BCSD Board Meeting 11/20/2025

001I don't have my piece of paper. I'm lost. I am lost tonight. I call to order the workshop for Bullhead City School Board on Thursday, November 20th, 2025 at 5:30 on the dot or 5:31 depending on which clock you look at. Um, roll call present. Melinda Sabraski, Charlene Dia is here, Fred Rushton here, Zerziki here, Judy Reid here. I'm going item 1.3. I'm going to ask that we table this until the next meeting. Um, this is the reading of the the the board uh policies basically and it's a whole bunch of pages. I just thought it was just an annotated summary because I only got the first page. Somehow I didn't scroll down to find the rest of them. So I didn't get to read them. I didn't get a chance to read them all

002either. Um because there's like a bazillion pages. Several pages. Yeah. Quite a few. So I need I'm going to move that we table that. Do I have a second? I second that motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Ziki. I Judy Green. You can ret the next one when you get Yeah. when you get to it. Just making sure. Yep. So, we're talking about benchmarks. Uh so, Madame President and board members, uh this would ordinarily be uh Mrs. Lot's spot, but she is on her way to Phoenix uh to for a meeting of that state committee that she's on uh for tomorrow. So I will try to uh be a good substitute for her. Um so you have a copy in front of you and then

003we're also showing it on the screen. Um I'd like to give you a little bit of background before we start looking at them. Uh some some of it's just reminders for you. Some of it may be new information. Uh benchmark testing is done second grade through 8th grade. Um and uh we did that so that K1 could continue to focus on fundamental skills. Uh we we still continue to do dibbles with K1 actually with other grades as well, but for sure with K1 three times a year for ELA and we're using the math screeners, the new math screeners that we have this year, three times a year. Uh so that gives us um similar information. Okay. uh the benchmarks uh the test items are based on the standards that are listed in the current pacing

004guide. So uh if you recall last year part of the job that our teachers did on those extended uh four extended days of professional development that we had was that they revised the pacing guides. What that means is that they look at the standards for the year for their grade level and they determine which standards are going to be taught in each quarter. So then they establish uh that pacing guide so that we have particularly for our three elementary schools uh that we have some consistency across the district in terms of which standards are being taught when and uh by quarter. Um, one of the things that Jen found this year when she was designing that first test, so if you recall, um, uh, you all decided that you wanted us to do the testing,

005the benchmark testing each quarter, so four times. And, uh, the prepared tests with our new testing system, the pre-prep test, they only had three. So we created our own initial uh first quarter test and uh so Jen worked from the uh pacing guides uh as they wrote them as they were written. One of the things that we have figured out looking at the data from these uh test results is that in some cases the grade level listed a standard that's a year-long standard and didn't break it down and say we're teaching these parts of that standard first quarter, these parts second quarter, these parts third quarter, and by the end of the year we will have taught it all. Um, and so because they just said they were teaching the standard, she designed the questions

006based on the whole standard. And so there may have been items because she pulled them from the test bank. She didn't create them herself. Uh, but there may have been items for pieces of the standards that had not been taught yet. That's just some background information. If the standard had been broken down by quarter, then the test items that she selected matched the items that were being or the parts of the standard that were being taught uh during first quarter. Uh related to that is that when we do the testing next month for second quarter, most of the items for any standard will be for second quarter. But we will also keep items in there from what was taught first quarter. So we want to make sure that students are retaining things that they were

007responsible for in first quarter as well. Okay. Questions about that so far. So we're at the same place this year with this with this benchmark as we were last year at from the first benchmark. Yes. But the difference is last year, remember the the benchmark test tested for the whole standard for the whole year. Well, that's what you just said this for some of them. For some of them, not all of them. And so that tells us one of the things that when we go back and and revisit and review and revise the pacing guides, the teams will have to designate. they will need to designate if it's a year-long standard as some of them are um uh which pieces are going to be taught each quarter. Okay, that further gets complicated and I had

008this later in my notes but I'm this is a good place to say it. Ad has decided or decided a year ago and has already been working on identifying from the standards for each grade level what they're now calling essential standards. That doesn't mean that we shouldn't teach all standards, but they're recognizing that some are critical, more critical than others. And there will be another change in the test that is taken in April where 60% of that test will be on the essential standards. So that means that our folks need to look review and revise the pacing guides again to focus on essential standards. um uh and and so split them up if they need to be split up, move them, do whatever we need to do, but keeping in mind that 60% of the

009tests in April will be on those essential standards. So, are we going to get um notification of what those essential standards are before April? Yes, we will. And in fact, for test them. Yes. So, we can already make start making adjustments. Yes, we can. and uh and that's the good news is that we can already start making some adjustments um uh in those things. So um but it also complicates things in terms of when we get the test results from that April testing, it then makes it real difficult to compare those results with last year's results. Yeah. Because the test is different. And then squirrel walk, a bit of a squirrel walk. This year is year five of the contract with Pearson, who does the state testing, which means that AD will be putting out

010a request for bids for a new testing system to start in 207. So, we could have a whole different test just like we did with this set. So, they do this every five years. And so, you know, it's it's a little frustrating because it's like a moving target and then when they change it in the meantime, you know, in the middle like or like this where there are changes before the last year. Um uh I I wish I could say to you that that is a new phenomenon. It is not. Okay. Uh it's just a fact. Okay. Um another Yes. You you mentioned that um like the next test for for this second quarter. Yes. That they're going to have the the standards from the second quarter and then also pull some from the first

011quarter. Now, are they gonna the ones from the first quarter? Are they going to pull the ones the students did real poor on to make to see if they've brought those? No. Well, not necessarily because it's the you mean Okay. They'll pull some of the standards, but that's one of the tests that's already prepared by the company. So, we're not choosing the items for the focus of those of those items. Ask them to include certain standards or anything. No, I mean, it'll be the same standards, but keep in mind, and this is another one of my little points for you, is and and it will make some more sense when we're looking at the specific data, the tests only have 40 items. So, you know, if we have 16 standards that have been taught during

012the quarter, that tells you that there are only going to be two and maybe a third item on any given standard. So Barb, an extension of that thought relative to your question is if there are only two items that have to do with standard X, one may be an item for that was taught during second quarter and one may be an item that was taught during first quarter. It might or might not be. You know, both items might be second quarter items, but then that makes the information uh you know, it it just it it means we have to dig in, the teachers have to dig in, the teams have to dig in and look at what did which standard and which part of the standard was this item addressing or these two items addressing

013and um and what are the issues? And that's what they've been doing with these data from the first test is not just looking at um uh those overall things that you're looking at the charts. They're looking at which items for which standards, which addresses your concern, Barb, is that they really are digging in on if most of our students, if most the students in my class or most the students in say fourth grade did not do well on all the items or most the items on this standard, then we're going back and teaching it, reteing it. And um uh I'd like to say that's new behavior. I can't say it's new behavior. I can say to you that it has not been done consistently the last few years. And so it's now being done consistently

014where they're doing that item analysis and the result analysis by you know by those sets of items. Okay. um uh learning to use the data in a productive way um is it's not difficult but it means a focus. You really have to focus on okay what is this item or what are these items telling us? What are students lack of proficiency on these items telling us? So, I'll give you an example in math. Here's this whatever this set is and it students didn't do well. One of the things that they're doing and we have principles here so they can they can tell you if I'm lying or not. Um, one of the things they're doing is then let's say it's a math standard is going back and even though we only usually give the screener

015several, you know, set times during the year, they're going back and doing a screener for that particular thing to see where's where's the root problem here. Okay? Or if it's language arts, if the students didn't understand, I'm just using this as an example. If the students didn't understand the main idea of a passage that they read, what is what is the root cause of that? Is the root cause that they don't have the the grade level vocabulary? Is the root cause that they don't know how to decode multi-yllable words, which is much more a foundational skill? Okay. So if we have a fifth grader who is who or a set of fifth graders who are not uh being able to decode multiple syllable words, then that's a target for uh for um uh intervention for

016them. And that's how we use our title one people. Uh that's how we do some of our use some of our afterchool, you know, tutoring things. um or if it's a special needs student, then it's going to be something addressed in their sped classroom. So, digging down into those root causes um uh will will start making some difference in terms of students having more success. Okay. Um and that digging down deeper is is pretty new for many many of our people. Okay, that's a great question. Um, okay. So, uh, oh, one of the other things that I will point out to you because, uh, our sixth grade folks, I'm using them as an example because they're the ones who, uh, told us that they were feeling really bad about, um, uh, about students on, and

017I'm sorry, I don't remember if this is math or ELA, but I think it's math. Um, how they did, but they didn't get to the one of the standards. So they had the standards listed to teach in the pacing guide for first quarter and one of those standards because they had to go slower on the other standards, they didn't even get to that standard. So students did very poorly on the items on the test that had to do with the standard that had not been taught and they were feeling really badly about that. Um well, okay, I understand that. But they they're they've now taught it and so when they do the test in December, those items should look much better because they have now been taught and learned. Okay. But if we can't request

018that standard to be on the test in December, how will we know if it has been taught? It will be because it's in the pacing guide. the standard will be on and it and it should include what should have been taught first seme or first quarter and second quarter. So you're saying this is one of the yearly standards that Yeah, it is. It's one of those ongoing things that uh and many many many of the standards that that you know we teach are are not isolated. You know uh think about vocabulary. Okay, vocabulary gets taught continuously, continuously, continuously. And so the standard lasts through the whole year, but the pieces of vocabulary. So it might be that that first quarter and I'm I'm making this up. So don't don't hold those people in whatever grade

019level responsible for this. But let's say that uh the vocabulary for first quarter uh is very much uh I'm making it up. Uh very much nouns. Okay. And then in second quarter we add uh descriptors. We add adjectives. The vocabulary becomes adjectives. How do we enhance information about nouns? Okay. Well, okay. That means that if it were the old kind of test where it were for the whole year, the vocabulary words or the vocabulary items might have verbs and and whatever else that haven't been taught yet, but given what we're te how we're teaching it now, by the end of second quarter, it would have nouns and the descriptors. So, uh, um, you know, so that kind vocabulary is always going to be a year-long thing. Oh, yeah. Always. Okay. Um, okay. Want to make

020sure I give you all these background things before we actually look at the data. Uh, I've already told you each test has only 40 items. Uh, I've told you about the essential standards. Okay. I think that's the critical background stuff. So, okay. Okay. So, we're going to look at ELA first. Okay. These are our academic goals for the year and you will see them again as part of the strategic plan. Um, but this is uh the target for the whole district. So decrease the percentage of K2 in uh students in well below uh from beginning of year to end of year by 25% and increase the percentage of at or above benchmark by 25% as measured by the May 2026 MClass assessment. Do we have gifted students? Gifted students. Yeah, about 25. Yeah. So why

021aren't we including them? They are included. No, I mean there's not a separate class of gifted kids. They're they're in other class. I mean they're in regular classrooms. They're not their own class. We have 25 students identified K12. I mean K8, sorry. Um, so you know there would there's and we could go into all kinds of arguments about why you don't have those students just in their own class in elementary where you have just gifted kids in a classroom and u besides the numbers there are all kinds of reasons but yeah we have they're included uh the percentage of third through eighth grade students proficient or highly proficient in ELA will increase from 26% in fiscal year 24 so that means a year ago tests to 45% in fiscal year six which means the test

022in April on the AASA assessment. Um we typically write this goal this way where it's uh from the prior year not last not the most recent test the year before and the one coming up. And so u uh if you went back and looked at last year's goal, it would have said uh 23 and 25. So uh we consistently write it this way. Uh the proficiency of third through 8th grade students receiving special ed services will increase on ELA aasa from 8% to 18%. 25% of EL students will reclassify on a Zella from spring 25 to spring 26. And I will tell you this one was one that we did great on uh a year ago. Um uh we had 33% of our kids reclassify. State average is 12%. Wow. Okay, that was good. Uh

023so our target of 25% is um certainly a reasonable one. uh increase the proficiency of students experiencing homelessness uh by 10% uh as measured by the AASA ELA. So those are our goals that we're looking at these data in relationship to. Can we go back to the goals for just a second? Sure. So if we're moving the bottom to the middle by 25%. And we're moving the middle to the next to the top, the proficient. What's happening between the proficient and the highly proficient? Okay. Because it's saying the above at or above benchmark. Okay. Proficient is benchmark. Yeah. Proficient. And so it says, shouldn't we be asking some of those kids who are at benchmark to become highly proficient? A few of them, and we're not doing that. Yes, they're included in that 25%. They're

024included in that 25%. So that 25% is including the students that right now are below proficient and at proficient that 25% of that group that includes two groups students is going to move 25% not just the proficient group is going to move up 25%. Not just proficient the two groups are going to move together it'll be 25%. So it could be that there could be no movement in the proficient to the highly proficient. could be. Okay. And here's why here's why you need to here's how you need to think about that. Okay? We don't consider proficient or highly proficient or or uh partially proficient by percentages but so that so that you can have a concept of what it means. Proficiency and being improficient means being at grade level. Okay? doing the things that that

025we expect students to do at grade level. For students to score on any test on these tests on on AASA at highly proficient, that's probably only in many many cases going to be a very small percentage because it means that the students are functioning above grade level. or at a higher level of difficulty in terms of thought processes than the standards expect. Shouldn't we be promoting that too? Shouldn't we be promoting the the the step above the step that goes outside of the grade level? We're not going to teach outside of the grade level. Okay? We're not it we need to teach in the grade level. Now having said that we need to teach at a grade level and now having said that Melinda because that's a good point we have students who are up

026there okay just like with our students who are struggling either because of language or learning disabilities or whatever that we do a a specific identified things to address what they need. That's where our gifted students um uh where we are doing some things for them. So teachers are expected to differentiate. If they have a student who demonstrates proficiency on a standard the first time they assess it, then they're expected to do some differentiation for that student. But it doesn't necessarily mean moving them into the standards for the next grade. No, the truth. Yeah, it doesn't. It it can mean okay this standard we're teaching uh because the standard is written that we teach it to uh analysis level and that's what we're working on with other students. Then we are going to work with those

027students who already have demonstrated this to the next level of difficulty in the thought and and production level uh process. Okay. um an im a a visual that I used to use with uh classes when I taught was that too often we teach like skiing on water and that every wave is a standard and that we teach students to to ski across the wave. waves. Okay? And that if they can do all of that, oh, if they can do that easily, then we need to take them to whatever the next set of waves is, which is the next grade level when really what we need to do is to teach deeper to to to it's the opposite of the other image of higher thinking. I understand that. I understand that. I just think that those

02825 people are Okay. It's not 25 people. It's Oh, you mean the 25 gifted students? There better be differentiation going on in those classrooms. We expect it not just when they have a gifted class. So, at the junior high level, there is a class for gifted students. One class a day. So, that we should expect at least I see is 25. We have 2,000 kids. So, that would be it's 10. What? It's 1%. Mhm. So that means we should be able to see a little bit of blue on. It would be nice. Yes. And it would be expected. It should be expected. Seeing any blue? Not yet. Okay. First quarter. Okay. Great questions and I'm sure Jen could give you better answers. Okay. So, uh, here's second grade. That's the overall. Okay. Go. Wait. Okay.

029So we have at Desert Valley 10% at proficiency, Diamondback 10% at proficiency and Sunrise 4% at proficiency on the standards taught. That's 10% of 200 kids. Yeah. About So it's 20 kids that are proficient. They're working at grade level that everybody else is working somewhere below grade level. Well, 24%. The the yellow is well that's below grade level. Yeah. If you were remember when I was saying a minute ago, we don't think about it as the old grade term, but if you were thinking percentages, which we don't really like to think about, but if we did, the green is 75% and above. Okay. The yellow is 60 to 75%. Okay. So that's still in a general kind of way. But yeah, according to this chart, yes, that's still below proficiency. Yeah. And keep in mind,

030it's why I gave you some general information. I don't know specifically if second grade ELA is one of those where they didn't break down the standard. I don't know. Okay. Okay. We'll see. They may or may not have. We see what happens in December. Okay, here are all the standards that were taught in first quarter. There they are in the order of proficiency, not in the order that they were taught. So that's a critical point for you to understand. So what is 2 RF3B? Fortunately, Jen gave me a a cheat cheat sheet and I cannot tell you specifically what 3B is, but I will tell you that RF is Uh, oh, she didn't give me that on the cheat sheet. Okay, we'll just go for Stephanie. RF is what? Oh, reading foundations. Sorry, I should

031have figured that out. Reading foundations. Okay, so it's second grade reading foundation. Third B would be Yeah, I mean it's Yeah, it's one of the pieces in there. Um, uh, so 64% of the students, so they were proficient were proficient at that. I think this one is turned the other way. The other one's had the proficient at one end and this is the other. So it it's kind of misleading in and it is a little bit the colors help you though. You know the colors help you a little bit. Yeah. So RF is reading foundations. L is language. So language would be like uh spelling and grammar and um usage those kinds of things. W is writing. Um is reading information. R Yeah, RAR is reading information. But there is no reading information reading for

032information on this one because it's second grade. We're still working on foundations in second grade. Okay. U there's no uh there's no there is RL which means reading literature. Um and so they are reading literature. Uh but there are no standards in the first quarter of second grade for informational reading. In other words, non-fiction kinds of things. Third grade, uh Sunrise 6% and 7% and nine uh Diamondback 9 and five. Desert Valley 14 and1 Coyote Canyon. This is Life Academy. There might only be one student at third grade. In fact, I think there is only one student at third grade. Yeah, one student in third grade. And the middle school is an anomaly because we had one middle school student, we don't I don't know who it is, Jen didn't know who it was, who

033mistakenly took the third grade test, ended up taking his or her own grade level test later, but mistakenly took this test. So, uh, but it was only one student. So, good. Uh, we kind of ignore that one. Can't figure out they're taking the wrong test. And then when we look at the standards, I think there are 15 or 17 that uh are taught at third grade. And in third grade is when you start seeing readingformational text and that's about halfway down. So once again, these are in proficiency order, not in the order they were taught. And a lot of those are year long standards. I've already said that. Yeah. Multiple times. Yeah. I want you to keep that in mind. Yeah. But which ones? The state standards are on the state website. Yeah. Kate, thank

034you. Okay. Fourth grade. That's terrible. Looks like there's a lot of year-long standards there. Especially in the lower grades. Yes, there are. Okay. Because we teach, for instance, we teach reading literature the whole year, but there are pieces. Okay? So that's why there are numbers. So when you see um okay, this is fourth grade. So you see almost all the reading first quarter there's nothing there that's literature. It's all for information. Okay. So in third grade you're seeing even at the beginning of the year a balance between literature andformational text. And in fourth grade at the beginning of the year it's informational. Okay. Fifth grade. At least they were over 20%. Sixth grade and once again one I think uh one student probably Kate is there only one uh fifth grader sixth grader sorry. Um,

035yeah. Okay. Right now, right now we only have 11 in uh Life Academy. No, that's not true. I have 14. Oh, 14. So, it went up. My eighth grade is my largest group. Right. Thank you. And we see that later in that on these charts. I have one third grader, one fourth grader, a sixth grader. Yeah. That just started at my academy. Okay. So, when we look at sixth grade ELA standards, they only have about half as many that they taught first quarter. So, even though it's not wonderful, it's better. Each of the standards is better because they could focus on this handful as opposed to 15 or 17. Oh, wow. Okay, this is seventh grade. Uh, apparently we have a Desert Valley student who somehow or other took the wrong test. So that How

036did they take the wrong test? Yeah. Don't know. I They get logged into the wrong thing and somebody didn't catch it right away. Once again, lots of standards. It would be interesting to know the order in which these standards were taught. Um, and I could ask Jen to go back and and uh see if it will re rearrange them in the order taught as opposed to the proficiency order. Cass, would you make a note of that for me, please? Thank you. Eighth grade. Yeah, because if we had the order they were taught, then we would have an idea too. If the most recent ones are the ones they're scoring high on and the ones they taught at the beginning of the year are low, then we know that they're not retaining what they were taught

037in the beginning. So, it gives us an idea of what we need to be looking at. And I think when we do the December report, it might be nice to have it both ways. Yeah. Because then you could compare the proficiency level chart against a proficiency level chart and you could teach and you could compare an order chart against an order chart. Yeah. Yeah. Um, uh, I have to tell you, 8th grade looks the best. I don't think they do. Okay. Mhm. And they had a whole lot of standards. This is two pages of standards for them. ELA. Okay. So when you look at the first 10 or however many this is 12 maybe still part of week pretty darn good job considering first quarter oh and how many they had to teach a lot

038this also tells you why it's important for us to uh to work on those what the state's identifying as essential yeah definitely out of this whole you know out of this whole list Okay. So now comparing those data to our goals. So for the first goal of decreasing the percentage of K2 students uh so really just second grade students in well below uh beginning of year and end of year by 25%. Uh McLass oh sorry the MClass benchmark starts in January. So we don't have data there. third through eighth grade students proficient or highly proficient. The goal is uh to increase from 26% last year a year over a year two years ago to 45% this year uh we're at 6%. at the end of first quarter. Long way. Long ways. Uh special ed uh

039from 8 to 18 uh we've shown 1% in first quarter. Aella assessment takes place in the spring. So we don't have data for that yet. And quarter 1 benchmarks result in showing 5% of homeless students are proficient. And the goal the goal the overall goal is 33%. So when it says in the goal on the left increases by 10%. It was currently set at 23%. So our target is 33%. Is increasing it from 23 to 33. And and so we show 5%. Okay. Math. These goals are very similar. What is the what is the current state level for math? 32%. State language arts is right around I think it's around 40%. It's between 40 and 44. And I'm sorry I don't have it memorized, but it's one of those. But that's close enough. But math

040is, I think, 32 or 33% at the state level. Oh, overall. Mhm. Okay. So, keep in mind that we're increasing 14%. Okay. So, that means that our current goal was 20 was uh 21%. Okay. The current goal was 21%. We want to increase that goal to 35% or we want it to be 35%. So that's an increase of 14% from our uh from our goal, previous goal. Got it. Okay. Okay. Second grade math and the goals or the standards, sorry. And for these the terms uh so you know the MD means measurement and data NBT is numbers in base 10. So uh adding and subtracting well adding primarily but yes adding and subtracting and the thing is numbers in base 10 um are not just across one year they're from first grade through 8th grade

041and they have pieces in each grade level. Okay. So this is the third grade level. So one of the things that we have started doing this year is also talking with our teams about what is the previous year's standard and this is a good example in base 10 what are what is the previous years what is in this case what is the second grade standard for base 10 what was the first grade standard for base 10 what's the third grade B uh standard so that a teacher at a grade level can go, okay, I need to focus on these skills right here and help my kids be absolutely proficient in this grade level skills so that they're ready for the grade level skills at the next grade level. And um uh and that's been a

042conversation that they've been having in in um the cross district, particularly in the elementary school cross district uh meetings is um really focus on your grade level skills. So, it's not a math example. I'm going to give you a language arts example. Um, uh, in language arts because I kind of understand it better. But um in language arts, if if the standard in first grade is to be able to read X words per minute with Y comprehension in literature, focus on that so that second grade can focus on the next up piece, the next level up. And um and you know teachers teachers like to be really gung-ho and so they tend to okay well you know if if if picking out the main idea in the story which is a first grade level skill

043if picking out the main idea in the story uh is this grade level skill I could also work with them for finding supporting details. No, that's not a first grade goal. That's not a first grade standard. Let's get this standard to high proficiency. Yeah. And then that next standard of picking out the details might be a second grade standard. Let second grade work on that one. Okay. Um and but there's a tendency for all of us to try to push to try to push as opposed to get everybody to a high level of proficiency not just barely but high level of proficiency at that skill to move to the next one. Okay. I'm sure the same thing is true in terms of this number same numbers on base 10 addition and subtraction. Do we want

044to teach multiplication and division? Yeah. But do we need to teach that at second grade? No. No. Okay. Not at this time anyway. Um MD means measure. Oh, MD is measurement uh data. I told you that already. Um, OA, OA is operations and algebraic thinking. Okay. Yes, there are standards for that. Clear down to kindergarten. People get scared when they see al the word algebra or algebraic, but that's where your boxes come in. Two plus the box equals four. What's in the box? You know, absolutely. What goes in the box? That's uh so those are the those are the standards for uh the ones and there are like 10 different areas and you can see that about four of them are focused on during first first quarter third grade. Uh once again we had uh

045that middle middle school student who did really well on on the math uh benchmark. Well, pretty well. Pretty well. Partially proficient. Okay. Some real work to do here. Fourth grade 20% there. fifth grade. Michelle, do you happen to remember which grade level? Oh, no. It was sixth grade. Was it math that they didn't get that one standard taught? Yeah, it was the ratios standard. Um, they put on the same calendar the week before the benchmark, but then the way ratios is on the state test. It's heavy on the state test. So, Jen, the benchmark was created that way where it's heavy on the ratios because that's how state test and they didn't get didn't get there. Okay. Okay. So, this is the fifth grade breakdown. Some work to do. Okay. And these are all NBT.

046These are all numbers in base 10. What's NS stand for? Number systems and RP is ratio and proportion. So that's the one on the bottom. Seventh grade uh RP ratio and proportion. Yeah, ratio and proportion. NS is number systems. E E is expressions and equations. What's GA? Well, G is geometry. General what? Geometry. Oh, geometry. Okay, thank you. So, you can see this is the first time that there are standards on those two areas. Okay. Eighth grade is the first time that those things happen. And that's all the st I mean all of the standards for eighth grade are those two and they've not been standards before. Okay. So in terms of the math goals currently 5% of second graders are proficient in quarter 1 benchmark. Currently 4% of students are proficient in quarter one

047uh for bullet two for third through eighth grade. For the third one uh currently 4% of uh special ed students are proficient in quarter 1 benchmark and once again 5% of our homeless students and the goal is 24% so it was 14% and we're looking for a 10% increase. Currently only fifth grade and eighth grade are taught are tested on the state testing for science. Uh there is a conversation at the state level of changing that to be uh all grades 2 through 8th. Uh, frankly, we're kind of in favor of that because uh it's really unfortunate to hold uh to hold fifth grade and eighth grade teachers responsible for the learning and the teaching that's gone on in in the prior grades. Um um and probably a good idea for us to hold teachers

048at every grade accountable for teaching science and not just um you know, and we do. I mean, it's there, but accountability would be uh spread out a little more uh a little more equitably, but right now it's just uh so we're still doing it on our benchmarks. We're still t testing science on our benchmarks for 2nd through 8th even though the state only tests at fifth and eth. We seem to be missing a couple of charts. Here's this is the third grade chart. But this is the fourth grade. Oh no, this is third grade benchmark. Sorry. Fourth grade. Fifth grade. Sixth grade, seventh grade, eighth grade. And I need to share with you that one of the two eighth grade science positions has been uh we've been waiting for one of our H1B people. There's

049not been a substitute. It has 8th grade science in that classroom has been taught by a different person every period every day since the first day of school. So it's covered. So some days Mrs. Mrs. Vote teaches it. Some days other two people teach um so that's a factor science proficiency on the um a science assessment for grades five and eight will increase by 15%. That was our goal. Um so the goal is um to 32% that's up 15% from the previous goal. Students are currently at 10%. Okay. So again many standards are year-long standards especially in ELA and math. Here are some action steps that uh have been put in place since the end of this testing first quarter. Planning and PLC meetings at the district and site level are focusing on Arizona standards

050and aligning student tasks to the level of the standard. Meaning if the standard says that students are going to be able to understand whatever this is that they're learning, we're teaching it to understanding, not just a retrieval, not just to, you know, uh re regurgitating something they've memorized. If this if the level is higher than that, if it's analysis, we're teaching to analysis. We're making sure the tasks that we're giving students to do to show proficiency are at analysis level and not at retrieval level or not at um understanding level. Vertical alignment of essential standards to understand what should be taught at each grade level. I talked about that a few minutes ago. Ongoing observations and coaching to improve instructional practices. Uh if you go to our uh any of our schools um at any

051time of the day, you're fairly unlikely to find a principal in the office. Principles are in classrooms. Coaches are in classrooms. Um our IE coaches are in classrooms. Mrs. Brown is in classrooms. Um uh coaching teacher co coaching principles and coaching coaches. Um so you don't find people in um uh principles in their offices very often and that's the way it should be. Uh data decision making based on common formative assessments. So they're working on those and by next year we will have at our elementary schools common formative assessments across the district. So, in other words, when a student in fourth grade takes uh an assessment for a specific standard, uh it doesn't matter which site, it won't matter which site they are. It will be the same assessment at the three elementary schools for

052that standard. That's not the case right now. In some cases, it is, but um uh but it will be definitely next year. new benchmarks. The DNA uh have reports which can be sorted by standard, depth of knowledge, proficiency level, subgroups, and question types. We were not able to do that with Galileo. We are able to do that with DNA and that lets our teachers dig deeper in to those root causes. Uh the screeners renaissance fastbridge and 95% group allow us to target deficiencies in skills which limit. So in other words, when we find those root causes from DNA, then we can address them with fastbridge and 95% group and tier 2 and tier three supports uh are used for small groups. Um if you visited our schools uh any time now, you're much more likely

053to see some small groupoup instruction going on uh after the main teaching uh because teachers are identifying as they go. Here are three students that I need to pull back and retach today's uh today's lesson to. So you're much more likely to see that than um maybe last year. So what's the 95% group? Um that's a program uh that's a set of u resources that we're using uh in uh in classrooms and in uh title one um and uh and in title and in special education and in in um uh EL classrooms um very specific instructional skills and tasks to help strengthen those. So it's it's intervention very and it's a very um is it for kids? Yes, absolutely. For students and that's it. Turns out it was probably good that you table the other

054item. Otherwise, we would had to sail through this and it's better to take some time and answer questions and consider what's going on. Judy Barb and I have uh invested in this. Yes. Um it would be interesting to have met the teacher that got the TV. You are tonight. Okay. It's on the agenda. Um, is there a way that we could find out the proficiency that she got? 33%. Excuse me. 33%. 33%. Okay, that's good. That's good. Any questions? No. Any comments? Does anybody see going from 10% to 45% as being almost impossible? Yes. Yes. It's it's a nice pipe dream, but the the thing is is with those big of an increase in percents, I mean, I know we you know, that's what we need to be doing, but the thing is is I

055also don't want Oops, excuse me. I also don't want to discourage the teachers when we only increase by 20% instead of 32% or something that they they feel like they've not succeeded this year and stuff. So, you know, really like like we've talked in reviews and stuff, I think we need to maybe put a more realistic percent increase in there rather than these these great big ones that we know the teachers aren't going to be able to reach. And it's and it it it can be so defeating to them if they can't reach it, too. These percentages are are based on what the schools set as their goals. Okay. Last spring. Mhm. Okay. Um do I think some of them are a stretch? Probably. Yeah. Um four years ago when we sent folks off to

056do some training for these kinds of things at state, uh they demanded that we set the goals at 75 and 85%. And we said to them, yeah, you know, those are unrealistic. But they pretty much pushed us at that time to do that. Um, uh, then they let go of that a little bit and let let schools decide. Let you know, let school districts decide. So the percentage that you see here on the district plan reflects what was decided at the sites for their goals. Kudos to them for sending them high. Okay. Um uh because they need to be a stretch. They need to be a stretch. But yeah, I mean we know but we were not going to lower it at the district level. No, we're not going to make it lower at the

057for the whole district than what our folks set. So that's what the teachers said they want to do. But but you know I I think it's it's just you know I don't want to see a defeist attitude because of you know with teaching is hard enough now and they don't have to feel at the end of the year that I wasn't successful maybe I don't belong here and stuff and that you know I just don't want them to have that type of attitude and and I really appreciate that Barb and and I don't want this I want this to sound really supportive of what you're saying. So if we don't meet 45% or whatever the percentage is at the end of the year, please remember that. So if they reach 35% as an example, we

058need to celebrate that. We need to celebrate that. Like to see 50% less red. Yeah, exactly. Um I motion to adjourn the the workshop, please. I make a motion we adjourn the workshop. Is there a second? I'll second that motion. All those in favor? I Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. Okay, we're going to go immediately. If you are here and would like to do call to the public, there is a form in the back for you to fill out. Yeah. Okay. Thank you. Okay. Okay. Did we have any of those? No. But we may want to let um Mrs. Yeah, you may want to give a minute or two for her to bring her folks in and yeah, set up. So, well, let's just get this

059called to order and then we'll do that. Um, I'm calling to order the regular meeting of Bullhead City Board on Tuesday, November 20th, 2025 at 6:33. Is that what it is? Um, roll call. Present. Melinda Saskr Charlene Diaz here. Fred Rushton here, Barb Zarziki here, Judy Reed here. Would you please stand and say the pledge with me? Let's let these folks come in, please. Of course. Okay, got them all. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Citizens present. Um, Mrs. McCor, I'm going to I would like to board I'd like to move the student highlights up to now up to ahead of the other good donations and all that kind of

060stuff if you don't mind. Thank you. Oh, yeah. Yeah, no problem. We need a motion to do that. Well, since you haven't adopted the agenda, I guess you can just do it. Okay, then we're going to do that. We're going to do it. Yeah, we haven't adopted the agenda yet. Okay. Okay. This is this is Miss Kamacho who is the art teacher at Diamondback. Wonderful. And so um Miss Kamacho, you can talk to the board and share what you have. Okay. Well, good evening board members and all the attendees. Um, as stated, I'm teach art. Uh, I do have an admin, well, we have a fourth grader here and we have third graders. Um, in our classroom, we've been kind of going over our elements of art. So, anything from like lines to textures to

061color value, which we'll see a lot of color value over here, texture over here. And then we've also been trying to work with some public art and we were able to sort of have um I want to say our little art display at school that's inspired by Keith Herring and Shepherd Ferry and you know some of the greats who did great public art which I'm hoping to expand on. So um these students that I have here are just going to take a few minutes and talk about what we created and what they like about their artwork. So we just keep it short and sweet. And um before we do that, I did want to say that I'm really proud of all my students and I love that they came and really want to show their

062artwork because if anything, not only do they love to make it, they do love to talk about it. And um I'm just really impressed with how well they're working and also like their talent is endless with these students. So I just wanted to say that and if it's okay, we can start with fourth grade. So, this is Dia. I'll help you out. Okay. So, um there's a couple different things that we made in the beginning of the year with our public art. So, we started with some graffiti art. Can you hold it up for us? So, we discussed kind of the importance of names and how we like sign our artwork and how it's important to us to like really have a name for ourselves. So, she did it to me. You want to turn

063around? Show the people behind you. And then we kept on with the kind of like graffiti style. All right, we moved on to a key pairing and that's what we had around the school. And we had these on the playground with the different um people doing their little movements. And so do you want to show them? And then our latest project was some weaving that we got inspired from Native American arts and things like that. And they were able to like use colors that were special to them. So we did some weaving. Very fun. But yeah, that's that's where we're at in fourth grade. So Do you want to say what your favorite piece is? Yes. Okay. What's your favorite? This one cuz it's my last name and it has my favorite color on it.

064How long did it take you to weave your book? Um, well, we started it one week and then we ended it the next week. I guess it took us about two weeks. About two weeks. That's good. Have you made anything since then? Did you do some more weaving? No, I did. Okay. Um over here we have third grade who was working on like um their color values and then we started getting into a little bit more texture for our latest project which I don't know um but which was an owl. So uh Aspen do you want to start as well? This is all I ask in case you need them. So, what did you make if you want to hold it up for everyone? What did you make it out of? Which is it? Is

065it a very clean project? Okay. And why did you pick that one over the owl? Yeah, Nicholas. If you want to show us, you can choose one first. um a owl and a tree. And we have a little glitter. My favorite part about it is I really like the owl because um it was fun to draw it and I think it's really cute and that's your pumpkin. Yeah. So, my pumpkin had a little bit of fingerprints because it was hard to make, but it was very, very messy. Um, but here, this is my pumpkin. And in this sky, I added some hearts just to be cute. And then, so we added a lot of like shading. And we did like light colors and then down to darker. So, we started with yellow, then did a

066little bit of orange, and then red at the end. And then at the top, we added um black for a shading. And we used pastel. and then defining was all those green colors and colors. So, I got them and and the bottom bag and we like it like move our finger around it so it look like dark orange or shaded orange. And we also did like out the outside. And he added some shadow on the bottom. The rest of it is yellow. They don't for the I what I first did like after I like draw it and stuff and like went over it with my I like colored it with orange and then I colored it over with brown to make it look like brown owl has more emp emphasis to it. And I added

067some designs on the tree like a real tree. And to make the hole, we folded it in half and lift the like place where it was folded in half to make it like a big cuz it's not going to be true. It's just my foot. If you look inside the bottle on the She made a little tree home and they can stand up. So you can see inside. Well, I really want to thank the girls for their hard work. This is really cool stuff. Yeah. And thank you very much for doing this for our kids. Oh, yeah. I'm I'm glad that everyone's able to see what we're able to create in art and a chance to show off a little bit. You know, some talented light to dark is really hard. Yeah. You know, when

068you have one color orange crayon, That's good. Thank you very much. Thank you. Did you get some good pictures? All right. And parents, would you please be sure you sign in back in the back so that uh we know you were all here. We've seen you, but it would be nice to have your names, too. That was what I was going to say next. Oh, that's citizens present. Thank you. Sorry. No, that's was more that's okay. Thank you. Thank you. Okay, so people are signing in. That's citizens present. And let's look at donations. So madam president, yes, we do. So, uh, we have Victoria from the River, uh, River Valley Art Artist Guild. So, Victoria, come on up to the podium, please. Can you follow this girl, those lo the kids? Are you good enough

069to follow the kids? Good evening. Victoria was not able to make it. Oh, I'm sorry. Introduce yourself, please. Yes. My name is Be and I'm the vice president on the board. And this is She is the secretary on the board and uh our mission is to encourage and promote awareness for all types of art including music, theater, writing and much more. Our primary objective of the River Valley Artist Guild is to raise funds for awards, grants, scholarships, art supplies, etc. for both the art students, teachers in the Colorado River Valley area. And tonight we are here to present some of these grants. And uh also I'd like to say that uh right now we have one of our largest fundraisers that we're having over at the college in room 600 which is our art show

070and we have almost close to 200 exhibits. They are uh wow work that community members from our community and a lot of them are for sale and we have some uh some really nice uh gift baskets that we're wrapping and stuff. So, we invite everyone to come and check out the art and uh enjoy. Before you do the donations, I want to give you a compliment on the the art show. I h I just I purchased one of the things today that you have some wonderful wonderful art out there and I really would like to encourage everybody to go out there and just see what the community has done. So, thank you for that. But thank you for what you're going to do. Now, we have students that are also participating in our art show.

071We have some of them also display their art. What What are your hours? So, people would know. Uh we the art show is going to be from uh 9 a.m. all the way through 700 p.m. And tomorrow, Friday, I 5 to 7 is the awards and we'll have food and music and everything. Yeah. Tomorrow's the reception, they said. Yes. And then our last day is Saturday, which is also going to be from 9 to 7. And you're all invited. Everybody is invited to come and look at the art that we have on display from all of our community members. Thank you. I just wanted to give you a compliment because I was very impressed. Thank you. Thank you. I mean, it is amazing. It is. It is. So, we have a few uh grants that

072we'd like to award. Okay. In no particular order, we're going to start with Mojave Junior High. Oh, Holly Dennis for a project called Mix Media and Me. I have another Mojave High School, Delana Fitzgerald for Mean Girls musical. I have for Mes Yolan Puma a $600 award. Wow. I have for Junior High School for a project called piano lab. I have for Desert Star Academy Madison Myers new music stands a $300 award. We also have for Desert Star Academy, Miss Madison Meyers updating Mike Wyers a $650 award. And last but not least, we have Mojave Valley Junior High for Joshua Mitchell, a $600 award for Costume Muire, and another $600 award from Theater from the Ground Up. Congratulations to everyone. Thank you. Congratulations. That's awesome. Thank you so much. Thank you. That was nice. Very

073nice. That was very, very nice. Um, makes me want to go out and and put some quarters or the some tickets in their donation baskets. Thank you, Mojave Valley people, for being here. For being here. Yes. Thank you. Thank you. I wonder why. Um 2 point item 2.7 adoption of the agenda called to the oh call to the public. Call to the public but we didn't have any. Okay. So no I I would make 2.7 adoption of the agenda. Do I have a motion to adopt the agenda? I would like to make a a motion to change not adopt the agenda right now and change uh move the executive sessions to before old business to before old business. Yeah. Which is right after the consent agenda. Okay. Do we have a second? I didn't hear

074the motion to I'd like to make a motion to move the executive sessions to item number basically uh five on the agenda before old business. That way if we have any parents here for student hearings or anything, they don't have to stay until real late and when we hold them later in the evening. So I'd like to move the executive sessions up. Good idea. Okay. Where we at? That was a motion. I'll second the motion. Okay. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi Barb Zarziki. Hi Judy Reid. Okay. With that movement, can we adopt the agenda? Now I make a motion we adopt the agenda with the movements in place. I'll second that motion. All those in favor? I Meinda Saskki. I Charlene Das. I Fred Rushton. I

075Barb Zarziki. I Judy Reid. Okay. So we're going to move through to old business. And then before we get to old business, we put in Okay. Yeah. Okay. Executive session becomes number five. All right. Just wanted to make sure I got that in. Item 2.8, superintendence reports. You've already done a whole bunch of reporting. I certainly have. Um, excuse me. Uh, board members, uh, president, madame president and board members, um, you see the superintendent's reports. Um and uh the one thing I would like to highlight uh are three exhibits um if you recall we've changed from having those uh as action items and that I report them to you. So in this case there are three forms um that um we have um added to the policy books. So just wanted to be informed of

076that. Um, I'm sure I have miscellaneous updates, but right at the moment I can't think of a one and I didn't write them down. Um, so I'll answer any questions you might have about the other reports. Um, I have a question on transportation. Is that on here or is that in That's in the administrative reports. Okay. Um, I have a question on the discipline report. Okay. Uh, if you can bring up the overall one first, please. the Yeah. Yeah. The incidents. Okay. It shows that um Fox Creek had um instance reports for the month of October. Now, when you bring up the uh individual school discipline report um for October, it shows 120. Okay. Um I'm not sure that I can tell you why I don't do that combined one anymore. Jenny does it from

077these documents. Um, so I was just sort of we can we can certainly track it down for you to figure out what's going on. Uh, because you're right. It shows 106 on the one and 120 on this one. So there's a 14 discipline and I was just curious. I will ask Jenny about it. Okay. Thank you. And while we have this up, see if I can find it. Oh yeah. Um, not seeing it. The eight incidents on alcohol and tobacco. Yeah, we've had um I will tell you that those have been uh those have stepped up since October 1st. Um we apparently have not convinced students that we do not tolerate this. And um so those students have either depending on uh depending on if it's a first offense or not have either gone into

078diversion or have gone to hearing. Um so uh that's been that's been a disappointment. Yeah. Um based on an article I read today. However, it's apparently that's not just us. Yeah. So, um, that's no excuse, but, uh, you know, it's it has stepped up and we're not happy about it. Are we going to be seeing a couple of those? Yes, you will be. Okay, that's that was my question on that one. Yes. Okay. Any other questions on all this information from Dr. Stewart? Okay. So, tell them I do have a question. How about the the kitchen over at Desert Valley? Is it finished? Oh, yeah. It was finished a month ago. More than a month ago somewhere. Um yeah, I maybe didn't last for No, I don't think we did, but it was done I

079mean it was done within the two weeks that we anticipated. Actually, it was done a little bit early. Uh and uh is in great shape. So yeah, the kitchen was and and uh we did have outside uh vendors working on some of it because we don't have the, you know, the skills for for some of the work that needed to be done. But yeah, it's uh it's all fixed. Was Chartwell's back in it? Yes, they were in in um uh within the two weeks and uh um everybody everybody it was really a wonderful team effort. Everyone stepped up. the Chartwell's folks at who work in the kitchen at at Fox Creek uh tolerated having another crew in there working with them and our folks delivering things, you know, back and forth from up there down

080to uh the kitchen. It involved our warehouse person. It involved one of our uh one of our landscapers who could drive a vehicle. Uh it I mean a whole team it was a whole team effort and the Chartwells folks were wonderful working with us and are very happy to have a fixed up kitchen. Thank you. And what is happening with the four classrooms over at Desert Valley that are in right now that we are uh we are submitting information or we're submitting a uh claim to the state um facilities board and um waiting to see where that goes. Any other questions? Okay, moving on then to 2.9 board member updates. Um, I want to again thank Dr. Stewart for taking her time to go to ASBA for for us for me. Yeah. Thank you very

081much for representing the Bullhead City Elementary District. Make us look good. My my pleasure. All right. And also any other updates on the board updates? The retreat that we had on November 1st. I want to thank Cassie and everybody for putting that together. I thought it was a very informal informational re uh retreat and got a lot of info out of it. Yeah. You did a good job. Your husband did an excellent job on lunch. Yes, he did. Thank you. Thank you. Any other board member updates? I uh just enjoyed the strategic planning uh meeting that we had last week. Tell us about that. That's going well. wasn't there. Um, well, I'm on the facilities committee and we're uh we're dealing with uh improvements at some of the schools that have problems with the existing

082AC units. So, Mark Scott, our lead guy, our lead maintenance man, is working through those very well. He's really very very very uh very wellversed in a lot of mechanical and electrical kind of things. He's doing a great job there. And then I also was very uh lucky to be able to go to a really nice lunch at Diamondback today with my wife Julie and Mccoral was very kind to let us come in and sit with the kids and enjoy a nice meal. It wasn't wasn't bad either. That's what Chartwells is putting out for our students. It's it's very good healthy food and there's enough of it too. It's not just like a little a little cracker and a piece of apple. There's plenty of food. So that's what I've been up to. Good. I

083did go to Diamondback also for lunch and very good lunch and and but one of the things when I was looking around is there was a ton of parents there today and you know they were all enjoying that lunch with their children and and the the children were excited that their parents were there. It was kind of a fun fun time for him. So thanks for the invite. I don't know about you guys, but I was invited by a sixth grade student to come over and eat pizza with them. Oh, now I'm not sure I want to eat pizza, but we'll do. Um, but we'll go over there and see him. Um, item 2.10, recognition of benchmarks results. Maria Viegas Viega, I guess it is. Viegas. Yes, please come up. Miss um Miss V. Okay.

084some of us say Viegas and some of us say Villigus because I'm not sure. But this is uh the person who u got the TV. So um is it on the wall? Put it on the wall. Oh. So is it it works? Yes. I was I was worried because they were holding it up and I didn't know whether they Thank you very much for your for your work. You know, it makes me feel good to that you got my TV. Thank you. So, what do you plan on doing so that you get the gift certificate or the the gift card next time? Yeah. still doing everything that we are doing for every month like teaching making sure that with the help of my admins and my instructor Miss Martin we are making sure that we

085are uh doing our task our standards align to each other and at the moment of teaching we will address the misconception with our instructional decision either it's going to be a partner share small group or we teach with the class so that at that moment we address the misconception It's because you've been working all day. Um, sounds good. Sounds good. Thank you. Thank you very much. Thank you. Thank you. Okay, remove the high the student art thing. Consent agenda. Um, Desert Valley people, be be sure you signed in. Okie dokie. Do I have to pull the trans transportation report in order for us to talk about it? Okay. Yes. Because it's really not the report that I want. That's okay. On the consent agenda down in in administrative reports, I would like to pull transportation

086the um transportation report pull it off and talk about it separately. Okay. Okay. But we need to accept the consent agenda without it. Um I make a motion that we accept and approve the consent agenda with the exception of the transportation report from item 4.2 administrative. I second that motion before we vote on it. Um I there there was a second one I really wanted to pull. I'd like to pull Jen Lot's um report also. I'll in my motion to add Jen Lot's report then to those that we pull the transportation and Jen Lots. Yes. Okay. Now we can vote. Okay. Do I have a second on the the amendment? I second it. Okay. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Sersiki. I Judy Reed. Okay. Um,

087the transportation, lots of numbers on this and it's all sideways. Yeah, but Oh, yes. I was I was going like this. Oh, yeah. I rotated it and it's made more sense. My problem is not with the report. My problem is with Sunrise losing its bus and Fox Creek. That bus covered both routes, Sunrise and Fox Creek. That they didn't have a bus driver. You mean today or last week? Last week. The driver had been in a car accident and was out and we did not have a sub substitute. Okay. Is the you know that how many kids did that affect? Did that 30? Well, between uh the two sites between Sunrise and Fox Creek as I recall put having put out that thing about 88. Well, I saw it on Facebook about 80 probably about

08880 students. Um so is that 80 students that did the any of how many did not come to school that any students? Oh, I don't know. I would have to check with the sites to see. Just curious. We send out the notice uh as soon as we can. In fact, I was talking with James before the meeting. Um uh we use uh we use a a program called school messenger. And uh so Will is really good about um when he knows if he knows the day before, of course, I can put it out the day before. Um in this case, the first day that was not the case because um the incident had occurred over the weekend. Um so I put it out on school messenger. Right now, school messenger limits the f the the

089the first notification to 6:00 a.m. and that's pretty close to bus time for Fox Creek students or for the middle school. So, I asked James uh just before our meeting tonight if there's a way for us to u change that uh that block of time so that we can u put out those notifications by 5:30. Uh and we send it out by telephone and by email uh to parents. And as I say, if we know the day before or you know know beforehand. So by the end of that day that was the week of Veterans Day. So Tuesday there was no school. Uh so we did know uh on Monday and as I recall we put it out. Uh so the parents knew that for Wednesday and Thursday there would also not be a bus

090route for that. We had no substitute. uh will drives as a substitute when he when there is a need and he was already assigned uh you know had already assigned himself to another bus. Okay. Just a question. Um yeah, we have an do we still have an agreement with the high school? Yes. That they would give us a loan us a bus driver? Yes. But they don't have subs either. Okay. That is this is an not just a local problem. This is a problem everywhere. And there are some districts in the state that have in fact ended their transportation programs because they cannot find drivers. So they no longer transport students. So we do the best we can. And I will tell you we have had fewer uh times this year of not running buses

091than uh in previous years. So we've we've done a better job of of not having absences, but we also recently hired an additional driver. So, we're now um we don't have any subs. We have filled we had a retirement and we immediately filled that position. Yeah, I saw that. I saw that. Yeah. And that doesn't happen very often. Um we don't get applicants and um you know, and when we do, we offer free training. We offer free, you know, we give free training to people to uh we used to have classes of five to 10 people and would have drivers and subs. Um uh now we give the class if we even have one applicant. Do we have white vans? Do we still have white? No, we have no white we have no white buses.

092We have vans, but we cannot transport students in vans. It's illegal. So now, is there any way that when something like that happens that possibly we could run a later route for these kids so at least they get to school for a half a day rather than missing the whole day of school if they can't get there? I can discuss that with with Will. you know, at least that way the kids are at least getting some education because if they can't get to school for three days, then we've got three days that they've missed lessons and stuff, which if there's some way we can adjust it so that they could It does. And and you're right, it does. Yeah. Um I can certainly check on uh if we can do that. Great. Russ. Okay. Okay.

093But I also would I also would feel better if I could notify parents a little earlier than and and Lance always puts it out on on Facebook so he can get it out earlier than I can uh you know because of the way I mean we you know we try multiple ways to to inform parents but um yeah I'll check with Will on that. Okay. Yeah. Even if they could get there for half a day better than better than not. Yes. If I may just help put it in context with the limitations normally process really doesn't find out until about 5:00 in the morning he notifies Dr. Stewart Mrs. and I are notified by 502 to 55 and immediately start working on the notification. So a lot of again knows ahead of time situation we're

094able to get the information out but if somebody is sick doesn't know until the person is supposed to arrive for their ship and then Dr. gets to call and right after that. Um, the other thing, Barb, that somebody just said and I heard it is getting them home. We wouldn't have a way to get them home if we picked them up for half day, right? So, you'd have to run a a a different bus. Yeah, that's you have to run a late bus. Well, and the thing is that when the bus Okay, so the buses who deliver kids to Fox Creek or to the middle school, okay, those early schools immediately turn around to run the routes for the elementaryaries. Okay. Um, and the elementary runs, so Fox Creek is out for instance at 230,

095240, 240. The elementary runs don't end until about 4:30. That means we would have kids sitting at those schools, you know, at Fox Creek until after 4:30 to get picked up to go home. So, that creates a problem, too. I know they run a late bus up to Fox Creek because I end up sitting half the time where I'm coming out of my house waiting for Well, that might be for the that might be for the after school program two days a week. That that might be. So I So there are kind of dominoes that fall. Um I think the significant thing is how many kids don't get to school when the buses when the buses are not running. If if there only three or four students who are not getting to school on those

096days, it's probably not worth running a bus route for, right? Um uh and parents, you know, we tell them upfront, you know, it it is a I know that it's going to be hard for parents, especially if they've already gone to work. Um or they have to go to work early and they're, you know, about the same time that their student needs to get on the bus. Um it's kind of a no-win or they have to find a babysitter for their elementary student that has to stay home that day. Yeah. If they can't make that work. So, uh it it's kind of a no-win, but it's a great question. if if there's a way to figure out how many kids are not making it to school. Yeah. Um and I know it's not always the

097same route, but but um I think that would be a telling, right? And we do uh even well and it and it's not it's not affecting what you're concerned about, which is kids missing their education because that's really the issue. We do excuse those absences if they can't get there that day, but that's not helping with their education. education. The whole purpose is having kids here in the seats. Yeah. So, look look into we'll look into it. We'll we'll address it. Can be done or we'll try. Be probably hard. Maybe a city bus. A city bus. I don't know. You know, it's possibility. Okay. Um, so I need a motion to accept the the transportation report. I'll make a motion that we accept the transportation report. I'll second that motion. All those in favor? I

098Melinda Sabraski. I Charlene Diaz. I Fred Rushton. Hi, Barb Zarziki. I Judy Reed. Okay. My question on this go down to go down down down down. And I think you answered part of it. Uh she starts talking about the 95 club or 95 95% whatever it is. Yes. Up. Just go up right there. right there. Okay. Okay. My question is, do we as a board, this is just a an information thing. And the reason why I picked on her is because there's where it is. That's good. That's okay. Um, not that her report's not good. She she does an excellent job. But when we have a a a program in the school that I don't think we knew about it or at least Yes, you did. It was presented to you. The information was presented

099to you in the spring. When was it presented? In the spring. Okay. Uh when we also were talking about and you were probably focusing more on the benchmark testing. Yeah. We presented those programs at the same time that that for approval. Um uh and this is and when it says 95% group coaching, we're not talking about in this case, we're talking about somebody coming and training our teachers on how to use the program. So this is not one where somebody's coming in and coaching them in the classrooms and and that kind of thing. This was this is professional development so our teachers know how to use this resource. U but yeah, this was presented to you all in the spring. We don't we don't put in place curriculum or new textbooks or new programs without

100bringing them to you all. Thank you. It just says we need to do maybe a little better job of explaining them. And I stand corrected. Um I need a motion to accept Jennifer Lot's uh report. I make a motion that we accept Jennifer L's report as submitted. I'll second that motion. All those in favor? I Melinda Subski. Hi, Charlene Diaz. Hi, Fred Rushton. Hi, Barberski. Hi, Judy B. Okay, now we are to old business, which means we put executive Executive sessions in here. So, I need a motion to move into executive session in a minute after I read this stuff. We're on 6.1, right? Okay. Convenient to executive session for consideration of student discipline pursuant of ARS 38431.03A2 03A2. Discussion or consideration of records exempt from law or by law from public inspection, including a

101receipt or discussion of information or testimony that is specifically required to be maintained as confidential by the state or federal law and ARS 1584A, 15841BD and 15843A and F and H. regarding suspension or expulsion of pupils. Do I have a motion to move into executive session? I'll make a motion that we adjourn to executive session. I second it. All those in favor? I Melinda Subaroski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. Okay. We are in executive session. Heat. Heat. Heat. Heat. All right. Hallelujah. How you doing? Wat. Mhm. Heat. Heat. N. Heat. Heat. N. Mhm. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Hey, heat. Hey, heat. Hey, hey, hey. Hey, hey, hey. Nataly. Heat. Heat. Wow. Wow. Heat. Heat. Hallelujah. Heat. Heat. N. Heat. I can't hallelujah. Heat. Heat. Wow.

102Heat. Heat. Heat. N. Heat. Heat. down. Hey Heat. Heat. Mhm. Heat. Heat. N. Heat. Heat. Hello. Hey. Hey, hey, hey. Heat. Heat. I wonder. Heat. Heat. Number Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. N. Heat. Heat. What you do? How you doing? Wat. Everything. Heat. Heat. Heat. motion. Oh, excuse me, James. I need a motion to reconvene into public session. I make a motion that we reconvene in uh public session. I'll second the motion. All those in favor? I Melinda Spraki. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. Item 8.2 convene into executive session for consideration of termination pursuant of ARS 38431.03A1 03A1 discussion, consideration of employment, assignment, appointment, promotion, demotion, dismissal, salaries, disciplining or resignation of public officer, appointee or employee of any public body except that with

103the exception of salary discussions, an officer, appointee or employee may demand that the discussion or consideration occur in a public meeting. I need a motion to convene into executive session. I'll make a motion that we rec we convene into public sess in private s Executive session one of those sessions. This is some kind of session. Okay, I'll second the motion. All those in favor? I'm Melinda Saskki. I'm Charlene Diaz. I Fred Rush. Hi, Barb Zarziki. I Judy Reed. We are now in executive session. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Hey everybody, hey Heat. Heat. N. Heat. Heat. Heat. Hallelujah. Heat. format. Mm. Mhm. Heat. Heat. Mhm. Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. N. Heat. Heat. Heat. Hey. Hey. Hey. Hey, hey, hey. Nah. Nah. Nat. Hey. Hey. Heat. Heat. N.

104Heat. Hey, heat. Hey, heat. Hallelujah. Heat. Heat. Heat. N. Heat. Heat. Hallelujah. Heat. Heat. Wat. Mhm. Heat. Heat. N. Heat. Heat. Heat. Heat up here. Mhm. Heat. Heat. N. Happy heat. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey. Heat. Heat. Hey, hey, hey. Number All right. Heat. Number one. Heat. Heat. N. Heat. Heat. Heat. Everything. Heat. Heat. Heat. Heat. Heat. N. Mhm. Heat. Heat. Heat. Tonight, Hey, hey, hey. Heat. Heat. What? Heat. Heat. Number one. Heat. Heat. N. Heat. Heat. Glory. Heat. Heat. Wat. Mhm. Heat. Heat. Heat. Heat. Heat. Down. Hey. Hey. Heat. Heat. Heat. Mhm. Heat. Heat. Hey, hey, hey. Hey. Hey. Hey. Heat. Heat. N. Heat. Heat. Let me know. Hey everybody. Number 2. Heat. Hey, heat. Hey, heat. Heat. Heat. N. Heat. Heat. I can't. Hallelujah. Heat. Heat. Heat. Heat. N.

105Heat. Heat. Mhm. Heat. I got you. Hey, hey, hey. Heat. Heat. Hey, I'm going Heat. Heat. Yeah, heat. Heat. Heat. Heat. Hey, Heat. Heat. Heat. Hallelujah. How many Wat. Heat. Heat. Heat. N. Heat. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Hey. Hey. Hey. Heat. Heat. Nam. Heat. Hey, Heat. Nat. Hey. Hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. N. Heat. Heat. glory. I need a motion to bring us back into public session. I'll make a motion that we reconvene into um public session. I'll second the motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Hi, Judy Reed. Do we have a motion that needs to be made? I make a motion that u we will keep on um Mr. West. uh he

106will be suspended until the end of the semester with pay. He will return to a new assignment after a conference with Dr. Stewart and Julie Voy at which time uh he they will establish together other expectations. Do I have a second? I second it. All those in favor? I Melinda Subraki. I Charlene Diaz. I Fred Rushton. I Barberski. I Judy Reid. Okay, now we're old business. Um, we're old business. It's 9:00. Is there anything in old business that Dr. Stewart that we have to do tonight? No. I mean, don't we uh I'm Well, these this these things in old business are all second readings. Yeah. So we can Well, yeah. But I mean in old business I make a motion we table old business 5.1, 5.2, 5.3, and 5.4 to the December meeting. Till the

107December meeting. Do I have a second on that? Is that going to be an issue, Dr. Stewart? Well, I'll second that motion. All those in favor? I Meinda Subski. I Charlene Diaz. I Fred Rushton. Hi, Barb Zarziki. I Judy Reed. Now, where are we? 10. Um, this is those things were sort of tabled until next time, too, because I didn't do the reading. But you, but you have to do the actual tableling in the I need a motion. I'm I am going to move that we table 10.3, the first read for the um Yeah. What do you call those? Policy policy bridge. Yeah, but policy changes. They are actually the board policies. Board policies. Yeah, board policies. Um I would like but before with the motion is with a a committee of two to actually

108go through these and make the revisions that Dr. Stewart has suggested that we make earlier in an email. So does everybody understand my motion? No. Okay. Those things that I want to table are 40 pages long. She has given Yeah, there you go. some suggestions that we need to look at and there might be more. And remember when we had our um board retreat, we said we were going to take care of this. We weren't going to put this on her back. So basically this is B AAA and we have to choose between EA and EB and that's like 30 pages BBA and and an alternative. And I would like to have two people to actually do that and then propose the changes to us. Do you want to do it with me? Sure. U

109lady Lady Chair, but we can we can do that in a minute. But do you understand the motion? The motion is to table with the idea that a committee is going a committee of two. So we don't have a quorum. We don't Lance doesn't have to publish this every time you guys meet. Um the committee of two would go through these policies and make suggested changes. Okay. Okay. Do I have a second on that motion? I'll second the motion. Okay. All those in favor? I. Melinda Saskki. I Charlene Diaz. Hi Fred Rushton. Hi Barb Zarziki. Hi Judy Reed. And we have volunteers. It's uh Judy and I will be you'll get together and you'll go through those and Carolyn has suggested some things but you may find others that that are more fitting. You just

110have a bottle of wine. There was there was another one that you had not those but two well there was a separate um there was a separate one go back one for we also have be db oh that sorry that's the alternative already it's already covered got it okay got that done addendum for special ed teachers oh yeah this is an important one u madam president and board members. Um, uh, I attached a memo. Oh, looks like I didn't fix the tab on one of those. Anyway, I, uh, submitted to you a memo, uh, recommending an addendum for special ed teachers. Uh, I've given you, um, um, the reasoning for this. Um, I did take uh, this concept or this idea to the leadership team. um which is consisted uh which is made up of

111our directors, our principles and our assistant principles. Um uh not because I didn't have a pretty good feel for it, but I really uh felt that everybody who is involved needed to have some input into this. And as you can see, we have 17% of our student population who uh who qualifies for special services. That's well above the state average of 12%. Uh so we have quite a few teachers and even with that number of teachers um uh quite a few of those classrooms are already over the capacity uh and the numbers that we have in policy. um yes they have pair of professionals but um these in many cases are very very high needs kids and there's a lot of work involved not just in writing IEPs and meeting with parents um but just

112the dayto-day uh situations in the classrooms. Uh so I recommend to you um that um and I will also tell you that other other districts pay more they pay more to our their regular teachers than we do. Um but sometimes that attracts uh folks you know off to other jobs. Definitely. Um, so, uh, I recommend that we have an addendum, uh, for certified special ed teachers in the amount of $1,000 per semester, uh, to apply retroactively to the beginning of this school year. Do they already get an extra thousand for doing IEPs, that kind of stuff? No. We did have we did have a policy in place where they could uh where they would get some of those funds. The problem is that uh with that was u that it was tied specifically to IEPs

113and uh and some of those timelines. This is in recognition and that was for $750 a semester. But this that one is this would replace it in recognition of not just their work with IEPs, but the dayto-day work that they do with kids. Um and we have the the money in the budget. Yes, I will make sure we have the money in the budget to do. Okay. That's always a question. Absolutely. It's always a question and I and I don't recommend things to you if I don't think I can cover it. So, thank you. So, in other words, we're the the 750 they get now. Is that going up to a,000? We haven't been using We haven't been doing it. It was in place, but I've not been doing it. This is sort of replaces.

114Yeah, this is replacing. This is replacing. Okay. Um and that was so tied just to IEPs. This is everything that they do and that's also why it's more. Yeah. Do I have a motion to to produce an addendum for teachers for special ed? I'll make a motion. You just took my thing away. Um, I'll make a Quit messing around. Thank you. I'll make a motion to approve an addendum for certified special education teachers in the amount of $1,000 per semester to apply retroactively to beginning of the school year 2526. I'll second the motion. There we go. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barbara Zarziki. I Judy Reid. Was 10.5 a report that you were going to make? It was presenting the strategic plan to you uh for

115your adoption. Um you could table it until next month if you want. We put that that's important enough that could we put that in the workshop? Absolutely. Okay. I move that we table the strategic planning committee um information till till next meeting. Do I have a second for the workshop or for an agenda item? Well, it'll be in the workshop. We'll put it in the workshop. Okay. Well, it still has to if it's a strategic plan that you're adopting, it still would have to be in the on the agenda item. Good. But it could be the topic for the workshop. I I'd love to have it the topic because I got a feeling there's a bunch of good things coming out of it. Do I have a second? I second it. All those in favor?

116I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. I Judy Reed. Okay. Future topics 10 11.1. Anything that we need to direct Dr. Stewart to look up and take care of for us right now. How many kids are missing in school? Yeah. From busing. Oh, yeah. Well, yeah. I have it in my notes. She's already got that. Got that one. Um, anything else then? Moving on. Uh, yeah. up up and cominging board events. This is Lance's thing. Maybe the computer says it's 9:00. I shut down. The computer said it's best. The computer's not doing any overtime tonight. What is that? The Do we have any idea when the the is in our notebook. Is concerts are going to be do are we going to have any concerts? I don't. It's in our

117Well, we have we have Miss Edge back there who is uh who was a music teacher, so she might be able to tell you for the middle school and the junior high sunrise December 15th. When is the concert at Fox this year and it's going to combine my orchestra from the middle when they're all going to play and that's on December 10th. December 10 at Fox Creek. My brand new Jeep is right outside. December 10th. At what time? Oh yeah. The concert the whole winter event starts at the concert will be a little bit December 10th. So about about what time it'll it'll doors open at 5 and then the concert will be closer to maybe 5:45 will be the concert. Yes. Okay. We might have Lance, you might look into since I know I'll

118be there. Yeah. Judy, are you planning on it? Yeah, I'll try to come. Okay, Barb. So, you might I I'll try, but unfort Yeah, I can hear it from the house, but unfortunately that's choir practice night. Yeah, right before our concert, our Canada. But we'll see what we can do. Yeah. Anything else going on at the schools that we need to know about? Well, you have the fourth grade on the 11th holiday show. Um, what is it? Uh, and somebody said something about Sunrise. Yeah. December 15th says Sunrise Music Concerts. Yeah. So, 15th. Unfortunately, the middle school and junior high are not on there because they didn't let Lance know in the board. Okay. 17 that they're going to have three concerts. Sunrise. Different nights. Oh, different grades, different nights for sunrise. Uh, so just

119choose one, huh? Yep. Okay. All right. That's true. Yeah, Carolyn won't be here. Thank you for mentioning that, Lance, because I will be gone. Um, and I will say to you that um because your next item has to do with meetings, we do need a disciplinary hearing. Yeah, I got that. Handwritten. Yeah. So, We need a discipline hearing. So, yeah. Can't be. So, Carolyn won't be here. You will not be here, huh? Yeah. I'm leaving on the night of the 17th. I'm driving down on the 17th because it starts Thursday morning. 18th. And we really cannot have a meeting without you. No. So, it could be Monday or Tuesday that week. What are we looking for? December meeting. Yeah. 16th instead of the 18th. Tuesday the 16th. What date? Tuesday. It's a Tuesday. The 16th.

1205:30. Yeah. Fred is suggesting that I can do 16th. I can do 16. I can too. Okay. Judy, can you do the 16? Yep. Yes. She said she could. Okay. Um All right. Caroline, can you do the 16? Yes. Okay. And we needed another meeting, a discipline meeting. You've already said what you want on the Well, the discipline meeting could be that night if you want or it could be sooner. We missed it for tonight. So, we we missed it for tonight. So, if you So, when do we need to have it done by sooner the better? Hopefully next week. Well, next week's vacation. I mean, next week is not good. So, you know, you could do it. I I will not be here on the first, but the second Tuesday the 2nd. Could you

121do an like discipline meeting like a five or five or a five? I mean, you know, you could do a meeting that's just the discipline hearing. You didn't get in in time for tonight's meeting. So, we could do a 5:30 meeting on Tuesday the second. We cannot. There is We cannot. At what time? Oh, there's an EL event in here. on the second there there's an e family night here. Oh, how about the Monday the 1? I'm Well, does it have to be in the Does the December 2nd that or does that hearing need to be in the evening? No, do it during the day on the second. Yeah. Yes. I work on the second. We could do it in the morning. Could do it in the morning. Yeah. Nine o'clock. 9:00 9:00 Tuesday the

122second. How about you? I'll have to cancel. Okay, hang on just a second. Please hang on just a second. Kate needs to be involved in that meeting. I have to be at that meeting. What about 10? 10 o'clock. Okay. Okay. 10 o'clock on the second. Thank you, Kate. Okay, that solves that problem. Hold on. Put it in. So, everybody got it written down somewhere? So, 10 o'clock in a second, right? Yeah. Okay. Yes, sir. Christmas party. You want to bring up that calendar again so we can see it? Oh, the McKinto one down on my list. Well, it's on the it's on here and ordinarily we would be having a board meeting at that time. So since we're not having a board meeting at that time, if some of you wanted to go to Christmas

123party Yeah. If you wanted to go to that, then he's asking if he might have a forum so he could post. What are we going to for Christmas? I don't think you guys go to it. Oh, I go to it every year, but yeah, I don't think anybody else. I do. Okay. You could do a blanket one, Lance, in case more people show up. Do it. What date? 18th. Yep. December 18th event. Probably should just post it every time or something. They're good. They could be together. You'll have to give me information. We'll find out where it's at and stuff in the time. Okay. Do I have a motion to adjourn this meeting? I make a motion we adjourn this meeting. I'll second the motion. All those in favor? I. Melinda Sabraski. I Charlene Diaz.

124Hi, Fred Rushton. Anybody who disagrees with me, their idol look like mine does. I Hi, Judy Reed. Okie dokie. Disagree. I've already taken one person to the floor. I'll take you to the floor, too. Yeah. Yeah. Got to watch you. I really destroy thing I wrote. Yeah. Heat. Heat.