authorize the web-based publication of the annual financial report as required by the USFR and Arizona Revised Statutes. And you'll also be approving the school level reporting as well. I don't know if you had a chance to look at that. And so that's more by site and you can toggle on the spreadsheet um by school if you want to see it that way. >> Thank you. >> You're welcome. >> Questions? If not, a motion to approve the FY25 annual financial reports and authorize the web-based publication of the annual financial report as well as the USFR. Is there a second? All those in favor of the motion Juan Bonia >> Kathleen Vance Sylvia Hendricks motion carries you number three discussion and possible approval of the barbecq secret chair performance pay plan Mr. How do you want

198to I didn't I guess board members I don't know if there was anything expressly um on the 301 plants to discuss otherwise a motion to approve. Is there a second? >> I have Miss Vance miss. All those in favor of the motion, Juan Bondo, >> Kathleen Vance, >> Sylvia Andrews. >> Motion carries. >> Thank you. Motion carries. Number four is discussion and possible approval of job description for schoolyard schoolard monitor. You want to do this, Mr. Diaz or Miss M? >> This is uh something that I'm I'm bringing to your attention. Um, in an effort to maximize the current staff that we have, um, we have a couple of transportation staff members that we can utilize as, uh, monitors or yard monitors. And, um, those uh, transportation staff members that do not exceed the 40

199hours uh, per week, they might be eligible. and in an effort to bring clarity as to what is expected of them and in an effort to bring more support to our administrators so that they can focus on other things other than to be being part of being a yard monitor. Um this is one way that we can maximize our staff and use our um our maximize what we have. So it is a job description that I'm bringing to your attention for approval. Uh and this will be again clarity to the principles to say how you can use the yacht monitors and what you cannot. Um and as well for those that are willing or interested in in um participating in being part of the AR monitors um they can sign up or apply for this

200position. Any questions? >> Uh no I was going to ask but I just it says that they will be at the current minimum wage in place when used. That's that's what the compensation will be correct. Okay. Okay. Uh there are no questions. Motion to approve. Is there a second? Second by Miss Kathleen Vance. All those in favor of the motion, Juan Bundio. >> What's up? >> Kathleen Vance. >> What's up, >> Sylvia Hendris? Motion carries. Thank you. Motion carries. Number five, discussion and possible approval of the ratification of a war Indian Oasis Middle and High School roof repair project IFB 2022-04. Mr. President media, members of the board, um we still finding items that should have been done. Um um these two projects as part the board needed to approve them. Um even though we

201have started uh these projects, this is something that should have been done um back in 2022. Um but we ratifying um these project it can be approved by the governing board. So it's the same for this project project. >> The next item >> with that uh any questions still yet? Are you okay? >> Your motion. Okay, I'll second the motion. >> All those in favor of the motion. Juan Bondia, >> Kathleen Gass, >> Sia Hendris. >> Motion carries. Number six. Uh again, as Mr. Diaz had mentioned, I'll motion to approve. Is there a second? >> Second by Miss Sydri. >> All those in favor of the motion, Juan Bondo, >> Kathleen Vance, >> Sylvie Hendricks. Motion carries. >> Motion carried. >> Number seven is the discussion and possible approval of the gifted scope and sequence.

202President Wendia um the governing board gets to approve um the curriculum and part of this particular position the gifted position we want to provide and utilize these scope and sequence. So I'm asking the governing board um to accept this recommendation to approve this scope and sequence so our gifted teacher can follow these uh guide. >> Awesome. Okay. Uh there are no questions. A motion to approve. Second by Miss Vance. >> All those in favor of the motion, Juan Guio. >> Kathleen Basso. >> Sophie Hendris. Motion carries. >> All right. Number eight, discussion and possible approval of the vote on ASBA proposal change. Board members. Hope you're able to review the proposed changes. If there are no questions, a motion to approve. Is there a second? Second. >> Second. My name is Vance. >> Uh Juan

203Kathleen Vance. Sylvia Hendris. Motion carries. >> Letter G is our consent agenda. Without objection, a motion to approve. >> Second by Miss Kathleen Vance. >> All those in favor of motion? Juan Bundier. >> Kathleen Vance. >> Sylvia Hendris. >> Motion carries. I was just shut the video off and just go over real quick five minutes or less. Okay. Um we're Miss Sylvia, we're going to go ahead and vote to convene executive session per 38-4 through 1.03. A motion second. Sorry. Second by defense. All those in favor of the motion, Juan Wendo, >> Kathleen Vance, >> Sylvia Hendris. >> Motion carries. >> We are now in executive session. Hang on, Miss Silia. Can I make the motion because I think >> we're not ready. >> All those in favor of the motion. >> Kathleen motion carries.

204>> Okay, with that we'll um wait, we reconvened, right? Letter J is our request for future agenda items. Number A, number one is the ASB conference 1217, 1218, 1219. Who's interested in going to the annual conference? >> I'll be going. I want to go. >> Silia. >> Um, yes. >> Should have contact Miss. >> Okay. Uh >> yeah. >> Okay. Number two is the DC virtual meeting October 20th. >> That's the attendance meeting and it's virtual. So if we accept they'll send the link again. Your meetings are >> Yeah. I might have to I might have to get with I wasn't able to get uh I wasn't able I could hear them but they couldn't hear me. >> And then one I didn't add was next Wednesday is the >> is that the county meeting?

205Puma County meeting. >> Oh yeah. 22nd. And I previously sent you guys your registrations and I'll try to remember to send them out again via email. >> Okay. >> Did you register us for it? >> Yes. >> Okay. You driving us? Can you drive us? Okay. >> I believe that's all I have. >> Okay. >> Anything else? >> Nothing. Nothing so far than the retreat stuff, but we can talk about that later. Yeah, >> Miss Vance. >> I know that um I had asked if we could u move the Tuesday meetings. >> We did. So, what are what are we doing now? I think he sent us a calendar. >> Remember, we moved next month's meeting to a different day for her for she's having her. Yeah, we moved her. >> Next month is November

20612th on a Wednesday. put a memo together for the classes. I don't recall what >> that's the next board meeting. >> Oh, okay. If nothing else, we can motion to adjurnn. >> Second it. Second by Miss Sylvia Hendris. >> I motion >> 9:12 p.m. we are journed. Thank you. >> Okay. >> So we present. It was impromptu. >> Okay. All right, cool.