BCSD Board Meeting 05/15/2025

001[Music] Hey, [Music] hey, hey. Heat. Heat. [Music] One [Music] day one day. [Music] Your name's on me. I'm calling the workshop for Bullhead City School Board uh in I'm calling to order the workshop for Bullhead City School Board on Thursday, May 15, 2025 at 5:30 p.m. Uh roll call. President Melinda Sabraski. Charlene D is here. Fred Rushton here. Barbber Zarziki here. Judy Reid here. Okay. Item 3 point or 1.3. Yeah, maybe I'm not so good tonight. Just reverse those little um panorama stuff. This was interesting when I was looking at this this afternoon. So, Cass, if you'll get the first one up, please. looking at. Now, if you want real details about this, uh we'll ask Jen to give you uh more more conversation about it. I have looked at them and uh but I'm

002not quite as familiar since I don't work directly with Panorama most of the time. Uh but this is the spring surveys. Uh and this one happens to be for students. Uh, and it's grades three to five, but I'm guessing since it's only one grade level. Oh, it's overall, isn't it? See, that's what I said. It's overall. So, 51%. Um, and I don't know, you know, I don't know if you want to look at everything. Three to five. For three to five. If you don't, you know, if you want to look at each of them, if you, however you all want to do it. Okay. Um so uh this is u perceptions of student physical and psychological safety at school. So 51% of them um say they feel safe at school and um uh so this

003is and these are the breakdowns you know the specific pieces that all ended up um aggregated in that 51%. Have we been talking I I looked at question three here which says how likely is it somebody from your school will bully you online. Have we been talking about that a lot in classes? I don't know that we've talked a lot about it in classes uh directly. I'd have to ask principles if you know if the kids if the teachers talk specifically about it. U we talk in general about not bullying and about not cyber bullying. Okay. Okay. Um I just wondered because it was so different from the other three. Well, actually that's a pretty positive response. I mean that's why I'm saying it is it's a pretty positive response. Um and uh uh you

004know uh especially compared to uh I guess when I look at two where there's a more even breakdown between you know can I tell an adult if the bullying is occurring? Um so you know that's kind of an interesting comparison. Yeah. Um, I'm I'm a little concerned about how often do you worry about violence at your school? Uh, you know, to have 19% that's that's about one in five kids. And and you know, we work really hard to keep our kids safe at school. And um uh so we don't know quite what goes into that. You know, maybe they're thinking safe from each other as opposed to safe from the outside world. I don't know. We don't have any particular way of of assessing their thought process. When this was given, there may have been

005something going on might have been. Yeah. So, they saw that. Yeah. Please, Jen. The other thing about the survey is that we only had like little 250 270 or so students take this survey out of all of our students. At one school in particular, we only had 10 students. only a 10 students need to take the survey at all. So just to give you the perspective, so it's sort of a little lopsided then. Yeah. So because we have to ask parents opt in, we can't give them c any surveys unless the parents opt in. That's where our struggle is. So just to kind of give you perspective, I'm not saying it's not good data for those kids that took it. That's how they feel. But it's just it's not all of kids. That's kind of

006interesting because that's the same number, 128 responses. Isn't that very close to what the parents were? Yeah. Yeah. Oh, yeah. It is very close, isn't it? Yeah. Um, and it used to be for years and years we would we would give surveys and uh parents could opt out, but then the legislature changed it and said we have, you know, parents have to opt in for their children and they have to be able to see the parents have to be able to see the questions before, uh, you know, to before they decide if they want to opt in or not. Um and so um that has changed the percentage of responses we get. We used to get you know a very high percentage of student responses. Is this done at school on the computer? Yes. Okay.

007For the kids. How about the parents? Is that done on the computer as well? Yeah. Their phone or computer, but they do that on their own time. So it's outside of school. So yeah. Gotcha. Uh is there more to this one, Cass? No. No. Okay. Um Um Yeah, I'm liking that, you know, almost that we have a high percentage of kids who say almost never fights. And and I will say to you that we've worked really hard this year, particularly at our upper grades, to help parents, students, and staff understand um the difference between assaults and fighting. And um uh the general the general definition among students and parents is um that anytime any student hits or kicks or whatever another student that that's a fight. And by definition that's not a fight, that's an

008assault. Fight takes two or more. And uh uh so you know I'm I'm this is three through five so I'm not particularly disappointed about this but I think there's some muddy in mud in this water relative to uh fights because based on the data from our schools this year we have had very few actual fights. We've had assaults where one student attacks another student and um uh I'm happy that we've not had as many fights at any of our sites this year. Um you know, but we now are working on reducing the number of assaults as well. Is there anything done on this survey to uh explain to parents how important it is that their kid takes part in this and they take part in such a survey? It's in the letter we sent home

009and we posted on Facebook and stuff, but Oh, it was okay. That's what I didn't know. Okay. Could we just instead of doing them all, could we just do the school? Yeah. um school level for the eighth, sixth, eighth grade because I think this would be a better comparison than right so uh so even though it says 6 through 12 of course that's 6 through eight for us and uh 46% u uh indicate feeling safe at school. Look at the number of responses. Still not what we want though. No, no, it's not. You know, we'd like to have more than that. Um, and once again, we'd like, we'd like to be able to drill down and find out are they not feeling safe with each other or are they not feeling safe in the environment,

010you know, in the school. um because that isn't real clear to us what they mean, you know, what they're which which perspective they're using for that. But with only 144 respondents, it's really Yeah, that's less than half. Yeah. So, it could be really changed if we had 90% of the students. I just thought it was interesting that this looks almost like the third the five very close to the third to five. Yeah. So all the schools at least this group of kids are all thinking about the same. Yeah. This would be different kids. Am I any questions? Mhm. Is there anything in all of the surveys because I know you had the the students, the parents, the staff. Is there any thing in that on all the surveys that were like, "Yay, can you know

011a celebratory type thing that I found some of that in the staff surveys?" Yeah, the staff survey had the staff surveys were very interesting. Is there anything that's like oo we really need to work on or focus on? Well, I mean, one of my first thoughts always is safety. So, I tend to look at the safety things. Uh because as I tell people all the time, my first job is keeping students safe. My second job is keeping employees safe. And and so that's why I said just now about that perspective. I would be more I would be interested in knowing from the perspective of the students particularly in from what lens are they not feeling as safe. Is it equal both ways? you know that they don't feel safe from each other and they don't

012see feel safe in the school the physical school or is one more than the other because that would give us some direction on what we could do next to help them feel safer. So from my perspective that's the one I pay a lot of attention to with the students. Um uh Jen looks at other things too because these are pieces that go into the grants that she writes. Yeah. So, why don't can you pull up the staff survey? Or the teacher survey, excuse me. There you go. Yeah. And see these numbers are a lot more realistic. Um because we have whatund um Yeah. If you well teachers we have 150 okay 150 teachers so we have a pretty high response rate here now I'm not sure do our other certified not administrators do administrators get

013this too no so but our other certified specialists do like counselors and whatever so if you put those people in then we're talking about about 165 people so this is a pretty high response rate Cass, you want to make it a little bigger for the people in the audience, please? There we go. Thank you. That's too I usually say for my vintage eyes, but you know, in this case, I know they're all struggling to see it out there. And these are generally very positive. Yeah. You know, if we look at the top two, you know, completely understand, understand or extremely connected, quite connected. Um, uh, these are pretty positive. Question five is really good. That's half of the people Well, I also like three. Half of the people half of the respondents at least got

014up on the right side of the bed. Um I I really appreciate number three. Um uh you know that we're talking about colleiality and and respect of each other. Um I think that one's I think that one's really positive. Yeah, it is. My favorite one is the parent one talking about their students and they we'll get to that. Oh, is this the parent one? No, no, this is Oh, this is still I'm sorry. Can we go down? I'm sorry. This is still safety teacher. just to see how it compares to the kids. There isn't one. Okay, here's well-being though, which kind of fits some of that. Uhif well-being is 55%, but some of those are pretty high. Um, I'm not particularly surprised by number four because we've been pushing people really hard this year to

015uh uh, you know, be outside their comfort zone and um, uh, so I I'm not surprised that we have, you know, in the middle that sometimes frustrated, exhausted. You had the exhausted and the exhausted. Absolutely. It's also if she did you just do this uh at the beginning of April. Yeah. Getting towards the just before testing. Before testing. Yeah. Yeah. Right. So everybody was tired. Yeah. Um although question five is pretty positive compared to those two previous ones. Um uh sixes too. Yes. Yeah. Yeah. 82% there. I really like 12 and 13. Yes. Yeah, they're both very high. Yeah. Okay. And that's demographic information in that last part. Show us the family surveys please. Pretty please. It's interesting to me that barriers to engagement has 81% um and yet it falls in only in the

01620 to 20 39th percentile relative to the rest of the to nationally. Um and I don't quite know what that means. Um, that we really think it's 19% instead of 81%. Yeah. Yeah. Because that's pretty good size barriers to Yeah. And we have the breakdowns, right? Yeah. Yeah. Let's see the breakdown. No, I think it's pretty positive. It's a lot more positive than the 81%. Depending on what the 81% really means. Well, some of these items down here, I mean, because that's an average. So, you know, somewhere down here there's something that's not quite as positive as these first uh three. Uh so, question four. So you would pull that pull that down. Yeah. But it's still positive. Yeah, it is. Okay. Then going down. Keep going. See, these are all when I went through

017this. This was all very positive. And they're almost all up, you know, in this whole set. They're almost all up from the fall survey. Um, which is nice. Okay. Any questions on this stuff? We should probably Um, anybody need to see the school staff survey? No. Or have you guys all looked at these things? Any questions at all for Jennifer or Dr. Stewart? The only thing that really stood out to me is in the parent survey that the parents recognize that that they're not participating as well as they should. I did notice that. But um might I suggest that we need to maybe move along otherwise we're going to it'd be forever. We got kids up. Yes, we do. Well, but they're in the regular agenda. So remember those students are in part of the

018regular agenda. Oh, they're not part of workshop. Remember, we moved it so we'd get some more people here. Okay. All right. All right. Okay. Is that all of that one, Cass? Was that all of that one? But this was Oh, this is the one that was talking about. Yeah. Yeah. So, at least there's some recognition on the part of the parents that um they're not involved. They're not involved. Yeah. Question five looks better than the others. You know that um there's some visits to the school. So, Okay. Okay. Okay. Appreciate you guys doing this for us. Um, I spent some time with it today going through each one of them and I'm sure everybody did just to see just out of curiosity from I wish that we had more than 155 parents. Yeah. Doing this.

019This is really kind of an important thing for me. Yeah. Because pretty much the only communication we have with parents is something like this, especially when we have about 600 families. Yeah. Yeah. You know, it would be nice to have a higher percentage of of responses. Um but it also says the kinds of responses that we got on this survey. um uh says to it that that the only people who responded are are not people who are unhappy. Yeah. You know, because sometimes that's what happens when you do a you know, when you do a survey, the people who choose to participate are the ones who are unhappy about things. And this I would like to think this is probably representative of a cross-section. This sort of reminds me of parent conferences. You know, only

020the good students parents are the ones you see. The ones that you have really would like to see don't. And so, you know, that's the thing is, you know, are, you know, the the other ones that really don't care aren't even responding. And rail r a i l. And it doesn't have to do with anything but trains. Not according to Google. Barb and I went to u this conference up in Flagstaff. the district paid for us to go up there and we went to this conference and it's was very very impressive. The presenter was very very impressive. Um fantastic. He basically involved everybody there even me who has a tendency to sit in the back and kind of listen and not contribute very much but it was very very interesting. So, what Barb and I

021talked about on our way back was actually doing this a little bit with the board to show you what it is because what I would like to see is that at least this is considered as part of the PD in the fall. Um I don't know try it with one school try it with the whole faculty try it with whatever but it was um it was very very impressive. Yeah and uh at the conference there were teachers from schools that had been involved in it and stuff. So, you know, we got to hear from their p prospect or perspective too of, you know, how they they thought it worked and stuff. And like Melinda said, the the presenter, he was he was phenomenal. I mean, it was a 5 and a half hour. We started

022at 9:30 in the morning and at 3:30 at 3:00 or 2:30 cuz he had to get back to Tucson. At 2:30 it was like, is the time up already? I mean, we just we ate lunch and kept going all through lunch and everything and it was just it went so quick and he was just so phenomenal. Who was it? Jimmy Hart is his name right there. And he is um Yeah, he is local. I mean, he's so he has a a good understanding of who we are and what we are. He's from the Tucson area. um that kind of thing. So, did you Cassie did you make any copies of this? There were some back there. Yeah. Okay. So, everybody is welcome to participate in this. It's going to take about what what did you

023what' you figure, Barb? 20 20 minutes or so. Okay. 20 minutes to do this, I would say. So, because basically you do it in groups. So, you're going to have to get a group. Yeah. All right. And it was really interesting because it was Barb and I at the table and a lady from the res the Zouri Zouri reservation and uh there were a couple people behind us from the Navajo reservation and the whole Flagstaff school board the whole Flagstaff group was there and then there were a whole bunch of other people. So very very much very eclectic. Yeah, eclectic group. Okay, so Barb, go for it. Okay. What RAM stands for first of all is respect, affirmation, and inclusion with my leadership. And the respect of course is what we all talk about. And

024it wasn't only just respecting the people you work with, but he talked about ways for us to show extra respect for our students as teachers. He brought there there were things he brought out and as a a retired teacher, I thought, hm, I never thought of that as doing that in my classroom before. And then the affirmation, the way he brought about the affirmation and stuff of it and how to affirm to students so that the students realize that you, you know, you're not coming out and saying good job, but you're there's a way you can say it to them that they realize you're affirming it, but it doesn't make other students in the classroom feel like, oh, the teacher's pet type thing. And then including everybody. And like Melinda said, he did a great

025job of inclusion. I mean he had you talking about it even if you didn't know you didn't want to. It was like he brought he sucked you in so quick you didn't even realize he had sucked you into this conversation and uh it it was very good. Now the first thing we had to do is he said what will be my legacy and what is why is this important? So we had to simply sit and think about what your legacy was and what you were going what you wanted to uh how you wanted people to remember you. And then we went around and we all talked about it and stuff. The next thing was the fun that was a thing that was fun is you had to take one word to define your strong leadership

026skills. And this is where we sat and we all sat around and in our group we each came up with our one word. And then what we had to do is if there were three people in your group, you got you had to make up a sentence using the and you could only use four words, but you had to make a sentence that used three words that your people each came up with and then you could add one word. If you had six people, you got to use seven words. So you always got to add one word, but you had to use all the words from the group and stuff. And it was interesting listening to how they they worded it. But it was also being educators. I think a lot of us had the

027same train of thought and stuff. A lot of our words were very similar and very familiar. So what we would like you to do is get with two two or three of you get together or if you want to work all as one big group that's fine. Work as one group and think about one word that would define what you feel is a strong leadership quality for yourself. and take about five minutes and then we'll put together the statement and stuff and talk about that. Does everybody understand what we're asking you to do? Yep. Any any questions on what we want? Okay. And are you a and are you a team? Is this group the board the board? Should we go down in the audience though and join their groups? I mean it would seem

028like it would be very more much more educational to listen to other people. You can do that. Uh, it's not fair to leave the room. Yeah. So, are we going to go down there and then be with him? Yeah. Get your behind up, Cheryl. You want to do this with us, Cassie? Why not? You guys have no idea. It's okay. That's where I'm trying to Yeah. Okay. There you go. [Music] I'm getting up and for the for those of you who just came in, we're doing a little activity that the board wanted us to do. Uh, so it's not just as chaotic as it looks. We'll finish this activity before we start the regular meeting. We agree to accomplish. I'm ready to We're making That's the only way to tell them about Oh, quickly. So

029did mine. Yeah. Kate's word was consistency. Stephanie's word was perseverance. Mine was confidence. And we came up with Oh, see. And is it interesting what word we one word we can add to make it work. Yes. I was in a group of two. So we we got our two words put together with the word. How are you doing? I'm good. It's all good. A lot of a lot of stuff been going on. I bet I had something to do with works that way with prayer too, right? Yes. How'd you do? We did all right. So the whole thing is all right. Yeah. Okay. Um, kids just have to hang in with us for just a second more. Okay. Hang in there. Did you guys all learn something about yourselves a little bit that you didn't

030know beforehand? I sat down with two people that I didn't know. Yep. Yeah. You guys were three of you already knew each other sort of the kind of right and you came up with something. Fred and Julie and I and and um Judy were back there. Caroline, who did you sit with? The lovely parent in the back. Okay. So, you only had three words. Yes. And we did a great job, too. Okay. Okay. And Barb, who did you sit with? I was with uh Sherry. Shel. Sherry. Sherry and Cindy. So, you know Cindy, but you didn't know? No. Sherry? Nope. So, we got to know a little bit about each other. And this is this guy is very intense. He's very emotive. He plays on your emotional side. I want to say he's touchyfey, but

031sometimes that touchyfey is a negative thing for me. But basically, this guy is really incredible. So, Julie, what did we have? Uh, we had support. Honest communication is supportive. Okay. Two of us had honesty. Julie and I were on the honest side and Judy was supportive and Fred was, of course, communicating. So, that's how we got that. Okay. How about up here? Um, what did you guys get? What did you get? What did we get? Driven through credible visibility. Driven through credible divis. Yeah. Visibility. Divisibility. Visibility. Visibility. Not invisibility. Is it? Yeah. Fred, I didn't even ask. Who did you go talk to? I was with um Miss Hall and Miss McCarth. Okay. Okay. Did you guys do a good job? I think we did. I think we did. So, what did what did they

032Miss Hall, what did you guys have? Fred said he Fred said he talked for us. Oh, Fred. Fred. No. Okay. Fred perseveres. I'm sorry. You said confident consistency through perseverance. Whoa. Who had the perseverance? All right. All right. So, that's a good thing. And Barb, uh, Sherry's gonna take our group. Accomplishment through agreeable engagement. That's good. Oh, who had accomplishment? Me. All right. Good job, Cindy. And, uh, that's it. Carolyn, what did we get? Um, we only had two. So, it was really quick, but um, integrity and transparency. Integity. Transparency. Integrity in transparency. It's a statement, so it doesn't have to have a verb. You guys realize that, right? Okay. Right. So, you see what Barb and I did. This is just a small piece. This actually took him a good 30 minutes to get

033us to do this. Yeah. And once we got past this part, everything else just moved. And it was really kind of interesting. And I'm hoping that you guys that you will consider doing look at that because that way you know we you paid us to go someplace neat and we brought it back. Yeah. Thank you for bringing that back to us. Yeah. And I think that from now on in that's the way we should do we should actually do presentation. Item five 1.5 adjourning the workshop. Do I have a motion to adjurnn the workshop? I make a motion we adjourn the workshop. I second it. All those in favor? I Melinda Subrasi. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reid. You swear she catnaps were great. Okay. I'm going to go

034immediately into the regular meeting. I call to order the irregular meeting of Bullhead City School Board on Thursday, May 15, 2025 at 6 12. Is it is it 13? 13. 13. Okay. Um, roll call. President Melinda Saski. Charlene Dia is here. Fred Rushton here. Physically here. Barbarziki. Judy Reid here. Would you please stand? Say the pledge with me. I aliance 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. Love it. Love it. Do we have anything from citizens? Did anybody need to talk to us today? Okay. Go ahead. Make sure they sign in. Make sure they sign in if they have Oh, yeah. Did you guys all sign in? No. Make sure because I just got

035told to remind you guys to sign in. All right. Item 2.6. Tell them where the signin is, Melinda, because some of them are. It's in the back. Well, you point it out. We know where it is. It's in the back. Please sign in. It's really important. Even the kids. We need the kids to sign in, too. It's really important. So, make sure before you walk out of here. It's one of my performance goals. So, if you don't sign in, if you sign in, you're helping me. Okay, there we go. Thank you, sir. Item 2.6, donations. Oh my goodness. This was all for staff appreciation mostly, wasn't it? Lot of it. What did Fox Creek do that they got all this good stuff? Charuderie board. Oh, man. They're getting lots of support. They are. I appreciate

036that. Sunrise has a lot of it, too. And I suspect we don't even have all the lists yet because um uh because appreciate staff appreciation is in May. So, you're probably going to see some more lists in June for staff appreciation for the other schools, right? Yeah. For the other things. Donuts, yogurt, breakfast cookies, iced coffee, energy drinks. Oh my gosh. Coyote Canyon was high on something that day. Either sugar or energy drinks, but they I appreciate it. I think we all do. We all appreciate everything that's given to the schools. Thank you. Now, I know it'll probably show up in June, but I know this week was a big donation from the Shriners, too. That they gave out 30 bikes and six scooters to the elementary schools. They gave 10 to each of the

037elementary schools and two scooters for each of the uh kindergarteners at the schools. They gave those out on Monday and Tuesday of this week. There you go. We'll look for that in next month's list. Yeah. Bikes for books. And I understand that there was one student that had read 145 books this year. Wow. Yeah. They told me Monday night because I see the group on Monday night and they told me Monday night that one of the one of it was a boy and he had won read 145 books at Desert Valley this year. Wow. 145 books. Yeah, that's the whole library. Uhuh. Item 2.7, adoption of the agenda. May I have a motion to adopt agenda the agenda as presented? I make a motion that we adopt the agenda as presented. I'll second that motion.

038All those in favor? I Melinda Saski. I Charlene Diaz. I Fred Rushton. Hi, Barbar Ziki. Hi, Judy Reed. Superintendent reports. Uh madame president and board members uh we have the usual reports uh from student uh enrollment and uh attendance through discipline and um my usual financial reports and u strange as it may seem I don't have any miscellaneous updates to share with you tonight. I'll answer questions or try to answer questions if you have them. Can you put up the cumulative uh discipline report, please? Oh, I see that part of it got It's on the next page. Oh, it's on the next page. Yes, that's okay. We don't need that piece anyway. I found it very interesting to note that March seemed to be a very troubled month for our students, especially considering that uh

039uh that it was a short month. You know, it's a month when we only have three weeks of school. Yeah. Yeah. They needed that break. Was the wind blowing? Yes. As I recall in March, the wind blew a lot and there probably was two full moons. Two full moons. There might have been. And I know that people laugh about that, but I will tell you that if you track it, we have we have issues the weeks of full moon. And junior high is especially successful. Oh, and kindergarteners. Oh. All right, everybody. One extreme to the other. Yeah. Um, it looks to me though that this was a a lot better than last year. Um, it it may or may not be. I I didn't compare it to the other chart, but I will tell you

040that two things have affected it. One, I've explained before where we've this year we've included bus writeups and we did not do that last year. So now to compare the two, it's kind of skewed. Uh the other thing is that uh in trying to make sure we have records correct uh for the state for discipline uh we've learned that um um at least one of our new assistant principles um uh was when there would be an incident uh disciplinary situation uh instead of putting all of the infractions in one one report, they ended up in separate ones. And so uh so we have some inaccurate numbers um and it was it's just a learning process you know and and how to put the data in. So um so when I look at um some of

041the numbers I go oh I think that's probably inflated but it's simply because of how it was entered. Um, so we'll do a better job next year of making sure that uh we probably won't include bus incidents in this uh in this report so that we can kind of compare maybe to last year which was our base year uh and also to make sure we do a little better job training our new people on how to enter the data. Is there a any kind of a researched reason why um the boys seem to have more discipline problems than the girls? There are lots of theories about that. Um lots of theories and I you know I mean I could I could find those things and share them with you. Uh and then there are disputes

042about um you know whether we whether we treat those those misbehaviors accurately or not you know correctly or not but there's a lot there is a lot of research out there Melinda about that. Okay I'd be interested in seeing if you could come up with just one just well I have my empirical re research but that might not be considered valid by others. It's just interesting that some that the the girls don't have as many problems. That's normal. Yeah. And I'm just wanting to make sure that we're treating people fairly. Absolutely. We want to be sure we are uh consistent in how we deal with things and and and that kind of thing. Um uh since you asked, I mean just in the biggest general sense, um uh girls tend to use words. Yeah, boys

043tend to use bodies and and um uh you get in a lot more trouble using your bodies than you do using your words. That's just a big general statement. That's true. I think that's true. True. Okay. Even Fred not even Fred nodded when I said that. Um what was the other one that I had? Uh, I'd like to bring up the work ticket, please. Okay. We had a 409 carryovers and at the end, Caroline, we still had 402 open. How come we have so many open still? Um, I think there are a lot of factors, Barb. So it depends on if we have if we have something that's serious that needs to be be taken care of um then that takes a lot of time and then there's less time to address the less serious

044ones. That's one thing. A second thing that I will tell you about March uh uh in and it's March 31st. That's the closest I could get the system to give me a date. Uh in April, particularly early April, we pulled uh all of our landscapers, all three of our landscapers to help us empty some of our ConX boxes to move things down here for our yard sale. And we have in fact emptied everything right now except for um uh facilities, materials that they need to store. We've emptied from uh the Lee Street uh storage unit, and that's that building. So, three big classrooms full of things that we've brought down and either sold or ended up um uh because they didn't sell or they were too damaged to sell. Um so, when we pull those

045people off of those work tickets to do some big task like that, then it you know, then they have to come back and address them. So, I think those two factors probably for this month. Okay. Thank you. And you can see from the chart below, you know, some days we have lots of lots of new work tickets. Um, and then you see, for instance, on it looks like it was probably March 31st um that we didn't close anything that day. So, they were addressing all kinds of things that were already in the list and there were uh six or seven new items that day. So, I always I always uh find it interesting when I look at these charts to see, you know, okay, did we actually get to any work tickets today or were

046we working we might have been working on one as a whole team? Yeah. Speaking of work tickets, did we have any damage from the rain? The only damage we had from the rain was uh that it was there was so much water that came off the roof of the office uh the main building at Fox Creek and that doorway and that entry is down in a hole. Oh yeah. And uh and even though we've got a French drain out there, it couldn't keep up. Um so we did have water come in under the doors in the lobby area of Fox Creek and then over in the little entry into the c the counselor's area. Um and uh we probably had half an inch of standing water in there. Um so as quickly as they could,

047they got up there with fans and you know and squeegees and did whatever. We are in fact removing uh the carpet from those two areas and we'll be replacing them with tile. Um uh first of all, the carpet's damaged, you know, and now it's all wavy and smelly and all of those things. But the other thing is, you know, at this point it it's just safer to to remove it. So, first thing in June, uh, our facilities people, uh, will be up there replacing replacing those floors. But that that really was it. We were really really fortunate. Yeah, there's a lot of rain. [Music] Um, we're down about a hundred students from last year. And that's been true the whole year. Yeah, we have been very stable for the last uh several months. very stable

048which is which is a good sign. Okay. Any any other questions on superintendent stuff? Oh, I will say I will say to you, I'm sorry to interrupt, but I will say to you when I printed out the new BSA 55-1, which is the document that from uh average daily membership that we used to first of all create this revised budget that you're looking at tonight and also it will be the starting point for the new budget. um uh that uh we actually were up a couple of students uh in ADM and and that may seem insignificant, but when you think about it, every student is $5,13 in terms of budget. And then in our uh the list of specials uh you know, like um uh K3 reading and um special ed classifications and EEL, uh

049we were actually up several students in that one. So, um, this is the time of year when it either stays stable or drops a little bit usually. So, I was happy to see a few, you know, a few additional students in in that mix. Okay. Okay. Item 2.9, uh, board member updates. I was over was Judy and Barb and I went to the appreciation. Mhm. Um, and it was very, very nice. Cassie, you outdid yourself. Yeah, she did a very nice job. Excellent job. Um, I really, really wished I'd stayed for the bingo because somehow I ended up with some bingo cards. Uh, I'm hoping everybody had a good time. Did Did they seem to seem to Are you going to plan next year's, too? Thank you. Thank you very much for doing that. That

050was very very helpful. Anybody else have anything? Did you go to see any schools? Yes, I did. I went uh I went and met with Miss Wily at uh Desert Valley and she was very kind and took uh time out of her precious schedule to show me around and we visited kindergarten and first grade and saw the children, you know, being taught and um they were learning a lesson on snakes and I was kind of impressed that some of them were really really into snakes. The boys, yeah, the girls not so much. And I visited the library. We went through the library because I' I'd walked past it and seen it through the windows, but we went through and the librarian there apparently is is just doing a gang buster job. Um, and I assure

051you there's a lot more than 145 books there. Um, but what impressed me most is that uh we visited the life skills room and I'm I'm a grandparent of a downs child who is highly functional and I attribute that to um the training that she got when she was in school and in just looking at our school's life skills class. I'm just really amazed and I'm proud and it it it was something to see. So, the kids that need those special classes and that special help, they're getting it. And it's it's just I take my hat off to all the instructors there and to Miss Hall for leading the band. And it's a great program. If you guys have a chance to go visit Life Skills at uh Desert Valley, it'll be a trip that

052you won't forget. I promise you. So, thank you, Miss Wily. Appreciate it. You're doing a great job. And wasn't uh wasn't your librarian just in the newspaper? Yes. With a whole big spread? Yeah. Yeah, I read that. But how good she what she's doing and how good the program is. Yeah. Okay. Item 3.1, Diamondback Music Presentation. Yes. This is Miss Tingle, who's the music teacher at Diamondback. What's your name? Mrs. Engel. Before Miss Tingle, before you start, what are the parents of these these kids? All right. Okay. I expect to hear lots of clapping. Okay. Very relax. All right, these are some fourth graders from Diamond Back and we have been learning recorders and reading music and reading notation this year. Um, they also have been working on learning musical forms, one of which is

053Rondo, and that's what we're going to be performing for you tonight. Rondo is a musical form where there's one part that keeps coming back. So, you will hear a part that keeps coming back in the song. We have three short selections that we're going to do for you. Okay, you guys ready? Yep. Ready? Start with your inle. [Music] Down the jungle living in a tent. Better than a condo. No. Down in the jungle [Music] dance in a condo. Down in the jungle [Music] [Applause] as and that was Valentina on the So then the students worked with their teams and they were given a children's book which became the part of the rhonda that changed and they were tasked with their team to create a part to be repeated um as we read the book. So

054we are going to do two of those that were created by the fourth grade students. The first one we're going to do goes with the book Cockadoodle do barnyard habaloo and I believe Deza was part of the team that helped create this pattern that we're going to hear. Right. You guys ready? We're going to start. [Music] Early in the morning, as the sun begins to rise, the pigs are feeling hungry and they're snorting in their studies. There's a stomping in the stables and there's bleeding in the barn. So, let's climb aboard the tractor and explore this noisy [Music] farm. Cockadoodle doo. Cockadoodle doo. I'm the rocking rooster baby. Tell me, who are you? [Music] Sometimes I moo while I'm chewing. I hope you don't think that it's rude, but mooing and chewing are what I

055like doing. Do you moo when you chew your food? I sometimes hang out by the sheep pin, chuckling into my beard. Sheep often think that they're better than us, but goats never need to get sheared. I wait in the woods until nightfall. Then down to the barnyard I creep because nothing looks quite as delicious as chickens who've fallen [Music] asleep. Now it's night time in the barnyard and the moon is shining bright. It's time to leave the animals and wave them all good night. The horse is in his stable and the hens are in their shed, but the sheep dogs falling fast asleep inside the farmer's bed. [Music] [Applause] And then the last selection we're going to do is another student created. Valentina was part of the team that created this to accompany the book

056Tiptoe Joe. Ready? [Music] [Applause] Start. Tiptoe fast, tiptoe slow. Say hello to Tiptoe Joe. Donkey, donkey, come with me. I know something you should [Music] see. Rabbit, rabbit, come with me. I know something you should [Music] see. Turkey, turkey, come with me. I know something you should see. Tell us, tell us. Tiptoe Joe, what's the secret? Let us know. Tiptoe, tiptoe. Quiet, please. Tiptoe underneath the [Music] trees. Tiptoe lightly. Point your toe. Tiptoe soft. Tip toe slow. [Music] Tiptoe, tiptoe, softly creep. Here's my secret. Fast asleep. [Music] Thank you for showing up and fun fun fun. How cute. Recorders. Yeah, those recorders are my kids. Mhm. Okay. Item 3.2, Bullhead City Middle School. Adopt the cow. Now, I hope you guys aren't bringing the cow. Is there waiting for us? Yeah. Okay. No, we're not.

057Oh, look at this. So, are the parents for these kids here? Yep. All right. Hey, thank you. All right. Good evening, Madame President and members of the board. My name is Cynthia Ferguson and I teach fifth grade math and science at Bullhead City Middle School. Three years ago, I had heard about or about Adopt a Cow through an advertisement on social media. I thought it would be fun for my students to learn about dairy farming. I've always been fascinated with it because I would always tell people my uncle who was a CPA would count cows as a living. Most of his clients were dairy farmers in middle California. So, learning about dairy cows is what we were going to do. Each class was always excited when they found out we adopted a cow. The one

058question I always got was, "Is it at your house? Can we go see it?" Even though I wish the answer was yes, it was always no. So, the adopt a cow program is through the organization of Discover Dairy. The program is free for all types of classrooms, public, private, and even homeschooled, and comes with cross-curricular multi-levelled lessons that meet multiple Arizona state standards in math, ELA, and science. Multiple dairy associations throughout the US sponsor this program. The purpose of it is to educate students about dairy farming and the milking process. First off, we would like to tell you about the farm our cow lives on. The farm is named Stokes Dairy and it is located in Buckeye, Arizona. The owners are Jen Milikin and her parents. The farm was established in 1981 which makes it

059over 40 years old. Jen is second generation dairy farmer. They have 13,000 cows which are moms milked and have 7,000 heers. Heers female cows who have not given birth. It is on 3,650 acres that is been that has been acquired over the years. This is Charlie. She is the cal we adopted. Her birthday is September 3rd, 2024. She is a heer. Her breed is Jersey. Jersey Jersey cows are smaller than others. Cows and their milk is usually used for used more for cheese and other dairy products rather than milk because it is higher in fat. At birth, she was 29 in tall and weighed 71 pounds. Right after birth, Charlie was given colostrum which has high levels of immuno globins, anti- microbial pep peptides and growth factors. It is extremely important for the growth, development

060and immune system of the calf. Also her novel NAVL is dipped in iodine. Iodine is made of water, citric acid, potassium, sorbate, and sodium. Benzo and is used to combat infections. At the beginning of the year, we were given a picture of Charlie and a certificate of adoption, which will hang in the classroom throughout the year. Charlie's first few months, she lives in her own calf pen. She has access to fresh water anytime she wants. She is separated from other cows, but has neighbors that are calves. She Charlie also gets one gallon of milk a day to help her grow. The picture is of some of the feeding team preparing to feed all of their cows that are in the calf pens. Jersey cows, like said before, are the smallest breed of dairy cows at

061one year. They will grow to be about 42 in tall and weigh about 550 lb. Full jersey cows will be about 48 in tall and weigh about 800 lb. This is Charlotte Charlie's mom. She was three days short of her second birthday when she had Charlie. She was in the adopt a cow program two years ago. Her birthday is September 6th, 20, 2022. Fun fact, she was Miss Ferguson's first adopted cow when she joined the program, her first year at the middle school. She is 50 in tall and weighs 850 pounds. She produces 63 pounds of milk a day. Her main job is to produce the high quality milk that is used to make fluid milk and her products. Charlotte lives in a dry lot with other cows that are milked. On hot days, they

062have open barns with misters and fans. These barns can lower the outside temperature by 40°. All cows, all the cows have 24/7 access to water. Fun fact, cows can drink up to 40 gallons of water a day. While Charlotte is in the dry lot, Charlie is in her cat pen. Not much happens during her first couple months of life. At one month, she grew to 31 in tall and 108 lb. She grew 2 in and 37 lbs since birth. At 2 months, grew to 33 in and 145 lbs. Since birth, she grew 4 in and 74 pounds. At three months, Charlie is 34 inches tall and 177 pounds. She grew 5 in and 106 pounds since birth. She has more than doubled her weight since birth. In November, to coincide with the present presidential election,

063Discover Dair had an election of their own. It was for America's favorite cow. Our Charlie finished 46th place out of the 81 cows that are involved with the adopted cow program. At 4 months, big changes are happening for Charlie. She gets her ear tag with her name and number that is specifically for her. Her number is 577. She gets her first vaccinations. Her diet changes to a sweet grain plet mix which helps her digestive system to develop. Hay is also added which is high in fiber for growth and well-being and she get she gets to eat as much as she wants. She is also moved to a dry lot with some of her hermates. She now is 36 in tall and weighs 217 lbs, which a height difference of 7 in and 146 pounds since

064birth. At this time, Charlotte has a very important job. Her job is to keep products delicious and healthy milk each day. In order for her to keep producing milk, she will need to be bred again. Just like in her first few months, not much happens when she is in the dry lot. At five months, she is 37 inches tall and weighs 257 pounds. She has more than doubled her weight in just two months with a growth of eight inches and 186 pounds since birth. At 6 months, more big changes are happening again for Charlie. She is now 38 in tall and weighs 375 lbs. Her height has increased by 9 in and 304 lb. She is also in with a larger group of partners. Grain is increased to help with the development of her four

065stomach compartments. Again, she has 24/7 access to water and is between 10 and 12 pounds of hay every day. The last update on Charlotte is she is due to have her next cap in the in the fall. She will produce milk until about two months before she gives birth. Next fall, Charlie will give birth to her first cow. The station is about 9 months or 280 days. One month before Charlie will be due, she will be moved to a freshly bedded pen to fit her dietary needs. Right before her due date, she will be moved to a private pen. After she gives birth, she will join the milking herd. When a cow is in the milking herd, she is milked twice a day in the milking parlor. The process only takes about 5 to 10

066minutes each time. cows milk to be milked. From there, the milk moves through clean pipes to the tank that keeps the milk cold until the truck comes to pick it up daily. The truck will take the milk to the processing plant, which will then pasteurize it to get it ready to drink. At this time, the milk is the milk that is destinated for other dairy products such as cheese will be made from the plant. It will be sent out to stores, schools, restaurants, and other places that need milk. So, at this time, Charlie is almost ready to be moved to her next location, and pretty soon she'll be with her mother and the milking herd once she's bred. And I have already signed up for my next calf for next year. Awesome. Go ahead. So,

067Cindy, did you did you wear the dress spec specifically for tonight? Yes, actually um my mother made it for me. So, but those are holing, right? As opposed to Gernzi. Yeah, they're Yeah, they're the ones that the um the milk is used more for milk instead of the other dairy products and everything. And um actually I cut it out and my mom made it for me. So like the front calves I wasn't paying attention when I was cutting it so they're upside down and the back calves are right side up. So I just say that the front calves are in a tornado. So I was like oops. Okay. My mom was very happy and she was like oh yes I like that idea. Thank you for bringing the children. Good job. Wonderful. Thank you kids.

068Thank you, Paris. That's kind of neat. It's very neat. Yeah. Thank you. Thank you. It's nice to know that it's a calf in Arizona, that it's not some place else. Yeah. Okay. Item 4.1, um, special employee recognition. Julie Jordan, would you please come up for me? Melinda, please use the microphone. Melinda, pull the microphone around, please. Thank you. Okay, this is a commendation and appreciation. On April 30th, 2025, the Fox Creek Junior High girls softball and boys baseball teams traveled to Kingman for games. But you remember this day in infamy, right? Unbeknownst to all involved, the crime spree was unfolding in the area. Starting with reports that shots were fired near Grace Lutheran Church, one mile south of Centennial Park on Harrison Street, where the girls were scheduled to play. Shortly after the team's school

069bus passed through Golden Valley, Black Mountain School on the Highway 68 was placed on lockdown after earlier shooting suspects fled from Kingman police and killed a random victim in Golden Valley. All still unbeknownst to the Fox Creek students, parents, and coaches. You are phenomenal. Shortly after 5:00 PM, the suspect was spotted near Kingman Airport with a chase ensuing with ensuing south. The sub the suspect opened fire during driving the speeds up to 90 miles per hour along Andy Divine Boulevard. numerous law enforcement vehicles with their lights and sirens along with the fire department, excuse me, fire the department of public safety fire department was not involved helicopter were moving closer to Fox Creek team at Centennial Park near Harrison Street, Beverly Avenue and I40. The suspect approached Harrison Street at at close to 100 miles

070per hour. As the crisis unfolded nearby, the an umpire called the game. Theo game hosts quickly left the field, leaving behind the Fox Creek team led by health and nutrition leader Julie Jordan, the girls softball coach. Seeing and hearing the nearby activity and using her law enforcement and healthc care training, Julie immediately ordered her team and adults to shelter in a place in Centennial Park dugout, the only protected area that was immediately accessible. She began placing sporting equipment on and around the girls for shielding, instructing them to wear their helmets. At 5:15, the suspect crashed his vehicle less than a half a mile away from the students at Harrison Street and Airway. More shots rang out as the suspect continued to shoot at police who returned fire, gravely wounding the subject. Julie contacted Fox Creek

071athletic director Brent Shnab Schnabble, excuse me. Uh together they coordinated the immediate return of the boys team and the bus to Centennial Park for another game several miles away. The girls team was safely evacuated and both teams returned to Fox Creek. The students remained calm thanks to Julie while Fox Creek and the district notified parents and the community that students were safe and on their way home. Then just a few days later, Julie helped diffuse an unrelated situation by disarming without incident a student who had brought a knife to school allegedly as part of a grudge. The school, the Bullhead City School District governing board, that's us. We really care. wishes to commend Julie Jordan for her professionalism and demeanor, protecting our students while un and an unknown crisis was intensifying on the road just

072a short distance away as well as helping keep students safe at school. Thank you for your quick thinking and your calm action. You are phenomenal. [Applause] Thank you. Thank you. Congratulations. Thank you, Julie. [Applause] Good job. That was that was kind of moving. It is very moving. That was really a great deal. Thank you. Thank you. And there is a check in the mail. No, I am truly giving her a check for her her group that she's taking for a travel group. Oh. Um, consent agenda 5.1 minutes from the meeting. Whoops. Consent agenda. Do I have a motion to my go? I'm lost now. I'm lost in reading that step. That was good. Um, to approve the consent agenda as presented. I'll make a motion to approve the consent agenda as presented. I'll second that

073motion. All those in favor? I Melinda Subraki. I Charlene Diaz. Hi, Fred Rushton. I Barb Zarziki. Hi, Judy Reid. T item 6.1. We tabled last time a contract with Chartwells for food service for school year 2025 2026. What's the news? Uh madame president um uh we contacted them and let them know that the number of students that they had calculated um uh was um already we were already below that number. Uh so they sent us a revised contract. So what you have in front of you is the revised contract uh with them with the new numbers. Any questions on the contract? And just a reminder that I set a contract. This is the agreement. This is the second year. Uh this is an amendment to the contract. Remember, we uh put this out to bid

074every five years. And uh so this is year two agreement. And they've done a good job for us this year. They've done an excellent job for us. They continue to do good work for us. So question the the number that they have now is 2,180 I think is what it is for students. Uh that's yeah that should be accurate because I think they had two 20s if we fall below that nothing they're they've based their funds on that and it and and um we should be fairly stable with that. I'm sure that the number we had on the first year agreement ended up being higher than our enrollment this year and they don't come back and ask us to change it. Okay. Do I have a motion to approve the consent or excuse me, do

075I have a motion to approve the contract with Chartwells? I make a motion we approve the contract with Chartwells for the food service for the school year 202526. All those in favor? I'm Melinda Sabbras. We need a second. We need a second. I'll second that motion. Thank you very much. All those in favor? I Melinda Sabraski. I'm Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. Item 6.2 revised evaluation instrument for principles. Uh we uh found when we started working with this instrument that you all had approved earlier in the year uh that we had some errors in the the section that's tan. we had some incorrect numbers and so uh we've corrected those and then we also u made the same kind of change uh on the side you see in the

076the box next to it um because we when I do the evaluations for principles uh it's before we have uh test scores and those kinds of things so I do the sections uh domains one through four standards one through four just like we do with teachers and then we come back as soon as we get uh Galileo and um state testing results to finish the last page which is uh their goals. So um so when I actually meet with them I am looking for scores on these first standard these four standards uh with numbers that are in that box on the right. Um and then uh and then when we add that additional information uh and come back and complete it then we're looking for totals that match in the box that's tan. Uh so

077we've corrected some errors and we have also added additional information on here so that if somebody uh were to look at the principal's evaluation when we had only done the first four standards they would understand why we had made those designations at that point um uh you know that that look very different. So for instance proficient uh under the first four standards ranges from 159 to 204 points but to be proficient at the end the score needs to be between 220 and 282. Okay. So uh these are just kind of uh clerical errors that we made initially and and I'm asking you to approve this. Has the principal seen this? Yes. and and that was uh we used it because I needed to do evaluations, but it was when I did the first one that

078I recognized that we had calculated those numbers in the tan box incorrectly. So, we fixed it. Okay. Any questions? Do I have a motion to approve? I make a motion that we approve 6.2 revised education instrument for principles. I'll second the motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. Hi, Judy Reid. The next two policies I believe we looked at last last time, last month, 6.3 policy advisory for HA basic instructional programs, second reading. Um, any questions on this? Thank you. I don't think that there was a big deal with this one. No. Okay. Do I have a motion to adopt this this policy? I'll make a motion to adopt policy advisory for IHA basic instructional program. I'll second the motion. All those in favor? I.

079Melinda Subrasi. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed item 6.4 policy advisory for JLF sex offender notification. This is the second reading. Any questions? Okay. Do I have a motion to adopt this policy? Madame President, I move that we adopt policy advisory JL if sex offender notification. I'll second that motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barbber Zarziki. I Judy Reid. Okay. Item 7.1 fiscal year 25 2025 budget revision number two. Um ma excuse me madam president and board members uh this is our mandatory uh final revision for the current budget. Um and um uh you know resolving all of the moving things around like it needs to be like they need to be and um and based on the most recent

080information. I was very appreciative that the state department of ed uh uh produced a new BSA 55-1 early. um it usually would not be out quite this soon. It's usually after the 15th of the month. Uh but because they knew that we had to have these things that they got them out early. So uh I'm asking your approval for uh the final revision of the current year budget. Madame President, I would make a motion that we would approve and adopt this budget as presented. Okay. Is there a second? I'll second that motion. All those in favor? I Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. Hi, Judy Reed. Item 7.2, possible termination of Vincent Manis. Madame President and board members, Mr. Manis was a lead custodian at Fox Creek uh Junior High

081and um uh violated uh several of our policies and so I am recommending uh termination. Mr. Manis is not here. He's not here this evening. Um he was notified that this was on the agenda if he wanted to be here to address the board. Okay. Thank you. Do I have a motion? I make a motion we termin uh termination of Vincent Manis. I'll second the motion. All those in favor. I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. I Judy Reed. Item 7.3, management and use agreement between Bullhead City Middle School Athletic Field and the city of Bullhead City. Uh Madame President and board members, uh this is the formal document for uh moving forward with the revisions the city is going to make and actually has already started making uh with

082what I'm just kind of calling BCS or no BCMS um park. um that I simply use that in my head to rem to think about this uh property. Um they've actually started work over there. They've um graded the area for the parking um and they have stripped the what was the football field and are getting ready to install new uh irrigation um and so have begun work um work over there. Um but along the way somebody decided we probably better have a formal agreement. So, uh, this has been reviewed by our attorney and as well as having been written by the city attorney. The one addition that I made, uh, when I got the first draft of it, uh, was, uh, Cass, if you'll scroll down to see, uh, no, no. Uh, there you go.

083Right there. Um I just ask them that because the agreement is that during school days or you know legitimate school days that it is available for our use as a school uh for the middle school. Um and that the rest of the time it is available to the city. I did ask that they add the information uh that allows us it's the last sentence in C. BCSD understands that the property will be generally open to the public during uh periods of nope. That's not the part I ask. Um, uh, I ask that they add, uh, that we, uh, that if we had special events, um, you know, if the middle school wanted to have a, I don't know, some special soccer, you know, sp soccer tournament or something out there that, uh, we could do

084that with, you know, we'd just arrange it with the city. I knew that that was not going to be a problem, but I felt that it needed to be formalized. That was the only change we made. I recommend that you um, agree uh, adopt this agreement. This was this was part of the thing with the optimum center deal. Yeah. And I and I know at the time the estimated work that would be done at at this park uh would be about $650,000. Um I think it's probably going to end up being more than that. They're looking at uh two sets of playground equipment. Uh they have they will be installing restrooms uh and then the work on the fields and of course the parking area. So I suspect the final uh the final investment will

085and new fences and whatever I suspect that final investment will be somewhat more than that. So uh this has been beneficial to us and I think it will be very beneficial to the city and the community. Do I have a motion? I was just going to ask the motion needs to does it need to include the correction? No. No, they already put it in there. I don't I just didn't find a place where it's already there. All right. Madame President, I would make a motion that we approve and adopt the management and use agreement between Bullhead City Middle School Athletic Field and the city of Bullhead City as it's been presented to us this evening. I second it. All those in favor? I Melinda Subraki. I Charlene Diaz. I Fred Rushton. Hi Barb Zarziki. Hi

086Chitty Reed. Item 7.4 2026 political agenda topics. Um these are for ASBA, right? I want to put those up. Yeah. I make a motion we accept the 2026 political Agenda topics from ASBA. I'll second the motion. All those in favor? I. Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I represent Ziki. Hi, Judy. I I think that we didn't really need a motion for that. I think we just needed to direct Cassie to to turn in our recommendations. Oh, that's why it's kind of waiting. Yeah. To see whether you guys had any other recommendations. Do do we have to also have give Cassie a delegate because we for this I don't think at this at this time. Not at this one. That's that's a November. That's a September one or whatever. Okay. Um I know

087that I've been placed on this committee for ASBA. So it's going to be interesting to see what happens. And we are directing you to turn them in. Okay. 7.5 Revised Evaluation instrument for the EL director and hearing officer. U Madame President and board members, um a year ago when I did the evaluation for our director of EL and hearing officer, uh we had a very generic uh very generic evaluation. Um, and at the time we talked about we needed to create one that was much more focused on what it is that that person actually does. So, uh, we worked on this, created this evaluation tool that's very specific to this particular role. Uh, I'm recommending your approval for this instrument for use for next year. Do I have a motion? I make a motion that

088we accept the revised evaluation instrument for the EL e director and hearing officer. I'll second that motion. All those in favor? I Melinda Subraki. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. I Judy Reid. 7.6 Classroom site fund plan for 20 school year 2025 2026. Madame President and board members, each year we bring to you from the classroom site fund committee uh a recommendation for uh the following year's plan. This is in accordance with uh the law ARS 15977 that authorizes classroom site fund and um in red you see the changes. There are very few changes in the proposal uh from the committee for next year. uh mostly just dates and um that kind of thing. So they would like to keep the same plan. Um just a reminder that uh this plan is

089written uh for classroom teachers and uh as we've discussed that definition of teachers uh changed last year and changed for this year in our budget. Uh so it is classroom teachers. Um uh and I will address the other piece in the next item. So, um, uh, I recommend that you approve this, uh, plan. Is this kind of up in the air because of what's going on down in Phoenix? No, the classroom site fund money is, uh, you're talking about Prop 12, 123. Okay. Uh, that is uh, a different proposition. It has to do with uh, expenditure of funds from stateowned um, land. I'm sorry. This one is for sales. This is based on sales tax. And it has it was renewed by uh it lots of people call it Prop 301 because that was the

090proposition number when it was approved in I think it was the year 2000 or 2001. Um and I've tried I've been trying to educate people to call it the classroom site fund because who knows there might be another Proposition 301 somewhere along the line and we don't want to get all confused. Uh but it was it was initially approved for a certain number of years. it was renewed a year ago or two years ago uh for 10 or 15 years coming up. So um uh you know it's it's in place and and each year we receive an amount of money per student um uh based on the previous year's sales tax. So the current year this the current year's plan is funded at $792 uh per student in our district. The new plan for next

091year will be uh will be funded at $842, an increase of $50 per student for next year. Do I have a motion to approve? I'll make a motion to approve the classroom site fund plan for uh 2526. I'll second the motion. All those in favor? I, Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. I Judy Reed. Item 7.7, proposed supplemental plan for student support services personnel for 2020 2025. No, 2425. That's it's correct because I have two here. Okay. Okay. 2024 2025. Madame President and board members. Uh the the law was changed a year or so ago uh to allow uh personnel who are student ser student support services personnel to be included in the classroom site fund plan. Uh our committee um uh opted not to include them in the current

092plan for this year. Um uh however uh those folks serve uh those folks serve our kids on a daily basis and the truth is that they are teaching students at least 75% of the day. Um their coding had to change when all of those uh things were directed about coding uh changing codes. Um you know that I try to find any way I can to increase the money that we give to our employees particularly our certificated people but all of our folks. Um, and we can legally use uh a piece of our M funds that's called um other benefits uh to do this kind of thing. And we use other benefits for things like um uh currently we use it when anybody's when a teacher is on lunch duty in our cafeterias and they're giving

093up their own lunch to do that. um they can have lunch uh Chartwell's lunch um on us and so it's considered a benefit. It is a taxable benefit. Um so we pay for those lunches for those folks. They've given up their 30 minutes of duty-free lunch to do so. So that's an other benefit. We also use that fund uh to pay for the health club memberships uh that we do for our for all of our employees um if they choose to join. We don't just, you know, we don't just automatically pay for everybody, but we do offer it. And we have probably whatund, I don't know, over a hundred of our employees who take uh take advantage of that of that benefit. So, we have this item in our budget. Um, I would like to

094uh recommend that we um uh that we offer a parallel supplemental pay to I'm sorry supplemental pay to our certificated uh student services support personnel. So that means our counselors, our um speech therapists, our occupational therapists. So we're talking about 11 people. Um and uh uh we use the same uh school and and uh the same activities kind of page for uh for them. And then we also use the a very similar um uh piece that has to do with their evaluation and uh and then u their professional growth plan for a set amount of money. So the classroom site fund amounts that our employees get uh fluctuate from year to year dependent on a the money we get, b how many certified teachers we have actually employed and c how they do on this

095page that uh is up on the screen right now. So, uh if we have uh any teacher who has um uh distinguished or proficient on their evaluation uh gets a full piece of the classroom site fund. In this case, because I'm working with a finite budget, uh I'm uh recommending that these folks, if they are proficient or distinguished in their evaluations, get $2,000. uh if they uh have if they're put on an improvement plan and they meet that improvement plan that they get a thousand and if they don't or if they're rated as developing or ineffective uh and don't meet that plan that they get nothing. Currently those employees are not required to have professional growth plans. I think it's important that all of our certificated people have professional growth plans. So for this year,

096no one would get this little piece of money because we have not had that. Um the subsequent plan that is the next item on the agenda, this would take effect. And so I'm recommending uh when that takes effect. For this year, I put $1,000, but right now we would not have anybody who would get that because they don't have growth plans. So, in this case, these folks who work with kids all day, every day, um would h would benefit up to $4,000. Um and and so, uh we're recognizing that they are working with our kids just like teachers do. Um but they don't have some of the they don't have some of the same responsibilities that our teachers have. So, it's not close. It's not all that close to what the teachers are getting from

097classroom and site fund, but it is a way for us to recognize that they are continuing to do good work with our students. If I didn't do as good a job explaining that as you'd like, I'll answer any questions you might have. Does anybody have any questions? So, most of those people that you um discussed, they move from school to school. So, they're going to have to keep track of If they're participating at Desert Rally and then they go to Diamondback and do something else, they're going to have to keep track of that. Okay. Yes. Yeah. And I will tell you that none of them will have any trouble getting those points for that $2,000. That that won't happen. Uh and the people that we have employed right now are not going to have any

098problems getting uh proficient or distinguished on their evaluations. Um you know, but we but we need to build in the same kind of plan. And I and I thought it was really important that this be parallel to what is happening with the classroom site fund. Do I have a motion to approve the proposed supplemental plan? I make a motion to approve the supplemental plan for student support services personnel for the 2425 school year. We'll second that motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. Okay. Item 7.8, proposed supplemental plan for student support services personnel for school year 25 26. I get it. And I'm sorry, I forgot to attach that one, but it looks exactly the same except for the dates. Um, so

099uh it's setting us up for next year. Do I have a motion to approve the proposed supplemental plan for 25 26? I make a motion to uh approve the proposed supplemental plan for the student support service personnel for the school year 2526. I'll second that motion. All those in favor? I Melinda Saraski. I Charlene Diaz. I Fred Rushton. I Barb Zerziki. I Judy Reed. Item 7.9 title one funding specifically designated for an additional of one prepare professional at Desert Valley and Sunrise. So that's actually two. It's two. It's one for each site. Okay. And um Jen can correct me if if I'm wrong, but part of this comes about because title one part of title one funding gets um designated by the the number of students at a site uh at at our sites um

100who are title one qualified. And so, uh, there's a portion of that money, a portion of title one, uh, funding that gets designated per site and then, um, we determine how we're going to use that funding. So, Jen recommended to, uh, those principles the addition of, uh, the addition of a pair of professional. Did I get that right? Okay, sure. Do I have a motion to approve the additional paraprofessional at Desert Valley and Sunrise? I make a motion that we approve the prepare this where is it title one funding specifically designated for addition of one pair of professional at Desert Valley and one paraprofessional at Sunrise. I'll second that motion. All those in favor? I Melinda Sabraski. I Charlene Diaz. I Fred Rushton. Hi Barb Zerziki. Hi Judy Reid. Item 7.10 recommend additional night custodian

101at Desert No Desert Valley, excuse me, Desert Valley for 2025 2026. Madame President and board members, it was pointed out to me uh a couple of weeks ago that um uh there was some concern with the night custodians at Desert Valley that they weren't getting the job done. Uh I counted classrooms and uh areas that have to be done. Desert Valley has about 50% more rooms that have to be done per day than uh than the other sites. Varies a little bit among the other sites, but they have 44 rooms that they have to do and we only have two people doing that right now. Um so that's a heck of a lot of area for them to be responsible for. At the other sites, u there they are 30 or fewer rooms and the

102same two people. So, we're talking about a difference between 15 rooms or fewer per per night custodian and 20, you know, right now 22 uh uh for these other folks. So, I think it's a legitimate request to add another night custodian and take part of the load uh share part of the load for uh Desert Valley for next year. The funding's available. We have it. Okay. Do I have a motion to approve uh a new or an additional night custodian at Desert Valley for next year? I'll make a motion to approve an additional night custodian for Desert Valley for 2526. I'll second that motion. All those in favor? I Melinda Saskki. I Charlene Diaz. I Fred Rushton. I Barbara King. I Jody Reid. Item 7.11 202526 trust proposal acceptance form. Madame President and board members,

103every year we have uh we review what uh what we need to do, you know, to pay the trust and and um so they give us um the summary sheet and then uh and then they give us a comparison sheet as well. I think isn't that the next one? Yeah. So it shows uh what they are adding or not adding for us relative to uh relative to each of the items on uh on our list. Um so you can see several of them are have gotten gone down a little bit. The employee one has gone up uh because uh and and no we have not added 75 or whatever employees. It's just that or 92 employees. It's just that we are now including in uh trust coverage all of our employees even if they only

104work uh two hours a day for us. Um as opposed to just our full-time people. Uh and then you can look down at the other things there. There's not anything much other than that employee piece that has uh that has gone up. The others have stayed pretty stable or have dropped slightly. So you can see that our total actually uh for next year will be less than the current year uh dropping from 381,000 to 367,000. Is that because of ADM? Uh it may be partly because of ADM. I think the other because you see a drop there, but part of it is also because we no longer have uh we no longer have Mountain View on our insurance. You know, we have no li other than the third. Other than we used to say the

105third street, we don't anymore. The Lee Avenue facility, which is that building at the bottom of the hill that we kept. Uh other than that, we don't have liability for the rest of that campus because we sold it to the city. That's right. Okay. Do I have a motion to approve the trust proposal acceptance form for 2025 26? I make a motion we approve the 20 202526 trust proposal acceptance form PAF. I'll second the motion. All those in favor? I Melinda Subski. I Charlene Diaz. I Fred Rushton. I Barb Ziki. I Judy Reed. Item 7.12 202526 Alliance Coverage Acceptance Form. Madame President and board members, this is the corresponding form for uh for our uh workers comp um that we have through the trust and uh and you can see that uh this also is

106dropping um slightly uh for uh 2526. Madame President, I make a motion that we approve the 2526 Alliance coverage acceptance form CAF. All those in I'll second that motion. All those in favor? I Melinda Sabraski. I Charlene Diaz. I Fred Rushton. I Barb Judy Reid. Item 7.13 approval of list of trust approved hearing officers. Uh, Madame President and board members, uh, trust the trust trains, uh, hearing officers and, uh, and so this is a list of, uh, the ones that they have trained throughout the state. We're fortunate that we have, uh, one on our own staff. Uh but the fact that she's in this list indicates of course that she's been uh approved by the trust and uh that she might actually be called uh to function as a hearing officer in some other district

107if they you know if they needed because you can see there's a pretty good list here. Lots and lots of schools uh school districts can't afford to have their own uh hearing officer. And uh so you also notice that Gina Covert who's from our area is on this list. And uh so they sometimes get they sometimes get called uh to go work at other sites. So it's just a matter of approving it. We don't anticipate needing anybody other than Mrs. Aean. Uh but if if we were to need somebody else for some reason once you've approved this list, then we could call any of those folks. Do I have a motion to approve the list of trust approved hearing officers? Madame President, I make a motion that we approve this list of trust approved hearing

108officers that was presented tonight. I'll second that motion. All those in favor? I. Meinda Saski. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reid. Item 7.14 convene into executive session pursuant to ARS 38431.03A1 03A1 discussion or consideration of employment, assignment, appointment, promotion, demotion, dismissal, salaries, disciplining, or resignation of a public officer, appointee or employee of any public body except that with the exception of salary discussions, an officer, appointee or employee may demand that the discussion or consideration occur in public meeting. Do I have a motion to move to executive session? I make a motion we can move to executive session. I'll second that motion. All those in favor? I, Meinda Sraki. I Charlene Diaz. I Fred Rushton. Hi, Barbari. Hi, Judy Reed. Okay, we're in executive session. [Music] Heat. Heat. [Music] Heat.

109Heat. [Music] Hey, are you [Music] Heat. Heat. [Music] Mhm. Mm. Mhm. [Music] Mhm. [Music] Hello. Hey. [Music] Number one. [Music] And [Music] then in the mountains. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. N. [Music] Jack. Hey. Hey. Heat. Heat. [Music] Hallelujah. [Music] [Applause] [Music] Hey, hey, hey. [Music] [Applause] [Music] Heat. Heat. [Music] Hey, hey, hey. [Music] Hello, baby. [Music] Mhm. Mhm. [Music] Hey, hey, hey. [Music] Mhm. Mhm. Heat. Heat. N. [Music] Hey. Heat. Heat. [Music] Okay, back on. Um, we've done that. Do I have a motion to reconvene into public session? I'll make a motion to reconvene our public session. I second the motion. Fred, do you have something to say to us? We have to Do we have to vote on that first? Oh, all those in favor. I Melinda Sabrasco. I Charlene

110Diaz. I'm sorry, Charlene. I Fred Rushton. Hi, Barb Ziki. Hi, Judy Reed. Seems to me I should have this down by now, right? Fred, would you say for us? Yes, I I did. Uh during executive session, we discussed the superintendent annual evaluation, and I madame president, I would like to table that issue until next month. Right. Okay. Um, it wasn't because we're not giving her a contract. It was because it wasn't published for us. We didn't see it. Right. Okay. Yes. Yeah. The contract part was separate was resolved, I believe. Yeah. I just didn't want it to sound like Thank you. I appreciate that. like your evaluate your contract was going to be on this evaluation because we've already discussed it and all that stuff. You need a second and a vote. I second it.

111All those in favor? I Melinda Subraki. I Charlene Diaz. I Fred Rushton. I Barb Zarziki. I Judy Reed. I didn't want to have a second. I know. I appreciate that. Um that was kind of important. 10.1 Future topics. Anything we need to have? Excuse me. You need another motion for if you're offering me a No. If you're offering me a contract, you tabled the first part there. Are you offering me a contract? Hey, Fred, you're up. Madame President, I'd like to move to offer U. Dr. Stewart a contract so that she can continue to serve our wonderful school district. I'll second that motion. All those in favor? I, Melinda Sabraski. I Charlene Diaz. Hi, Fred Rushton. Hi, Barb Zarziki. Hi, Judy Reid. Thank you, Carolyn. Wait, what? Are we caught up? Wait, she didn't get

112a contract. Oh, no. N 10.1 future topics. Anybody got anything for our superintendent we just rehired to investigate for us? We didn't re rehired you. We discontinued your Thank you. Yeah, I knew what you meant. Did you? Yeah. I'm surprised. Um, you actually It's pretty bad when you understand it, Carolyn. We're in deep trouble right now. Uh, anything that we'd like to hear coming from? Oh, I know Cassie. Um the the board training that Fred asked about, did you have you done any more with that? Um Julie Julie Bacon. Yeah, I reached out to her. Uh she gave me some information about some other things, but the one specific one that you were asking about, they haven't they haven't planned anything yet, though they do plan to do something once it comes out. Okay. So

113when it comes out, you'll let us know and all that. I just because we're gonna have some workshop that we can use. Okay. Item 10.2 upcoming board events. Let's see what Lance Oh, I know. Promotion. Yes, we have promotion on Tuesday. It's at 9 o'clock. What time do you want us there? 8:30, please. 8:30. Okay. Okay. What is it? Great. Eighth grade promotion on the 20th. Eighth grade promotion on Tuesday. On Tuesday at Fox Creek. Oh, but it's at the fieldhouse. At the fieldhouse, rather. And where is that show? I will not be in attendance. Oh, that was clear. I'm going to be in there 8:30. Oh, we do. You're going to be where? I'm going camping. I'm leaving Saturday. Where are you going? to uh a club that we belong to up in the

114mountains of by Idle Wild in California. You're going to go up and the fieldhouse practice being in the cool so you can come down here at 120, right? Yeah. Okay. 460 acres. Beautiful place. Good for you. Good for you. Excuse me. All right. So, I will be there. Charlene, you gonna be there? I'll be there. I'll be there. Judy, will you be there? I'll be there. Barb. Okay. So, we'll be missing our male counterpart. Yeah, I know. Let's get a big picture of him and put him Yeah. Put him in the chair. Yeah. Long as I don't have a red nose and floppy shoes, I'm okay. Okay. Um, anything else that we need to be aware of that you guys know about you and Cassie? Mhm. Oh, we'll be going up to the ASBA conference

115in June 5th. Yep. The three of us. Yeah, we are. Okay. 10.3 date time. I'm Oh, yes. Go ahead. I'm sorry. I'm sorry. That's what I was going to mention. 10.3 Date, time, and location of future meetings. We have it down here is June 19th. But Judy, you were saying this morning. It's Junth. It's Junth. So, it's a holiday for our employees. So, um, probably not a good idea. Might not be a good idea to have it that night. Okay. Um, uh, you could do it the night before if you want. I mean, you know, it's up to you. Is there a chance, Judy, we could move it up to the second Thursday? She's No. Okay. Yeah. I mean, it's a different day of the week. I would probably be okay. What about that? Second

116Wednesday. Oh, the third Wednesday. Oh, no. That's the What about the Wednesday the 11th? The 11th. I'd be Wednesday the 11th be fine with me. I could come. I won't be able to make that. Red can't make Wednesdays are not good for me. What about Tuesday? June 11th is not good for me either. Huh? June 11th. What about Tuesday the 10th? Tuesday the 10th is okay. Works for me. Yeah, I'll be okay there. I will too. Okay. Tuesday the 10th. Can we make it the 10th then? Tuesday. Write this down. Because we don't have choir practice on Tuesday nights anymore. So, okay. So, we will have a workshop at 5:30. Okay. participate on the 19th. I did not chef's food across the river because it was conflicted with this group meeting. If anybody wants to

117go to chef's food district Okay, thank you. Um, item 11 one, adjourn the regular meeting. Do I have a motion? I'll make the motion to adjourn our regular meeting. I second it. I think we all need it. All those in favor? I, Melinda Subski. I Charlene Diaz. I Fred Rushton. Hi, Barb Zigzi. I Judy Reed. Thank you guys. And some of us are rushing off because tonight is [Music] Heat. Heat. [Music]