001All right, mui winners noes. Good evening to everybody. We're going to go ahead and get started. The Kraton school district understands that our community of schools is located on the ancestral land of the Oam Jed and Akimotham people who descended from the Hokam and have inhabited these lands since time in memorial. The Oam whose name translates literally to people are vibrant culture and community spanning countless generations into the past continuing to in the present and carrying a powerful legacy for generations into the future. With this acknowledgement, the Kraton School District formally recognizes that the traditional care and keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices, policy, and human relations. That brings us to be our roll call. We have Miss Ays,
002Mc Gibson, Miss Gibson, Mlean, myself, Mr. Jones, and Miss Marquez present. We want to welcome everyone to tonight's meeting and remind the audience of the request to address board cards that must be completed and submitted to the board secretary if they wish to speak to an agenda item. Board 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 public comments. Due to the open meeting law, board members are not allowed to address items that are not on the agenda. And that's per reference policy 1-302. Now that brings us to approval of agenda. I move the governing board approve the agenda as presented. May I have a second? >> Second. >> All those in favor? I >>
003I any nays hearing? None. Motion passes. That brings us to our board and superintendent reports. Governing board members, we'll start with Miss Ays on our board reports. >> Uh good evening everyone. Welcome back. Um I hope everybody had um a really restful and wonderful break because now we're back at the grind. Um, I'm have any other um enlightening things to say tonight. Um, but I look forward to uh the dedication ceremony tomorrow and our breakfast together. >> Awesome. Thank you, Miss Gibson. >> I don't know that I have a report. I apologize because I missed our last advisory committee meeting. I'm really not sure how or why, but I think it was because it was the week before the winter break. Not that I have a winter break, but it was a lot. So, so
004anyway, um the courts take a winter break, it seems, and then it's just a disaster for me as well. So, it's been a long last month. Both my children's birthdays are in the end of December. They're seven days apart before and after Christmas. My wedding anniversary is December 28th. There's Christmas and my job. There is no break. So, it was and my kids both got pneumonia. So, it was a great time. >> It was a great time. So, I'm actually happy to be here and all are well and things are getting back to normal. So, um that's exciting. and we have advisory committee meetings coming up for the student conduct committee and just excited to get back to work with things. So, >> thank you, Mr. Jones. >> Good evening, sports fans. Uh, I yes,
005I'd like to say welcome back to everybody. I hope you all had a relaxing winter break or at least manageably stressful. Uh yes, the holidays seem like everything's stacked on one on one another. My youngest's birthday is over winter break as well. Um I don't have a report, but I did want to read a quote from the philosopher Hannah Orent and her book from her book Ikeman in Jerus Jerusalem in light of the news that has come out of Minneapolis this past week. And the quote is, "Evil comes from a failure to think. It defies thought. For as soon as thought tries to engage itself with evil and examine the premises and principles from which it originates, it is frustrated because it finds nothing there. That is the benality of evil." Just words to think
006on. Anyway, I'm done. >> Thank you, Mr. Jones. I appreciate that, Miss Marquez. >> Hello. Good evening, everyone. Welcome back. And yeah, like Mr. Jones said, I hope your holiday season was manageably stressful. It was. Um, seemed like last year really flew by. I guess uh fascism falling down on our country makes things go by a lot faster, at least a little scarier. Um, so a few things. Um, I just want to, well, first a big appreciation to all of our staff, all of our teachers, all of our volunteers and everyone. Um, I know over the holidays there's kind of like a a big hit in the face with like, oh, you know, we got to be around the family all the time and you sometimes that can be extra stressful. Um, but I love
007how it feels like here it's like a chosen family like when I go to the schools, when I'm here with my board members, when we're out at events. So, I love that coming here is not a stressful um situation um for me at least. Um so, there's that. Um I want to, you know, celebrate the progress that we made over the last year um with the SOFG, working on our goals, getting through all the the progress reports and learning, you know, how to um ask the right questions, how to adjust as we move along. Um, I love, you know, I went along at least on on one, um, learning walk. Hopefully I'll get to some more this year, but it's just cool like actually being in the classroom and seeing our teachers in action and
008and the students. Um, so I just want, you know, again, a big thank you to our teachers and and our coaches and all our our staff here, people that are making it making it happen for our kids. and I look forward to, you know, taking it to the next levels and and seeing seeing us reach some of our goals and and improve these outcomes for our kids. So, um, there's that part. A few other things. Um, I did get accepted into the schoolboard partners cohort and I'm looking forward to that to just learning more about leadership as a school board member and dealing with, you know, diverse communities like the one that we have. Um, yesterday I got to attend opening day at the cap. That was my first time going to opening day at
009the legislature and it's a trip politicians and just see seeing all that work. But it's cool because I saw a lot of familiar faces and you know just recognizing that there are people out there working for our kids. you know, we're holding down the fort here. And I think, you know, it's encouraging to see that there's a lot of people working for the good, the greater good. And, you know, if we're all do doing our part, you know, hopefully that that will um make a big change, not not just for for students, but really for for our country um as well as the world, right? So, um there's that part. Um, I know meet and confer is going to take flight here and you'll you'll be working on that and um I know having helped
010out with my the kids musical Kraton Academy is doing a musical and I got to volunteer and help with costumes and I was like oh my god 30 kids and I you know hats off to the teachers running that. Um and just seeing that we do have a lot of teachers who who kind of go give that 110%. they go that extra mile. And so for what it's worth and meet and confer, you know, I would love to see there's any sort of way to like recognize and uplift and maybe go a little extra to some of those teachers who >> just make sure we're not talking about not agenda items, >> right? Oh, okay. Yes. Great teachers. Let's reward the ones who go big. Anyways, um thank you. >> You're welcome. >> Let's see.
011Uh Sophia and Katie, we held a campaign kickoff and neighborhood cleanup over the weekend. So that was cool to go to and really um you know, keeping our board together, I think, is going to be a big priority this year. So um keep your eyes on that for any other upcoming events and support our gals here. And let's see, I got sorry, two more. I'm going long. Um, so Social Spin, some of you might be aware of Social Spin, but they're a nonprofit foundation and they do work within the boundaries of our district. They have a little laundry mat. And essentially what they do is um whether it's unhoused people or people who just need extra help can come drop off their laundry and they'll launder it, get it washed, and return it the next
012day. Um, free service. Um they also at their locations they'll have like via del soul or other healthc care facilities or folks that help with um you know other types of resources free haircuts um food all kinds of stuff. So they will be hosting a um harm reduction uh community conversation. So essentially round table conversation that's coming up on January Saturday January 24th. it will be at Excellencia in the multi-purpose room and our very own Jay Man will be um taking part of that and and discussing um harm reduction, how that applies to education and affects our families. So, that's going to be a great event if that's, you know, something that's kind of in your wheelhouse or you have family or friends or loved ones that struggle with addiction. um this would be a
013great opportunity to come learn more about what you can do and how you can um help folks who who are going through that. So again, January 24th, Excellencia, 11:30 a.m. And last but not least, a big hoay. Um the Tom Horn, well, at least one of his lawsuits has finally made it through the A Supreme Court and been shoved off. So hopefully he will be completely shoved off with the the pellet case as well. So that I think that's it. Thank you everybody for being here. >> Thank you so much, Miss Marquez. Well, thank you to everybody for coming back. Um I'd love to see the faces and I love to see returning faces. You know, it always makes my heart happy. Um, I know that, um, as we go start into this year, the
014board is going to be committed to our goals and our guard rails. And I know that there's a lot of uncertainty going on right now. Federal level, state level, there's so many unknowns. But one thing I do know is that here at least, we are committed to our students and to our families. And this is why I know that Mr. our superintendent man will mention um our event tomorrow, but this is why the board is heavily involved in doing business door knocking to making sure that we're bringing in our nonprofits together because it's going to take all of us together to fill the gaps that we're seeing in every aspect >> that we're seeing right now. It's not just education. It's not just healthcare no more. It's food. It's shelter. It's all these different components
015that are happening at once. And at the end of the day, I want all of us to stay focused and make sure that we have individuals who depend on everything that we do from this seat all the way to our cafeteria workers to our CEOs, our teachers. It's going to take all of us working together. And we're working hard on building those relationships, too, so we can bring some ease to whatever work that we're trying to do. Um, I know that the last few years have been great and there's been a lot of success and a lot of awards and rewards and sometimes the board will have to start making difficult decisions whether it's in six months, whether it's in here, two years. That's just the reality of of the things. But I want you
016guys to know that we're always grounded in the best interest of our students and for those um teachers who are in the classrooms and also our community members because it's it's not just about what's going on in the district, but how everything interfaces. If we don't have strong public schools, we don't have homes to sell and then our local businesses do not have anybody to go and pour money into them. So, there's going to be a lot of work um that's going to be needed to be done, a lot of, you know, conversations, decisions, but just know that I feel that we're in a really good place. Um I watch a lot of different board meetings and it could be a lot worse. Um we're doing amazing things here and I'm so happy for, you
017know, Mr. Man, the cabinet team that we have, the coaches, new faces. Um we're all doing great work for our students. and I will leave my legislative updates and opening day comments to our legislative report later on today. With that, I turn it over to Mr. Man. >> I believe I am then going to start with um we're very excited that we have our very first um business breakfast here in Kraton. It'll be held at um Larry C. Kennedy School so we can show off our newest um rebuilt school. um we have quite a number of RSVPs and really the expectation wasn't this for this to be the biggest event of this type that we had but for it to be a starting point. So we're really excited for the folks who have committed to
018join us and um one of the things I really appreciate about the way we're going about this is it's not just about having a meeting with our hands out to talk to local businesses to see how they can support us. seeing how we can work together and support each other because um and and in Arizona in most communities and and this is true in our community. One of the largest employers, one of the largest economic powerhouses in any community is the local public school district. And so we are certainly that in our community, but we are also dependent upon not only our wonderful community members, those that subset of those community members that are parents and students, but also the business partners that exist in our local community and our extended community throughout the state.
019And so, um, this will be a great opportunity to start to make those connections and also get some feedback from them on how we can continue to move forward and make that event, um, better and stronger so that we were helping each other. Um, one of the things I, speaking of partners, I want to give a shout out. So, um, I'm trying to figure out what order to do this in. I think I'm going to start with a thank you, um, to one of our counterparts from the East Coast. So, um, our executive team got to meet with Beth Thompson this morning from Charlotte Meckllinburgg Schools. Not quite as big as Kraton. I think they have like 148,000 students. So, >> at first I was like, what? So, um, she's just a wealth of knowledge,
020um, from their SOFG journey and, um, I just appreciate, you know, our exec team, members of our our curriculum leadership team, you know, being willing to sit and have those conversations because we always learn more together and we learn from each other. And so that was really powerful. But what was really cool about it was this sort of sense of kindred spirit between us and another district on the complete opposite side of the country with a completely different demographic, you know, makeup. Um, and certainly much larger group of students and yet as we talked, we're going through the same things and learning the same things and trying to to impact education. The difference between us is just the scope and scale of how we're doing it. So, but there was more commonality than there was
021different. And so, I just am so thankful for for those partnerships and and want to give a a shout out to um our team members um led by Dr. Pombo who went to the Council of Great City Schools, which is where they met Beth and our paths keep kind of crossing in different places with Beth and the Charlotte Meckllinburgg team. So, it's really nice to be doing this. Um we're also having some conversations with um Phoenix Union and um some of our sister schools that are doing SOFG in the community about like how can we get together and also you know share and support each other. So we're starting to see a community develop around this work and it's the positive impact of the work that's really driving that community. So, that is my leadin
022to, and I'm going to butcher this, and Emily is going to sit out there and make faces at me, but I believe I think it is uh governing board member month. Did I get close? So, I'm not allowed to ask questions. You don't have to chastise me. Hold on. But, um, but it is governing board member appreciation month. And so um I am exceptionally appreciative and I hope um all of you are as is our community to have a board that has decided to steel in this student outcomes focused governance work. As I as I see things happening not just in our state around the state but you know throughout the country you see a lot of boards whose focus is their own egos. You see a lot of boards who have a lot of
023different interests. And you know, I have a different perspective because I have this weird thing where I think we have public schools to do school stuff like changing student outcomes, right? And so to be able to have the pleasure to work for a board where that's their focus is just and I mean I feel so fortunate and I know our team feels very fortunate and so thank you for endeavoring on this pathway for us because together you know we together and in partnership with our community and our families. Um we are we are moving things. We may not be where we want to be yet, but we're seeing things start to shift to the right direction. And we'll as we continue on that journey, I feel like we're doing the work that we're supposed to
024be doing here, which is very fulfilling. So, thank you very much for that. Um, and I had one more thing, which was to thank our staff for coming back after winter break. If you're anything like me, it was like, what do you mean winter break is over? Right. But um and of course we came back to a full moon which I know there's no scientific proof but man do people lose their minds when there's a full moon. So I'm going to give I try not to give too much advice but I'm going to give a piece of advice which is this is a perfect time to remind folks that you know in that moment between stimulus and response is where our only power lies. So, when you're triggered or stimulated by something, take a moment
025and take a breath because I've been noticing um not so much within our district, but just as I travel around, people seem very heightened. And I know some of our board members mentioned some of the reasons people are very heightened, but um anything we can do to bring calm to a situation is going to h help everyone leave that situation in a better place than they would be. So, I am not certainly not perfect as all of you have noticed over the years, but um one of my goals and one of the things I'm trying to endeavor to do is when I enter a space and if people are heightened is to do my best to help bring them to a place of calm because from that place of calm is where we have the
026greatest power and ability to positively affect each other. So, with that, I don't usually wax philosophical at board meetings, but I'm going to I'm going to call it there. No, and I appreciate you stating that because one of the biggest ahas that I have of that is that we also have children that parallel process everything we do. They parallel process what they have at home. They parallel process what they have here. And they may act differently in different spaces. And it's important that this space is the ultimous bravest space that they're in. I I always say since we have a new staff, I don't really believe in the word of safety because to me safety is sometimes complicit or just staying quiet, riding along. I really love the word bravery because that really gets our
027kids to start peeking for themselves and really taking ownership of what they want. Um, so I appreciate that. And one thing I did me, forgot to mention, speaking of school board member recognition month. Yes, I I'm in awe of all the work that we do together. And also Phoenix Elementary um school district, Roosevelt School District are on this SOFG journey. And on January 24th from 9:00 a.m. to 3:00 p.m. they will be doing a community workshop. Um just like the same workshops where we have the mindset and we talk about inputs outputs. This is going to be open to the community and anybody that wants to go to learn a little bit more of what the role of a board is and what the whole framework in itself is and how the community can assist
028and actually educate our community on what expectations they should have of their elected officials in an educational setting. So that's going to be our first kickoff. Um, I'll have flyers if anybody wants parents or anybody that wants to know more about um that journey. It's going to be held at the Roosevelt Wellness Center um on January 24th. >> You have a time for that? >> Yeah, it's 9:00 in the morning to 3M. It's an all day workshop. All right. Um with that being said, uh we will move over to 4A which is their student outcomes for focus governance framework. >> Thank you, Madam President. Members of the board, I'm gonna turn it over to >> I'm gonna read the script and then we can move in over. >> Sorry, I'm I'm getting ahead of myself.
029>> Welcome back. >> The script while you're >> She did. It's not It's not because Katie didn't read the script. It's because I had two weeks off. >> In the fall of 2023, Kraton School District adopted a student outcomes focused governance framework to ensure a focus on improving student outcomes. student. This framework is grounded in six research informed competencies. Vision and goals, values and guardrails, monitoring and accountability, communication and collaboration, unity and trust, and continuous improvement. collabor 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 guard rails 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
030superintendent where we ask does the student performance match our goals? Is there evidence of growth towards these 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 improve. Improvement. This is how we hold ourselves accountable to the outcomes our students deserve. This is how governance truly serves its community. And with that, Mr. Man, we can go ahead and proceed with our progress mining report too. >> Thank you very much, Madam President. Um, I will turn it over to Dr. Pombo and her team to share the report with us. >> Uh, President, I was going to say in Spanish because you were speaking Spanish, but I don't speak
031Spanish. That's okay language school >> and members of the board and superintendent man. Uh tonight we're presenting goal four report two and I'd like to invite um Dr. Dods Karen and um Sarah Beth George to the podium. They'll be presenting along with me. >> So our goal for is increase reading proficiency for all of our third grade students. And uh our goal is to go from 18% in 2023 to 41% by August of 2028. And tonight we have one intra measure that we're reporting on. It's the percentage of third graders who score proficient on the DNA English language arts post assessment. Our test will increase from 19th to 31%. And um the they took this benchmark assessment in late September, early October, so right before fall break. and go ahead. >> Thank you, Dr. Pombo.
032Um, good evening, governing board. As you can see on this slide, this is an example of the data we've been able to collect thus far for interim measure 4.1, as Dr. Pombo shared, the percentage of third graders who score proficient on the DNA language arts test, increasing from 19% to 31%. Um again to reacquaint you with this graphic um you will see that uh what we've done in the assessment team with Tyson's assistance is we have done that correlation coefficient. Um as we know we want to be able to um align with the expectations of the AASA state assessment. So you will see that the data from the 2425 school year as well as our current data does include that related correlation coefficient. Um if you look to the 25 26 preassessment um you can
033see the R below with this 74 again with that correlation that we were aspiring toward. You can see here on um interim benchmark one denoted by IBM1 we see that we have 16% of our third grade students who were scoring proficient. Um we can see that this is a little higher than where we started in the preassessment. Remember this is a year-long diagnostic. So we are measuring back as Dr. Pombo said in September, "What did students know about the year's worth of curriculum?" And um the DNA third grade passing rates are two points higher than we were last year at this at that time of the assessment. And in order to meet the goal, we need to increase by at least 5% during each assessment to gain that overall goal that we have. Now remind
034me the 2425 um pre we the cut scores that we just voted on were not the same cut scores that we have now correct >> for this chart they've been adjusted to reflect current way we're calculating them. >> Got it >> to try to create apples to apples. >> Yeah. Okay. Thank you. >> Uh this slide also is that seni graph that we introduced to you as well. And so this is a graph that you can see has a lot of movement on it. And just to reacquaint you on the left hand side of the graph you see um the bottom has red which indicates minimally proficient from that preassessment. The yellow is the partially proficient. The green being proficient being highly proficient on that preassessment. We look across we see that the ribbons let's
035call them they flow. Some are going up, some are going down, and they lead to the right, which is our data for interim benchmark one. And so we see in the red the minimally proficient. You see a um a medium-sized band, let's call it, that moves up to pro um partially proficient. Thank you, Dr. Pombo. You see some smaller that go up to the green, which is proficient, and then you see the blue highly proficient. Um when looking at um this information, you can see that the movement reflects some change. the green arrows trending upward. When we look at that combined, we have 71 students who increased in proficiency. Um when we look at that gray symbol, those are the kids who um maintained where they were. And we see that the majority of the
036students did stay the same, 299 of our students. And then the red arrows that point downward, those are 51 kids. those ribbons tending trending downward those kids decreased in proficiency. >> I do want to share again because of the the cut scores move each time. So every time they take the assessment they have to either improve a certain amount to go to the next level or to stay in their curtain proficiency level. They it's not the same score as before. And then this uh graph as you've seen before as well for the other um goals. This just shows us the by school comparison specific to in this case interim measure 4.1 for third grade on the interim benchmark one um percentage of students who are passing at third grade by campus. What you note that
037is grayed out those um are the previous scores from the fastbridge. At the time of this assessment, FastBridge had not been readministered to have further data points. >> All right. So, based on this data that we received and or that we were able to look at in um September and October, we made several pl we made several steps and adjustments to help further our students in being able to score proficient. So, one of the things that we have done in the meantime is we have completed our actually our literacy coaches um completed 45 sessions during prep times with our K3 teachers and in many cases we were able to bring in um fourth through 8th grade teachers who were also interested in how to do this in order to help them really plan out their
038tier one ELA schedules and block out how they were going to pace out which part of literacy they were teaching for how many minutes each day in addition to coaching on that tier 2 small groupoup implementation. Um we have also been providing additional professional development. So part of our planned um professional development seminars throughout the year are almost complete. Our final Kraton professional learning for foundational literacy skills will be next month in February. And our K3 literacy cohort which includes um our literacy coaches, K3 teachers and um two principles and two assistant principles is about 60% complete and will complete that prior to the fourth quarter. Um, I know in the past we've talked about how to help our teachers learn more outside of just what we do within our district. And so that is
039represented through the AIM pathways. Um, which was a competitive um, grant. We were able to secure 18 grant-f funded seats. We were able to fill 10 of those. So the way that works is two up a maximum of two K3 teachers from each school can participate and we have four teachers doing part two of a two-year course and then we have six teachers starting um per their first year in the course. Um we have supported our teams in terms of our administrators and our teachers in increasing their capacity to use our assessment platforms. And um one of the things that we are really proud of in terms of helping all of the teachers since we aren't able to meet one-on-one with every single teacher in the district is we have created reference guides both for
040our tier one and our two tier 2 implementation that directly answer some of the common questions that we've received. Um and we have also uh worked individually with some of our school sites to ensure that those tier 2 materials that are used for small groups that are shared among teachers in the campuses are in unlocked offices. Um we did through um an analysis of our data and our different resources that we have available were able to um learn that some one of the factors that was inhibiting our teachers from implementing is that they didn't have the materials readily accessible. So we are proud to say that every single school has them unlocked and we have a reference sheet for where you can where teachers can access those. All right. Um we did receive one board
041question which was how will the teams use a small set of clearly defined school level adult practices monitored at least monthly to ensure that the coaching literacy cohorts and new materials actually close the gap between our DNA fastbridge interim measures and the AA aasa grade three proficiency goal. given that we have previously met some intermeasures but still have fallen short on the overall proficiency goal and we >> say that's a really good question. Yes, it is an excellent question and we just about to say how much we appreciated this because we, you know, have been working so quickly to figure out how we can adjust and support our teachers in better ways. And this question really forced us to reflect on the actions that we have already taken and ensuring and and forced us to
042reflect on how we would continue to ensure that we keep making progress toward changing those adult actions and that it's not just about giving informations. It's all information to teachers. It's actually changing the behavior of um all of all of the educators starting at the top. And so this was a very loaded question and also the type of question that we really want to spend time on. So we we did and we really um we were able to identify um different areas. So this first slide will address the piece of the coaching and literacy cohorts and then we so we really broke this down into three parts of the question. So how will we ensure through monitoring monthly that adult practices are changing in relationship to our coaching practices, our literacy cohorts and our new
043materials. And so we grouped the coaching and literacy cohorts together and really we're talk um identified some adult practices and monthly monitoring goals. So, we do commit to strengthening both our tier 1 and our tier 2 literacy instruction by consistently administering and monitoring our CFAs, which are those common formative assessments in third grade and also analyzing K3 literacy and third grade comprehension data using monthly data discussions to guide those targeted small groupoup instruction instructional periods of the day. utilizing those new materials. So while we have been meeting on data, we don't we have not been able or what this question forced us to recognize is that we are going we do need a system to make this happen and so we do commit to doing that. Um, and then the next piece of the question
044really talks about the materials. And so, you know, we've worked to make sure they're accessible, provide that, and provide that professional development. And so our monitoring practices now are going to be for our English language arts team to review the check-in and checkout rates of those shared materials monthly and then have follow-up conversations with teachers and site administrators to celebrate to check in on what how the how the progress is and also to problem solve why maybe things have been checked out for a long period of time or they're not being checked out. Um and then we have also partnered with our instructional technology coach for implementing a mirror learning which is an AI reading coach who listens to students read aloud and it provides real time feedback. So on the previous slide I mentioned
045that we have created those reference guides for tier one and tier 2 implementation which were delivered and layered with the professional development and those 45 sessions that were provided across all schools. Um, and when we're talking about that tier 2 implementation, when teachers are working with small groups of students, we are excited to be able to provide a mirror to our second and third graders across the district as an independent center they can work on and still get that real-time feedback while they are reading. >> Thank you so much for that question and answering those in-depth questions. I I love hearing how we're going to continue staying um you know because a lot of the times when I hear I I feel like we're so good at staying in regulations and following operations and following
046what's usually needs to be done so we're in legal bounds we don't get in trouble right but at some point we kind of had to strategize beyond that and see how our system is going to work to ensure that that is actually closing the loophole and moving it forward so I appreciate these answers do Do we have any follow-up questions or maybe some clarification on the answers that they gave us? Board members, >> not on that. Not a follow-up question on that, but just kind of a so I've got this clear on um so the 2526 pre-EST that was August and then this interim benchmark. >> Can you reference the page that you're on? Sorry. Um it's okay. You're on page four. >> Okay. Thank you. >> Um so I just want to make sure
047I've got cuz uh so and then the interim benchmark one that's what you said was given in September. >> Yes. >> Okay. So, I just want to make sure I've got my >> the pre the pre-EST is like given, you know, one week or two weeks after school starts. That's the um the preassessment, which is August. And then the benchmark was given right before fall break. So, it's the very end of September. >> Okay. >> Beginning of October. >> Okay. And it's I think of all the windows, it's probably the shortest one we have this year because um like I'm just doing math in my head, but that feels like it's maybe six weeks and typically like when we think about a quarter, it's a nineweek quarter. So it's it was really only 2/3 of
048a quarter before that second assessment was given. >> Okay. In those those tests, the pre to the IBM one, is it the same content or different content? The same content? >> The same content but different uh questions that are measuring the same thing. >> Okay. >> And it follows the same blueprint that's aligned to the end of year state assessment. >> Okay. >> And for that is the the cut score slightly different on that one. >> Yes. Okay. >> Yeah. They they need to answer. They basically need to do better on the second test in order to be able to show that they're progressing towards facility for purposes of being ready for the state test. >> The test measures what they should know for the whole grade. >> So by the end of third grade.
049So then it so each cut score saying they should know a little bit more each time to say in the whatever level they're in, proficiency level. And this, you might not know the have like the answer to this, but I just like my daughter's in third grade this year and I know she was kind of like pandemic baby. She didn't get full preschool and I see the difference between like my my older kids learning and hers. Have you seen or or recognized in like this group of third graders any like perhaps difference on like where third graders were at prior? I guess I guess the last few years of students have all been pandemic some way affected. So that might not relate. Anyways, sorry. I think we see it broadly um which when Sarah Beth
050mentioned the emphasis on that tier one instruction and Cassie and Riley who are our two literacy coaches that we've had for the first semester of the school year really worked hard um meeting with as many teachers as they could and they even did a road show as they called it um where they went around and they met one-on-one with teachers and they helped them then understand what does that mean for tier 2 instruction with 95% group and what seemed really daunting to teachers when they sat individually with the coaches, they were like, "What? I've been missing out on this. I didn't realize this would be so easy for me to understand and then begin to utilize in my classroom." So, regardless of pandemic, baby, or not, um, we have the resources, thanks to you as
051a governing board approving the resources to be able to support in-person professional development and then have the instructional materials for our teachers to be responsive to our students. And um as board president Curio shared, you know, it is a process. It's taking us um a lot of time to reflect on things that we thought we were already doing, but when really doing a deeper dive, um Sarah Beth mentioned it. It's one thing to train about it. It's another thing to really follow up and that's where we see that greatest impact. And to give an example from today we when we were um collaborating with Beth in their school district they were having the same thing where they would give training or and then they had to realize they need to check like are people implementing
052that training um in their classrooms and so they started tracking that and we feel like we had a lot in common with tracking the training that we're doing or on here we talked about making sure um our teachers are giving the common formative assessments and so we put in a weekly our leadership links we share every week how our schools are doing with that. And then we have now our coaches checking to make sure that the teachers need support with uh administering those or checking in how they can help make sure we're giving the common common formative assessments. >> Thank you. >> Any other questions? All right, looking like we have none. I will go ahead and make the motion because it is my perspective that these that question was challenging and I do feel
053that we have enough outside of the box strategies to see um how we can continue the growth and actually have it correlate with our ASA um testing. So with that I will make a motion we approve progress mining report for goal 4 report 2 dated January 13 2026. May I have a second? >> Second. >> All those in favor? I >> I >> any nays hearing none motion passes. >> Thank you so much. I appreciate it. And I don't know before you sit down if you wanted to take time to introduce real quick or if you our new face uh in front of the governing board please so we know the team. >> Thank you. We would love to. We are so excited to have a third member of our literacy coaching team um Sheila
054Hamilton. You can both stand up. So I know >> exciting >> um Riley Wilky before and so we also have Cassie Ray who was unable to make it tonight but Sheila um came to us from Texas. U she is an expert in early literacy as well and uh this is her second week and her first official board meeting with us. >> Awesome. Thank you. It's a pleasure having you so thank you. >> Sorry to put you on the spot. Um, I love to do that. >> Family here. >> Um, all right. That brings us to um section B, which is discussion and consideration of the board's second quarterly self- evaluation. um our board self-evaluation the process that the board undertakes to track its progress toward becoming more focused on its goals for student outcomes using
055the SOFG instrument or a similar research inform instrument. Um boards that have currently scored lower than 80 on the SOFG instrument should self evaluate quarterly otherwise they should evaluate annually. we have been scoring lower than 80. So we are doing this at a quarterly um basis. So we will get ahead started with that. Um one of the things that I will mention is that we always have an expectation of what we want of our superintendent, teachers or anybody in our school education system. We should have that same expectation our ourselves. Um, I will say I was a little disappointed just to see that one um, question was submitted on the previous monitoring report and it's our duty to make sure that we're reading the material, you know, taking it in and asking questions ahead of
056time to really be giving the team an opportunity to really strategize and think about what really out there other strategies can be taken. So I hope that moving forward we take a little bit more responsibility on actually submitting questions as you heard. Sometimes we think outside of the box because we're not in education. We're not in the everyday. So we do have different insights and with one question we may be gearing one way but then h aha an aha moment opens and you know these new strategies can come and at the end of the day it's all to make sure that we're moving the needle for our students and our questions at the top but really really set the tone for what the direction of our team or where we want them to to go.
057Um, so as we're going through the self eval, I just want us to reflect on ourselves too and how we show up to our board meetings and I know we do hard work and I'm I'm responsible of not submitting questions myself as well and I need to be a better example for the board as well. So, um, moving forward, what you can expect from me is that I will be submitting questions every board meeting. And also, if you guys need assistance in that, I'm always available to answer any questions or we have a coach. And I know that Mr. Man and the team are always open to have conversations as well if we don't understand anything because trust me, I still ask a lot of questions as we learn more and we figure out these
058terms and, you know, they come to us. I I still have a lot of questions and this is a a learning journey together for the betterment of our students. So with that, we'll go ahead and get started with the first portion which is vision and goals. And we can do this pretty quickly. Um not student outcome focus. I believe we're there. Yellow. We've adopted smart goals that include a specific measure. Um, the board has adopted no fewer than no more than five goals. We have that. >> We have the old one to bring up or >> um, you know what? Did we attach the old one that we had held up by chance? It is um >> I believe I have a document pulled up right now, but I can't remember what date this is
059from. >> The last one we did was at our study session, right? >> Yes. So, while we're doing that, um, >> might make it go faster because then you can see where we were and see if we agree with the same place we were in or start from there, basically. >> Yeah. We're going to It's going to take a minute for us to pull that up. So, for right now, for vision and goals, I believe that we are at 25 points because I believe, you know, the board goals all pertain to desired student outcomes. In addition to the goal ending points, the board has adopted annual targets which we have goal ending points for each year leading up to the ending dates. We have that the superintendent has provided interrum goal ending points for each
060year leading up to the ending date. Yes. All interrum goals pertain to student outputs or student outcomes, not inputs or adult outputs, which is correct. The board included students, parents, staff, and community members in the goal development process, which we did. All board goals last from three to five years. All interrum goals last from one to three years. That is correct. And the goals and interim goals will change the organization will challenge the organization and will require change in adult behaviors. And we just had a perfect example in our board meeting today with their questions and the way that the interim measures are set up that it is challenging the system. So that gives us a full 25 points where >> I was going to say I guess the question then instead of going through
061all those, what is it from the blue section that you think we're missing? >> Actually, >> we I think what's changed since October, if I I know it's I'm not part of this process, but just as a witness. >> Yeah. Yeah. Um, we hadn't done our theory of action and done all that root cause analysis work. >> At this point in time, we now have. >> Oh, yeah. >> The board the board adopted our theory of action based on the root cause analysis. >> Was our study session on November 3rd? >> I think it was in October. >> Oh, sorry. I'm looking at the wrong date. >> October 13th. Okay, let me go back in my photos on my phone. >> Okay, you're right. Um, I do you're right. We did do our action theory
062and we also did a another root cause analysis which caused us to change our cut scores. >> Um so I do also believe that we're at our full 35 points for vision and goals. >> Do we agree on that board? >> That's what I put down. >> Okay. >> Next one is values and guard rails. The board used a process that included students, parents, and staff. Yes. And if applicable, theories of action. >> I think we're on the blue part here, too. >> All of the interim goals are predictive respective guardrails. >> I got it right here. It's on our Google Drive, folks. >> It's And Hilda has it up on the screen here, too. >> Oh, I can't see. >> She beat me to it. >> Oh, okay. She's got it up on the
063screen. >> And so, we did think we were at 15 for this one, too. That's why you have her highlighted yellow >> or that's why it's highlighted yellow. Okay, cool. Sweet. >> So, the next one is monitoring and accountability. >> So, are you still at 15 on this one? >> Yes, >> that hasn't changed. >> Okay. So, we had put 20 for this one last time. >> All right. I think we still are 20 because um in the blue section it says the board invests no less than 50% of its total board authorized public meeting minutes each month into effectively monitoring its schools. We have not been at 50% yet um with the memos that our coach has been giving us. So that leaves us at 20 for the moment. half of its interim goals.
064Also, the school system has achieved at least half of its interimm goals in the previous 12 >> 12 month period. >> I don't know that we meet that either. >> Yeah, that's true. >> Um I think we do because we >> on your superintendent evaluation. I think we had more than half >> four. So, >> but there's been more added since then that are adding to the last 12 months from today and they haven't been great in the last couple months. >> Yeah. But I think that's the progress monitoring. I think they're I think even though they we we need to probably verify >> he's talking about interim go >> I think I think it's what we call annual >> not interim measures need to make sure measures okay >> we we call them annual
065targets just to create clarity >> yeah but still at 50% time so we'll have to set our goal for ourselves to ensure that our time is spent more on our student outcomes and you know what would help us get more student outcome time is submitting questions But also um just to be a question about this, what where would we find out about our monitoring sessions being rated effective or highly effective? Where is that? >> Um in the coaching memos that Dr. Momo um Dr. Ramos that Dr. Ramos sends. He's going to be totally mad I butchered his name. >> I know. I know he is. Sorry, Dr. Ramos. Um he sends them in there. I have not received our Decembers yet, but we're going to stick in track and once Hilda sends those, it will
066stay in there. >> And at some point, we need to get our timekeeper on on board again. I don't remember who our designated timekeeper for the board was going to be. Okay. So, for the next board meeting, we'll start ensuring that and um we'll start implementing our internal boardkeeping as well, timekeeping. And I believe eventually as we progress through this the board does actually assess its own work with each of those like when we do the measuring. >> Oh yeah. >> The board actually comes back and talks about its involvement >> like when we don't have a coach anymore. >> Yes. >> Correct. Yeah. >> Okay. >> Yes. Um All right. The next one. Thank you. So that one's only 20. >> Yes, please. >> Oh, so we put zero. That was what communication and
067collaboration. >> Yes. >> M. Okay. >> That was because at that point we hadn't changed all consent eligible items to be placed on the consent agenda and the tracking of the time. Both of them at that point we hadn't done. >> Well, we technically haven't been tracking our time either. So >> that's what I'm saying. Yeah. Both of them we haven't done. >> So we're still at zero. Okay. So we one action straight from this communication and collaboration is making sure that starting next board meeting we are um timekeeping our our meeting >> and then >> so I'll make a note of that >> but if you look forward to the green there are no more than four authorized public meetings we can do that >> yes >> no more than five topics for discussion
068at any one authorized meeting >> which usually we do do that >> okay limits adoption of board policies regarding school system operations to matters that are required by law appropriate exercise of the board have been removed from the board's policy manual. So, we haven't done that yet, the policy diet. So, we still have time for that. >> That's that's scheduled for our um February study session. >> Okay. >> Yeah. And just for everybody that knows in February, we're going to have a study session and that's what we'll be discussing is our policy diet and going through our policies and really figuring out what's a policy and what should be in operations, what should be in responsibilities of the board and so on and so forth. Well, it seems like if we get the time thing
069going and once we get the policy diet done, we'll be well on our way for this one. >> Okay. And policy diet, which technically we have it scheduled for February. >> I mean, it has it says that it has been like basically completed would get us the points there. >> Yeah. So, it'll require the study session and then two board meetings to adopt the changes. >> And I think it's going to take us more than one study session to go through our policies. >> You are wise. Are you sure? >> All right. The next one is unity and trust. Okay. We were at approaching student outcomes with one point. Let's see. We don't Oh, I think we This is where we were talking about the ethics and conflicts of interest statement that we don't really
070have or we have the stock statutory one, but we don't have one that like we have molded for ourselves, >> right? >> Okay. So, we're still at one point. >> Yeah. >> And when we're talking about our um policy diet, maybe that's something that we can bring up and figure how how that goes. So meeting um I will put this in February to make a footnote for ourselves. Study. >> What is the date of our study session again? >> February 21st. >> Okay. >> That's the Saturday. >> Yeah. Let me put it in. >> Yeah. Yeah. I was just going to make a suggestion that if I put a reminder in my phone, I could try to come to our study session with a draft or a suggested And don't don't forget we have some
071suggested changes that came from uh Mr. Castillo. >> Oh, I meant for the ethics and complex statement is what I was getting at. >> I was referring to the policies. >> Yeah, >> if that's okay with everybody. >> Absolutely. >> Okay. >> Thank you. The next section is continuous improvement. >> Oh yeah. board has not conducted time tracking. >> Oh, I think the last name was was it >> time tracking and annual cost of staff time. Have we been tracking that invested in governance >> and then also >> hold on wait are you looking at the same continuous improvement? >> Yeah, it starts on that page. Continuous improvement. So the board tracks it time board tracks average annual cost of staff invested in governance. Yeah, >> we don't have those. >> No, >> a zero.
072>> We can start working on a system for us to track that time. So, >> okay. >> Now, now our next uh exec team meeting is full. Thank you. >> All right. And that's it, right? >> I tried to volunteer for one thing. >> Okay. Can we go back and add them? Do we count them or no? So, we have 30 >> the same score, >> the same >> as this one. >> Okay. >> And I'll um >> Okay, perfect. And then >> um so we're having February, probably March's April's April's meeting. April's meeting, please. And hopefully we've made enough changes to move the needle for ourselves. >> Hold on. You said we're going to have to have the study session and two board meetings to get through the policy diet. >> Um, >> assuming
073we get through all of the policies in one study session. >> I would say May. >> Yeah, I would say May too. Yeah, let's push it to May so we can have at least try to fit in two study sessions because remember we are only meeting once a month. So we can add on a study session on one of those nights and come in and just do the work for the policy >> diet. Okay. >> Oh, and you think you need to vote to >> Yes. Yes. I am looking at my my agenda. >> I lost it. >> Can you make the motion for me? >> Yes. I move that we adopt the um quarter 1 for 2026 board self eval. >> I second that. >> All in favor? >> I. >> Any nays? Hearing
074none. Motion passes. All right, that concludes our SOG portion and now we move on to item five which is public comments. Hilda, did we get any more? Okay, we do have one and I would like to invite over to the podium is Dorothy Green. >> Good evening. I just wanted to give a quick shout out to everybody in our district actually. Um I've been really pleased. I've worked in the district for 30 more than 30 years and so um I'm just really pleased with the progress that I've seen our district go through in the last several years around the SOFG goals but also just around cohesion as a district in general and the focus on doing what's best for students um in a lot of different areas. the family resource center, focusing on academics, focusing
075on involving the community in the things that we do, and just in general, it feels like as a longtime employee, we're in a good trajectory and we're really taking all of us are taking our role seriously in terms of how we can make a difference for students and families. And so I really um spo little spoiler alert um because you guys have been um really strong with allowing us to have access to data. I happen to know that when you get your next share out of um re of data, you're going to see even more improvement and we may even be on track for many goals because educ allows us to quickly see data and as you know we've already had our um second benchmark. So, you're going to have a very exciting uh next
076presentation on the progress that we're making toward the goals. But, um I think as a district, we're doing um that fant in a fantastic way, but also above and beyond that. We're just really focusing in on what's best for students and what's best for families. And I for one am really proud to be an employee here. And that feels good after being here for so many years to that's one of the reasons I stay because I feel good about the work that we do. And you know, we go on learning walks and I can see the progress that we're making. We're collaborating really well with the ESS department, the special education department, and the curriculum instruction and assessment department is learning how to collaborate more. We're we're involved in all of the different aspects. Students
077are getting better education than they have in the past. We're not we're not perfect. We're we're never going to be perfect, right? But we're striving and working toward what's best outcome. what are the best outcomes for students so they can reach their potential. And I think we're doing a better job of looking at career paths and ways that as professionals we can always be striving to learn and grow and and do whatever the next step is for us as well. So just a shout out to the district as a whole. Um every member of the district, right? It doesn't take just one group of us. It takes all of us working together. So great job. >> Thank you very much. All right, that brings us to item six, which is approval of consent. I move
078the governing board approve consent agenda items eight. >> Madam President, >> yes, >> sorry, Miss Marcus, >> like to pull item 6E for discussion, please. >> 6E, >> the guard row. >> All right. I move the governing board approve consent agenda items A through D. May I have a second? >> Second. >> All those in favor? >> I I >> um any naysay hearing? None. Motion passes. Miss Marquez, go ahead and speak on 6E. >> Yes. Hi. Um are we able to pull that up onto the screen? >> So I I noticed that earlier. I was like, "Oh, she's got her white cover." Um all right. Yeah. So, I know um a few meetings ago I had brought it up and I put it on a future for a future agenda item that um and
079I think we could probably this might be something that would be worth discussing in our study session, but having the guard roll progress monitoring reports included with our SOFG portion in the beginning and discussing having that counted towards our 50% time. Um, so anyway, so that's why I'm pulling it from consent. I pulled it from consent last time because I want to be consistent and making sure that we're looking at these because I also feel that um along with our goals, I think our guardrails are equally as important in improving outcomes for our students. And so, um, again, just to be consistent with what I had stated then and with what I believe, I think, um, it's important that we pull those and take a look at those and that the PE, you know, our
080our community gets a chance to to see those as well and and hear questions on it. So, um, I think let's see. Is it something that we I know um, Dr. Berg just is here. Do >> do you have a specific question? Um and and this is okay. The only thing that I have is that I remember about three four meetings ago there was a overall consessence from the board that this would be placed on the consent agenda. I know that we may not all agree but there was a full majority consensus. So if you have a specific question um I you're able to ask it but we are not requiring full presentations because of those are submitted on time ahead of time where it's visible to us. So I don't expect for the YouTube
081to be played every single time on the board meeting. But you're more than welcome to ask any clarifying questions that you may have that you need as followup. That's that's >> and I recall it coming up at our last study session and being discussed, but I I don't recall it being brought up and then made a consensus at at a meeting. So perhaps that's that's why I asked for it to be on a future agenda item again. So um I I did have a question um going going through this. It um it mentions we have um 16 case managers for our ESS. Um, I'm gonna ask uh Gretchen Kaiser to come up because she helped put this report together. Thank you. >> Hey, Gretchen. Um, and I know I've I've had two of my kids
082who've had IEPs. It's been specifically in in speech therapy, but I was curious like what what are the other like topics or or specialty areas that kids are serves served in for IEPs? I don't I don't know that we can delve into that because it's not a we're posted for progress monitoring report. >> So that's like a general question about ESS operations as opposed to being related to the to the data in the progress monitoring report. Does that make sense? >> Um I will >> Yeah. Yeah. And I I had seen on here it mentioned um let me see if I could pull that up. >> Which Yeah. Which slide are you talking about? >> Yeah. Let me go to It's >> is it in relation to the answer to the board member question about
083IEP participation and engagement? >> Um >> on slide nine and 10. >> Sorry, >> it's and at times if any questions can't be answered right away, we can always take the questions and update them in a future board report. So, um, we, you know, just in case we can't really answer it right now, we can also, um, address them in a future board report, >> right? Okay. Yeah. Yeah. And I, and again, I know I'm springing it on you. >> I don't expect >> Thank you. >> You know, full >> um, let me look. >> Yeah. No, I just I had seen on here. It must have been under the analysis, but yeah. note, it just it had caught my attention about there being 16 case managers and so I was just going through my
084head like what are what that entails for them and thinking about then um >> yeah again just having sat in IEPs and but obviously only with speech therapy. Sure. I'm curious, you know, what we're having our eighth, we're wanting to increase how many of our eighth graders are participating actively in their IEPs and um, you know, thinking what that looks like and what, you know, obviously not all of them are dealing with speech therapy, but what are the other things that our students are coming to that we are helping them with and need to help them work through. So, it's more of just kind of understanding our our kids and where they're at and then what your team is expected to help them with. Um, >> Madame President, board members, if I'm answering the question,
085please let me know if I'm providing the feedback you're asking. I'm wondering if um in looking at that slide where it states 100% of case managers, which are a total of 16 this year, um, have been trained. um that that number 16 are like your connection are um speech and language pathologists as well as special education teachers. Um they tend to be our case managers which means they are the lead of that education team. Um so when it comes to authoring and organizing and really leading facilitating and making sure that our parents are connected and students are ready. Um, in regards to this guardrail, it will be a speech and language pathologist or a special education teacher this year that supports 8th grade students with IEPs. Um, so our case management um are from special
086education teachers from preschool to grade 8. Um but in regards to this goal this year that number relates to speech and language pathologists which means in this data our students identified um with special education services and needs and some of them are um speech and language only and there's a variety of eligibility categories um and supports of students which is where in some of the adjustments the feedback we're receiving is we need to be very intentional in adding um additional resources and access points for our students with the various needs um across the um eligibility and needs categories. >> Okay. >> Board member Marquez, did I answer your question? I'm sorry if I didn't. >> Um, that helps. And like I understand that, you know, dealing with with our special needs students and stuff, you
087know, we're limited. We don't need to hash everything out right here. I can >> and I think um it would certainly be um I hate to put Miss Kaiser on the spot, but I'm certain she'd be happy to sit down with you and and have a conversation about, you know, some of the ways that the department operates. I mean there's there is a very broad range of special education categories and which categories a specific grade level requires services in really varies from year to year because it depends on who the student population is in that group. So if if you look at, you know, a program like um our program that we have at Larry C. Kennedy School that has our most medically fragile kids, there's and I don't know the number this year, but
088I know I think the the cap for that for that capacity for that program is about nine students. It's a very small number of students spread across >> all of the grade levels, which means that some of those very extreme exceptionalities aren't always present and they may differ depending upon the student population that we're serving on a given year. So there's, you know, it's it's not as simple as saying there's five different areas or there's six different areas. There's a very broad range and even the state defined special education categories that affect our funding. I don't remember the exact number off the top of my head, but I think there's like 16 or 18 >> 13. Okay, I got pretty darn close for somebody who hasn't looked at them for a couple of years. Um
089so um so that so there really there really is a very broad range of services that our team provides which is why we very much appreciate them because they have to be experts in a lot of different things in order to support the needs of our students. >> Superintendent if I may extend that invitation. Absolutely. And I think to go and really echo um what our our fearless leader has said an eligibility category also doesn't define a student. And so that is requirement when we're looking at eligibility and funding and access to resources. But what the the really cool part for uh and the really exciting part is it's all very very different. So while a student may have an eligibility category that doesn't define or truly articulate their needs, which is why when we
090look at our case managers, whether that's our speech and language pathologists and our special education teachers and our coaches, we really are trying to work on individualizing that based on student needs. and that can be challenging at times, but that's also the exciting work um that we're happy to be part of as well. >> Thank you. And you know, I'm excited looking at the graph. It's happens to be up right now. It looks like we had a pretty significant increase, um just from quarter 1 to quarter two and those those eighth grade students participating in their IEPs. And so, um you know, hopefully that that, you know, helps move the needle for some of them, gets them more invested in their their own education. and um you know obviously makes you know works on that
091guard rail keeping keeping our practices sufficient for to meet our students needs. So you know I know you and your team have been working really hard and so I appreciate what you guys are doing and I'm looking forward to to what comes of it. you. Thank you. And we're excited and we do recognize the majority of our IEPs are now um going into quarter three and quarter four as our analysis um shows and we continue to be reflective in the adjustments we need to make to support that. So, thank you for your encouragement. Um we're excited to come back in June and hopefully have uh some more information to share and celebrate the good work of our teachers and our teams. Thank you. >> Thank you. Any other questions or comments? All right. Thank you
092so much. Thank you. Thank you. Make the motion to >> J. Did you have any other questions, Miss Marcus? Okay. I move the governing board approve consent agenda item E in accordance with policy 1-302. May I have a second? >> Second. >> All those in favor? >> I. >> Perfect. Any nays? Hearing none. Motion passes. All right. Okay. And that brings us to 11A, which is legislative political report. Um, all I'm going to say that opening day did happen yesterday. I was at the state capital with legislators, our lovely legislators in legislative district 5 and other elected officials really collaborating on what bills we're going to have to really work on and bring awareness to not only ourselves because it's going to directly impact um public education to community members so they can stay informed
093and know how to take power of their own children's and and famil family's education. um education committee did have a hearing today and um the department of education is taking over the safety and grants. I know that um regardless um for SRO's or social services in schools I know that we had put in for a grant and did not get chosen. However, it was um brought up at um education committee and then it passed today where funds are going to be prioritized to um SRO's in schools. There is no weight list for school districts to have SRO's, but more than 70 school districts are currently on a wait list for social workers. So even though the grant was intended to um follow school choice of what that school wants in their school system, um it's
094not being appropriated that way. But more funds have been created to support the SRO um Department of Education and how they are implementing safety in schools. So, even if that grant does come up, I know that we will try to apply for it and we might not even get it and and if we do, there's 70 school districts before us that still need social workers. Um, I bring that to light because I do believe that every district should have an MSW and that's just my personal view. This has nothing to do with the board or what we're doing. Um, and that raises some concerns and this is why I'm going to emphasize on how important it is on the cross collaborations that we are having with our nonprofits like VIA del Soul, like Zerapath, like
095um, Valley Schools, all these different organizations um, that we have and really strengthen our partnerships because we're going to depend on our partners and collaborative work to really sustain these other gaps. Like I said earlier, um, as the session proceeds, I will come out and bring out more information. Um, one of the things that I'm really excited about is that our council woman, um, who's now our vice mayor of this district is Kesha Hajj Washington, and she just got appointed vice mayor, but she also has a high interest in early literacy. So she's paying attention to what our district is doing, what Phoenix Elementary is doing, Roosevelt. And she's really, you know, through her talking points really focused on early childhood and also early literacy and supporting. So we've been having some conversations with them
096too on how they can support our efforts and what the city is doing to help their public schools as these funds start, you know, going away and really achieving our our goals to move the needle. So, we're doing the work. That's um some legislative updates. Not too much happened, but you know, there was really no other news for public education except for our governor stating that the expansion of ESA vouchers needs to stop and more guard rails need to be be put in place um in those, but other than that, it's been pretty much the same. So, it's going to be a rough legis um second session for this legislator, but we're at least I'm committed to being over there and I know that Mr. man is really good at um putting the district in
097a good place and really advocating for what we really need when it comes to their teachers, when it comes to our students. I don't know if anybody else has any other legislative updates and >> also political report too >> just to make sure we're legislative political report. >> Yeah, legislative political report. Um and then I did I do I did watch the last board meeting with the conversation with First Things First and Early Childhood. So, that was awesome to see um that support because that funding is going to be critical to sustaining our family resource center. By 2033, if that bill does not pass that this board voted on, um they will be depleted of all their funds, meaning that they will be not able to support any family resource center in Arizona, not just
098ours. So, that work is huge. And the more our parents know and our families know that use those services that their voice is going to be needed um this legislative session along with all of ours to make sure that those programs are in place for our families. >> Any other updates? >> Okay. >> I was I thought someone else was going to say something. >> Oh, no. Go ahead. Um, I was just going to, uh, mention, you know, there was an article on the bull work like a few weeks ago that got some news from Reuters, but also some news from former DHS officials about the possibility of ICE activity ramping up in Phoenix um, soon. And, you know, as of the last couple of weeks, there's been ice activity at the Home Depot here
099on 3th Street in Thomas. And for those of us who have lived in this community and specifically in this very close community here for more than 15 years, we can recall um what happened at that Home Depot uh 15 years ago, 16 years ago. Um it was the epicenter of the SB1070 um I don't know, crackdown. I don't know what you want to call it. There was lots of protesting going on there. There was a lot of things happening at that Home Depot and it seems to be another target. Again, I bring all this up to say um obviously in my day job um I will say this, you know, there also seems to be some inclination and it's happening right now in Minneapolis that I will begin going doortodoor. Maybe I can talk to
100Mr. Man about this. I'm happy to do a know your rights um presentation that could be a district-wide webinar that's like live andor saved somewhere for people to access. Um, but I think there's no better time than now, not only for our district to get nailed down on, you know, so that everybody's comfortable on how to deal with situations like this, but just our community members and our families in general, so that they feel I mean, you're not ever going to you're going to be in uncomfortable situations, but what to do when you are in those situations so you don't feel like you're panicking, even though you will. Um and and then just to remind people that you have absolutely no no obligation to speak or give information to any law enforcement official in this
101country whatsoever. And the only thing you're ever required to give law enforcement in this state is your name. If you are not in a vehicle, the only thing you're ever required to give law enforcement in the state of Arizona is your name. And it must be your true name. If you give a false name, that's a misdemeanor, which could then cause them to search you or do other things. Your true full name, you don't even have to give your date of birth. You don't have to give a driver's license or an ID. You do not have to speak to anyone. And I would advise anyone that I ever come into contact with to never speak to any law enforcement official ever. I don't care how smart you think you are. I don't care if you
102think you're going to get out of the situation. It's going to get you nowhere. And so, that is what I will put out there. And when it comes to, you know, there's more facets to coming into places or things, but I think just for your individual, just remember that it's it's hard to do when you're in that situation. Obviously, I have clients who've been through the rodeo dozens of times and still have a hard time keeping their mouth shut, but I just have to tell you, just keep your mouth shut. Um, and I just want to share that because it's more important than ever. >> Thank you, Miss Gibson McCling. Any other updates? All right. Any future? That moves us to 12. Item 12. Any future agenda items. >> All right. Hearing none, we move
103to 13. I move the governing board adjurnn. >> Second. >> All those in favor? >> I Any hearing? None. We w everybody have a great night. This