March 24, 2026, Governing Board Meeting

001spanning countless generations into the past. Continue to brighten policy provides for two cards. White cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during the public are not allowed to address items that are not on the agenda. And that's per policy 1-302. That brings us to item two, approval of the agenda. I move the governing board approve the agenda as presented. May I have a second? >> Thank you. All those in favor? >> I any naysay hearing? None. The motion passes. That brings us to 3A or governing board reports and miss. So go ahead and start with you. very throwing us There was a lot of things going of course fun and it's Thank you, Miss Harris. Miss Gibson, my name >>

002I don't have much. I will say um my gross district, my best friend's father was on the school board and um back then I didn't really kind of where this was. Um and two students on the school board and he passed away about almost two months ago now on Saturday and I'd also say that um written with folks including myself, you know, I grew up being in his home and um seeing folks like on the show having discussions with this managing always and um Mr. Mr. Jones. >> Hello. Good evening everyone. Have a wonderful spring break. Testing right now. I just want to give a shout out to Tiffany and Kennedy for inviting me to class rewarding experience. Everyone gets a chance to show up to school or school you work at children. was one

003of the best days I' had a nice spring break. So March was I had the pleasure of attending family night. which was amazing. I want to thank Miss Shford who runs that program as well for just amazing thought that night. There were some representatives from the present audit. You could tell they were just impressed by the most heartwarming part I think was seeing the students connect with their culture with such pride and um through that program with each other with their family members itself. Also, I got to participate in America. I got to sixth grade classroom, which was a little intimidating, but it was also kind of fun. Society. So we got through the first chapter. So just this weekend I returned from the schoolboard partnership and you were part of this national network of

004change. Um, I know that a couple of other board members Sophia in the past and so I'm excited to learn what they've learned and get those skills and help our district. Yes. So, schools circulating to try vouchers. I know we lost a lot of funding for that. So your eyes open. >> I do want to thank our district for moving swiftly to rename our board authorized holiday um to service. This ensures that our students aren't just a day off, but are actually engaging with service champion by the United Farm Workers. In a time where we see national leaders facing serious accusations of abuse, smacking without scruples is more important than ever for us as local leaders to hold the line. We assure our students that bad acts deserve consequences and work is too much corporate

005interest with millions of finally and I feel like as activity has slow down there are activities in our region I know we've got teachers students who are word. Um I would like to request perhaps a formal update on how training facility feels comfortable in Texas. So that's it. >> Thank you, Miss Mus. Um the only two updates that I have is first is that um in the work that I do fulltime, I'm over 13 different regions and I do a lot of work with different school boards around the state and it is amazing to hear other superintendent, other principles and other teachers talk about the work that we're doing. So, I just want to give a big shout out to everybody because it's being noticed, not only in other districts in Arizona, but there's other

006individuals across the United States that actually are looking into what we're doing how our cabinet and all the beautiful things that you guys do when you present to us. Um, I've gotten a lot of compliments about the YouTube videos and how we're so transparent on posting those there. So, I just want to give a huge shout out to everybody because I know the last three years have been a little bit of work and we go through ups and downs, but we may feel the streams, but out there it's like, "Oh my god, you guys see work." So, big shout out to everybody because I know we're at the end of the year and sometimes we feel like, "Oh my god, we're not this, but everything that we're doing is being amplified not only in Arizona,

007but literally around the United States. We have individual superintendents from other districts across the US reaching out to see what is doing. So I appreciate every single one of you for that and and joining that journey with us on the board because it takes us working together to accomplish everything that we're trying to do. Um so I appreciate you guys very much for that. And the last update that I had actually I'll save it for the political agenda. So that's all I have with that. I'll turn it over to Mr. for it superintendent reports. >> Thank you so much President. Um I'm going to keep it short this evening because I know we've got some important things to cover tonight. But I just wanted to take a moment to call out this receive. So um

008it hasn't been approved by the board yet, but on our consent agenda the receiving agenda. Um so um we have had a partnership with a group called Smart Club. They run tabletop gaming clients and we raise funds for our district and they move both of those to us. So early in the fall they do the Smite Club open and this spring they did the um open. So um they sent over for each of the board members of the world that they provided to all of the attendees. That is correct. Um, and so, um, I just wanted to give a shout out. I know the donation shows Matt Raw, but Matt is basically the leader of this group, Smite Club, Ian Henry, who's like this coconut academy. They're able to not only utilize the gyms but

009the cafeteria which has allowed them to expand the number of participants and so for the very first time the donation exceeds $10,000 and they are looking to expand even further. So very excited. We appreciate the partnership bring something you know fun into the community. They they would like to do more of us moving forward. We appreciate the support. I'd also like to give a shout out to um the person who connected us with them. So Dave, who's a part owner of a couple of game stores in town, not only connected us with Site Club, but the last two events, he's provided all of the drinks that get sold for consent. So that's included in not take a moment to figure out it's a pretty significant especially considering >> yeah that was the only thing that

010I was going to allude to and I forgot to mention in my board for is first of all yes big shout out to Jay we always talk about vertical articulation and it's amazing to walk in because I went I wanted to see sto it out see what's going on who who's renting their facilities what games are they playing I want to know and I walk in and Jay is handling the snack bar and selling all the snacks and the drinks to all the gamers so I just think it's beautiful that everybody in our institution shows up for our community and we're always working together which brings me to our second point that the last month Katie and I have been holding town hall meetings with their community members and that's with PTO's members, neighborhood associations,

011and how the beauty of how the community as a whole is coming together to fill the gaps that our families may need. One of the biggest conversations to be had is that the school can only do so much. There's only so much that we can do for our families, but as a community together, we can fill those gaps when the educational institution maybe isn't open or there's only limited resources that we have. And just to continue seeing all those community members coming together, businesses and nonprofits to support what we're doing, I think just really shows to the work that all of us are doing and how we show up. You know, we see each other out in the community and I just think that's beautiful. So, it really speaks to the awesome things that we're

012doing, not only in school and operating hours, but how we're holding ourselves when we're out in other spaces and non educational hours. So, again, another shout out to everybody in the district as a whole because it's just beautiful to see in in, you know, these times that are a little weird and none of us know what's going on, but what we do know is that we have each other's back. So, that's awesome. Thank you, Jay, for that. Okay, with that being said, that brings us to item four, which is our student outcomes focused governance um framework. In the fall of 2023, school district adopted a student outcomes focused governance framework to ensure a focus on improving student outcomes. This framework is grounded in six research informed competences. Vision and goals, values and guards, monitoring and

013accountability, communication and collaboration, unity and trust, and continuous improvement. Constante guided by the six competencies, the board created a set of goals and guardrails. The goals reflect the community's vision for student success. The guardrails reflect community values and set boundaries for leadership. Progress monitoring. Within this framework, one of the most critical components is progress monitoring. Progress monitoring is a structured conversation between the board and the superintendent where we ask does the student performance match our goals? Is there evidence of growth towards those goals? And is the strategy strong enough to produce that growth? When done well, monitoring supports the district by modeling reflective leadership, clarifying strategies and next steps, setting clear priorities across the system, and providing continuous feedback for improvement. aspos. This is how we hold ourselves accountable to the outcomes our students deserve.

014This is how governance truly serves its community. And with that, we will be going over goal two report three. I will turn it over to Dr. >> Thank you, Ros members of the board superintendent. I'd like to invite Dr. Doden and Marie Twist, our coordinator for math. I also see that we have Ria Guy, one of our math coaches. So, thank you for being here and all our preschools and directors. Um, I do want to share that this was the assessment that was given in December. So, since December, we have met with all of our principles. We've analyzed the data. So, some of the things that you see as next steps and some of the answers to the questions are things that we have been doing the last couple months. Um, I just wanted to

015share that with you when you're looking at this that we've been already uh revised our action plans to address what you'll see in the data today. Um, and this goal is increase our proficiency in math for black A3 students. And our annual target for the first year um we got 4% and then last year 6%. So our annual target for this year is 13% and then we have three interim measures that we're going to share with you today that we're using to monitor to see if we're on track to meet that 13% at the end of the school year. Um, tonight as we will be reporting out analytical context as well as Look here at inter measure 2.1. This is specific to the percent percentage of 86 through 83 black students who scored proficient on

016the DNA post test and that we increase from 8% in May of last year to 70%. When you look here, just to reint ourselves with the graphic along the bottom, we have our preassessment inter benchmark benchmark and post test data from last school year as well as the progress we're making this year with our IBM one IBM 2. So then there is that correlation coefficient that has been calibrated comparing last year's results with this year's student performance and you can see that we have 90% of our sixth through 8th grade black students are currently showing proficiency as measured by IBM 2. Important to note is that the grade six average passing scores has increased over time throughout this school year starting in the preassessment from 32% correct on the preassessment to 35% on one and

01742% correct for proficiency here on this is our beloved sinki graph and again this is a graph that helps to show movement and when we're utilizing this that point in time when the assessments are given, we're able to take a look at where are we seeing students demonstrating growth. Where are we seeing those slips and we can make some adjustments right then and there for teaching in the classroom to respond with our students. When we look specifically at students who are demonstrating an increase in proficiency, did you see that 11 students have increased in proficiency? 42 students have stayed the same. Again, on this particular assessment, 11 students decreased in proficiency. And on measure 2.2, this is the percentage of six eighth grade black students who score below risk on fast pay. We want this

018to increase from 12% last May to 22% May of 26 this year. They are below our target. But what we see here is that four students risk from fall to winter. And again, this is our safety graph. When we look here at the safety graph, you'll see our different our bands and our movement. And to know I think it's important to see that we do have five students who did high risk important that there are two students who some risk and population metric percentage of eighth grade black students to score on the family post test and our goal is to increase from 8% of 25 to 22% of 26 we are getting a little closer we are on target to reach our measure which we're proud of but we would specifically see that our students

019have shall we grow in eth grade this is a point of accomplishment from our students and our teachers Membership festivals have also increased. 32% correct on the preest to 48% correct on two patient to that shows some movement of our students that you'll see from the red into a celebration please proficiency. This slide is sharing a recap of our assessments and next steps that we introduced when we reported out on last month. Um again, when we looked at this data back in December, we principles and they revised their action plans. All of the action steps that teachers and leaders have put in place to address math concerns with goal one are also available to go to. Additionally, when looking at ways to support these specific students, we have a continued focus on creating classrooms that

020leverage student strengths. We're using the math practices to bridge math instruction and that assetbased pedigogy. We're working with teachers on authentic demonstrations of knowledge conditions for student collaboration and choice. Those are happening throughout our creative professional learning, our welcome consultant and our math cohort who also met today. Excited to share some data from our feedback today. Um, one of the things that we noticed were trying to look at what things are working particularly when it comes to eighth grade and some of the successes that we are seeing and at what schools. So, we'd like to for next year particularly we'll put in some further study between now and the beginning of the school year further study into those structures for maximizing tier 2 and tier three instruction during the school day. We know that that

021is what is always in our control. Um, one of the things that we've noticed is that we have highdose tutoring, oneonone, two to one tutoring at two of our campuses through a night before previously. Um, at those two campuses, we are seeing we're seeing some results in eighth grade classrooms specifically. >> I'm sorry to interrupt you, but can you remind me was that specifically for eighth grade? Was that sixth through eight? to um so Ignite is one of our partnerships with Teach for America and the two teachers who are currently participating happen to teach eth grade. Um one of them teaches seventh and eighth grade but that eighth grade period at both of our campuses is when both tutors are available and also schools are thoughtful about ensuring that students are going to be there.

022So this is for example our second year they had tutoring at those campuses and last year I know at one school it was first thing in the morning it was first period and they had some concerns that maybe students weren't really reaping the benefits because they were not always getting to school in time to do their first but it's not exclusive specifically to it just so happens that >> yeah I have had the opportunity to meet with uh the coordinator for the program and learn more about potential >> potential potential. Um, but the advanced tutoring is also is that twoon-one or threeon-one. It happens four days a week and it requires some really intentional planning from the teacher. It's a high commitment um and also excellent classroom management to ensure that students are fully engaged

023with their two teachers. We'd also like to expand and learn more work about how to maximize what I need time. That being there's at least a 30 minute retach block built into middle school math classrooms and making sure that it's being utilized effectively helping your teachers collaborate and use data to ensure that students really are getting what they need within that time. That might include a walk to math program in some purposes. We also are a little thin to be quite honest on our resources for tier three learning specifically are there are tier 2 resources included in our adopted curriculum and we know that it's something that we need to learn more about and potentially >> what do you mean? So for example in when we talk about goal four and reading intervention you know

024you're aware that you have 95% or we have SIPs we have a scripted program that is specifically designed for intervention that is a step by step by step it's very low planning very low prep for teachers which allows a variety of people to provide that support in math there are resource there are additional resources available within our adopted curriculum we do have a specific tier three intervention program. And then finally, we know that the people who have the most input and insight into why our sixth through 8th grade black students may be struggling people that are with them every day and that's our sixth grade math teachers. So, um, Dr. and I have some kind of set in our schedules for this last quarter to have some focus groups to meet with middle school math

025teachers and gather their input data. >> Do we ever get that kind of stream data from the actual um students to move the needle in? >> We have not collected that data at this time in that specific way. you have panoramic but we actually and I were talking about the one of the kids congress coming up to talk to our students about the goals so like math we did that last year that this year >> represents like this we'll transition to our board questions and I will go through them first How can we get more than three teachers to attend to the professional development sessions? So to clarify on the slide that was shared first as far as goal one, there were three sixth grade teachers that participated in math cohort. So we were assuming

026that that's where this question stemmed from, but also wanted to so to clarify, there are six three sixth grade teachers that participate, but 10 middle school teachers that participate in our math cohort, which is that targeted time for professional development. out of 21 middle school teachers district. So almost um but this slide here articulates the balance between those varied opportunities for all teachers throughout the district to be engaged in professional development for content pedigogy and also teacher support for the cohort. Teachers were recruited last year to participate in this year's cohorts through an interest based application process. we learned from the SDI cohboard and their success particularly that it's really important when you're trying something new to have those early adopters and that enthusiasm and to build those bright spots. We know that you would

027like to consider benchmarking off of that SEI cohort and considering an expectation of cohort participation and then transfer into the classroom for more of our teachers for next year. Um recruit we will be recruiting and connecting this year's one for teachers coaches and also our site leaders and thes department to help recruit their colleagues for the new book. Today we had our final halfway intensive professional development session with our third and fifth grade and our sixth and eighth grade math teachers. So kind of hot off the presses um some of their feedback to share from this year. One of the questions was how has the math cohort impacted your student data so far this year? Just said I am seeing partially and mostly proficient from a large group of students more consistently this year than

028last year. There has been improvement. I like how my teaching has evolved and I had to get out of my comfort zone to improve. Well, she was really transparent, really honest, and said, "I'm not sure if I've seen it as much yet as I feel in data, but I've watched confidence, curiosity, and drive increasingly." Another teacher reported, "It's been really helpful simplifying my planning process yet expanding my lessons." A second teacher, second year teacher said, "This helped me simplify and also improve Another teacher said, "Math cohort has literally changed my teaching and I'm so happy I took the risk to join this year and look forward to and then a really wide variety of responses. Somebody said collaboration is so beneficial for lesson planning and reflection which helps alluding to some of the systemic changes

029that really talk about Um, we'd also like to continue to prioritize funding and coordinate training to take place throughout mitigating the school day and the workday such as time and just definitely a challenge and a big ask this year for the teachers who committed to the cohort and then asked to participate in after school even because this particular question is important notes that in eight of our nine schools teachers will be fine with pace by two weeks since we are currently below target one. How are we balancing impression to get back on track with the needs for deep mastery of essential standards especially machines and metaphorical materials we support. So we created this visual to really show the interdependence and the multiaceted approach that we believe is so important because it's not one in isolation

030that is going to help us um ensure that our students are learning the essential standards for their respective grade level. So here you can see that one of our um greatest assets are the coaches who have relationships with the teachers who are able to understand the classroom and work very closely with their teachers to see what can we do to adjust the curriculum in terms of content as well as instruction for that PC because our coaches teachers so they learn about those styles as well as the in the classroom that personalized adjustments to ensure that essential standards are going to be taught not through the remainder of the year. We also added to focus focus students identify via educ every day we get to come for you to share a little something new about educ

031and has shared with me and he has also provided professional development for our focus. So we are building where our principles are making progress and this is all integrated. personalized learning using digital tools. We've had resources that talk with our assessment systems that utilizes some of these instructional resources that we have can also help. So what is in the classroom everything but small groups and the teachers be able to fully provide instruction to students while other students are working independently on personalized learning could be a spot to even teach when they are So again all inter so you look at the one that's the coaches working teachers just curriculum facing it's kind of like when Dr. always talks about like this is a game or football game and we're like towards the end the last

032quarter like really looking at what um what curriculum and standards do we need to teach this last part now that we're off track like we're not going to get on track in this short period of time but how can we be strategic and what areas should be teaching the rest of the this school year um to be able to have this the standards that are most important for that grade level and then for the focus students identified via edge climber the principles will when uh superintendent network and they were identifying students that they really wanted to um focus on and then we talked to Tyson I can make that easier and so it was but just a real collaboration between the principles and all of our conversations to say how can we do this um

033easier so people aren't spending time doing that and how we can have our systems help us with that um and then the other ones the the purple the pink and the orange those are things that are we're trying to do but I will definitely be transparent. None of these are perfect and we have a long way to go with all of these different pieces. This is like the ideal thing that we want to do, but we still um have pockets of where it's not happening pockets where we're coaching and training and helping people. So, I just want to show this is like an ideal puzzle, but it's not perfect right now. It's not close to perfect at all, but we're trying. I just thought that was a question. Um, so mentioned uh previously about the

034walk to math. So I'm sure I'm understanding it correctly. So that's where you know they they the student if they're at different levels they want to teach your classroom for um is that strictly for eighth graders? Is that junior high or do we do that at all of our schools at all grade levels? So I don't think it's something we'd like to learn more about. It's not something that's currently happening. There's not a walk to math modeling right now. Um, another thing I really like about walk is not necessarily maybe the way I speak for myself at least the way I was tracked as a student. That's how act works anymore. It might be it would look more like let's look at the data and the standards and what are the specific lessons or the

035meanings of these students. Okay, this teacher is going to retach a lesson for a little mini unit, a two week cycle on this standard. We have students that are really struggling with the calculation because actually it's not the calculation for each of that particular teacher for that series of lessons. you wouldn't necessarily be you're in the high class for math. kind of going off that if you were to explore that possibility tomorrow. Okay, slide you'll see um includes only questions and we put them together. We group them. We thought they were very similar in nature. So there is notable performance gap between my sixth grade cohort and members and the specific eighth grade cohort. While the system is below targetedly black students are often targeted within efficiency, what specific instructional strategies or present math class

036progress and how can we how can this bright spots in sixth grade and the overall and then another question we are not female still not given that it's March and only the end of the school year wondering what changes in adult practices will make now other than what was already accelerate learning and nearly students level forward people. >> And so, um, again, some of the things that the employees can do for adult change is our coaches working directly with the class, helping them to develop instructional plans that empower our students to be very active. passive when you think about that modeling. We want to have our students building their own understanding and our our team that's going to be working side by side prioritizing those essential standards and the lessons as also what are the

037most important wasn't fully assessed and transition. >> Um, I have a question of this. It says that coaches are meeting weekly with sixth and seventh grade teachers. Isn't that something that has been going on um previous to this progress mon? >> Yes and no. So our coaches have been assigned on all campuses throughout the school. We have identified that in some cases we probably call a primary coach and then we also have a secondary or we have a thirdary depending on they might not have contact them and also making sure there are so we face with a lot of professional that we also professionally assign. So we've really been working out that balance between wanting to understandurriculate the transg That all being said and the other thing with the cohort was them going through the

038training with the consultant. So eventually we don't do the consultant anymore. They are the ones doing the training. I talk with our like their second year, third year, but they've had more time. They've been able to do the training more instead of having they would have expert but not having that on that. Um to go back to that the first school um because the meaning behind that just to share was that in the eighth grade classrooms and I know something is class together. The difference between what the students and teachers are doing is that the students are actively um doing the math problem solving together and what we're seeing as sixth grade teacher doing more of the work and the students are watching. So trying to change its practicing that's kind of that is what

039we know which I hear and I've heard in other board meetings. I guess my specific question is because we are below those two targets, right? And I at least unless I'm misunderstanding something, I just want to make sure that I have a full understanding. I still don't know what direct actions we're going to take from here today that are different from what we've been already doing to give us a different outcome. I guess it's the more specific question. I still don't have a direct, you know, like I I'm hearing words like um we're trying, you know, these things are not perfect. within on resources. Um, we're thinking about setting new structures into next school year, but I'm not hearing what's going to happen in the next three months to try to accelerate this this move.

040So, I I don't know that I'm fully convinced right now that there is something in place right now that you guys concurly are going back and saying, "Hey, let's try this or or that because it's literally almost made. So, we're at the end of the ball game. You know, if we were in a coach and this was a soccer team, I wouldn't have a definite answer from my coach saying, "Oh, no. We're moving you from left fullback to right fullback and we're going to do XYZ." Right? I'm not hearing concrete. Um, so I was just wondering like am I missing something or do we not know? Because if we don't know, that's okay too, right? I just want to know because I'm going to be expecting something the next products we're going to report when

041we get in May and I'm not I'm not ready for that. without it. conscious decision to support and so forth. So I also know that from simply conversations to more observational cycles for the principles and adjustments. So either informally through or formally >> okay I was curious about the coaches and so understand that subject focused and church I guess a little bit more. make this >> I would say the class collaboration between as well as so for example let's say um I'm a teacher in school I'm in my third year and my I'm a second grade teacher my primary coach and my second grade coach might be the sixth grade teacher my primary coach be coach and my secondary coach literacy coach doing math coach every other week because I see my literacy every week

042do our very best to ask our groupers to give up one of their prep periods during the week. So that's another nuance that we are trying to balance is honoring their time for their own professional prep time as well as sitting with their coach to collaborate differently for them celebration of course or sitting in. >> Yeah. So, within a given lesson, um our curriculum is designed to be many of the lessons are designed as a very direct instruction. I do as the teacher. I'm gonna show you how to do it. These are the steps. Fill in the blanks while we do this. And then there's going to be a second practice problem and we're going to do it together or partner. And what recent math instruction research shows us is that again students need to

043be grappling. They need to be having that productive struggle and making sense of it. So for example, um today we had the opportunity in cohort. teachers had collaboratively designed last month um a lesson for a fifth grade class. They were learning about volume. It was going to be their very first day. The book has three problems and then 10 practice problems. And the way that we helped them to redesign the lesson doing one problem. They spent half an hour. The students spent half an hour on the topic. They had blocks. They had talking structures. They made sense of it together. They had a word bank. They were describing what they were doing and what it really meant to find the volume of a solid paper that they were comparing. I built it this way. How

044did you build it? Wait a second. If you turn it on the side, it's the very first time that they had had that experience with it. And what was really great about it also is that the teacher was able to hear. All of us as observers were able to hear the very first time they described it like okay well how big is what is what do you see we didn't notice a two by two um rectangle and they oh it's two by four and they were not describing the depth but they were describing it as a two dimensional shape even though it was in front of them and the teachers had this this aha that if the kids were only looking at the picture of the model in the book, they would have lived there.

045They would have had to do five more examples and five more different types with different numbers and different shapes. But they didn't. The exit ticket from today, 45 minutes later, 20 out of 25 students were able to find the volume of a new box. They were never taught the formula. The teacher did no direct instruction. Let me show you how to do it. And then we had five students up that we thought like you know what I think that could be your small group or maybe you can do one more problem. If we did one high quality problem if we did two probably going to catch at least a couple more of those students. So in answer to your question who is choosing those problems our consultant and our coaches are advising teachers on how

046to choose the problems. What are you looking for as the instructional leader in your own classroom as this expert or developing expert to determine which problems are worth my students time? Really, what's going to get me what's going to get them to understanding and also what's going to give me as the educator the information that I need to resolve the misunderstandings. So that was one example and it it required taking the problem straight out of the book and crossing off all of the step-by-step directions and just giving them the tools and some guidance to make sense of it on their own. And so um I'm also hearing that there's still level. So there are ways that you can support student performance by going here's a scripted lesson in the short term about it and then

047next we don't but that doesn't we're not and the reality is every week is going to be slightly different and content is change over sometimes change. So by building capacity in our staff, we're really we're looking at it may not feel as fast today, but we're building and we are also getting some time. The other thing that's the flip side of doing this in this in this fashion is it makes it even more important. So another upgrade next week, next month we'll be receiving any recommendations from you on salary. And this is why us talking about despite all of the other things, it's important that we're ensuring that we're investment and that's component of that. And the reason is when we invest in this in our teachers on other staff, we want to make sure

048they're not investing in them as a investment in some other district. I think even the best teach >> and I think the example must be shared with us which is putting features in a position that has that aha moment of the difference between teaching and something. Now you're developing the ability to in much the same way the description of how important is that the students have that productive struggle and then in the process of students going through that struggle they understand what they're learning to get and what I describe this even as an old man I'm trying to stop and so I have activities that I'm doing a lot of lessons and one of the things that I learn my own learning process is that those lessons I need to know and that's going to

049do that. It's not any different. Okay, this question is the fast data 92.2 shows that the percent of the students at low risk has remained 12% from falling data isn't shown and the lowest positive adjustment are two and three to specifically target the foundational gaps identified. So um as Marine mentioned earlier there are in the fourth grade we've had conversations with our district teams our principal teams our coaches to really presently knock small however as shared challenges with their curriculum that is available access different than literacy. There aren't a lot of evidence based research based tits out there. So that does require us to be thinking differently about resources that we need to provide so that kids aren't doing something different. So rather than going back to the black table and be again slower on

050a whiteboard compared to on your piece of paper. So you need to be thinking about what does that look like in terms of use of time and structural resources. We talked about that master schedule and what does that intervention mean? Right. So um asked about that walk to map. Not every school structure would support that but and not every school structure maybe wants that. So we want to think about what is that master schedule dedicated time for look like. We want to continue to leverage edge planner. Edge finder is a very powerful tool for us that we continue to learn more and more about. So as I mentioned with the focus group, the focus groups completely for us intervention groups. We've been testing it out this year with our reading interventionist and we've seen that

051it's aligned the teachers to see progress that kids are making and then see if they need to regroup because one thing we're really good at as teachers is making a group. But we aren't all really good at progress monitoring and regrouping. So utilizing these tools to help us with that um because the the assessments are already providing professional learning focused on the how of a small paper. How do I actually do it? How do I make it happen? And so when we think about some of our content area specialist we are so grateful for middle level content area folks. out of our pedigogy. They're running a small gift with our um middle school students and then identifying and aligning the training for our curricular resources to identify them aligning to our maps which would invol

052as well. um middle school or we only see that >> I'd say the only the primary limitation right now is that very often our targeted English language instruction block overlaps direct with the math you teach and that is true across levels on I think it's important to know that's not because we chose it's a structural problem having this conversation the challenge is that our literacy is not and so when you look at that pull out the state model we could adjust the model and 90 when it's going to be out for us but we don't have that choice the state required model so in order to comply with the state required model that is kind of what problem that causes some other content area >> now I All of these mess are there's some determinist

053That's that's the fun. identify really a lot of kids who are both struggling and math and not one of these. >> As you might imagine, students that are learning a new language, particularly if they have just joined us in middle school are absolutely struggling. Math is very much is contextual. It's about making sense. It's about communicating. And so many of our students who are in that pre-emergent basic and even intermediate language development stage are also they're the students that teachers would like to have during those small group time and anecdotally we hear from teachers quite often small group right now these guys are all gone and they really need to be here >> so knowing that and understand that that exists I'm not familiar with solutions that we know it's one of the things for

054it's not saying that we're not just so high in that initial conversation like there's no obvious answers but it's not something going to go outside. Is there a potential for another curious for a different time in the day that isn't math? different. >> That is really talked about with that system. One of the challenges is like our current calendar. So now we are aware of that. Meanwhile, president. I'm sorry. I was just Like I mean like outside school hours if you look at another question some of us have not incentives when you think about something that's there but to recognize the growth. So there are all sorts of like external rewards that the students are getting because of the progress they're making and so it hasn't it hasn't um gone that we have schools have

055been very very intentional action and bring together to really talk about what can we be Um, so I wanted to revisit the walk to nap because through a podcast I heard about the walk to reading. Um, and I was like, yeah, that makes sense. and you know essentially getting kids because even if we're looking at the same draft obviously most of these kids are in the few that are in the yellow higher proficiencies and there may be students even there might be some fifth graders who are in those higher proficiencies as well. Um, but it just seems I'm remembering back to once asking my daughter like, "What would you like better about school?" What are your suggestions? She goes, "I'm like it if they let us pick our classes." And then that just kind of

056brought up a flash of like the college course schedules when you go through and you pick your classes. And I'm thinking like obviously we've got sixth, seventh, and eighth graders who are at all these different levels. Unfortunately, many on the lower levels of their their math competencies and so like the thought the wondering the kind of out of the box thinking was obviously this will take some kind of systemic change but yeah so doing like something like a lot of math some of these kids are going to have to go to you know more basic instruction and so yeah maybe a sixth or seventh grader is going to be down with some fourth graders and um but on the same token you There might be some fifth graders who are at eighth grade level and

057how can we meet these kids where they're at by giving putting them in a class with a teacher who's teaching what they need to know, not what's above their learning grade or below their learning grade. So, um, again, this is this is something that's more of a big would require more of a big systemic adjustment, but when I'm thinking walk to math and getting to getting what you need, it might not be in your seventh grade classroom, you know, with your kids. But, um, you know, but who knows? It might only take one or two months of long to math to get caught up to be able to move up. But um you know we're we're in different times if we're looking at our graphs and we've got the best swap the majority of our

058kids in the red. So you know eighth grader might not be at eighth grade math and how do we get them caught up with the sixth grade before we try to expect them to to pass something that they're not. That's my my wondering my thought on their own for something. >> One last question we received. looking at data there is a trend that black students are not since the end of the year to now the middle of the year and are not on track. What can we do to close this gap that we have ting available? So in response we did a lot of research and reaching out to schools and yes tutoring is available. Um again I ting happens during the school day and that is at gateway and stuff. It happens but it

059is only offered for April students this year. After school tutoring has also been offered at Excellencia, Kennedy Academy and Monista at different points throughout the school year. We wanted to highlight that at Excellencia. Um first of all, transportation is provided which is often a barrier to after school participation. Um these teachers were selected to provide targeting to to provide tutoring to a targeted group of students in sixth grade eighth grade. sixth grade specifically for a variety of reasons that included data and um some teachers and staffing issues over the years. They were very intentional in setting out short focused four-week cycles. Each four-week cycle has eight sessions. They're using pre and post test data through which is one of our testing platforms within their sessions. And um Mr. Lato reached out to families specifically and

060we're looking for commitment. We know that if a student has spot in tutoring and is unable to attend regularly, it will probably not see their progress within such a short period of time. So, families and students signed commitments to attend at least seven of the eight sessions during these four week cycles. Um, they're using our adopted HA resources and one teacher is trying to resource outside. We started one class before break and two are starting right now. >> Um, additionally we do have 21st century at three of our campuses. Gateway math and mind. They offer some math tutoring. Um, Gateway offers it with their math teachers. So you can see that for Gateway students you have the opportunity to receive tutoring during their school day and also after school. Um, I will say it was

061really interesting to when we thought about these tutoring opportunities. Um, and then these specific students, the wonderings, okay, that's great. Too being offered are are black students attending and Megan and those are things that were good questions to bring up. People were able to go back and look at attendance data. In some cases, yes, those students are attending or some of them are and in other places they are not. And then we talked to families. Yes. Um conferences just ended. We have at least one school or school conversations with options that are available and again it brought to light some thoughtful conversations about how we might be more strategic with those wrap around academics. I understand is that when I met the principles looked at each some of the schools don't have the number of

062blacks for the band looked at each black student to see where they scored on the assessment to see how much um the test scores like what do they need to go to the next level and then also we didn't end that meeting but we asked the principles that look at build back and see what standards they would need to be able to get to that next level so those students and then from there is when uh we talked to see how we identify that from educ they able to move. they might not be able to profic a conversation that was had but that's not reflective of this progress on the or um well I guess to the extent of the way that you said it. So I think maybe somehow within the Yeah. like when

063we're doing this partition before like hey we have this conversation this is what happened now this is going to look different to me that's something that hasn't been done right I'm assuming that conversation just happened how long ago we had Right. >> So it's not just having a conversation. The conversation wants to provide support to the We also have a business who are very full. >> Yeah, I think um maybe we did change a little bit more and we're a little not not that I'm trying to make these progress monary quotes you know essay on what you guys are doing but that's just a really good depiction of something that is different right because if I go back and look at this you know progress monary board and look at the one before for this

064goal a lot of the answers look the same right so part of us having progress monitoring reports is showing change through the reports that hey we've pivoted and we've tried this the last progress monitor reports. Maybe it's time to because that's what I like when I get progress monitoring reports. I'll pull the last three and I'll compare them to the one that I have in friendly, right? And that's how I try to see, oh, where have we changed or what strategies have we done differently and for the last few reports they have been kind of the same language and it doesn't detect that. And yes, I know that we have these board meetings and we have our one ons, but this is still um uh documents that go out on public. And it's nice to

065see a little bit of the difference of what we're doing internally when we're having those conversations. Even if it's a quick leadership, this is what happened. This is what we're doing differently. We, you know, it just kind of brings in more than just saying conversations, conversations, no. That's what's been told the last 34 meetings. So it sounds kind of like the same. >> Yeah. share all the detail and so I understand that that was as a result of results that he was looking out to implement something different was also based on his assessment of some of the structuralies that he had concerns related and so sometimes we put things in here and they're under a category but not all of the students >> well I'll say this I mean moving forward I know we're like

066this is probably I would say you know if you have a point that you want to elaborate or articulate. whatever you have to do to maybe articulate a little more about what those treaties are because you know otherwise we're just you know and it helps us understand then a little bit better even if it's a small adjustment or small I think much more explicit about that being doesn't seem like Well, and I think it's important for us to change. >> Yeah. A lot of the things from our very first place we may not assuming that those report might also not see statistically significant improvement between two and three of these things and then sometimes the changes were actually causing You need to be very cautious because apologize this earlier today. A lot of things take

067three to five years to really kind of see the long impact of the paper. I'm not suggesting the sit back and wait for three or five years to see this. But at the same time, I also don't want us to say, "Hey, we put certain things in place and we're seeing promising them, but we're not seeing a lot of video change just yet." Sometimes it takes time, sometimes it takes proficiency and sometimes um the way we initially implement it, we're not sufficiently expert because it's new to us. And that's why you hear the team talking a lot about we had a conversation saying we just now having done it for a while it's still a valid strategy but we can do it a little bit better a little bit differently. Yeah, and I understand that

068um perspective, but our students don't have time for us to wait three years for us to get implementation done, right? And also, we're at the end of the quarter. I think when we're having conversations at the end and we still haven't the majority of our me or entry measures aren't being met or whatever the case is, that's when the drastic urgency needs to come in in the last quarter. And that's like in anything for whatever we're looking at. Um, so yes, you're right. And I probably wouldn't be as adamant if this would have been the first report or the second gen rate, but we have three months to figure it out. And our data is not looking great, especially for a specific amount of kids that isn't, you know, a larger scale. So that's where

069I feel like my urgency comes in. It's like, yes, those are all true and our kids can't continue to keep waiting until we get all the conversations laid out or whatever it is and our data shows that. So, um, as specifically when it's at the end of the year, like something needs to happen, we need to pivot, we need to change something. I don't know what it is. Um, but that should be a little bit more shown in the progress monitoring reports, especially the actual, you know, three months for the end of the year and then we're really not only in the fourth quarter of this but we're getting close to the fourth quarter and that's um pardon me if I'm wrong but not just I know that that's just the kids that show up

070and assessment on day but is that roughly the amount of delivery system >> obviously we're talking like literally getting three or four students and I'm not saying reduce it to that but I think when I bring myself back to that it reminds me of the initial conversations that we had in university setting in the schools and when I would think about individual students rather than these percentages and numbers and you were saying because I was like this is crazy. you were never there's no chance of how the doctor follow like it's only you know we only got to get two students I was like okay sure um so I think just a reminder about that too like you know I'm sitting here looking at these numbers and if we get lost in the percentages that's

071one thing but it's like three or four kids we just got to get three or four kids to meet our goal let alone if we're you know shooting above that right um I mean maybe I'm crazy but feels like >> I think it's part of the point when she talked about because what happens is when you look at the idea of it feels hopeless but when you can see an individual child what you know what the components are that you're using that when you can identify Are there some kids that are like on the edge of notable or on the edge of that glycal so it's that focusing is one of the things personally That was a lot for last question. >> Um, >> I have some thoughts board members that I need discussion on.

072Um, so obviously we always vote on accepting the progress monitoring reports and there's two other options that we have that we've never have to really talk about. One of them is completely denying a progress war and saying that we're not fully convinced of what's happening that we have enough strategies to move the students forward. We can deny that, right? Or we also have the option of doing what's called to keep the conversation going, meaning that we're not fully convinced of what's happening, but we will allow the time with the feedback that we have today because we did throw a lot of written activity, right? There might be a lot of wanderings out there or some ahas moments that are going on. So another thing that we can do is um vote to keep the conversation

073going. We don't fully accept this progress monitoring report, but we give the administration time either at our next board meeting to re visit this. But I mean, given that we're only here once a month, it's a little rough because then we have one month left and by that time there's a lot of stuff that happens. So, we could bring it back to another study session or but that's a conversation that we need to have if we're fully convinced that we have enough strategies to get us to our edge goal. I specifically in my personal view do not feel that I've I I have a really good temperature of the administration cabinet coming to us and saying yes this is what we're seeing we can do xyz but that doesn't mean that they don't have it.

074So I I'm like in a non spot right now and I would love feedback conversations what what is it that we're we're thinking that's just where I'm sitting at right now Mr. What would that process report what does that mean for the administration just like redo your paper to do all the football? >> Yeah. Yeah. So maybe this can help. So we have this sheet called defective goal monitoring and it says to accept the monitoring report or not. Once the board has completed the monitoring conversation, you must choose whether to accept or not accept the report based on three questions. Does the reality match the vision? Is there growth toward the vision? And is there a strategy and plan sufficient enough to cost growth toward the vision or the end goal? If the answer to

075only one or two of these questions is a yes, the board may opt to table the matter. And when you table the matter, um, it says, "The superintendent presents a monory report that is missing the prerequisites or that fails to clarify the board members to extend to which reality meals, consider tableabling the conversation and giving the superintendent a chance to fix it and reoffer it at a subsequent meeting instead of choosing to not accept it and ending the discussion. So if we did not accept it, we would just basically say, "Oh, we don't like what you guys are saying. We don't agree." That's it. >> Yeah. Yeah. Um Hilda, I'm going to share this with you so you can pop it up if I can give the Google access to it. >> I just So

076keep that conversation going. It just gives them that opportunity to rehash this come back with some more concrete strategies that would make us feel or me feel or it's an overall look, right? If we all decide that we want to keep this conversation going, that we can bring another report and we just report on it again and it's a time for us to then we decide is this sufficient enough for us to decide yes, you guys are have the implementations in place to make us try to get us to the end goal or at least one of our ins and have two. Yes. one no versus the two no one. >> Yeah. And I believe it would count against evaluation saying that there was one report that wasn't I got to look into it. But

077yeah, it just drops the conversation in that. with you and that is tell me on the second page. >> It is on page three under the bullet point that says effective board member participation and bullet point three keep the conversation going. >> No, no, no, no. One more up. Go ahead. >> Yeah. Where it says to accept when you went over that part. That was really fast. I didn't hear. So once the board has completed what was number one again is thereision and is there strategy and then below it says that the answer to all three is yes then the board accepts which is usually been the case. What is the reality? Well, I think the reality >> as ination >> No, the real I think what reality matches the vision means is that the

078reality that we're in right now is that actually in line with our goals which is our vision but do they actually is there and they are like our goals are based off of our vision. So that was an online guess. Does that refer to progress itself? >> Yes. The growth that we're seeing in the progress monitor report is that moving towards submission. I would say yes because did have some growth and it's obviously helping us meet our goals. But this is with the part the number three where it's you have one no. This is where keep that conversation going. And it's this bullet point number three where it says is there a strategy and plan sufficient to cause growth a growth toward the vision and that's where I say I don't know so as presented

079right now I don't I don't know that we have a strategy or a plan to ensure that the growth that we're going to have is going to meet the goal that we have and they call it the vision here. I don't know why I districts call it different but >> okay so that's >> right the way I'm reading it I guess >> but then number three would be more like is there addition additional growth as opposed to what's >> well I would say growth in general because the first two were seeing zero growth were stagnant so there has been no growth >> no question Oh, I'm sorry. >> I'm just trying to make sure I'm understanding this part before we jump to our next 2.1 years that first measure% the third measure is 2.5. So

080are we likely to finish this year that seems fairly but it's difficult for us to say yeah so that's you know so there's a significant difference between whether we're not the difference with 2.5 is that in 2.3 when you look at what our is for any of the So we look at point out trying to spot problems. The reason they're concerned about their sixth graders is because the reason there really is the reason that we're tearing apart and memorizing and talking about all these conversations that we're having is because we're not just focusing on that part of this year. We're really trying to focus on where are the structural deficiencies, challenges, problems, inadequate professional development support that will affect two years down the road, which is why in particular drilling on sixth grade students and

081that's why you heard Dr. friends in and this list talk about that we were looking at the differences between what's happening in eighth grade and what's happening in sixth grade to try to make sure that whatever that difference is that's going to function that we're making systemic changes to ensure that we're going forward we're showing up whatever the problems are you identified some very specifications beyond putting placement We may not see those measures affected this year for sixth grade, but the intention is to make sure that as those schools move into seventh grade on that we're giving back that eighth grade school preschool and one of the reasons we have this math importance basically It's like, you know, um I know we're doing different, but if you're looking at two last year compared to this

082year compared to the test, I mean, that is a big difference, right? at this time of year. >> Look how good it is. We have a lot of room and to be honest even with our goals. >> So it's hard, >> right? It's hard to get excited. But rather than coming back to you and saying, we're still trying to specific so I just also think it's important to and that there are strategies that are there work, the work that's affecting this year's teachers and this year students, but it's also work that's trying to protect the care to make sure that you're appropriately impacting those sixth grade students and in part because we're not even talking a small number of students when our eighth grade blacks small number of students in the when we're just talking

083about sixth grade, eighth grade, sixth grade, right? There's only a certain number of sixth grade students in this district. And that means there's also a very small number of teachers. And so if something were to happen where we lose three and a half teachers in grade, we're going to see significant. That's not me making an excuse, but it is part of why we're going well things like that happening. How do we put protective strategies in place so that when things like that happen that we're able to react to them and you see our principles reacting in real time to try to solve those problems >> I think you know that I won't discussion again rather than I mean I know the progress monitoring is never important but if we're thinking of these questionable if we

084were taking the word vision and saying that that has to do with the measure I would be a different score which is what Okay, perfect. Any other comments or anything? All right, I will Thank you so much for that. I will move the governing board approve progress to report two report three. Thank you. >> Second. >> All those in favor? >> I nays. >> Hearing none. Motion passes. Thank you. Thank you for that added on uh explanation. I know. >> Um, that brings us to item five, public comments. Miss Cornes, do we have any public comments? Okay, thank you. That brings us to item six, approval of consent. I move that the governing board approve consent agenda items A through J in accordance with policy 1-302. All those in favor? >> I any ns hearing?

085None. Motion passes. And that brings us to item 10, which is to consider and discuss amendment if desired and advisable to adopt a resolution approving the governing board's argument in support of the special maintenance and operation budget override and district additional assistance override elections. >> So president, members of the board, before I turn, I'd like to point out that um just extend a thank you to um council that supported us through all of our bonds and election this weekend this evening as well actually two We need to get set up because otherwise I'll start sharing about conversation with us. What kind of >> size? I did not because I was indoors, but I did learn this resource fair. A little warm, but very well supported by our part. All right, Madame President, board members and

086superintendent. There's still a couple tonight you will consider discuss the resolution board election. So what I'd like to present to you is the PowerPoint that came from the fiscal stewardship committee. um committee that um oversightes a few of the areas that we bring to the board. Uh they um review budgets, the annual financial report. They've helped to develop the district's capital plan and were instrumental in the last uh bond election uh providing and and putting data together uh that allowed us to create that pamphlet and um all of the great projects that we're moving forward with in our current law. Um, so this is the Kraven blueprint. We have uh 20 over 20 years of community funded educational programs through our voter initiatives. Um, bridging that state funding gap. We've talked about this a few

087times uh in some of our sessions, but um there's approximately like a 16% reduction uh from the state of Arizona not funding our district additional assistance capital needs. So district assistance say that capital side cannot be spent on the salaries and benefits. Um and this is uh been in that intended formula since 2008. There's capital lawsuits. Uh there has been some movement. We've had little bits and pieces and gaps, but primarily we fund our capital needs with our local voters to bridge that gap. And that's what allows us to keep up our classrooms, have permits equipment, construction materials, those types of amenities and frequently based products. So in Kraton, we have three pillars of local support. That's our maintenance and operation override that um funds the human side of the house and the supplies and

088repair. That is our salaries and maintenance. again that district additional assistance with the physical tools that's the technologies curriculum instructional materials and then our bonds are the ones that fun those major infrastructures like our rebuilds um remodel problems for maintenance and operations override. It is a 16% override of of the revenue control. We have talked about revenue control in some of our budget study sessions. Um it's a estimate of about five million. So about five million of our total budget is functionally override funds and adds to the basic budget levels. The lifespan of a a maintenance and operation override is seven years. But in the fifth year it gets reduced by a third the next year another third and then phases out completely. So it's very important to time your elections so that you don't

089encounter that question. So our imino override is the one that if you during the entire pamphlet um that's what allows us to do full day kindergarten provide um art music and to our students. This um also funds our gifted student opportunities. It allows us to um maintain our salaries for our teachers and staff. This also gives us some of that safety uh with the custodians and the nurses to do safe and clean schools. And another factor with this one, and we've been doing this for quite a few years, is it allows us to expand our transportation so that students don't have to cross dangerous areas like the 51 and the 10. Uh so very intentional with our transportation. This is even before we expanded our plan. Um to provide safe our district visual assistance. Again,

090that's the capital side, the people side. This is the furniture and equipment and especially our instruction materials and curriculum. Um this is a 10% allowable override over the reserve from the maintenance and operation over seven years with the same amount for seven years and then they do not we utilize those uh DA monies for our student devices and hardware educational software again furniture and fixtures but also the districtwide infrastructure and our upgrades so that you can stream on YouTube um our need and have access to be able to provide um districtwide supports and also our safety of course we have So, in our last voters camp, we did have um the cost taxpayers in those previous elections um but a combined investment of less than a dollar per day for the average homeowner. So, sorry.

091Um these are continuations of existing overrides that have been our district. Um we are not asking for new funings or um original >> just to clarify this 193 cents that you put on there that happened in the past which is a continuation. This is a continuation not a tax increase. And when we talk about continuation we've had our override in place for over 20 years. So this isn't new monies or something that we don't navigate with. These are operating budgets that have been in place where it's sensible amount of time our voters been receiving to support these initiatives. Um and our DA override has been in place since 2014. So over two years uh with that particular open again it did not increase our current tax rate. I want to go ahead and stress that

092these are continuations and uh the timing of our elections are so that we don't have those phase out phase out clicks. So that's what we're talking about with fiscal click if we go out in November of 2026 and we have um approved initiatives then we will continue with our budgeting levels. Um if for some reason uh you run the 26 fails that means in the following year you would have a third reduction in our 27 28 school year um the DA over completely and go away and it continues to fail the additional >> Can you go back to that real just say that real quick? Okay. So if we do not pass this money in override what the redemption will end the bill will happen by August of 2026. >> Okay. Um oh yeah I

093see the 27 August 2027. And again M obviously we can't choose right now right but M funds full day kindergarten so that could be at risk. M funds what else that could be at risk? >> Um the special areas. I signed I just want to make sure that we're reiterating that our full day kindergarten could go away by turn 27 if this money and override does not pass this November election. >> 1.7 million reduction in that year by the monthion reduction in operating funds and then the following year. Thank you. And again, a big piece is school safety. Um, and especially one of the things and our gifted opportunities. This is also part of what Um so um we also have an even strategy and we go back and look at the timeline in history

094of election um elections failed or actually 100% failed in a lot of years. So it's pretty important for us to go out in year um we achieve overwhelming success. to pass every time they use. So that is a strategy your district uses and that's why people vote over 26. um in our last round of elections. Uh these were some of the community support comments that we had in our um inputs and it's from you know a variety of stakeholders um including um who also lives in our district as a taxpayer and voting. Um, and again, this is two decades of support from our community. Um, and it has allowed us to give back to our community in the ways that we provide our programming, our community support, um, all the different areas that we interact

095u with our community and that partnership. Um, and so we want to continue that ongoing partnership with the community to ensure we have a stable environment for our just for posterity sake. Also, you know, there you know all five of us watching this houses like all five of us live in this district and then of us on this board of property owners and so we voting for our own. So unless other people out there who's been part is like pushing things on this district owners and again taxes. >> Yes, but we are assuming what has already been and the district absolutely manages finances to create a flat tax on taxpayers but is not in our interest to um raise it or decrease it dramatically. We feel our benefit from having a very solid tax rate.

096They were very intentional about um the fiscal stewardship final recommendation to the governing board that the voting board authorizes combined 15% and 7% override election for November 2026 to secure district funding ability through the next half date. because it's, you know, on a timeline. So, I think that um it's the same argument when you say you're buying something on sale, but you have these arguments. I think the better argument even Yes. And um our brochure will outline these items as it has in the past and um we will have fact sheets for what these dollars uh cover and that's what we just >> and there's no probation. videos. They start meeting one of you. Feel free. I was all over the next door last. Okay. Feel free. You're not from your home. So, I would

097say please do. Um, thank you for moving forward. Um if the board uh decides to move forward and recommend the election um we uh put out information and trans will this appear on the ballot as two questions or one question will be one So there is a cost efficiency that does >> I know I've done this before everywhere I go I'm the biggest proponent of this because I went to school in this district and we didn't have we didn't have bonds that passed and I did not have art I did not have music I did not have and um when you're already a kid who lives in a house that you can't afford those go to school and you also know you can't afford you already feel like inade is um it's nice to have

098some camaraderie but that's already there but they're just thinking oh you know everything here so it's definitely like something that's just it's sad that we have to resort to this for all of this but if this is the way we're going to do it at least And just giving the simple fact that we have free full day kindergarten. That's a workforce issue right now. What would happen if we did not have three full day kindergarten? What happens to the workforce of putting your children in school? We have an early childhood crisis as it is, let alone for this age group that there's really nothing out there. So there's a lot of things that we really have to think about when we're thinking about these money uh million over rates. Regardless of what information is being

099put out there, at least here in Kraton, this is something that our families depend on. It's not something that we wish we could have. It's become a non-negotiable. We have to have full day kindergarten or there's going to be a a big big dip in the infrastructure that we have when it comes to just workforce like our families dependent on having a full day kindergarten for them to be able to go and produce for their families. >> Exactly, Madam President. And as you pointed out, it is free kindergarten. So when you go out and price early childhood programming, uh it is cost prohibitive. I mean, you're forcing to pay for a child in a program. Um, so the the free component is very critical for our families and and an active support. >> Now, speaking

100of all that, a question that sometimes I get is, is there if the money and override does go through, are those dollars able to be spent on other initiatives in the district or something else that the district might have a gap in? um as long as we follow the voter pamphlet language, we can use it for those items. So, it is limited to what we put into the builder pamphlet. Um and I would say that our other budget is what goes towards different initiatives. So, um we plan ahead and we do put some language that gives us some flexibility to pivot for the as as necessary. we're not locked into um the details of the pamphlet are broad. Um so we might say um staffing we don't say 10 kindergarten teachers, you know, we we

101talk about the kindergarten program and what support can you get in the special area and so forth. So, >> and and thank you for pointing that out because I think that's very important for individuals to know that this is why we don't specifically say where exactly those dollars are going to be spent on because then we're beholdened to that. Um, a lot of people come back and say, "Well, you're just too broad. Where is my money going?" That is we just basically need the answer on why we don't specifically say certain things because then there's nothing else that we can do. We also report out in detail annually to the public every year as required by statute um what we've spent these dollars on. So um we always are um accountable to our taxpayers to

102tell and show them uh when they do are gracious enough to pass these initiatives. Um we have that annual meeting uh in you know September October time frame that we roll out um exactly what the dollars were sent on. So, um I think that gives our our community confidence because we've reported that out. >> Now, who decides what goes on the voter pamphlet? Let's say we wanted to throw some dollars into early childhood if that was a possibility in conversation. How does that happen? um everything that we would discuss uh with the board we would do in some fashion we would bring in our our legal experts uh to ensure that the types of things will be eligible in that funding source. Um so if we had ideas we can schedule that time to have

103those conversations. Um this demand how you I know that's one way we could um we could do that private meeting >> or I can put it as a future agenda item. discuss we would bring in um and also um who help us with the financial planning and the setting in tax rates on clarify any other questions or wonderings. All right, look. Seeing as we have none, thank you so much for that presentation. I appreciate it. I move the governing board adopt a resolution approving the governing board's argument in support of the special maintenance and operation budget override and district additional assistance for the right elections. May I have a second? All those in favor, does this have to be a roll call? No. >> Okay. All those in favor? >> I. Any nays? Hearing none,

104the motion passes. Yay. So exciting. Thank you, board members. That brings us to 11A, which is our legislative political report. Do we have any reports? We don't have any right off. Oh, yeah. >> I'm sorry. >> No, no, no. Go ahead. uh Jim Dection council maybe I'm just confused but I thought that the motion was with respect to the board's argu over the argument but um I didn't hear a motion uh approving the election itself calling the election and so you do have two resolutions in your packet uh one for the M override. So, it is properly on your agenda. I just need to have two separate votes. >> So, I Okay. I'll move the governing board adopt um the resolution ordering the election for the DAA election 2026 general election. >> I second that.

105I >> move that boarding election. >> I second that. >> All those in favor. >> Motion passes. Thank you so much for that clarification. I appreciate it. >> Thank you for making betterction. Thank you. I appreciate it. All right, that brings us back to our 11A legislative political report. I have two quick things right here. Um, the first one that I have is HCR 2040 legislative ballot referral. A ballot referral HCR 2040 moving through the legislature would make significant changes to how educators and school staff can organize and advocate within their workplaces. It as currently written, it would limit educators ability to organize collectively, restrict conversations around working conditions in schools, prohibit the use of payroll deduction for union dues, and undermine existing agreements between educators and school districts. If you're able to um or

106want to, there is going to be a hearing tomorrow on March 25th at 7 a.m. at the Arizona State Capital to stand alongside community organizers and members to advocate against this if you so wish uh to do so. And the only other one that I do have that I kind of want us to be aware is a federal update and it impacts the way that we receive grants um when it comes to the DNI. And I just kind of want to make everybody aware because there is an open comment period at the federal level until March 30th to ensure that our voices are heard um on this. And just so many times The current administration is taking action in a lowprofile part of the federal government that could significantly change the required conditions for receiving

107federal funding. If finalized, these changes would seek to contractually bind almost all federal grantees across all agencies, including the US Department of Education, to the administration's interpretations of what is lawful or unlawful regarding diversity, equity, and inclusion, immigration, public safety, and religious liberty. So, um, if they these changes would carry they would carry significant con consequences for almost any recipient of federal grants, including state education agencies, local education agencies, Head Start programs, institutions of higher education, and partners such as nonprofit organizations. Um, if you guys feel so, you can weigh in any of the um of your comments before March 30th and I have a direct link for that if anybody needs it. But those are the kind of the two things that are going on simultaneously. We hear locally and at a federal level

108that would impact their district if passed. Yeah, absolutely. And we also have this thing called request to speak that if somebody does not have the ability to directly email or call or they do not want to, you can line sign up online. It's called request to speak. You can find it on the website and you can actually virtually put a thumbs up or a thumbs down on a specific bill and that gives you the opportunity to make your voice heard at that level as well. And you know, a lot of us know what that process looks like. So if anybody has questions, we're always willing to help in that as well. And then I don't know if they had any other updates. >> Exactly. >> Absolutely. Um there is a tomorrow is the um Senate

109meeting there's a specific bill that is direct. Essentially what it does is it's like a reactive school responsible for implementing the policy and also usually it in terms of what safety procedures would look And I think it also brings to the like there are certain protocols and um that are kept private or you know have the public view that this would then change that and really additionally um it just takes a lot of there's also some big parts of this as far as you know it makes it makes the risk of us violating policy the way it's pretty vague. So policy as I hire and therefore liable or potentially liable for being um it is something that has bipartisan support because it is sponsored by a democra and it um passed it well it passed

110out of it did pass on party lines at the house but there is there is the potential support is what I'm trying to get on. And so basically anything this session if if the governor believes that there's any basically any Democrats in support of this even you could think that that's probably soap sign as opposed to contact um your state senator It's something where they interfate for us to abide by. So just something I wanted to point out again probably. >> Yeah. And the only other I'm sorry and the only other bill that I forgot to mention was HP432 which had to do with first things first funding that automatic that is directly impacts our family resource center. That bill basically died. It did not come back as a striker. So we're still in this

111loophole of receiving funds for the state agency supports not only their family resource center but many throughout the state of Arizona. So, if any of you guys have capacity of contacting your legislators or even talking to your local um elected officials of the importance of funding early childhood in Arizona, I think that would be great as well to keep the momentum and the conversations going on stabilizing that specific funding that we're supporting or trying to >> you guys actually in a board meeting when I wasn't here signed on to support that um bill, but it didn't come back as a striker or anything. So, it's dead. >> So, for now, >> for now, >> yeah, but for now, >> so the advocacy would still build momentum in any capacity. >> All right. Any other legislative

112updates? All right. And that brings us to our next item is future agenda items. Miss Quartis, the only future agenda item is that we discuss um some other revenue mechanisms for the M to include early childhood and what a discussion would look like. >> Correct. >> Yes. May May the May the fourth be with all of us that day. We will be having a study session. Um, please bring your best Star Wars attire. Thank you. Um, um, yes, we'll be having the study session now, right? >> Yeah. What's the earliest for a study session that you can do on a Monday? >> What about you, Mr. Jones? Okay. So, four o'clock would would have four o'clock study session for work. >> Yeah. >> Yes. I love that. I did that on purpose, too. >> Okay.

113Um, okay. And then also our next board meeting would be April 21st. So don't forget about our next board meeting. >> All right. Hearing no other future agenda items, I motion we journ. >> All right. All those in favor I. Any nays? Hearing none. Thank you guys very much.