001[Music] Hey, [Music] hey, hey. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Heat. Heat. [Music] Our run Heat. Heat. [Music] Heat. Heat. [Music] Yes. [Music] Heat. Heat. [Music] Hey. Hey. Hey. [Music] Okay, there you are. Heat. Hey, Heat. [Music] [Applause] [Music] I call to order the workshop. Oh, please make sure your mics are on. That's my ne my me message to you guys. I guess we're leaving our mics off these days. I call to order the workshop for Bullhead City School Board on Thursday, July 17th, 2025 at 5:30 p.m. Roll call. Present. Melinda Sraki. Charlene Diaz here. Fred Rushton here. Barbra Zarziki here. Judy Reid here. Thank you, Fred, for making us whole again. Well, thank you. Um, just Mrs. Stewart, Dr. Stewart, you want to talk to us
002about the scores? Actually, I'm going to have Jen talk to you about the scores. She's pulled all the data and has had the time, bless her heart, to uh do a lot of analysis of the data. Uh we did share it with the principles uh last week when we did our two days of well end of last week and beginning of this week when we did our two days of uh leadership team orientation to get started and uh had um uh some robust conversations about what the data tell us and um and um some planning already for moving moving ahead. Um, and then Jen's also had those conversations with the instructional coaches and um, uh, so plans are already actually it's not just plans, actions are already in place because they've been um, working with
003the new teachers yesterday and today and we'll work with them tomorrow. So your show, Jen, all right, these are the results of the spring preliminary results. They won't change much. So um, So, this is the the cohorts. It's kind of discouraging when you see like how we're keeping up with cohorts from like each grade to like the third and fourth fourth and fifth. There's some good in there, but um the maintaining seems to be an issue. I'll show you later how like when you I had I had a question on this, Jen. Does the fact that like fifth grade math, okay, it goes from 2420 to 16. Does that mean that those students are no longer in the district? No, it is um when they were in third grade there like in math in third
004grade there was 24% for then that group went to fourth grade it was 20 and then Okay, it was lower. Okay. All right. I'm sorry I've interrupted you. No, you're good. Um I'll show you later. you know, we'll get to it, but where where the strengths seem to be are when within the same grade level. So like if we look at historically like third grade alone or or you know, each grade level alone. So different kids, same standards, it seems where the growth is, but um maintaining each group of students as they move through the grade seems to be what isn't. So how many students are in third were in third grade at this time? Oh boy. Um, probably around 200 right around 200 200 of them and only 18% passed. Yep. That's scary figure.
005Between um around 200. Yeah, that sounds about right. 225 or so. Yeah, that's whoever's looking at So third grade those are their proficiencies for this year. So that's 18% this is continued 10% if you look and this is their um each each school for ELA and then each school for math and it shows where they stay. So blue is um highly proficient, green proficient, yellow is partially proficient, and the red is the minimally proficient. Any good excuses for all the red? I can give you reasons. I don't want to Okay. You know, I can give you reasons. I think I think maybe since you've asked the question because I was going to wait until later to share this um because one of the things we talk about is what are factors that impact what goes
006on with our scores. Um there's never any one factor and um we've been working hard on instruction and those kinds of things. Um uh but when you have 25% turnover of staff every year, it means for 25% you're starting over. Um this is the this we're coming into a year when for the first time in the seven years Jen and I have been in our positions where we have only one site leadership position that has changed. Okay, one as opposed to three or four. um research is pretty strong that um uh that u stability in leadership is as important as stability in teachers and but when you have 25% turnover in either group you start you you move backwards. Um, another factor that that we're not in a position to change under the circumstances, but
007does make an effect on all of these things is the fact that with our grade banding, we only have two grades at each level as opposed to three when you start talking about growth and change. So, every two K through four is at a site, but only third and fourth grade test. Okay? And then they move to fifth grade. So now they've changed schools. They're there two years and then they change schools. Um uh so um uh that damages us later when we're talking about school grades, you know, the grades for the schools and those kinds of things. Doesn't affect this so much. Uh but it does affect it a bit. uh whereas if we'd had Ka if we had stayed K5 then we would have had three grades you know together and at 6
008through 8 we would have had three grades and the kids would only have changed schools once in that in that u setup. So um not intending to be excuses they are factors that play into all of our testing and all of our student uh student progress and outcomes. Um so um uh and then at one of our sites this year and please understand there's no blame game here uh but our the principal at one of our sites taught half a day every day for second semester. So was not being a principal for at least half a day. For a fairly large portion of that time, the assistant principal was on maternity leave, which meant that the instructional coach was trying to do trying to hold all the pieces together and did as good a job
009as anybody could possibly do in that role. But not having those two leaders for a significant amount of time um h definitely had an impact. Definitely had an impact. So, um, uh, you know, I can't assign any percentage to what any of those factors play into what we are or are not doing. Um, but you add them all together and there's a significant imp impact. We also were looking at standards last year. So, unwrapping the standards and finding how how many of our teachers really didn't know the standards. And so through that process, we also realized that we had holes in elementary. So this coming year we have um a program to help with chronic sympic awareness in ELA. That was a big piece that was missing in our ELA um adopted curriculum and then
010adopted program. And then math, we don't have a math screener. So whereas we can take at the time Galileo um and know what standards are not being met, we don't know the exact skills that are inhibiting the kids from meeting those standards. So, we do actually have this math screener in place also that our teachers will learn to to use up through eighth grade because I mean we have kids in seventh and eighth grade who probably can't do basic facts. And so the screener will help identify exactly where those holes are for title and for sped especially to fill. Once again, I mean those are pieces that we're putting in place to help. But can can I ask a question? Of course you can. Uh Dr. Stewart, if you you had the personnel problem there
011where the the principal and the assistant was out, so you had no administrator there, why didn't we put the instructional coach in that classroom for the day teaching rather than taking the administrator and putting him in there? Okay. Well, first of all, the administrator had taught at that grade level. So she had she had expertise at that grade level and the coach did not. And secondly, the coach is in every teacher's classroom all the time. So if we pull her for half a day, you know, the principal isn't in every classroom every day. And it it tries to be I mean is in as many classrooms as possible, but um um they made the decision. They you know, they talked to me about it. It wasn't like they did it blindly. Um but um their
012pros and cons for who was in the classroom made more sense. Um the other part is that frankly our coaches are paid with grant funds and there are restrictions. So if we pulled the coach to teach then we can't use those grant funds to pay that salary and uh and then we run the risk of losing that piece of the grant the following year. So once again there's no one factor Barb. It's a great question. It is a great question because it's not the kind of thing that we necessarily share with you guys all the time on why you know what are the factors that go into making those decisions. Um and I will tell you one of the things that we told our leaders last week uh was that uh they are not to
013put teach not to put the instructional coaches in classrooms to teach particularly since we know we are starting the year with some classrooms for that our international teachers are not going to be here yet. Um because we need them coaching from day one. We need them coaching people from day one. And um uh so once again it's you know you it's like all those plates you know the juggling thing that they used to do in the circus. You figure out what it is you need to do to keep as many plates on those sticks as you possibly can. So uh and and with the cuts we know that are happening with our with our federal funds uh we don't want to risk a single dollar. Let me tell you. So that but a great question
014and probably a question that even some of our employees have. So I'm glad you asked that. Thank you. And just the these are the historical the greatest the example but um how you can see there's a group of different kids same standards from ELA or from 2022 to last year. So, how does this compare with the state? And the state give you an average? Yeah, the state's higher. I mean, I think state is quite a bit higher if I remember seeing the paper. Yeah. In some Yes. In some in some grade levels. Yes. Yeah. And I will tell you one of the things very much higher. One of the things that I noticed though because there is a group that is really um uh out there a not for-profit group that's an advocate group for
015public education that's really going to be working with districts for the next five years. Um Jen, if you go back to the third grade the the slide uh yeah well no the other one the first one that one. Okay. So we have 15% of our kids at uh at um passing um at as statewide it's 39%. Yeah. And you know, I mean, first of all, I would tell you that's nothing to brag about. No. Okay. 39%. No, it's not. Nothing to brag about, but it's it's more than double what we have. And I get that. So, I'm not I'm not trying to say, you know, woe is us because of that. It's on us where we are. But as a state, you know, to say that that it's 39% is pretty dang sad. Okay. So,
016uh, but there are groups out there looking to help. So I, you know, I'm just using the thing is the thing is this sort of implied to me when I was looking at this stuff today. Mhm. This implied to me that our kids are not the same kids or the same mix of kids that the state has, you know, and that that implies that our kids are below everybody else. And that's not true. No. Oh, no. That's not true. So, the thing is that 15% should not be there. It should not be there. Should be high. It should be much higher. Should be at least 39%. We should at least hit the state average. And we are not doing that. And we haven't done that for the six years that I've been on this board.
017We haven't even come close to the state at any grade level and that's showing when Jen shows those other charts and but I think that anybody who looked at this today and of course we're in workshop and everybody else is watching online so we need to finish this but the thing is unless we are in a a dip you know where we have all the low kids coming into Bullhead City which is Not true. No, not at all true. Then we should at least be at the state average. Even if the state average is 39. Yes. Exactly. You know, the thing is this is just we're not getting the outcomes that we should be getting. No, we're not. And that's the truth. It's time to figure out exactly why we've poured a lot of money.
018Yes. into I always reverse this EI or IE. We've pulled we've poured a lot of money into that and we're not seeing any better results. Well, I think Jen can show you a couple of places where we have. Excuse me. But they're not terrific. Okay. So, I'm going to tell you right up front, they're not terrific, but we can begin to see changes. So, Jen, if you'll go to some of those. I will keep I will not say anything. No. And I I'm just very very disappointed. You're having the same conversation Jen and I had the day that this these data came out. You're saying exactly. I knew that I was going to be Well, it wasn't because you were going to say it. It was because we already were shocked about what we have.
019So, um, Jen, you know, so a couple of things if you can, you know, highlight or whatever. ELA ELA is seems to be more of a strength for us than not. Um fourth grade uh ELA at Sunrise is really the star. Um you see as far as our district goes then you see where that is. That's in the center. Yeah. Jen, I'm new to the, you know, new to the board. So I I'm some I'm speaking from a little lack of information, but should we do a realignment in effect that the teachers who teach math really should maybe teach across the grade level? I mean, I hate to do the high school concept, but more of a um use your best to teach the best, you know, and I don't know if you're doing that.
020I again, I'm speaking from non-information. That's okay. We did have that conversation last week because um especially I mean anyone has strengths. So in general elementary school teachers tend to have strengths in ELA. That's just I mean in general but when we have a lot of our international teachers that come over they are trained usually in one subject more in one subject than the other. So, we might hire someone from the Philippines who is elementary certified, but their strength is math or their strength, right? International teachers tend to be stronger in math than our American teachers. I know that. And I just was saying, you know, some realignment. I I don't I don't want to do the high school type concept, but I I do think that we need to really study some realignment and
021use your best teachers to teach reading, the best teachers to teach math, etc. Whereas that they come in and maybe they teach across four different classroom levels, but they're going to be more effective because they are more energetic in that field. And some I hate to say I talked to many teachers who hate math. And that is not what we need. We need the person who loves numbers. And so I've been thinking about it, but again, I'm speaking from a lot of lack of information. Not really. No, we had that, as Jen said, we had that conversation. Actually, I think it was on Friday, maybe Friday when we had an all day with our leaders and uh our elementary people particularly went away to talk about that with their own teams. Um uh and I
022said if if this is something where the the benefits outweigh the negatives, okay? And um uh Stephanie Mccoral, who's our principal at Diamondback, has has worked in a school where that kind of situation was in place. And her team discussed it and uh and then she sent me an email and said they weighed the pros and the cons. Um and and a at an elementary level, a critical piece is if you move those kids across, you know, from teacher to teacher, kind of the high school or junior high model. I'd say the teacher moved, not the kids. But well, but either way, what we have to know is that the the classroom management has to be consistent across those kids. Definitely because it's way more critical for classroom management in K through four than in
023not that it isn't important in the other grades. You all know what I mean by this, right? Um but be the the younger the kid the younger the kiddos are the the more difficult self-regulation is and the more critical it is that there are structures and routines. Okay. So anyway I told them that I would back whatever decision they had because I'm willing to see what is going to work. Well they ended up deciding they ended up deciding not to. who loves math might have an exciting math lesson. And if they teach that all day, every one of the kids may be excited. Whereas if if I'm teaching math, which isn't my forte, you know, I might I might get through it, but you know, I'm I'm I'm making lesson plans for all day, but
024if I'm only teaching math over four periods of a day, I can have the super duper lesson. You know what I'm just saying? just more more time spent on planning and preparation and and get the kids excited. I'm I'm more saying let's get the kids excited about the subjects. That's when you they learn, right? And they, as I said, they they had the conversations. Um and I would back them either way. Uh they ended up deciding Stephanie's group decided the cons outweighed the pros in in this case. Um and um and I don't know if the other two sites had those conversations or not. I have not heard from them. Um uh but um you know we the discussion was wide open in terms of what are things that we can do uh particularly with
025math and because as Jen has said we tend to be stronger in in lang ELA as a district than we are in math and um so you know um I'll let her go ahead with that and and uh point out some just a thought is is is maybe having one of the schools pilot that was the idea that you know um that was the idea layout or whatever you want to call it for one grade and see how that works. That was their conversation because it actually um as you were talking it was that might help some students who have a hard time regulating their own behaviors that movement if they move from class to class. That movement would probably the teacher would be the one who moved. It would be the teacher at elementary.
026It would be the teacher who moved probably um but maybe not you know and and I know they they weighed those factors. They had they had a list of I know Stephanie's group had must have had a really good conversation. They had a list of I don't know 15 or 20 pros and cons, you know, um what whatever. I mean, it wasn't like they had four or five things on each list. They had a long list on both sides. Um and um uh so, you know, and then of course the teachers need to weigh in on that discussion and they're not here yet. Yeah. You know, they're not the returning teachers aren't here until Monday. So that doesn't mean that they might not revisit it when the teachers return on Monday. Um uh because they
027need to weigh in on this too. You know, it it's not probably a good idea for the decision to be made this week and then say to them, "Oh, by the way, you know, say to them on Monday, oh, by the way, you're only you're going to teach, you know, there are there are three there are three classrooms at your grade level and you're going to teach math to all three of the classrooms and you're going to teach language arts to all three." um uh that's probably not probably not the best way to go about that. So that doesn't mean it might not change next week. It might and I will back them and support them. Well, even if they've did a pilot program like Charlene said and started it in January, I mean in
028second semester, you need time to prepare something like that. It's not something you can say next week we started. But I'm just saying we need to investigate other means. And you know when I was principal and you were principal, we were doing a lot of that where the teachers would teen teach and the math teacher taught both sections and they got along real well because usually the uh rooms were adjoining but uh I just don't know. I just uh looking at this I'm just like Melinda. I'm very disappointed in the data. Absolutely. Yeah. The math for me was disappointing. It's very um there's some there's some good um spots with ELA where you could see that they made some improvement. Not where we want them to be obviously, but but definitely improvement. Um but the
029math was kind of disappointing. And Jen and Jen can point out can show you because she really has analyzed these data um tell you where where this where the weaknesses tended to be at each grade level uh in math and in ELA. And in ELA, it was pretty much the same weakness across every grade level. Um whereas in math it was different in each grade level. So you might want to share that. Um in ELA it was writing. We've been working in the district. Um that's been a thing for years, right? But we really need to improve the writing. um on the AASA if a student doesn't submit a like gradable prompt whether they have too much like plagiarism um don't answer the question there's there's a list of things that that mean that their
030whole ELA test is um invalid so it's not just the writing piece it's the all three tests um there's about 25 students across the district that fall into that but um I know that's one thing that um Bullhead Middle worked hard on last year was the writing and in fact their fifth grade is the only grade that had that as relatively as a strength when you look at their writing their reading scores. You want to put fifth grade up. So once again if we look at it as this this is the the proficiency levels when the same group of students was in third grade then in fourth grade then in fifth grade we're tending to lose the kids from proficient to partially proficient. Um but if you look at different kids, different students with the
031same standards being taught is where and then also keep in mind uh this is a good one to look at too because uh 2024 is the first year we did uh that we did the model of new model of instruction. instruction and uh 25 is the second year. So in both for fifth grade at least in both ELA and math uh we're seeing improvements down kind of they kind of maintain the services although in math um kind of like in reading when they move from second grade to third grade it goes from learning to read to reading to learn in third grade it's similar in math where in fifth grade they're kind of still learning math and in sixth grade they have to apply so the standards are very different but it's still just historically
032so different students but same is being hot. A little growth and at least a decrease in the the red. I don't know. Seventh grade is kind of all over the place. Um proficiency. It's math. I mean math. I mean, neither is great, but math is just seems to be our our weak place overall. And then as a standard science. Science is only taught in fifth grade. So that's why you can see the different years there. It's only tested. It's not just taught. You said taught. Yeah, it's only tested. Um these are the results, the efficiencies. We are piloting programs this year. Um we have a group of teachers that are piloting the Sabis um science and we have a group of teachers that are piloting food science this year. because this is our last year
033in our contract with science. Okay. So, no, we weren't excited either. Um, I think that's probably the understatement. Yeah. I can answer questions. Anybody have any questions? Um yeah, I am so so disappointed that I can't even I can't even voice a question. And and I I just can't understand how like looking at the the one I think it was eighth grade math just now 97%. Yeah. Seventh and eighth grade math. 3% passing rate in math. What is going on in those math classes in the junior high for God's sakes? I mean I taught that for 25 years and I I I don't understand why we have such a low such low math scores. Jen, what was the weakest area in eighth grade? It was expressions in the equations. So like exponent, science, and linear
034equations was that's stuff they have since fifth grade on. That's not stuff that's that new to him in eighth grade, you know. No, the one that surprised me was the weakness in I think it was fourth grade, was it Jim? Third grade was multiplication. That which makes sense because that's the year they're learning that year they learn that. That's usually, you know, that's the right fourth grade I thought was value. Place value. And I'm I'm thinking that first grade, second grade. Exactly. Exactly. There's there's But obviously it's not being reinforced every year. It needs to be what what they're learning one year is not being reinforced again the next year because math especially is a building block. It all is. And you know, it's a scaffolding. And so the thing is is that scaffolding has
035to be reinforced every single year. And it's obvious it's not. But the thing is the whole purpose of Bullhead City 15 Yeah. is to educate children, right? Yeah. And we are obviously according to this test not doing that, you know. So we're not living up to our mission and vision. Yeah. So we either have to re revise our mission and vision or something has to take care of the red. And I know I'm preaching to the choir, but the thing is I'm tired of it. There's I'm tired of the the excuses because I I think that we're not the only district that has the factors that you're talking about. No, every district they are research based with different Yeah. And with different weight, you know, everybody has factors and and they probably have the same
036factors and you're absolutely right, but to different degrees and in for different districts and they're getting the results. They're getting the outcomes and we're not. Yeah. So, something is wrong. schools who are passing in a high high. Something that we're doing is wrong. And we've been doing the same thing over and over and over for at least the six years I've been on the board, you know, and that's not counting co, you know, that's that's Well, CO data are before these four years. CO data are before these four years. Okay. I'm sorry. I'm I'll get off my horse now. Maybe. Thank you, Jen. Thanks. Thank you. Yes. Thank you. It does take a lot of that and it takes a lot of strength to stand up and present that kind of stuff. Needless to say,
037she's been very nervous about it for a week. Yeah. Well, she's she's still high on on her list of good people. That's a good thing because both of us were having very negative thoughts about what we needed to do as a when we reviewed these data, let me tell you. Well, let's hope that when we review it next year that we see some some real improvement closer to the state. Can I ask a question? Since the results that we were expecting to see, especially after the excitement over IE, since we're not seeing those results, do you think that uh that it's worthwhile continuing with them? Absolutely. and we've signed the contract. But I will tell you, we've already had conversations about um uh and in fact, I'm I'm I'm actually very pleased that one of
038the things that's occurring this year is that we will have only one coach working with all of the instructional coaches. uh it has been set up for the past two years that uh the coach that worked with the instructional coaches that there was one coach for two schools, one coach for two schools and one coach for the fifth school. We will have one coach across the board and um uh and no denigration to those other folks. Um but one school has had six coaches in two years. I think it's six, no, five coaches in two years. Well, you know, the continuity and the stability there is the same as for anything else. I'm looking forward to the fact that there's one coach across the board and all of our teach all of our instructional coaches
039and therefore teachers will be hearing the same messages relative to what we need to do um uh with instruction. And I I think that's a very positive thing. and it happens that it's the coach that's been at the middle school and and you know you've seen some of the data that we've had the biggest growth at the middle school. So I'm I'm encouraged by the fact that we're going to have that one uh that one person across the board. Um we will have one coach for all of our principal no two coaches for all of our principles this year. Um as opposed to three. nothing against any of those people who were coaches but you can see that there was not necessarily consistency in the messages uh when there are multiple individuals. So um absolutely
040uh the other thing that that we look forward to is how this this year transitions then for Sandra to be you know to be be into those roles the following year. And um uh so I see some real value in where we're going with that. um some real consistency. The other thing we might look at as a board is to stop banding and put the sixth grade, fifth and sixth grade back into the reg the other schools. That's what I was going to we might just consider that as a board that that's where we'd like to go. And I might mention research on it. Okay. Certainly. I mean, certainly when you're looking at those kinds of things, I mean, I think it's worthwhile to have any of those kinds of discussions. Yes. Um um you
041know, for for many many years in our district, um uh besides when we had K2 at Coyote, um it was K5. Um and and the sixth grade was the transition to junior high. Um so, you know, I think you if if you go there for those discussions, it's a it's it's a year-long discussion anyway. It's not the kind of thing that we start doing in January and, you know, and do those kinds of things. But, you know, it's one of those let's look at all of the possible things that we could look at uh to uh to make things uh to make things work. Um and then at the same time look at, you know, okay, where are we being successful and do we want to do we want to break up the place that
042is being successful? Um that's kind of the flip side of that, but we look at all of those factors. Okay. Yeah. Do I have a motion to adjourn the workshop? I make a motion we adjourn the workshop. I'll second the motion. All those in favor? I Meinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. Okay. I'm going to move immediately into the regular meeting. Okay. Is it 7 after over there? Yep. Yep. Yeah. 607. Okay. I call to order the regular meeting of Bullhead City School Board on Thursday, July 17, 2025 at 6:07 p.m. President Melinda Saski Charlene Diaz here Fred Rushton Ziki Judy Reed. Would you guys all stand and say the pledge with me? I pledge allegiance to the flag of the United States of America and to
043the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, citizens present. The only citizen I see present is Fred. And Fred, do you did you sign in, Fred? All right, we got it done then. Those other six people are I was going to say they're all citizens. Yeah. Yeah. Okay. That I was going to say second class, but that's not true. I beg your pardon. Did you guys all sign in? All right. Okay. So, we have no call to the public or anything like that. So, we're back into donations. And who is Linda Bowden? Linda Bowen is the representative for I guess it's now called AL Marketing Group, but I always think of it as Prepaid Legal. Oh, okay. Uh she has represented Prepaid Legal in our
044district for over 20 years. Um uh brought the brought that whole program to our district and um uh so her uh donated $500 of corporate and then personally donated $100 uh to pay for the lunch yesterday for our new teachers. and then any remaining funds for uh to help us with other items for uh for new teachers. Um and uh and it uh Lance tells me that she will be present at the breakfast on Monday so we can so you can thank her in person. Uh uh she's been a a great partner in the for the district for over 20 years. Excellent. Excellent. Please make sure that I get to meet her. Absolutely. We'll absolutely make sure. Thank you. Um item 2.7, adoption of the agenda. Do I have a motion to adopt the agenda
045as presented? I'll make a motion to adopt the agenda as presented. I second that. All those in favor? I'm Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb, Judy Reid. This is the most empty page I've ever seen you present. Well, you know, we don't have any discipline reports for June and we don't have any enrollment counts for June and uh so uh so you're getting a pretty uh pretty paired down uh version of of this. Um I would I would ask um uh to bring up the work ticket report because I want you to look at that chart at the bottom. um the ticket activity um and also the fact that we had um we had uh work tickets that carried over and we had 406 new ones in June. Uh that's because
046we're hitting, you know, we're fixing and and hitting all the things that we can't do necessarily during the during the school year. But some of them are pretty serious, which is why there were only 265 that were actually closed out. Um but some of them are uh you know pretty pretty extensive kinds of things. Um but you can kind of see down at the bottom that um the days where there are the spikes, those are the days that Mark is out walking campuses and as he walks the campus he writes work tickets um for things that he sees on the various campuses that need to be uh need to be addressed. So um you can see that uh he work walks campuses regularly and um uh and he's expected to it's part of the requirements
047from SFD and also from the trust and um uh and then they start addressing them. So um I kind of wanted to call attention to that so that you could see how busy they have been in June. Um uh updates um you'll see over there on the table a whole bunch of black bags and a few red bags. um our um business office and then Lance uh spent a lot of time, particularly Lance, reaching out to the chambers of commerce and reaching out to other folks to say, "Hey, um you know, what can you what can you share with us to help welcome our new teachers to our uh district and to our community?" Um and so nine of the bags are gone because we have nine people who've been been here this week, but
048those are for the teachers who are yet to come. total number of items in the bags was over a thousand. So, uh uh you know, chamber of both chambers of commerce um businesses related to both chambers came through with a lot of items. Um and then um MCC because they are converting to Mojave College next month or this month, whichever. Um have all kinds of MCC things left uh that they can't sell. Well, they can't, you know, they're not allowed to to do those things. And so, they've donated a lot of a lot of items. So, you know, there are mugs and I don't know what all's in there. Mugs and hats and pads and and you know, just lunch bags and all kinds of things that have MCC on them. Um, but what a
049great way to uh help our new teachers feel more welcome to um to our community and and what's available here, you know, because some of the things in the bags are just are are like a a visitor's guide thing to say here, you know, here are businesses in our community or here are services in our community and and those kinds of things. So, um we want to thank all those people and you there'll be a bigger list next month, but I really wanted to point them out since they're sitting here looking at you. That's nice. Yeah. At women's council, they were asked for um printed things, not what it called imprinted things. Oh, yes. Yeah. So that like all the pencils would say such and such realator or whatever. I thought that was kind of
050a cool idea. It's a real cool idea. So, um that's that's really the only update I have for you relative to these things, but I'll answer any questions you might have about uh those budget reports because keep in mind those are the end of the year reports. So, uh, kind of shows you where we were at the end of the year. Uh, I'm particularly pleased with the classroom site fund that, um, uh, I think we have, I think it shows about $120,000 left in that out of 1.8 million, uh, 1.89 million. Um, uh, because I try to get I try to spend as, you know, I try to get as much of it out to our folks as possible um, uh, for the year. and and um you know, so when you get when you
051get down to those numbers in in the scheme of things, it's like balancing your checkbook and only having 50 cents left. So I I feel pretty good about the fact that our teachers got the money. Have a question. Um we we removed all the carpeting in this. Yes. Have there been people complaining about that? No. No. So they've adjusted. I They have adjusted. Um, we actually had that conversation a bit yesterday with the uh with the new teachers and the coaches because uh I spent some time with the new teachers yesterday talking about safety and and the expectations we have for decorating their classrooms and the prohibitions we have for uh uh decorating classrooms and that furniture and carpets and all kinds of things like that have to be purchased from uh uh from our
052approved vendors. They can't just go to Walmart and bring in, you know, bean bean bag chairs and whatever. But we talked about the the fact that we had um removed the carpet and and um and the fact that all of us teachers and everybody have uh was surprised at how uh little difference there was in sound in the room because everybody in rooms because everybody kind of thought, oh, it's going to be noisier, you know, without the carpet. Um and because we made sure that every classroom has at least one uh 10 by 12 carpet in the room. Um, in fact, one of the coaches said yesterday, "The rooms are quieter than they were before." So, we don't quite know why that is the case, but it certainly wasn't anything like we thought it was
053going to be. And, um, everybody seems pretty pretty okay. Yeah, that's good. That's good. We can change. We can change. Yes. Okay. Item 2.9, board member updates. Um, I need I I received a complaint from uh a person online that from my comments last week or last Monday when two Mondays ago or whatever. Yeah, July 7th. Yeah, July 10 days ago of being disappointed that there weren't people here. Ah, okay. And uh so I'm apologizing to all those out there in virtual plann for for saying that you guys are you guys were not there. You are there and I appreciate that. What I'd like to do though is to suggest and this is I don't even know whether it's possible. Um the comment was made that there was no way to comment. you know, the
054person who was talking to me said it would have been nice to be able to to use Zoom, whatever they were using as to write a little comment for the for the budget hearing. Yeah. About the budget hearing or about anything else that goes on at the board meeting. Yeah. When we stream I mean, we're streaming the board meetings and those kinds of things. So, there's no way for there's nobody there's no way for somebody to comment or do a call, you know, to do the like the call to the public on that. However, if we were doing a hearing, we might be able to finagle up something that would let them send in a, you know, send maybe send in a text question or that kind of thing if we were to do that
055via say Google Meets or um we don't usually do Zoom because of at a point. No, I know but I mean at a point that costs us money but there's Google meets and there's and there's uh teams and there are a couple you know there are a number of uh vehicles to use for those kinds of meetings so we can explore that or like like they were saying too just a way like even that they could sign in so you know that they were in attendance at that meeting even they weren't here physically because if they're sitting home watching it there's no way for you to know who's home watching it where they could at least you know somehow have some type of signing Yes. Well, we do get a count. Um James gives me
056a count every week, every after every meeting of how many people were uh how many people were viewing. Uh how many and and how long relatively how long? Uh we had 10 at that meeting. We had 10. Okay. Well, it's 10 more people than we're here. Exactly. Right. Exactly. And um and I don't know who they are. There's, you know, and that's okay. I don't need to know. Um um I usually when I look at those data the next day, I'm interested in seeing the length of time that folks stay on. Yeah. You know, um uh if there are 10 people, I'm just using that as an example, but if there are 10 people and they only stay on for a minute or two each, that's not real encouraging. But if you've got 10 and
057they and and eight of them stay on for the whole meeting, that's encouraging. That is because they're, you know, then they're aware of all the things that you all are doing in the meeting as opposed to just staying for, you know, five minutes and or for one particular item on the agenda that they wanted to hear about. If you'd like, I can start sharing those data with you. Uh because he sends it to me the next morning and I can just forward it to you. So you can kind of see it is interesting. It is interesting and it's interesting to see which nights which nights have more people you know than other nights. It would be it would be interesting because that's one of our goals is to include more community. So if we have
058that data then maybe we can go and talk about that but again I apologize out there in the streaming land. I didn't mean to imply that you were not important. question. Isn't um attendance at a board meeting one of the points that they get on their prop. So if they're if they're just listening, they don't get the I don't think so unless they can convince their principal to sign off on that. But no, that's why lots of times during the year you will see, you know, there'll be teachers here that are not here for a particular item on the agenda is because they're working on getting uh points for a classroom site fund. Yeah. Well, Caroline, couldn't they have something like the the day following the meeting that morning, they have to bring in a
059a summary to the principal of what went on the meeting and there, you know, I sat there and watched the meeting because this is what what happened because, you know, maybe physically they can't get back here for the meeting because schedules and stuff, but if they're home watching it, they should be receiving credit for it. Absolutely. And and I would hope that principles would accept that. And I will tell you that um uh when principles are not here for the meeting in person, they are watching from home. Um you know sometimes because they have small children or you know whatever um they can't physically be here but um they are watching and um and I find that I find that acceptable as well. Yeah. It's not because they don't care. No. Um are there any
060other updates from other board members? Anybody else have to apologize? Did anybody No, I pretty much kept my mouth shut at that meeting. Okay. Um, the consent agenda. I need a motion to accept the consent agenda unless of items that we need to pull to discuss. I make a motion that we accept the consent agenda. I'll second the motion. All those in favor? I, Melinda Sabraski. Hi Charlene Diaz. Hi Fred Rushton. Hi Barb Zarziki. Hi Judy B. Okay, here we go you guys. Here we go with the all the letters and stuff. I hope you guys have been have have read these two. I spent some time this afternoon reading these and making Yes. And if I may, Madame President and board members, I'm ashamed to say that I can't tell you which one which
061one it is, but one of those policies, I did make a couple of editorial changes. Uh either there were spelling errors or grammar errors, um or something that needed to be changed. So, it didn't change the substance of the, you know, from the first reading, but it changed the accuracy, if you will, of the policy for the second reading. So I got it. Item 4.1 policy J I CJ student use of portable electronic devices at school. This is the second reading. Um are there any questions from the board? Do I have a motion to adopt? I'll make a motion that we adopt policy JICJ, student use of portable electronic devices in school. I'll second the motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi, Barb Zarsiki. I Judy Reid.
062Item 4.2, policy GDQD, discipline, suspension, and dismissal of sport support staff members. This is the second reading. Are there any questions? I need a motion to accept to adopt it, please. I make a motion that we accept GDQD, discipline, suspension, dismissal of support staff members. There's a typo. I'll second that motion. All those in favor? I Melinda Saski. I Charlene Diaz. I Fred Rushton. I Barb, Judy Reed. Item 4.3, Policy Advisory. I J N DB use of technology resources and instruction. This is a second reading. Are there any questions? Do I have a motion to adopt? I make a motion we adopt policy advisory JNDB use of of technology resources and instructional instruction. I'll second the motion. All those in favor? I'm Melinda Sabraski. Hi Charlene Diaz. Hi Fred Rushton. Hi Barb Zeriki. Hi Judy
063Reid. Item 4.4 policy advisory for JLF reporting child abuse or child protection. Second reading. Any questions on this one? Just clarification. The changes are underlined. Is that correct? Yes. Those are the additions and then anything that's been deleted has been struck through. And I have a motion to adopt. I'll make a motion to adopt policy advisory for JLF reporting child abuse child protection. I'll second the motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. I Judy Reid. Okay. Item 4.5 policy advisory for JR Student Records. Second reading. Any questions? Can I have a motion to adopt? I'll make a motion that we accept policy advisory for JR student records. I second it. All those in favor? I, Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb
064Zarziki. I Judy Reed. Item 4.6 policy GDI, support staff probation. This is the second reading. Any questions on this one? And just as a reminder, this is the one that we made uh complete complete changes in uh our current policy. Yeah. I make a motion we accept uh policy GDI support staff probation. I'll second that motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barbber Zarziki. Hi, Judy Reed. Now we get to the stuff that's first reading. Well, and actually these are uh these are for information only. So these are all information. Yes, they are. Oh, okay. Exhibits. The three exhibits. Exhibits. Yeah. Um ex number item 5.1 exhibit GCQFA discipline suspension and dismissal of a professional staff member. This is for information. Yes. Uh so Madame President and
065board members, if I may, uh we've had an improvement plan in place for um uh for our teachers that we use when we do evaluations. Um and that that's that's attached to another policy. We have not had um a performance or um an improvement plan for our certificated personnel um for professional conduct. So, um, this policy has to do with professional conduct as opposed to, uh, classroom performance and, uh, and so, uh, uh, when leadership team and I worked on, um, uh, developing this, it looks very much like the other one. It's just that this one is specifically for professional conduct. Okay? So, no action is needed. I just wanted to be able to present it to you as we as we've talked about uh so that you know that we are are um uh
066filling in some gaps that we have. And here's another gap filler. 5.2 exhibit GCQFB discipline suspension and dismissal of professional staff members. And so if uh if we in fact then move to uh some kind of disciplinary action then we're going to use uh this is a written warning uh relative to that same policy. And um so for instance if we've had the improvement plan and the individual does not meet the improvement plan um then we move to this and then beyond that we might move to the other policy that has to do with discipline. Okay. Any questions? Nope. Um 5.3 is another exhibit GCO EB evaluation of professional staff members. This is a revision, right? So this is just a somewhat of a revision of the pol of the exhibit that we've been using
067and I just specified that this one is related to classroom performance whereas the other one is related to professional conduct. um and then corrected uh because somehow or other we had not corrected developing or ineffective uh from uh you know that's part of our um part of our system now. It had the old terminology so somehow or other we had missed that somewhere along the line. Okay. So corrections. Okay. Some more information. Okay. New clubs at Fox Creek Pit Masters Club. I thought that was kind of interesting. I bet you I know who brought that one before the Well, I you might I don't know for sure, but I bet you it was Mr. Price. I just Oh, yes. I think you're correct. Um uh so yeah, you see that they have in fact done
068what they're supposed to do. They've created constitutions. Uh it's interesting because others in the in the office saw the term pitm and was were thinking other definitions of pit. So, you know, like pit boss across the river and they're going, "We really want to have a club about about that kind of thing. This is meat smoking and barbecuing. Yeah, this is smoking and barbecuing. I just want to be in I think we all want to be invited to this club. Um technology and the other one is technology. Um and what's happened is um uh we've had interact club and it has been inactive for a couple of years. we're not going to, you know, we're not going to delete it, but it will be inactive. Uh because we haven't been able to have find a
069sponsor, whereas we have somebody here who's very interested in sponsoring this club, and we have uh an individual very interested in sponsoring the technology. We uh in the past, we've had two paid sponsors for Science Olympiad. Um and um uh there's really only one person interested in doing that. And so we took that other paid sponsorship and created another club. So uh a technology club um uh for uh Fox Creek, which is probably pretty in line with things that kids are interested in these days, right? Yeah. So I have a question about the pit master. Uhhuh. But are they required to have like a health whatever it is? You know what I'm talking about? Because they're right. Yes. But they're not they're not cooking for other people. They're not cooking for other people and they're
070not cooking for sale. They're not cooking, you know, they're learning to cook. Okay. It's like a culinary class. Yeah. It's kind of like home or whatever, except it's a club. So, it's a it's a learning to do it. Okay. It's a learning to do it. That doesn't mean that they might not share the food occasionally with somebody, but for the most part, that's not their purpose. It's a it's got the rules for getting a health food card might be taught during this. Yes. Yeah. Well, yeah, that would be a good food handlers. Yeah, food handlers. Food handler certification. Yeah, there there's the word food handlers. Thank you. Any other questions? Okay, we do need your approval. I do. I I'm going to ask for a motion to approve. I make a motion we approve the
071two new clubs at Fox Creek, the technology club and the pit masters club. Okay, I second it. We have further discussion. Just a question. It it in their comments or in their charter they talked about tournaments for pit for pitm. Yeah, there might be. There might be around the state. I don't know. I thought that was interesting. Oh yeah, there's cookoffs all the in fact uh the foundation had a big one. Pitm one went down in Habsu a month ago and they're nationwide pitm cookoffs and stuff and that. Where do you sign up to be a judge? Exactly. Yeah. No, you you've got your chili cook offs and you got your pitm barbecue rib p cook offs and everything smoking and stuff. Yeah, it's big. Okay. All those in favor? I Melinda Sabraski. I Charlene
072Diaz. I Fred Rushton. I Barbara Zerziki. Hi, Judy Reed. Item 5.5, tax credit clubs for school year 2025 2026. Uh, Madame President and board members, we bring this list to you each year to approve uh uh clubs and and activities that uh can benefit from the tax credit. And uh so you notice we've um we've added the the new clubs recommended that and we we didn't put it in the consent agenda because we knew we had those two clubs on the on the agenda. So we couldn't put it in the consent agenda. So, uh, and and in the, uh, second column, you can see which school sites, um, are interested in those clubs. Do these groups go out and ask for tax donations? Well, I don't think that the the elementary schools do um, middle
073school and Fox Creek may may do some asking. Yes, we advertise it widely um in our social media on our fa on our website um uh actually uh Lance and um Jenny Becker uh make appearances at various places and and service clubs to talk about tax credit. Um and also they make a point of talking each year with those tax preparers preparers in the in the community uh to say to them, hey, you know, uh as you're doing this, you might suggest to the people that you're working with uh that they make a tax credit donation to the schools, you know, to a school uh because that's money, you know, that's money that you get to decide how the state spends it. You know, kids are better salesmen than PE than adults. That's probably true.
074So, that's probably true. That's a good idea. Okay. Do I have a motion to for this one? I make a motion that we accept the list for tax credits for the school year 2526. I'll second that motion. All those in favor? I, Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. Item five. I'm sorry, Judy. That was rude. She wants to get out early meeting tonight. I apologize. That's apology tonight. So Judy's leaving early in the morning for a trip. She wants to get out, too. So 5.6 club sponsor addendum for school year 2526. U Madame President and board members, the other three addendum lists were in the consent agenda. Uh but we couldn't put this one there because you had not yet approved PIT masters and technology. Uh so I'm asking you
075to approve this addendum list. Uh I have a couple questions on this one. Why is it that uh the yearbook advisor at like Desert Valley only gets $500 a year. Uh but yet the yearbook advisor at the middle school and the junior high gets 600 a year. Uh the same goes for the um student council sponsors 850 at the elementary but the middle school and the junior high get a thousand. I think they should all be the same. You know it should be balanced. I I don't see why the older schools are getting more than the younger schools for doing I mean the teachers are going to be putting in the same amount of time. Not necessarily. the student councils at the elementaryaries probably don't meet as often. I mean, I could be wrong. Chris
076and Stephanie, you could tell me if they, you know, the the student councils at the middle school, certainly at Fox Creek um uh meets at least weekly. I you know, plus I think doesn't um Fox Creek, I don't know about the middle school, but Fox Creek, don't they have like a conference they have to go to the student that they haven't been going to any conferences? No. Chris, does your does your student council meet more like monthly? It depends on Yeah. So, I mean, it's not there's not nearly the amount of time put in for student council. Um, a yearbook. Um, I mean, we don't even have a yearbook for the junior high. I don't know if they Yeah. have a yearbook, but they certainly don't have a club sponsor for it. Um, and I
077certainly don't have any problem changing the amounts. I mean, you all can tell me what the amounts are for all of them if you want. I just personally, I just feel that, you know, they should be the same, excuse me, across the board for everybody. Okay. junior high teachers won't be happy with me. But there's a certain amount of equity in that what she's bringing up. Anybody else? I mean, I don't I'm fine if you want to make it all the same. Question is, which one do you want to use? Well, I recommend this year because of where the budget is and unfortunately way things are going that we stay with the lower amounts this year and then if we do have the budget next year be able to increase it. But I think this
078year for for a safety net we should go with the lower amounts just to be more fiscally sound. Okay. I appreciate that. Discuss it when we get closer to the new the we can talk about the new budget. Yeah. And it would be uh would be good to you know in the spring too. I mean so that we're way ahead of way ahead of the next budget. Okay. So do I have a motion to approve the club sponsor addendum? I make a motion we approve the club sponsor addendum with the changes that all uh schools and all sponsors are paid the exact same amount of money for this year for this for the school year 2520 2425 or 2526 rather. Okay. Thank you. Do I have a second? I'll second the motion. All those in
079favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi, Barb Zarziki. I Judy Reed. Okay. Item 5.7, election of ASBA delegate and alternate. This is uh the delegate that will discide the political agenda for ASBA at the law conference. You have to go to the law conference. Yes. At the law conference. At the law conference this in Santa Cruz. So you can't go So, does anybody want to volunteer? I cannot because I'm on the other committee. I I'll volunteer again this year. I was a delegate last year and I will be there at the conference. So, okay. So all every do I have a motion to elect Barb Zarziki as our delegate to the um I make a motion that we delegate Barb Zarziki is our delegate for the ASBA um political and so
080conference political agenda so far I think it's just Barb and I going so there is no alternate we're just I'll second that motion okay um all All those in favor? I, Melinda Saskki. Hi, Charlene Diaz. I Fred Rushton. Hi, Barb Zerziki. Hi, Judy Reid. Item 6.1, future topics. We brought um I brought up a topic about uh having a board retreat. Yes. Did we do anything with that yet? Um I am working with I forgot her name. I'm working Julie. Julie. Julie. Julie Bacon. Thank you. I'm working with her. Okay. All right. Anything else that we should be discussing? Nothing. It might be nice. It might be nice that after school starts and after some decisions are made on how to improve these things scores that we have a sit down with those people so
081we understand what's going to be done. Okay. Um and not from principles I I instructional coaches or even lead teachers. Okay. um to know what's going to be done in the classroom so that we can when we go in and to to visit we can actually see some of this these changes being made. Okay. And then uh I think I'll feel better about it if we can do that. Awesome. But that's second month what whatever. Yeah. Not right away. Any anybody else have anything? Good suggestion. Does anybody want to suggest to Dr. Stewart that we look into not banding anymore since that seems to be one of our problems or what? I I think that is something we should look in into is going back to uh K through two and uh three through five
082and six through eight as uh our schools and stuff like we used to have and uh I think it'd be beneficial just to to look just for information. Okay. You know, is that what you're talking about? Just information? Yeah. just just information to see, you know, in in facility-wise and everything. Is it ca, you know, are we able to do it and is it going to, you know, make have are we going to have to do some major changes in order to do it or can we, you know, with the facilities we got be able to do it without much additional cost or anything to us too. And Judy brought up of the fact of using teacher strength. Um a math teacher or an English teacher or a social studies teacher using their strength and
083you said that they had already discussed this the I know that Diamond Beck did and uh I mean we already do that at uh from fifth grade on up. Okay. Um so the at three elementaryaries Stephanie. Yeah. Do you want me to share the list of our president? We could sh Yeah, we could share those with you. If you would share that, Stephanie, I can actually do that. Stephanie, you sent them to me. So, I will I can forward those to the board. And I think I think in terms of that being a board decision, probably might be down in the weeds a little bit too far. That's my opinion. Um, but you certainly should know what it is and what they're talking about and why they're talking about that. Yeah. Because otherwise otherwise all
084we see is a score. Absolutely. Absolutely. See what's behind the scores. Yeah. Absolutely. And I and I think I like the idea of starting research early on anything we might talk about with grade banding. Um uh and including uh you know the instructional leaders at the sites in on they all need to they all need to weigh in on those things as well. It would be interesting to have them come and talk to us. You know I know that I know that's weeds but the thing is no no that one's not so much the weeds. We would actually be making a lot of these decisions. Absolutely. in terms of those things absolutely would gray banding you certainly would be um um and but I also think just a word of caution if I might uh
085at this point so that we can allay any stress and anxiety out there is that it's that you want to discuss it and explore it that it's not a foregone conclusion because you know what rumors are going to do and so I'm just I'm suggesting we head off rumors by saying you want to explore which is completely legit. We're just listening. Yep. Absolutely. Discussions. At least I am. We're out on a fact finding. There you go. Yeah. Yeah. We just want to hit off those rumors and anybody and everybody can come in here and talk to us about this and give us some information. Absolutely. Um any other future topics? Okay. Item 6.2 upboard upcoming board events. I know Monday we have breakfast. Yes. I'm going to be there. Judy is not. I'm not. And
086you're not. Fred, are you going to be able to make it? No, I have a doctor's appointment. I'm getting ready for surgery. So, okay. I've got a lot of appointments. So, those are important. So, I guess there won't be a quorum, but there will be board members. Yeah, there'll be two of us. We post for a quorum anyway in case somebody just changes their mind. What is the July 31st? Huh? No. So, the agenda for that is is that pretty much set for the breakfast. Oh, yes. July 21st. Cass has got it. The July 21st back to school. It's very informal. No, that it's very informal. We learned we learned a while back that um uh that the that our employees really enjoy the opportunity just to meet each other again and you know after
087the summer and and socialize. There's no bingo. No bingo at this one. No. And we'll do a couple of things like u you know we'll we'll thank our any of our sponsors because we do have some folks who help us with this. Um um but otherwise it's pretty informal. We don't have any presentations anymore like any of those presentations, but we do have what a dozen a dozen of various groups that will be at the tables around the outside so that our folks can go talk to them if they're interested in, you know, in so like Linda Bowen will be there to answer questions about prepaid legal. Uh but she we no longer allow I'm using her as an example to uh stand up and and make her pitch to the whole group. Uh I
088do know that uh Julie Hasset uh does um do a drawing for tickets for the community concert. So you know so she gets a little time to to uh talk about community concert but um but then she's giving them something too. So um so we're doing that but so we because of the space we limit it to a dozen and um uh you know they're they're our good partners. Is there a chance that um Barb and I could have the microphone for five seconds? Absolutely. To welcome the staff. Absolutely. Anytime would be other than just standing in the back. Absolutely. We'd love it. Okay. If we could possibly do that. Yep. Um I was reading in the in the paper that uh Mr. Head is our new new mayor. I want to congratulate him. Yeah.
089Oh, I saw that. Okay. and anything else that we had that's that we need to support in in the uh city. Okay. Thank you, Lance, for preparing that. 6.3 Date, time, location of a future meeting. The next meeting is should be on August 23rd. No, it's the 21st. 21st. 21st. 23rd here. Says 23rd. That's a typo. Typo. Okay, got it. And it says at 5 a.m. or 5:00 pm that it will open and 5:30 we're going to start our our workshop. Um, does anybody know what the workshop topic is? Not at this moment, but I do know that um the board I mean the uh ASBA has been going through all of the current policies. Cass tells me that they're in section D already. Um uh and I will try to look through to see
090if there are things that you know that might or might not interest you. But I don't know. I mean it'll be up to you if you want to start through the whole policy book and and review things. you know, a few policies at a time. Like we started a couple of years ago and we got probably up to about D or E and and then got busy on other things. Um is there is there a chance that we could put the the political agenda in that Kathy's going to put in? Absolutely. In in the workshop. Yeah, absolutely. In the workshop. That would be a good idea. Okay. Got that? She's got it. Item 7.1, adjourn the regular meeting. Do I have a motion to adjurnn? So Judy can go home and finish packing. I make
091a motion we adjourn the meeting. I second that motion. You should. All those in favor? I Melinda Saskki. Hi Charlene Diaz. Hi Fred Rushton. Hi Barb Ziki. Hi Judy Reed. See, we do have