001Heat. Heat. [Music] Heat. Heat. N. [Music] Heat. Give me [Music] Heat. Heat. [Music] I call the call to order the workshop of Bullhead City School Board on th Tuesday, September 91 16th, 2025 at 5:31. Oh, I have AM here. This is PM, right? PM. Um, roll call. President. Melinda Sabraski. Charlene Dia is here. Fred Rushton here. Barbarziki here. And Judy is still in Greece, isn't she? No, she's going to be at Bridge tomorrow, so I don't know where she's at tonight. She's supposed to be back. She's probably still recovering. She's probably recovering. But it's good to have Fred back. Thank you, Fred. Thank you. Nice to be back. He's without sling and without everything else. So that's good. Item 1.3, annual child find presentation. We're going to talk there. Kate Hall is going to do
002this for us. Kate Hall does a lot of stuff. Learn every single day. Even stuff I don't want to learn. Um I understand that too. Yes. Um so we have to every year do um a child find um presentation um for the board and the community. Usually I do it over at Coyote Canyon and the um media center, but I figured I'd kill two birds with one stone and come here and get the community at the same time. So you get to hear my child sign. So um in my department we follow all rules and laws of IDA the individuals with disabilities act. Um this makes the IDA makes um available a free and appropriate public education for children with disabilities from birth to 21 years old. Um it is a nationwide law that has
003to be followed from state to state. We have to make sure that we're providing services um special education services related services and supports early intervention supports to children within our geographic boundaries um as needed. So child find is a component of IDA and it requires that we locate, identify and evaluate all children with disabilities birth age birth to 21 located within our boundaries um of responsibility who are in need of early intervention or special education services. Yes, sir. Um h how do you go about doing that? Shouldn't that be the responsibility of um uh a government agency or unless I'm misunderstanding but it sounds to me like we have to uh undergo the expense and effort of trying to identify all these children. Is that what the truth of it is? She's she's going to
004get there, Fred. Okay. I'm sorry. No, you're good. All right. So there are federal components um under IDA. So again we have to locate those individuals within our boundaries. Um we have to conduct the child process. It has to include all children and we have to maintain a record of children who were referred and screened and who are receiving those um special education services and related services. The state has requirements as well that we must follow. Again would you go back a screen please? birth to 21, but I want you to point out the the age three. Yeah, I'm relative. Okay. I'm sorry. I'll I'll wait these people. I'll wait. The tough crowd here. Yeah, I got a tough crowd tonight. Remember, you said I know a lot of things. You do at least reading
005and paying attention. Do do like you do in the classroom. Questions at the end. Yes. I can't see your hands up, Dr. Stewart. So part of our obligation is we have to create and implement a screening process um within our school district. We have to have a referral process for ASIP. That's where we get to the birth to three-year-olds. Those are the um students that are children that are really little. Um and then I have to provide training to our entire district um on the child find process annually. So, um, on the week that all teachers came back, um, I stole an hour from every school site and made them sit and listen to me talk for that hour. Um, they loved it every minute of it. So, for the public school, we need to
006make sure that we understand that there's a difference between our obligation as a public school and the obligation of a public charter school. um they have different obligations. As a public school, we have to find any age 3 through 21 year old and conduct an evaluation. Now, our district is only a prek8 district. So, my responsibility, our responsibility is 3 through 8th grade. 3 years old through 8th grade. Okay. If somebody comes into my office and says, "I'm concerned about my six-month-old," we have to be able to give them the information as to where they need to go to apply for the early intervention services. Okay? If somebody comes in and says, "My 17-year-old has a disability," we have to know who to direct them to at the high school district. Okay? So for us,
007we have to locate and find any child with a disability. But our obligation for for child find in the 45 or the evaluations if needed are 3 years old to 8th grade. Okay. Um we have to locate highly mobile students um such as migrant and homeless children. we have to take um and make sure that we're being very vigilant and um providing services to them if they need it. We if there's a child suspected of having a disability, even if they're passing from one grade level to the next, um we have an obligation to find them. And then we have the parentally placed in private school obligation. So we must work with the public or the private ch the private schools which in Arizona a private school is a student who or for children who
008are homeschooled by their parents, homeschooled by a private homeschool company or attend one of the parochial private schools in our area. So we have currently there's three private parochial schools. Golden Valley has one, Fort Mojambi has one, and um Desert Light Academy at Calvary Chapel. Okay. Because children who geographically live in Bullhead City go to those schools, I have to collaborate with them and let them know what we can offer their children if they suspect a disability. Charter schools, even though they're public and they receive public funds, they only have to identify children who are already in their public school. Kindergarten through 12th grade. Okay. So, Young Scholars has a preschool. Mel has a preschool. They do not have to evaluate any children within their preschools because they only have to provide that for children
009in kindergarten through 12th grade. Okay. Because they're not receiving idea funds as a developmental preschool like we do. Okay. Kate, can I stop? Is the uh does that mean that that we provide services for those kids? We do. Okay. We do. Part of our screening process, there's multiple layers to our screening process here in Bullhead City School District. Um, the first one of the first things that we do when any student enters our school, preK through 8th grade, if they are brand new to our school district, never been here before, they get what's called a 45day screener. So the students are enrolled, their tushes are in a seat, and the general ed classroom teachers are evaluating those students or observing those students in vision, hearing, communication, cognitive, academic, adaptive, social, behavior, and motor development. So
010in those areas, so what if they come in on with an IEP? We still have to do a 45day screener. However, we note on the 45day screener that they already have a current IEP. Okay. Um, and every new student who comes in to our district that has an IEP, I review every single one of those IEPs to determine if they would stay eligible through Arizona, if we have the data that can support it. If not, we re-evaluate. Okay. Um, so this the classroom teacher has 45 calendar days to complete this 45day screener. Okay. Um, once they've completed it, it goes to the administrator. The administrator then marks if there's concerns or not. If there are concerns, they then have to say what they're going to do about those concerns. So, if there's concerns and the
011principal says they need to go through our TAP process, the teacher assistance team, then the teacher needs to start the TAP process on that student. Okay. Um, so that'll take us over to the teacher assistance team. So, this is where typically the classroom teachers know this child is struggling. this student is not able to understand the concepts that are being taught, retain those concepts, apply what they've been learning in class when they do their work. Um, they start what's called a teacher assistance team. This is where that classroom teacher meets with other seasoned teachers to come up with an intervention plan that's specific to that student and what their needs are. And they provide those interventions for an amount of time. um could be 30 days, could be 45. Um and then they meet again
012to determine if progress has been made in those interventions. If not, they can refer then for special education testing possibly. Okay. Um if they're making progress though, then they continue with those interventions. Our goal is not to test everyone so that everyone qualifies for special education. We have to look at various components, attendance, um, previous school enrollment. We have a lot of students this year who have been either homeschooled or not in school before. And so we have to see if there's that educational disadvantage that they've had and we have to spend some time trying to recoup that before we say, "Oh, this student needs to be tested for special education." Okay. Um the Azip um is for the little guys. That's birth to 2 years 10 and a half months. Okay, those are referred
013like a parent can self-reer on the dees website. Um doctors can refer patients, family members can refer um for their you know for another family member or whatnot. They can they get evaluated in the home. Services are provided in the home. They usually get speech therapy, occupational therapy, some physical therapy from time to time, um social emotional support, things of that nature. And then by the time they're two and a half, ASIP starts the process of referring them to us here at the public school. So, we have ASIP students that we know about from that we know right now all the way through April. Kathy, before I left this afternoon, Kathy said that she's just starting to schedule the October ASIPS or the November, excuse me, the November ASIPS. She's already done all the October
014because we have to have them sitting in a preschool seat by the day they turn three. if we do not have them in a seat by the day they turn three and AD does not like that. Yeah, I know. Okay. Um so we work really hard over in preschool in the preschool world to get these children in evaluated and in a location um before they turn three years old. We also get quite a few students that children that don't go through ASIP just because like they go to back to school night at one of our um elementary schools or one of the middle school or junior high and a principal or a special ed teacher sees a child that's possibly needing an evaluation and they send them over to us at Coyote Canyon and then
015we do a screener and get them in as well. So that's the other component of our child find. We also do monthly screening days for preschool. So we have um it set up o in October we have a day coming up where that whole day Miss Alvarez spends screening children um who either their parents sent them, their pediatricians sent them or whatnot, saying that they could probably use um supports within special education. Um we have a lot of children on the lists for screening and that we are testing. A lot of the children are coming with speech delays, severe speech delays. Um which then in turn impacts social emotional development because they don't have that functional communication. Um and so we're seeing a lot of preschool severe delay in the area of speech. We also
016do screenings over the summer months um so that we can get those children in and evaluated at the 1st of July when Miss Alvarez comes back from her couple week break um from work. And we get them evaluated and ready to start preschool on day one. We also do a lot of our screening for what we call like the walk-in students um that have never been in school before but are elementary level ages. So this year um we have four students that we tested during the summertime right when we or right when we got back to school because I needed my school psychologist. Um and um they're all for qualifying for the programs at Desert Valley. So, um, we try to keep up on all of that as part of our child find obligations. So,
017what we do for our district, we have those monthly preschool screening days. Um, I go and represent Childfind at the Kowanas Kids Expo. Um, we have the annual Bullhead City School District and site trainings, consultations with the private schools. Um, posters and brochures are around all the offices. consultation with local pediatricians. Um I actually have a meeting on Thursday with um a pediatrician to sit with him and his staff to discuss um what to be looking for and then what's an appropriate way to guide the parents into coming to us. Um it's not appropriate to write a prescription saying this child needs an IEP. And so just educating our um local partners on how to do this in an effective way. Um and then I also consult a lot with the local health mental health
018providers. Um and they've sent many children our way from you know working with them in the homes and that's who we contact. Do you have any questions? You got your hands full. Yes. So, so approximately how many children you find every year through child find? Oh gosh, I did we did almost 200 evaluations last year and probably 50 of them were rollovers. So, at least 150. I mean, it's a lot, especially in preschool. We're seeing our largest numbers in preschool. um coming in. And so since I started four years ago in this position, the first year I was in this position, our preschool, there were two classes of special education and they were full day. So the students went for a full day of school. Um the next year we had to take those classes
019and split them into morning and afternoon sessions. Now we're at four classes that will be full and at capacity by December and they're morning and afternoon. Um so we're trying to be creative with the people we have. We're trying to look for other ways to provide the services. Um it's just it's really tough because a lot of them are coming in with severe delays in communication and things of that nature. And we have on tonight's agenda my request for a fifth classroom. Yeah. Because we know we already know the number of students coming through ASIP. Okay. We know those numbers and we have walk-ins all the time. So, and we still have more ASIP to come. Like we Yes, we usually get them six months in advance, but there's also late referrals that we receive
020as well. and those ones we have to jump and get on super quick and get an in by their third birthday to keep AD um happy with us. So, it's it's it's a moving target all the time, but we're trying to be proactive. There's 13 children in the morning classes and 13 children in the afternoon classes. And that's with one adult and one pair of professional. And these children, the majority of them need diapering. They need assistance hand overhand. They need assistance eating. All of that kind of stuff. So, while they don't have a classroom of 20, um the 13 is more than enough for them to kind Yeah. It's like having 20. Yeah. So, um, we're constantly trying to brainstorm ways to, you know, so outside of your meu over there and you when
021you're working with the private schools, do we send people to the private schools or do they send their kids to us or how does this work? So they send they will send um the parents to us and then we require from them the same things that we require from our teachers within our schools. We have to have a review of existing data form. We have to have um documentation of like their grades and all of that kind of stuff to see if there are problems. We screen them before we go ahead and pro and do any further evaluations. Um, assuming that a child ends up on an IEP, where do they end up? Do they end up with us or do they stay with the parochial school? It depends. It depends. Um, when all our
022legal obligation for students that are attending private schools um is to do the evaluation and see if they have a disability. That's where that ends. That's the obligation. Okay. We do have the proportionate share obligation. So that is if a child that is homeschooled or in a parochial school qualifies for whatever area we decide to do proportionate share in. And in for our district we do speech because that's our biggest area of concern. Um then we would offer proportionate share to those individuals. Um but they would have to transport their child here to our district to have those services. Um and currently we do it during our regular school day. Just curious, curious and curious. Does anybody else have any questions? I think she answered them all. Thank you. That was good, Kate. Thanks, Kate.
023Thanks. Do we have anybody in the uh in the audience who has questions? That's a good idea. No, you did such a good job. Ask for your assistance. Item 1.4, adjourn the workshop. If I need a motion to adjurnn. I make a motion we adjourn the workshop. I'll second that motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barb Serziki. Okay. We have about seven minutes before we start the regular meeting. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. Heat [Music] up here. Heat. [Music] Heat. Heat. [Applause] [Music] Heat. Heat. [Music] [Applause] Heat. Heat. [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Hey, heat. Hey, heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music]
024[Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] Heat. Heat. N. [Applause] [Music] [Applause] [Music] It's so [Music] [Applause] heat. [Music] [Applause] Heat. Heat. [Applause] [Music] [Applause] Heat. [Music] Heat. [Music] I call to order the regular meeting for Bullhead City School Board on Tuesday, September 16th. of 2025 at 62 02 p.m. Roll call. President Melinda Saski. Charlene D is here. Fred Rushton here. Barb Zarziki here. Would you please stand and say the pledge of allegiance with me? 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. Uh, citizens here present, please print your name on the attendance sign uh, sheet signin sheet at the back of the hall. And I think everybody I've seen
025come in has signed up, so I think we're okay. Is there a call to the public? Okay. I need a motion to adopt the agenda. I make a motion we adopt the agenda. I'll second the motion. All those in favor? I, Melinda Subraki. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Uh, our superintendent Caroline Dr. do it. Excuse me, Dr. Staying formal here. Excuse me. Um, would you give us your card? Uh, sure. We have uh all of the usual reports. Uh, Cass, if you would put up the disciplinary summary one. It's probably the very first one. No, the first one. There you go. And I'm just wanting to remind you that we're reporting by incidents this year and not by infractions. Um, and um, so I think the report looks pretty good. Um,
026and when I first looked at it, I thought, "Oo, big change from July to August." But then I thought, "But we only had three days in July, so so that kind of that kind of um, uh, weighted that." So anyway, I just wanted to call attention to that. Um, and then, uh, Cass, if you would maybe put up the one on the August enrollment comparisons, uh, which is probably the next one. That one, excuse me. So, these are the August enrollment comparisons. Um, uh, so the number of students enrolled, uh, in August of each of those years. Um so just wanted to uh note that particularly since uh part of the discussion uh and a new goal is being written by the strategic planning committee uh dealing with enrollment and um looking for ways to
027bring those numbers back up perhaps and certainly to keep them from dropping any lower. Other than that um I don't have uh any particular updates this evening. Um, can you do the M budget, please? Sure, since we're doing this. Um, I didn't see anything out of line on this, but I just need to have it confirmed one more time that the percentage that's shown on the very right, that's what we've spent. The percentage on the very right. So, if I look at salaries, uh, have we sent? Yes. 7.4. Okay. That's that's what we've spent at this point. Okay. And and um uh yeah, those are the amounts that have been spent at this point, not the amount that's the balance that's left. Okay. And you can see uh for instance, professional purchase professional services, we
028have a lot encumbered. Um uh out of that uh 165,000, almost all of it's encumbered. So that doesn't mean we've spent it yet necessarily. It means that we have written POS for for that amount of money. So you can see that we have in fact in that case we've spent almost all of it already. Would that be the encumbered it already, not necessarily spent it already? Would that be the EIA? Uh that is yes. A good bit of that. Um right at 100,000 is is EI. Uh and then other uh there were other professional services um included in that as well. Thank you. Okay. I was just I just was confirming that for myself and I forgot to do that today when I was in your office. Any questions for Dr. Stewart? Okay. Thank you,
029Dr. Stewart. Sure. Item 2.8, board member updates. Um, the biggest update that I have is the strategic planning and Fred can Fred can kind of talk to this. There's several people out here who are at the meeting that Dr. Stewart put together for us. Um, we had student enroll uh, student progress, student achievement. We had facilities that was Fred. predisome facilities. Um personnel keep going personel community community engagement and and then we added new well and and then uh parent resources parent resources and added uh enrollment. Okay. Um so we have six major goals. Six major goals and basically they are goals some of them we've had in the past. Enrollment is a whole new one and that deals with right now just data collection. Um that deals with the why the possible why this
030is happening and it could be like Dr. Stewart told us all that could be that it's just birth rate. It just could be just birth rate there. But then there's other factors and and we're all looking into that. Fred, can you speak to facilities? What did what did you guys discuss? Uh we discussed some ongoing uh maintenance that's being done and looked at some of the newer projects that we might be uh getting into and uh eval just evaluating how things are going with them. Um we have an excellent maintenance staff and they take very very good care of all of our facilities. So, uh, but it is an ongoing thing as you can well imagine with all of the buildings and all of the services that each campus has. Jen, you were on the
031student one, right? No. Which one were you? Which one were you on? Community engagement. Do you have any kind of a heads up that we could have? Um we are working on the board meetings of course bringing in um students um for board meetings we talked about um oh boy I know I put you on the spot I'm sorry oh there we go members come and join students like during lunch like having like women's also coming for lunch and those kind of things. Um let's see we have three like four or five different goals or different like action step online. Yeah. Increasing like our foot in social media. Um and part of that being like do we advertising board meetings to the public in different ways? You know any any fresh brand new ideas on
032that committee? [Music] Um, which committee were you on? Was with Michelle and Jim with that? The parent resource committee. Kate, were you on that one or were you with one of the others? No, Chris and I were on the parent resource committee. Okay. So, okay. We talked about um getting going again the quarterly parent um resource night. So um at one point James Mcnut had done the and his tech department had done like synergy and how to use synergy and get it on parents' phones and all of that stuff. Um I'm going to do like a special education one for our community and and family members that we have. Um Chris, who else? uh stream would just be a parenting and then um a nutrition one. So we talked about maybe we could get maybe
033we could get Don involved on the on the thing for the nutrition one. We talked about what we did. We talked about Estella and Don um doing that and then we also um discussed um revamping the website some to update our information and resources on there and make it um so parents have fewer clicks to get to parent resources and like what they're looking for and things of that nature. So, we're working with MC Mr. McNut on that. um specifically myself and Sheree because of our you know programming and stuff. Um so just different ways to get that stuff you know get that information out to parents. Is it Senator you were with me? Yes. Um and did I give a fair report? Okay. Just make sure anybody else did you were youbody else? No.
034Yeah. Nobody's here from personnel. Okay. So, we're going to be looking that, but I want to encourage you guys to to get yourself on a committee because it is really really enlightening to see some of the ideas that come through is really kind of a um inspirational. A little bit of inspirational. Okay. And I have board member update. Okay. I went to the ASBA. you and I both went down to the ASBA law conference down in Phoenix two weeks ago and stuff and uh talk they brought up some of the bills that passed and some of the bills that are still in Congress and some of the ones that are going to be going back in and stuff and that was you know the the basic things and stuff this year that we got from
035there. Not didn't see a tremendous amount of new stuff coming down the pike that we have to really worry too much about right now. Yeah, I got that too. That there's just money is not going to be Yeah, the money's not going to be there and there's not a lot of stuff coming out. Okay, I need a item three consent agenda. I need a motion to approve the consent agenda. I'll make a motion to approve the consent agenda as presented. I would like to pull um fast bridge learning. Which one? Fast bridge learning. 3.3 I think. No, that's not personnel. Was it in administrative reports? It was in my report. It was in the reports. So you might want to pull two 3.2. 3.2. Okay. Yeah. 3.2. Okay. So, I'll rephrase my motion then. Well,
036wait a minute. Oh, you have another one? Yeah. Okay. I'd like to uh pull the new hires, too. Oh, personnel. Personnel. Okay. So, 3.3. Okay. Any more? And I'd like I'd like to pull 3.5. 3 what? Five. Okay. Are there any left? All right. Now, I'm going to rephrase my motion. I'll make a motion that we approve the consent agenda with the exception of 3.2, 3.3, and 3.5. I'll second that motion. All those in favor? I, Melinda Sabroski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Okay. Administrative reports. I think that's me first. Yep. Um, Jennifer, I think you're up. Um, I got the look. Mine are not in color. Mine are not beautiful. Sorry about that. U no, that's my printer, not yours. So, could we show one of these fast? Yeah, there
037you go, Kathy. So, they look like this. And basically, I kind of like it a little bit. Mhm. Um I don't know what this is, so you're going to have to explain to me what this is. I get I really like the chart above. Okay. Mhm. Cuz I like bar charts, not a vertical bar chart as far, not horizontal, but but anyway, um can you explain to to me what these are? What this is? So this is a district level report. So these are screeners. So it's not the students all go um Well, K through eight did screeners for math and then the screener for reading was fifth through eight and every student took it. Every student except for at Fox Creek they're only testing the title one students and the students in special education.
038Um and so it tests skills not standards. So like for math it would be like automaticity with math facts or um geometry but not necessary standards but just the skills um related to it. So um and for reading it's the you know phonics uh vocabulary um those basic reading skills plus it can also measure comprehension and and some of those higher level skills depending on the grade level. it. Um, and it does once they start taking the test, the questions will vary a little bit based on how they're answering. So, if it needs to go into more basic skills, it will to give us a better understanding of where students are. And this is part of that new Renaissance thing that we So, this is the Renaissance fast bridge piece. So, DNA is the benchmark
039that we'll get to, I think, next month when we after we do the benchmark test. This is the screener. Okay. Um, so this comes first then we do a benchmark. So what this does and I also is it okay to show I also pulled another report. So this is what the district sees. That's fine. Okay. Um, so this would be second grade u math. Okay, this is what a teacher will see. So the black dot on the left hand side are student names. Mhm. But after they do the screener, it shows at the top that in this second grade classroom, 40% of students um were at at benchmark basically for place value. 45 for general math skills and 20% had the automaticity with with facts. So then if you scroll over where it says whole
040group recommendations, that is if you're going to do um like a whole group lesson, that's where they um recommended that you start based on your full classes results on the screener. And then Well, that's kind of neat. And then if you scroll down just so then um you can sort this in all different ways but um it's a list all your students what their scores were. two exclamation points are they really really need the assistance and one exclamation point which this green yeah does have one is that they're kind of they're at the pack risk level and then the plan tells you where you should start in a small group with them. So there's actually a section in FastBridge where you can go and 2.1 will have lesson plans for you on what you can
041do in small groups to help those students with those. And then there's inter. So every teacher gets their class with all this information on it. Yes. So they know exactly what to do with whole group and small group. Yep. Then the idea is, and we're starting to get into a rhythm because it's all new, um, is that every like 10ish days of school, you would progress monitor. So, if I'm working on numbers and operations of a simple a specific skill in numbers and operations, then I would do that in a small group for say 10 days. Then I would do a progress monitor to see if those students now understand and can exit out and go to another skill in small group or if I need to keep some of those students and continue with
042that intervention in my classroom. So this leads our small group. Excellent. That's good. How does this fit in with EI? it does fine because EI the model of instruction has to do with with us uh what we do with students at the point in instruction where we're releasing to them the task. So there's still direct instruction of the whole group. There's still um uh there's still that whole lesson progression. what MOI does and what we're learning from from IE is what do we do in that piece where we release it to students to take what they've what's been direct instruction and to apply it and to practice it and do that kind of thing. Um so that's the model of instruction doesn't replace the whole structure of instruction. it it hones in on this piece
043that in the past we've not done the best job of when we release it to students uh for them to do something with what they've just learned and um and to practice. So this helps us know in this case this is a really good example with these math skills. If we've got this group of students who have intense needs in numbers and operations, for us to have small group with those kids to do that, it also explains to us why they may not have been doing so well in that release of instruction because they were missing some pieces. Um, so this just meshes in with u with that. So for math where we didn't have a screener before, we didn't know what to do, you know, with uh with dibbles and with our reading, particularly
044dibbles up through fourth grade. We knew specifically, we've known for years because we've done dibbles since 2007. So we've known exactly where the missing pieces were and what they were. In this case with math, the reason we really wanted a good screener is because we didn't know, we couldn't identify what the specific pieces were that were missing. So, this is giving us some really good new tools uh uh uh to to move forward. The instructional empowerment piece is more for what every student gets in your main core program. Yes. So, instructional empowerment is more for tier one. This is helping us with tier two which is intervention and even the tier three for students who really need the intensive help with like title one and social education. So how are the teachers feeling about it?
045Have you heard Bill because it's a lot. I mean it's a lot of information. We're also doing this in reading. So it's not just math. They also we also do this in reading. Um, so it's kind of finding the balance between te, you know, teaching and then every 10 or so days having to retest. Although the retest is usually about a minute per student, but that can add up if you have a lot of students that are using that intervention. So, it's getting in the rhythm and then figuring out the programs, but they've been very very good. I mean, they've been positive and um they're trying and so that's all we ask right now and we'll perfect it as we go. So, okay. Thank you. Thank you. Any other questions? I think I need a
046motion to No, you still got Just that one. I need a motion to accept the administrative reports 3.3.2 3.2 or 3.2. Okay. Make a motion that we approve 3.2. to administrative reports as part of the consent agenda. I second it. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barbara Zerziki. Okay. I asked to have personnel pulled too. And I think mostly well part of it got solved this morning when I was talking to Dr. Steuart, but I just wanted to thank these people for showing up and filling out the the places where we needed people to be. And I just wanted to make sure that that we thank them for all the hassles that they went through. Are any of these people in our den project? Uh yes actually
047uh three of them are in uh our den project each they're each in a separate house because the way the the way things were assigned it happened that three of these people came and they were one in each house but I will also say that um Arch novel who's last whose name is the last one on the list is a grow our own uh he's been a long-term sub in the life academy and decided that he's found his niche and so he finished his degree and is certified and we're hiring him as a teacher and we're glad to have him. Thank you very much. Thank you. We love growing our own, but we also appreciate these other folks who um uh these folks have arrived in the last month or so uh from the Philippines.
048They happen to all be from the Philippines. And um and so now we're down to just a handful of our H1B folks. Uh and maybe do we have any one J1 still coming? Um, but we're almost they're almost all here. So, uh, and several of those will be in the den houses as well. We will only end up with one bedroom open in the of the nine bedrooms in the den houses. So, well, I bet the middle school is really, really happy. Yeah. Yeah. I think Michelle's pretty happy to have her crew here. Okay, Michelle. All right. Um, and the fact that I mean a name like Schnobble and he's not even related to Brent. That is how did that happen? Um, it's not it's not like Smith or Jones, right? Yes, it is. That
049was my first question last year when I saw this said, "Oh, Brad, is this in relation?" He goes, "No, okay. Um, I need a motion to accept um item 3.3." Madame President, I move we accept item 3.3 from the personal uh about personnel and approve it on the consent agenda. Okay, I'll second that motion. All those in favor? I Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. And we had one more, right? Yeah. 3.5 3.5 3.5. Yeah. Okay. And this is Barb, did you? Yeah. This is mine. Okay. Okay. Uh, thank you Carolyn for going through and, uh, making them all fairly equitable. Um, I would like to request not for this year. this year's I'm very happy with what we see here, but I would like if we could for next
050year's have an idea because I know like at Fox Creek and stuff that you know uh a lot of their meetings are after school so it's teachers time and stuff where the elementary but I'd like to see uh the teachers maybe give us an estimate of how many hours they put into these clubs that aren't during school hours and outside time because I know a lot of stuff happens on weekends and stuff too. So we have an idea and that way if they're all doing the same amount of time then we can make it you know more more equitable all the way than next year. But I I'm very happy that report very happy with what we have here. Thank you. It might be good for accountability. True. Although it's although sometimes we talk about
051accountability when we think people are being overpaid and I don't think that we have that reason here. No, that's that's not the problem here at all. having having been one of these sponsors for many years. Yeah. Yeah. If they if they're putting in 150 hours compared to somebody who's doing 140 or 130, then Barb needs to rethink having all of them be the same. Yeah. Yeah. Okay. Okay. Thank you. I need a motion to accept item 3.5, updated addendum for clubs. I make a motion we accept uh item 3.5 on the consent agenda uh updated addendum for clubs. I'll second that motion. All those in favor? I Melinda Sedraski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. And I think those were the ones that were pulled. Yep. Yeah. Yeah. Okay. Thank you. And
052I know that makes the meeting a little bit longer, but I think that we need to ask some questions. And we always get good answers. And I'm stalling because I don't know what page I'm on. Item 4.1, revision to the student parent handbooks. U Madame President and board members, excuse me. When uh when we discussed and you approved the um uh the updated policy that has to do with student records and at the same time approved the student handbooks. Um, we had a section in every single one of our handbooks that has to do with directory information. The policy and the um and the regulation um in accordance with Arizona law and federal law um indicate a lot of information that we can provide as directory information. However, when we uh discussed all of that,
053um I said to the board and in fact we had in the handbook that we had never been in the practice of releasing more than first name and last initial of students. Uh what I forgot about was that we have uh some partners that work with our schools such as school photographers uh and some others that um really need more than just a student's first name on the documents that we give them to give them permission. And so, um, uh, I am recommending that we update all of our handbooks, uh, to change what used to read as students first name and last initial uh, to students name, meaning first and last name, and birth date. And this is because we don't want to end those relationships that we have with various partners. Uh, photographers are
054one, but we have some others as well. Um, and so, uh, I' I'd recommend, uh, to you to approve that change in that one sentence in all of our handbooks. Does including the birth date is that more uh, identifier? Well, it could be if uh, it could be in certain circumstances, but I'll give you an example of of why we want that. Uh we've had um five or six or seven years uh partnership with the Bullhead City Lions Club to come in and do vision screening for our students and they use a computer handheld computer to do that. vision is different at different ages. And so when we screen the students um uh that computer needs to know the the child's age to determine whether the vision is in the normal range for that child.
055So uh that's one example of of one of our partners who needs to know the birth date. Um so you know we don't want to end these good partnerships that we have with people. The other thing is that uh in both the photographer example and the Lions Club example um uh they need a last name as well as a first name for their documentation. So um u but just to make just to give you an example directory information that's allowed uh by both policy and uh and regulation that is in our policy and our regulations. students name, students address, students telephone number, uh the student's date and place of birth. We're not saying anything about place. uh electronic email address, the student's photograph, the student's grade level, uh and then some things that tend to
056apply more to older students, but students major field of study, um enrollment status, part-time or full-time, participation in activities and sports, uh weight and height if the member if the student is a member of an athletic team, and I think we can all understand those because at the high school level, some of that's important for for a competition. um student honors and awards and uh the students most recently attended educational agency or institution. I don't know if that means like us or a previous one but there there's this whole laundry list and and we in practice keep it to these uh just these few items. So um you know I'm just we we try to respect uh our students privacy and um uh you know within the law and and in and in our case
057even uh more more privacy. Okay. Any other questions? Okay. I need a motion to adopt the changes. Madame President, I make a motion that we adopt the changes proposed uh for the revision to the student parent handbooks. Is there a second? I'll second that motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Okay. The next set are basically second readings. We've uh we read these in the workshop last week or last month. Um and we reviewed them when we got our board packet. So we'll try and go through this pretty quickly. 4.2 ASBA policy advisory for EB safety program second reading. I need a motion. Do are there any questions? I need a motion to adopt. I make a motion we adopt ASBA policy advisory number 909
058policy EB safety program. I'll second that motion. All those in favor? I Melinda Saraskki. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Item 4.3 ASBA policy advan advisory for GCQF discipline suspension and dismissal of personnel or excuse me professional staff members. This is the second reading. Are there any questions? I do have a question on this one. Um Cass, can you open that up for me please and go to the next page right there? Um Dr. On A and B under requirements, statutory requirements, it says may not suspend with or without pay for a period exceeding 10 days, 10 school days under ARS 15341. And then B says may be suspended without pay for a period of time greater than 10. What am I missing? One says may not and the other one says
059may, but they're saying the same thing to me. Um because they're the two laws. So, one has to do more with uh and I'm not going to remember which one's which. One has to do with um general professional conduct and the other one has to do with classroom performance. Okay. Different laws. As I recall, 341 is the law that's under uh that that defines a whole list of things that the governing board is authorized to do. And so it would have to do with professional conduct. 359 or 539, as I recall, has to do with classroom performance. And and so the um the rules and regulations of how we deal with discipline for uh classroom performance uh are a little more strict. And further down in this policy, it talks about uh how to do
060both of those things. Okay, this is just the general statuto. Yeah, I just I kept reading that and I'm going I'm missing something. It's the whole policy is a bit convoluted to me because because you're jumping back and forth between this between the the general kind of authorizations that the board has and the more specific ones that have to do with classroom performance. So you I will tell you that this policy gets if if we have it on paper, it gets pretty ragged through the year because we're looking at it a lot uh to to keep that straight. Okay. Thank you. I need a motion to adopt. I'll make a motion to adopt ASBA policy advisory for GCQF discipline suspension and dismissal of professional staff members. I'll second the motion. All those in favor? I.
061Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barbara Zarziki. Item 4.4 4 ASBA policy advisory for JLC student health services and and requirements. Uh second, this is second reading. Any questions? I need a motion to adopt. I make a motion we adopt uh ASBA policy number 912 uh policy JLC, student health services and requirements. I'll second the motion. All those in favor? I Melinda Subraki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. Item 4.5 ASBA policy advisory for JLCD medicines administrating medicines to students. This is the second reading. Is are there any questions? I need a motion to adopt. I'll make a motion to adopt ASBA policy advisory for JLCD medicines administering medicines to students. I'll second the motion. All those in favor? I. Melinda Subrasi. I Charlene Diaz. I Fred Rushton. I
062Barbara Zerziki. The last one 4.6 Six ASBA policy advisory for JLF reporting child abuse child protection. This is the second reading. Are there any questions? I need a motion to adopt. Madame President, I make a motion that we adopt ASBA policy advisory 914 with polic for policy JLF reporting child abuse child protection. I'll second that motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barbber Zarziki. Item 5.1 adoption of the fiscal year 26 budget revision number one. Madame President and board members, uh we have a revision this early because if you recall, uh the legislature did not determine uh budget uh until almost the end of June. And we had to post our proposed budget for adoption uh 10 days before our meeting, which would which meant we had
063to post it before the legislature had made its determination on funding. So, uh, this revised budget, uh, incorporates the, um, the 2%, uh, increase, uh, in base rate that was approved by the legislature. Um, and the other numbers, uh, that were used to calculate this are still related to the numbers from the end of last year in terms of our average uh, daily membership and, uh, those things. So, uh, I anticipate a a change in no in December, another revision in December, um, based on our, um, average daily membership. Um, but this is the this is where we are right now. And, um, uh, so I recommend that you approve this revision. So, this is actually based on springtime numbers. Yes. Which are bit bigger than the numbers we have currently. slightly. Yes. And um
064Cass, if you would u put up uh the summary page. I I would like to point out a couple of things. Um uh so for instance, because you were talking about percentages earlier. So on the right, you'll notice that um for regular education, um uh instruction salaries are down uh total, and that's because we have in fact eliminated some teaching positions. Um, and we moved some over to classroom site fund as well. Uh, but I would also like to point out to you that in special education, uh, that budget is up by 5%. Um, and that reflects, uh, that reflects the numbers of students we have who need special services and the number of positions that we have um, in that uh, in that area. Um, you'll notice a couple of numbers that look really
065wonky. uh one is under uh instructional staff under uh up at the top under 100 regular education that drop of 81% uh that's because in that category is where we had uh IE last year and had uh the 900,000 and that's down from 900,000 to 100,000 in that category. So that's why that percentage dropped that much. And then uh similarly uh in special education you see one that's increased by 83% and one that's decreased by 96%. And that's because um I had some uh positions miscoded and I moved them. So uh essentially what we've done is flipped those folks uh from uh uh from 2200 from 2300 to 2200. And so that's why those percentages look that way. It's not really huge changes. It's just where they're coded. Um, but you notice for our overall
066uh our budget expenditures, uh, this budget is 7.2% less than last year's budget. So, we may not be as in serious trouble in December. I don't know yet. Okay. We may be. We may be. We'll just see. Keep your fingers crossed. Yeah. Do I have a motion to adopt um the fiscal year 26 budget revision number one? I make a motion we adopt the fiscal year 26 budget revision number one. I'll second the motion. All those in favor? I Melinda Saraskki. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Item 5.2 two addition of preschool special education teacher and parap prep para profofessional positions. This is what you were talking about. This is what I was talking about when Kate was sharing her information. So, in our current spe uh preschool special education program, we
067have 96 spots and um and that number is determined by uh both by our licensing uh as a as a preschool and uh and I can't remember the other thing. Two things that uh early early learning things. So, we have restrictions on how many students we can have in a preschool classroom. uh with one adult or with two adults. Okay. And uh so that determines our 96 current spots. Uh Kate and Tammy came to see me um a couple of weeks ago with all those kids listed with ASIP and a number of students that are waiting awaiting um uh uh assessment uh who are not quite of age yet, but they've they're scheduling those. we would have our 96 positions uh filled by December. So uh and we know numbers that are coming. We have
068ASP numbers for January, February and March. So we already know that we are going to need more spots. This is not a choice. We have to provide the services for students. And um and so my thought is let's get let's get um a classroom opened and let's start putting kids in there as we test them. Uh so uh a reminder that we do get funded for this u from the state and um we're funded at 50% for the students. So essentially for each half day uh for the students for each half day we get full funding for each of those. So, for the time that they're there, we have the room. We do have the room and the furniture. Yep. We all do. Supplies. Yep. We have all of that stuff. We just need the
069people. Just need the bodies. We need the We need the adult bodies to to serve our kids. And the and the number, by the way, is 13. I think it's 13 per section. I think that's about right. Depends on depends on the category for the student. Uh for some of them it can be a little we can have a few more than that. For the very high need students it's actually less. So the average is about 13. Okay. I need a motion to approve the addition of a preschool education special education teacher and paraprofessional. I make a motion to approve an additional preschool special education teacher and par profofessional position. Go ahead. I'll second the motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. Okay. 5.3 Revised
070Transportation Intergovernmental Agreement. This is between us and the high school. This is between us and the high school. Although the agreement also does uh in include some elements that have to do with uh Topac and I think maybe even Mojave Valley. uh but top for sure and it has to do with uh that that piece doesn't affect us uh but we have uh I am recommending adding one line to uh uh the purpose and that is uh that we uh combine our contract with uh for uniform services. So for many years we have contracted with Cintas uh for bus driver uh shirts and then um uh and then they get turned in and washed or cleaned each each week and whatever. So we don't neither we nor the drivers have the responsibility for keeping those
071clean. Um uh because we were looking at a 5-year contract, we did put this out for uh for bids um because it's more than $10,000. So, we got bids is not the right word. We got quotes um uh from various services and opted to continue with CentOS. Um, and um, because we got the good rates with this five-year contract, um, uh, then, uh, this would be one where Crush would pay us, um, just like we pay them for some, uh, some services that the high school pays for and we and we reimburse them. So, we needed to add this to this uh, intergovernmental agreement. Does the high school have the same number of bus routes or buses that we do? No, I don't think they have as many buses as we have. And that explains
072the 3367 or the 4357. Well, the actually the head mechanic and the mechanics. Um, I had uh Dennis Circu, who is the head mechanic, uh, do an actual spreadsheet uh, a couple of years ago of how much time he spent working on our buses compared to high school buses and the same for the mechanics. Okay? And that's the basis on which we determined those percentages. Okay? Um, I need a motion to approve the revised transportation intergovernment agreement. Madame President, I make a motion that we approve the revised transportation IGA for 2025 26 as presented. I'll second that motion. All those in favor? I Melinda Saski. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. 6.1 Future topics. Would is there anything that uh we would like to have researched by our professional staff? Not that
073I can think of right now. Anybody? Not that I can think of right now. I'm sure we could come up with something if we thought hard enough. Um just just to add I have brain damage tonight. Excuse me. I cannot think. Okay. Dang. I was going to use that. Well, you don't you you didn't face plant yourself today, Fred. You can't use that one. Uh 6.2 upcoming board events. Okay. We have a county meeting on October 2nd in Havasu. And I know I'm going. Is there anybody else going? Yes, I'm going until Cassie. You're going count me in. Okay. And I have it on my calendar to go as well. Okay. Uh, a den ribbon cut. Yes, we're doing uh we're going to do a r ribbon cutting for the den project on October 9th
074at 4 p.m. And I'm glad you brought that up. What time? October 9th at 4 p.m. 4 p.m. Okay. And uh so the chamber of commerce and uh others are the chamber of commerce is you know hosting it and uh we've had lots of support from uh the board of realtors. Will we have their signs up or anything like that? We Cass has been working with the uh the gentleman who's going to etch the sign or etch the stones and uh so yeah. Okay. Sounds like a deal. Other than that, yes, CAA, thank you for mentioning that. It's the uh the uh Laughlin Chamber uh community achievement awards uh banquet and we are very proud that uh two people that we call ours, one who is ours and one that we call ours are among
075the nominees. Um Sheree Norris, our uh le apparent leaison homeless coordinator is nominated uh for humanitarian and uh officer Chapman uh who is the SRO that serves all of our schools except Fox Creek has been nominated for the um uh sessions uh a sessions award. You're going right. Absolutely. To represent Absolutely. Okay, that sounds like a cool thing to have. Yes, we're we're excited to have uh representation in those categories. That's nice. Yeah, that's really neat. Um anybody who wants to buy Yeah. Yes, there are tickets available. Those are pretty expensive tickets. They are. Yeah, I would love to go but somebody handed me a ticket. Maybe I will tell you that we are uh we will purchase the tickets for our nominees and their partner partners. Yes, I would hope so. Yeah. Um okay.
076Boombox. Oh my gosh, we're coming up on sim. Oh, I don't want to think about it. Um, date and time and location for future meetings. Our next meeting is actually scheduled in on October 16th. Is there anybody who is objecting to? Uh Madame President, um we have the annual fiscal report, annual financial report that has to be uh submitted or has to be approved by the 15th. So the 16th isn't going to work. So 16th is not going to work. What about the 14th? Works for me. Uh Tuesday. Mhm. What time? Well, a regular meeting. 5:30. We're going to have a workshop. If we We don't have to have a workshop every time. I may not be available that day. If we said it ear later. Huh? If we said it later, would you be
077available? Um, later in the day. Is that what you're saying? later in the evening maybe. Yeah, I've got a a conflict at 6. So, um how about Monday at 5:30? I can do that one. I can do Monday. Barb, could you do that? Oh, no. That takes Yes, I will do it if I have to. How about you? I will give up Bunko. Okay. And we have to uh have to contact Judy now. Yes. Okay. So, October 13th. Okay. The 13th. Okay. And that'll give you plenty of time to get your report. Absolutely. Okay. So, our next meeting is 13. Is that Is that what I saw? Yep. Okay. October 13th at 5:30. Um, do I have a motion to adjourn the meeting? I make a motion we adjourn the meeting. I'll second that motion.
078All those in favor? I, Melinda Subraki. I, Charlene Diaz. I Fred Rushton. I Barb Zerziki. The meeting is now adjourned.