001Are we good? >> Okay. I'll call the meeting to order at 6 uh p.m. or order the budget hearing and I'll go ahead and pass it over to Miss Shapiro. Oh, thank you board members. Uh tonight I'll be sharing some information regarding the fiscal year 2526 revised budget number one. This will be our first budget revision for the year. and we will be getting that up. There we go. Um, second slide, please. So, um, I I don't remember if we've gone through this process with all of the governing board members, but we present our adopted and proposed budget in June, uh, well, before we know how many students we'll have or um, all of our projected numbers and final numbers from the previous prior year's budget is complete. The state then does an analysis and
002lets us know uh in October whether we are required to do a budget revision under the state statute. Uh in this case we were required to do a budget revision. We were going to do a budget revision anyways because of the form situation. Um this is just a letter notifying us that we will need to uh do a budget revision. Next slide. Thank you. So, there's quite a few factors that required a revision this year. Um, these are typical, especially in a declining enrollment situation. Our staffing for the fiscal year, typically happens in February prior to when we propose and adopt a budget. So, um, this is way before we know how many students are going to show up in August. And while it might feel a little bit like crystal ball uh mathematics, we
003actually have several mechanisms for projecting enrollment based on historical data. Uh grade level movement. HR works very closely with the uh budget department in order to project the numbers for our enrollment months before students come to school. So sometimes those projections are really close and sometimes not as much. Historically, um the December and the May revision throughout the year is what allows us to tie that back in together and make sure that we are able to recoup every uh student count in our budget dollar allocation. So that's why December and May are really important months because that's when we have final numbers from prior year. uh we have more of an understanding of where our enrollment's going to settle in the current fiscal year and after December and especially the 100 day in January. This
004is when I start preparing those budget numbers for the following year. Um in this budget uh there were quite a few factors that uh required that revision but nothing really outstanding. um most of it is and I just gave a little scenario of how we have projected enrollment. So in 2425 fiscal year we had our final average daily membership that we presented to you on the annual financial report and we had at that time 4,471 ADM. Now remember ADM is average daily membership and that is not really comparable to enrollment but it will rise as enrollment rises and it will go down as enrollment declines. But average daily membership is how much we get per student for the first 100 days of school. In Arizona we are only funded for our students for the first
005100 days. Um and then that it's counted on the daily. So if we have one student who comes to school in that time period for 50 days, we get a 0.5 average daily membership. If we have another student come for the full 100 days, that's a second student. And now we have 1.5 average daily membership, but we have two students that we need to educate uh that we need teachers, we need to turn on the lights, we need to have resources for them, but we aren't getting a full two membership count for them. So, it's it's kind of an interesting way that that we're funded here, and that's when I refer to the ADM, that is that average daily membership, and we're always looking for one full membership, which is a full 100 days of
006attendance and enrollment in our district. Um, in the 2526 fiscal year, we adopted and our adopted ADM was at 4,454. So that was the most current information that we had at the time uh in June and was projected a little high. What we had seen was in the uh the last couple of years our enrollment decline had slowed. So we were factoring for a continued slow enrollment decline. Um but as you can see in uh 2526 in our revised budget that we're presenting tonight, our ADM came in at 4,199. So this year we saw a pretty significant drop um in our enrollment projections. Um we'll continue to watch this as we get closer to our May revision. What we historically see is that our enrollment does go up through the course of the year and
007by 100th day uh it typically increases. So I am I am anticipating that uh it is pretty common that that happens. So that's a little bit of a silver lining in our pretty dramatic enrollment decline this year, but that's kind of the history of the district. We will have some years where we decline faster than other years, and we just watch this data very closely. And again, this is why we have the ability to have revised budgets. Um the other thing that goes into um some of the declining budget limit dollars in this particular revision was that we did notice that our sped student weighted counts have decreased in some of our higher category areas. Um and we will continue to take a look at those numbers to ensure that we have the most accurate
008information. Last year when we did a budget revision, if you'll remember, some of our data did not get up to the state because the state made changes on that their end that didn't allow that data to get uploaded to them. So, we actually had to do a revision when we knew that we were going to turn back around and put those numbers back in. It was because the state system didn't allow us to update. Um, we also had uh a little bit of that this year with the state um not being able to come to an approved budget in such a delayed fashion. We did not have approved budget forms for this year when we proposed and adopted. So that meant we had to put everything up on old budget forms in order to meet
009the statutory requirement and deadline for posting our budget with the state. Because of that, we did have some data errors because those forms don't capture everything that the new forms capture. So, our new forms will capture that. It was immaterial. It was our K3 reading counts didn't get captured on the old forms. Um, the new forms and this budget revision will capture those amounts for us. Um, and then I think the only other piece that's a big change on the revision is that we now have our final budget balance carry forward from our prior year budget. And that carry forward resulted um that approved 20% budget balance carry forward. We were able to uh provide 19% of that 20% from our M budget and the rest came from one-time funds. So, this revision um other
010than the increased enrollment decline, uh nothing surprising in this revision and nothing that's standing out to be very significant. >> And that is all I have. >> Any board members have any questions for M Shapiro? It's the most exciting presentation of the night. >> Okay. Well, I'll go ahead and uh >> do I need to do a motion for the adjournment or no? >> It happens. >> Yeah. >> Oh, that's right. Anybody in the public have any questions? >> Okay. We'll go ahead and adjourn the budget hearing >> and open the regular meeting. Call to order. We'll start with the land acknowledgement. Kraton School District understands that our community of schools is located on the ancestral land of the autumn Jew and Okimal Autumn people who descended from the Holocam and who have inhabited these
011lands since time in memorial. The Autumn, whose name translates literally to people, our vibrant culture and community spanning countless generations into the past, continuing to thrive 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 peoples is an aspirational model of community stewardship that we are committed to honor with practices, policy, and human relations. Uh, Miss Marquez is here, Mr. Jones is here, I am here, Miss Ayes is here, Miss Kio, Miss Kario is, uh, absent. Uh, we want to welcome everyone to tonight's board meeting and remind the audience of the request to address board cards that must be completed and be submitted to the board secretary if they wish to speak
012to 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 open meeting law, board members are not allowed to address items that are not on the agenda. And can I move to approve the agenda for tonight? >> Second, Miss Ayes. All those in favor? >> I will start with Miss Marquez with governing board reports. >> Um, none today. >> Mr. Jones. >> Uh, yes. Thank you. Good evening, everyone. Uh, just wanted to bring up two things. Um, >> about the adoption of the um the revised adoption of the budget. That's right after the >> welcome statement. >> That's right after the adoption of >> after approval of agenda.
013I just went to the next page. Sorry. >> The headers are throwing me off. >> It's a new for those watching at home. We were forced onto a new platform and the it's very different. So, >> I guess I'm thrown off because it's not its own agenda item. Probably it's like a subsection of approving the agenda. Anyway, all right. I'll go ahead and move that the governing board approve the agenda as presented previously this evening. >> Second. >> All those in favor? I I All right. Uh Mr. Jones, thank you. Don't we still need the adoption? No, they just did it. >> We just did it. >> Oh, sorry. I thought you did the agenda. No, >> I heard agenda. I didn't hear budget. My apologies. >> I can do it again just in case.
014No. >> Oh, okay. >> You're good. >> Someone rewind the tape. What was that? >> Did you say the full uh motion? >> Uh, you don't have >> It's on It's on >> Oh, pursuant. Yeah, cuz you didn't do the pursuant to >> I think that's says, "Move the governing board adopt the revised." >> All right, I'll do it. >> All right, we'll go back to it. Move I'll move the governing board adopt the revised number one total aggregate school district budget per ARS5905 and specifically 159051 for fiscal year 2526. >> Second. >> All those in favor? >> I. >> All right, Mr. Jones, go ahead. >> Sorry. >> No, it's fine. I would say maybe in the I don't know how it works, but this if this was like its own separate thing, it
015would make a lot more sense. Sorry. Go ahead. Yep. I was just going to bring up our community council meeting from last month. Uh thank you very much Ivon for uh putting that on and I hope to see more people at the next one. Um uh also thank you to uh Ben Parker for that uh presentation he gave at the community council me meeting for the uh BPA rebuild. Uh very informative. And um >> then the actual uh BPA rebuild openhouse the very next night uh was put on by SPS plus architects >> and uh that was really well done and encouraged a lot of participation from not only uh community members and parents but the students as well uh which I really enjoyed. Uh the one uh criticism that I the right people already
016know but I would just bring it up in the meeting here because it is important and something President Curio brought up to me at at the time and I wanted to make sure everyone heard it here that uh the presentation and the boards. I call them mood boards. That's what they seem like to me. But for all the design ideas that were wonderful but uh there there was nothing in Spanish. And uh considering VPA is a one of our two dual language schools and we have such a significant population of students who are their first language is Spanish that uh that was disappointing and uh I think they know now uh for future reference but um just wanted to bring that up here at the meeting. Other than that I don't have much else to
017say. >> Thank you Mr. Jones, Miss Hayes. >> Good evening everybody. Um, I just wanted to talk about um I had the pleasure of coming out on Monday of Thanksgiving week and >> I saw you on Instagram >> passing out turkeys. Um, and I I had so much fun Ivan with your outreach specialists. Like they are so fun. Um, just dancing and having a great time. And um, and I love doing stuff like that. Um, and so we were out there. Uh, I brought I brought my roommate and he did a lot of manual labor. Um, but I also want to thank Chase cuz they donated a ridiculously huge amount of turkeys um to our population. Everybody was so grateful and it was just really fun and nice to be out there. So, I was
018glad that I was off work all last week and was able to do that. So, thank you for putting that on and for your people to be out there cuz it was fun. Well, thanks. Um, we are still diligently working on our, um, student conduct committee. We had a meeting. We have more meetings coming up. So, um, again, I'm just making the call. If anybody knows a parent or community member, it doesn't even have to be a family member or a parent. a community member, somebody who would be interested in in joining the committee, even a teacher at this point, too. Um, we don't have anybody except for people who are in some sort of administrative role. So, we really need some people on this committee that aren't administrators or board member. Um, so if
019anybody has any suggestions, we'd really appreciate it. Um, I had fun last week. I chaperon my first field trip as a parent. I've done many getting paid to chaperon with high school students, but it brought me back to when I used to work at Kids Zone for the city of Tempee like 20 years ago and I had a kindergarten class to myself and I reminded myself why I went to school for secondary ed instead of a different certification. Okay. Um, so yeah, my my son is in kindergarten and we went to the Wildlife World Zoo. It was a good time. Luckily, the ratios were great with the chaperon. So, I only had three kids. Um, but that place is big and there was a runner in my group. So, um, it was a fun day.
020It was a fun day. Um, and then, uh, it was great. It was just fun seeing all the Also, luckily the ratios were so great that the teachers got to just kind of hang out together during the field trip, which I was so happy for them. I saw them eating lunch in a restaurant and I thought, "Oh, thank goodness they're not having to chase anyone right now." Um, so that was fun. It's fun doing the parent things cuz I feel like I'm so busy half the time I can't go to things at the school or whatever. So that's been really interesting. And then I feel like I was going to say one more thing. Oh, we're getting so close to winter break. I remember those LOLs and we have them in my job too, but
021it's quite different when you try and if you're dragging behind and the kids, you got to get them to go with you. So good luck to everybody. There's a little bit of time left. You can do it. And then please, please, please take some rest. Uh, whatever that looks like for you. But thank you to everyone. I know these last couple weeks are difficult, but thank you. Um, and then I'll pass it over to Jay for his report. >> Thank you. Um, I'm going to keep it short and I'm just going to kind of um reinforce uh what you just were kind enough to share. Uh, you know, winter break is nearly upon us. I know there's just shy of two weeks left and these two weeks like into the home stretch are sometimes some
022of the most challenging, but um I just want to thank all of our staff for all their hard work this first half of the year. Um you we've seen people's blood, sweat, and tears. Um we've also, you know, been in a lot of classrooms um you know, just visiting and and seeing what's happening in the classrooms. And one of the things that we've noticed as a general trend in the district is our tier one instruction is really really improving. And so I know that doesn't happen without a lot of hard work and dedication um from our teachers and our and our um CIA team. And so and our principles and and everyone else who supports them. So thank you so much for all your hard work this first half of the year. Um please take
023care of yourselves, get a chance to get a break. Um you know, rest, relax. um you you've certainly earned the two weeks away and we are excited to see you back in January. So, look forward to seeing you then. >> Okay, we're going to move on to student outcomes focused governance. Let me get my other thing here. Okay. In the fall of 2023, Kraton School District adopted student outcomes focused governance framework to ensure a focus on improving student outcomes. This framework is grounded in six research informed competencies. One, vision and goals. Two, value and values and guardrails. Three, monitoring and accountability. Four, communication and collaboration. Five, unity and trust. And six, continuous improvement. Guided by these six competencies, the board created a set of goals and guardrails. The goals reflect the community's vision for success
024and the guardrails reflect the community's 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 superintendent where we ask one, does the student per uh performance match our goals? Two, is there any evidence of uh growth toward the goals? And three, 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. This is how we hold our uh ourselves accountable to the outcomes our students deserve, and this is how governance truly serves our community. With that, I'll go ahead and hand it over to Dr. Pombo. >> Thank you. Uh,
025vice president Gibson Mlean um members of the board superintendent man were presenting um progress monitoring on goal number three and I would like to invite um Dr. Dodd Karen and also TA Stanford they'll be presenting tonight. So goal three is to increase our English proficiency for emerging multilingual um from 25% from August 2023 to 40% by August 2028 on our ASEL assessment. And tonight we're presenting um intrameasure 3.1. Um we do not have the data for 3.2 or 3.3 yet. They're currently taking the fast bridge assessment. Um so we'll have that in a future meeting. So tonight we're looking at our um DNA assessment where it's measuring um reading comprehension and reading. And so our um our annual target is go from 12% to 25% by the end of the school year. And currently um
026this is our data from last year on this data on the Isella which was uh our goal was 31 and we got 35 last year on the AEL assessment. and I'm going to turn it over for our current data that we have on um IBM1. >> Thank you, Dr. Pombo. U members of the board, we now look at interim measure 3.1, which measures our short-term progress um using our district assessments. Interim measure 3.1 is the percentage of multilingual students in grades 38 who increase one or more proficiency levels on the DNA English language arts pretest to post test which is targeted to increase from as Dr. Pombo said 12% in May of 25 to 25% in May of 26. When looking at this graph I want to remind the board of the change that we
027made with our correlation coefficients. So Tyson Meyers, our assessment coordinator, he has gone back into our previous data and he has rerun the data utilizing those same correlation coefficient so that we can have an accurate comparison yearover-year. So when you look at the um information from the 2425 school year, that will be on par with the correlation coefficient cut scores of our current school year. For the 2526 school year, 15% of multilingual students in grades 38 increased one or more proficiency levels from the pre-EST to interim benchmark one as noted by IBM1. Um, this is a literacy assessment measuring reading skill and comprehension. To be on track for our 25 26 goals, we need an average of eight to nine% of emergency emerging multilingual uh learners to grow in proficiency in one or more levels
028at each checkpoint, which is about 84 to 95 of our third through 8th grade multilingual learners across the district. Based on the data that we have today, um, in this report, we are not on track to meet interim measure 3.1, >> even though it's improving each time, it's just not improving at the rate. >> This table here, um, this was a little bit of an adjustment from what you saw last month. We wanted to provide further clarity in the school comparison. And so you'll see on this slide, our schools are listed in the first column. Um noted with a blue outline is um a correlation with interim measure 3.1 for the DNA assessment. And this shows the information for pre-EST to IBM1 for each of our schools. I'll give you a minute to take a
029look at that information. And then also as Dr. Pombo shared what we see in gray. We do not have today data to report to you specific to the FastBridge as that assessment window is currently um taking place. Our students will be um completing those assessments by the 12th. So, some of our planned adjustments and next steps when looking at uh professional development, this is a this one is a continuation of what we presented last time in looking at our two SEI cohorts which uh professionally develop our targeted SEI teachers who work with students um receiving language acquisition services. So we have 28 targeted SEI teachers who are participating in our Kiteon professional learning which we've um completed three of those four sessions. The next one will be in February. So we have 28 teachers who
030are brand new to that cohort as well. We pro we provided similar um training last year in that same venue and same format. Um so this is a new group of teachers. We're excited about that piece. Um and then in addition we have 17 17 new teachers. Well, some within cohort 2 and then within um cohort one of um receiving targeted intensive professional development from our outside consultant Heidi Kofsky and four administrators that are enrolled within those cohorts receiving that professional development as well for our professional learning. One thing that um the language acquisition team so myself and the three coaches have started to do is look at our integrated instruction. So, we've been doing observations. We're we're just starting um looking at integrated instruction across our campuses to start to hone in on what
031are some high leverage standards that would happen across um those in interdisciplinary strategies that we can support teachers with. Because although our students are um emerging within that second language, if a program if a school has it could vary depending on a grade level whether there's the 1-hour model or the the two-hour model, but our students then spend a huge portion of their day in an integrated setting. Um so what are some ways that we can capitalize on that additional time that they're um that they are with their native English-speaking peers? Um so we're conducting observations to look at um what do we need to train our teachers in and then also as a full TLC team what are some things that we can start to embed across those disciplines to support our teachers and
032students. Um in addition >> I do want to show that that's something new because initially we were just observing in the targeted SEI classrooms to um when we were determining what kind of training we needed for the cohort. So this is um now additional observations looking at the integrated classrooms. >> Can you just real quick give a like a brief description what the difference is between those targeted and integrated? >> Yes. >> Oh, I would love to. Um so targeted instruction is using what are called our English language proficiency standards. So looking at specific components of acquiring a second language whereas an integrated setting the focus is still is content standards while using English language proficiency standards to support that content acquisition. So it it the the focus is still or is around. So for
033example, math um math is the focus within an integrated setting, but then supporting our English language learners with um with strategies and scaffolds to access that content. >> Okay. So would that be for instance like the the students all together in their classroom, they're learning math, they're supporting the English language learners as well within that. Whereas the targeted is where they're kind of like in the pull out just focusing on language. >> Yes. >> Got it. Thank you. >> So we're Yeah, we're just focused on acquiring the language. >> Yeah. >> Any additional question on that? >> Um in addition, we um one thing that we have started, we rolled out the Azela mimic which we're piloting this year. Um, so something that the language acqu acquisition team is offering sites is ways to interpret
034that ael mimic data. Um, since this is the pilot and it's the mimic as of right now, we haven't fully adopted it. We don't have proficiency correlations to what that would look like for students taking a raw data to be able to look at question types. How did students perform? What were student responses within the written section? and then looking at um reflecting our like refining our practices to reflect some of the needs that we see within um that very raw data. We'll have if that were to be adopted, we would then be able to have um the correlation between that and the Zella. But at this time, it's still a tool that we can be able to use to reflect on student learning and also our practices to meet those needs of our kiddos.
035And then we also had our second family engagement night which supported families with looking at Aella looking at their students results and scores from the reassessment of last year and spring of last year. So honing in on what are um what does the test ask? They looked at questions themselves and we provided them with resources as to how they could support their student at home with um with those different components within Azella. >> Did that family engagement night take place already or is that coming up? >> Yes, it was last Thursday. >> Okay. Do we have numbers for attendance of that yet? >> Um yeah, roughly right now there were um 77 families rep or students represented. >> Okay. One of one of the things we're looking at too is um we recognize that it's
036um a challenge sometimes for families to join us um for some of those evening sessions. And so um after looking at those numbers, one of the conversations we're currently having is how do we create more access for families to that information? And so I know the team's working on also creating like a recorded video um to be able to then have shared out with our families so that way they could if they weren't able to be physically present um that would give them an additional means to access. One of the things we noticed in the spring was there was sometimes some reluctance for families to come out. And so we want to make sure, you know, that we don't allow that reluctance to be a barrier to families accessing the resource because the information that
037was provided was really excellent and super helpful. So we want to make sure that it's reaching as many families as possible. >> Right. Because I I recall last year the numbers were a bit higher. they they were higher earlier in the year but they dipped off. >> Yeah. >> So when we had roughly for our first session we had roughly the same number of students was around 123 as we did the first the first quarter of last year. Um >> there are some things that I think my team and I could reflect on as to the placement of >> Yeah. And I think just you know the >> current climate and stuff like you mentioned there's a reluctance to go out. >> Um >> and also you get you get the you gave me the
038idea when you mentioned maybe like making like a video and that would actually be something cool because if there is like how to support your kid for a Zella. It's something they can access like the teachers can resend it out just before you know the zealas are taken or the teachers can >> send or whatever. >> Yeah, I like that idea. >> So then they can access it whenever. Maybe they want to study it every week. Who knows? >> We can only hope. And >> I know anytime, just for what it's worth, anytime you're trying to wrangle parents for an event, if there's food and child care, you're more likely to get them out. >> Um, and now we'll move into the questions that were provided by the board. Um, one of the questions was,
039how can we support the schools who have the greatest number of ELLL students? Um there's one of the biggest things that we implemented both last year and then this year we received the SEI budget grant through the Arizona Department of Education um which allocates funding for teacher certified teacher staffing. Um that those additional funds allowed us to um create two full-time teacher positions across three of our campuses. So one a full one full-time educator position and then the other one split between two of the campuses. um those being Excellencia, Gateway, and Macken. Those at the start of this year were the three campuses that had the highest ratio of emerging multilingual learners to non to the rest of their population. Okay. >> Um sorry, >> quick question on that. Is that so when it says
040allowed us to add two new teacher positions, are those um sorry my brain um SEI teachers or classroom teachers? >> Thank you. Yes, I'll clarify that is for targeted SEI instruction. >> It's a grant that we apply for every year. So, we usually don't find out until July or August if we were um if we're approved for that grant. And so, at that time, we look at our enrollment, our numbers to figure out where would be the best place for the to hire teachers for that SEI classroom. >> I'm surprised that grant wasn't cut by this administration, but thankfully we got it. >> It comes out in the spring, so hopefully it's coming out again. >> Yeah. Yeah. >> Um and then also another component to be able to support um schools with the greatest
041population or number of our emerging multilingual learners was that the board supported additional language acquisition coaches allocated um based on numbers. >> So that was one of our input adjustments for this year and the board was kind enough to support that adjustment. Uh, another question we received was what supports are being given to the teachers at each site? And as you can see on the slide, uh, teachers of targeted SEI instruction do receive support from their SEI coach or perhaps a content coach assigned um, by their school leader. For example, a classroom teacher might have a primary coach for math, but might have a secondary or a support coach that is brought in for SEI support. And uh teachers who only teach targeted SEI instruction, they do receive that professional development either through their um
042cohort one as we call it or cohort 2 as well as our Kraton professional learning. And the last question was, how are principal, coaches, pair professionals, and district personnel maximizing this support? Um, so currently support is consistently provided to 17 teachers and those four administrators that we mentioned that are enrolled in those professional development cohorts, uh, years one and two. um 48 teachers are receiving direct coaching from a language acquisition coach uh and zero paraprofessionals receive coaching or professional development for SEI. In addition, uh some of the learning that we've had through our data wise learning walks is that we had over the last uh two quarters 19 SEI targeted instruction classrooms were visited and um 10 of those 19 earned a score of three um or four for curriculum resources and planning which was
043a was one of the things that um the team had the language acquisition team had developed last year was creating specific unit guides for grammar scope and sequence uh guides for grammar to support those teachers who are in the cohort and language acquisition as a whole for our emerging multilingual learners. And in addition, we are now looking at the next level which would be the integrated instruction and how we can best support that across disciplines. What professional development are is needed and then what strategies are high leveraged to be able to support our uh teachers and students. >> Dr. Pombo, correct me if I'm wrong. Um this this year's the first year that we've been able to get into those SEI classrooms, right? Or were we able to visit last year >> for learning walk
044specifically? >> We we we were able to visit them last year. It just depends on the time that we're there and if SEI instruct if that class is taking place at that time. >> That makes sense. Um but we h what we're doing which I know um TA has made this on her educ monitoring the teachers that are in the SEI cohort how they're doing um with their student data and then also we look at it for their learning walk data of the te the 17 teachers in the professional development cohort are those spread over all the campuses correct >> so there's representation from each campus in those >> between the years one and two. Yes. >> Okay. >> The first year we asked the teachers to be on it and then this the second
045year teachers volunteered to be on it. >> So there was an application process a level of interest um by teachers to be part of that year one cohort. If you'll recall from last year's reports, there was a lot of hesitancy for people to join in last year. And then once they experienced it, then there was a lot of positivity that came out of it. And so that's likely why people like were already waiting in line before we opened the doors to say, you know, we can accept more people. >> So those who did it, when you say year one cohort, were those the ones doing it for the first time? Your t two cohort or the ones who did it last year? >> Correct. >> Okay. Okay. >> Yeah. So, there's some teachers that are
046in their second year of the cohort training and uh many teachers are their first year this year. >> Okay. Will they will there be a third year? Is that something that or how does or >> we hope so depending on like the budget like we hope we can continue >> or by then they'll be experts. I don't know. >> Yeah, we are we are likely to recommend that as an input for next year. So >> we received very positive feedback in the survey from um create and professional learning um utilizing our expert consultant but at the same time we have some experts on on the team as well who are learning alongside and so we are grateful to be able to continue to support when she's not here on our campuses. And one thing to
047board member Marquez with our model for the professional learning um to reacquaint the board um the members of the cohorts receive training in-person training but then they also have a followup where we expect them to take the knowledge that they're gaining in their professional development and apply it in their classrooms. So they have some time to go back and practice and then they have a formal walkthrough with our consultant with tea and members of the team and the principal from the campus. They watch the teacher applying their new learning to say like we're here to support you. We're proud of you for taking what you're learning and giving it a whirl in your classroom and then what more can we do to continue to support you? So those have been um valuable opportunities for of
048course the teacher but then also our team to be listening to our consultant giving that whisper coach feedback, giving that immediate feedback and our principles too in learning what it is that our teachers are learning in their professional development. Any more questions from the board about this progress monitoring report? >> Yep. >> You said nope. Sorry. Okay. Miss Ayes, anything from you? Okay. Thank you so much for the presentation and for answering all of our questions. Um I go move to approve uh progress monitoring report two for goal three. >> Second. >> All those in favor? I >> I >> Moving on to number five, public comments. Do we have any public comments, Miss Watis? >> We do not. >> All right, moving on to number six, approval of consent. Miss Marquez told me that
049she would like to pull agenda item I. Does anyone else want to pull anything? >> Okay, I'll move to approve the consent agenda items A through H. >> Second. >> All those in favor? >> I. >> All right. And moving on to agenda item six I which is the approval of outcome student outcomes focused governance uh progress monitoring report for guardrail one. >> Yeah. So I wanted to pull this one. Same reason I pulled it last month. Build some an important thing to be looking at and monitoring it. And I know it'll likely come up hopefully in a future agenda for us to discuss putting this back up with the SOFG um portion of our meetings. So I for consistency I wanted to to pull that. Um I did meet with Mr. Man yesterday and
050I had a few questions. Um there were just some numbers that under the analysis where it was written didn't quite align with um what it was showing on the graph. So I had some questions about that. Um and let me find that particular page. But I was able to ask Jay who then sent an email to uh Dr. Bergus who then I saw happened to see in the lobby and she answered those for me. Um so just to make sure that when we do look at these um that if there's like maybe like if the numbers aren't matching up for whatever reason that maybe there's like an explanation as to you know this these numbers were from wherever it was pulled from or just Yeah. Because when we're looking at it when we don't have
051that context it's it's like well they got this all wrong. The reason we couldn't add that explanation is we we can't um make a change once we're within 24 hours of the board meeting. So we we would have it's kind of why we have our progress monitoring calendar like so many days in advance and all that. But otherwise we can certainly integrate it and it would have been included in the presentation. >> Yeah. And I'll make sure I know that's I dropped the ball on getting my questions to you sooner. So, I'm going to make a pact here to be on top of that and get those questions out within time to make any adjustments. >> Um, >> can I just ask Nicole, where is that that that you're seeing the discrepancy? Sorry, just so
052I know what we're looking at. >> Uh, I got my my papers all mixed up here between the the guard rail and the the goal report. It is the um Okay, please hold. Um, so for instance, on one, the one that says attendance by month, interim measure 1.1, if you go down to the second bullet, it says in October overall ADA dropped to one percentage point below the target goal. >> Um, but then it's 2%. So it was 80%. >> It it is actually 1%. So if if you look at it again, >> the goal is 80. >> Yeah. So it's I'm trying to find the chart. So >> I could put it up there if you want, but I don't know. >> Yeah. >> Um it's this page. >> So it says 80% what
053you're saying. >> But the prior year it was 81%. It dropped from 81% to 80%. Year-over-year. But it's but >> if if you look at the orange >> points below the t target goal. >> Last year in November it was 78%. >> I'm confused about what you're saying. >> No, we're looking at October. So if you look at the second bullet, sorry. Yeah, >> it says in October the overall ADA dropped to 1 percentage point. Oh, it does say below the target goal. >> Yeah, that's where the confusion is. I think what it was intended to say was in October it dropped by 1% from the prior October >> from the prior school year. >> Yeah. >> Okay. >> So, we're already aware of these edits and they're going to be made and updated on
054line. Well, we we'll update them and then for the final version of the progress report, >> um if the I would suggest the board approve it with the adjustments as discussed and then um we will go ahead and um post we're moving all of our goals and guard rail progress monitoring reports to a repository on the website. So, we'll go ahead and make certain that that corrected version is posted. Um, >> we can't change it for this meeting because we're testing. Um, one question I have about that moving forward, not I mean this is a tiny change, but if there is a change to a guardrail report after it's already been posted and after the video's already been uploaded to YouTube in the future, I guess what is our plan to correct something like that?
055Because I know it takes a lot of time to do the YouTube video. I saw it on my feed yesterday. >> Um, >> could we do it on the notes of the video or the comments or something in the caption? Yeah, we we could find a way to add >> so that way it's captured there. >> Okay. >> Ideally, if we can get the information >> prior to that, then we can integrate it into the video. >> Gotcha. >> And in a worst case scenario, just so you know, the board does have, you know, as part of this process, the board also has an option to not approve the report and then we would bring back an adjusted report for board approval in the future. Anything else uh about the guardrail report, Miss Marquez? >>
056Um, no. >> Anybody else have anything to comment on the guardrail report? Okay. I move to approve item 6, the guardrail uh the progress monitoring report for guardrail one. Sorry, it's progress monitoring report two for guardrail one. Second. All in favor? >> I I >> Okay, moving on to 11. Okay, we have before us a couple documents. You all should have seen them posted. Um it's consideration and possible action for adopting with Copper State Education Alliance. Um, there's a membership agreement and an advocacy agreement totaling I guess just under 20,000 total, but each one is a separate agreement. Um, so is there any discussion on this? Anybody have anything they'd like to talk about? I just need a moment to kind of go through it again. As far as our ASBA membership, is that something
057that's still active? >> No, we did not renew it this year. Do you have anything? Mr. Johns, do you have anything? I would just ask what are our options if we choose not to go along with this membership agreement. >> Well, the first one of the things I would say is that there's two different things here, right? like you could do the membership agreement and not the advocacy or vice versa, which would be a little weird, but um so I think the there's I mean there's an option out there to get it through ASBA. I don't think we're going to I can't speak for all of us, but I don't know that that's the direction our board's been moving in. Um, aside from that, there isn't uh there isn't another like organization that necessarily would
058be doing this advocacy piece for us as a board and as a district on the like individualized level as they are presenting to us. Um certainly there's other organizations that various organizations that our district is member of um that have advocacy elements to them but again those are voted on in much the same way as ASBA which are like consensus from the general membership and they set their own agendas. I think this from what I'm gathering in reading this and discussing uh in my own personal time was understanding that this is like more personalized and individualized than other things we've we've normally been involved in. But other than that, the alternative is just nothing, I guess, unless somebody has something they'd like to bring to the board's attention or find for us. What was um
059the so with ASBA was it similar where it was a advocacy agreement and a membership agreement? >> No, I think it was like part of being a member of the organization comes with this like umbrella of things and so every year at the um at the conference there a part of that would be you know if you're like the delegate or whatever part of that would be voting on the political agenda and setting the political agenda. But again, if if you're not on the side of whatever the majority is for that political agenda, it might not be going in the direction that your district is interested in. >> I guess that's what I should say to so to speak. >> Yeah. >> What was uh the total um fees for ASBA at the time? >>
060Do you remember last time? >> 15,000. >> Yeah. >> Including policy services, right? >> With policy services. It was 20,000. >> Oh, it was 20 with policy. So it was 15 without policy. But now we've got our isn't Are we doing our policies? Isn't that through the trust? >> That is correct. And this year that's $500. >> $500. >> But it is it is we've been notified that it will be going up in future years. Unless Hilda corrects me and it wasn't 500. I was just watching your face. I wasn't sure. >> I mean, >> and that ASBA that was an annual membership. >> It doesn't. >> Yeah. >> Yep. Um, just to give some perspective, I'm also like the legislative co-chair for an organization called Arizona Attorneys for Criminal Justice. We get a discount
061from our lobbyist who is Creasso Partners and they charge us $40,000. So, and that's for like personalized stuff for our organization and that's a discount. So, I'm just as a comparison and we're maybe doing like maybe one proactive piece of legislation. It's not some aggressive thing. So, I'm just saying that like normally this stuff is pretty pricey to begin with. Anybody have anything else? I don't >> I'll go ahead and do these uh separately just for the good of a gander here. All right. So, I'll go ahead and move that to approve the CSEA membership agreement. >> Second. >> All those in favor? >> I. >> All right. And then I'll go ahead and move to approve the CEA advocacy agreement. >> All those in favor? Hi. >> Hi. >> Um, abstain. >> Okay. Moving
062on to 11B, which is discussion and consideration on signing a letter of support for first things first. Um if you had seen there's a letter uh obviously attached on the agenda. Um if you're not aware, First Things First is an organization in Arizona that's run by uh you know the state of Arizona but is really who invests in all the everything early childhood education in Arizona including um family resource centers across the state. So, um I think obviously if if we were to do this as a board, you know, I think we all wholeheartedly support our family resource center and anything like that across the state as well, but obviously we have some interest in this for our district as well. Um does anyone have any questions about signing on to the letter as a
063district? I just want to point out it is the primary you I know you mentioned it but I just want to reiterate it's the primary funding source for our family resource center um which is very important to us in our community. It they've also um I even this year I believe we've received some support uh for preschool programs. So a lot there's a lot of solid child early childhood education uh work that's supported through First Things First and unfortunately their their funding's at risk. Um, I know I'm not that this would have any sway on the board, but I know it's my intention to um sign on to it as an individual as well. >> Yeah, I do. I I intend to do that as well. >> And I believe um Hilda, was there a
064a video of the >> president to play? >> Yes. >> Oh, we want to play the video. >> Okay, let's do it. When it comes to supporting early childhood programs, First Things First needs sustainable funding to maintain a lasting impact on Arizona. For almost 20 years, First Things First investments have created a substantial impact for the state of Arizona, benefiting many families and employers. We must be clear about the road ahead. First Things First's annual revenues have decreased by nearly 40%. More than $63 million a year when compared to the level of funding when we began operations 20 years ago. That reality places core services such as home visitation, developmental screenings, and quality early care and education in jeopardy. Through those services and investments, 2800 full-time jobs are supported every year. More than $323 million
065is generated in economic output yearly. Additionally, an estimated $8.5 million was collected for the state general fund, as well as $9.7 million in local tax revenues generated annually as a result of First Things First activities. We need your support as funding for early childhood programs is at risk. The state's tobacco revenues, which fund First Things First, are rapidly declining. That's why it's crucial to secure sustainable funding sources, such as closing the tobacco tax loophole to also include vapor and nicotine products for early childhood programs and services. For the last 20 years, vape and nicotine products have not contributed to the early childhood system like voters intended. I urge you to speak to your elected officials about the importance of early care and education for our children's future and Arizona's future. Please look for ways to
066take action at firstingsfirst.org/advocate. Thank you, Russell. All right, so I'll go ahead and move to approve 11B. >> Second. >> All those in favor? >> I All right. Legislative political report. Miss Marquez, do you have anything? >> Um, yeah. So yesterday the state board of education voted to um let's see per ARS something something um essentially they're going to convene a committee make a committee to go through so there there's two parts so one is to go through the state um teaching standards and remove any mention of diversity equity and inclusion. So, this isn't, you know, some people I've heard rumblings like, "Oh, they're getting rid of all DEI from schools." It's not quite that, but it's obviously a start. Um, >> do you know if they defined >> They did not define. So when
067they did um motion to pass it, they mo motioned to pass it with an amendment that DEI be um like tightly defined and that it stay within the scope of I I forget the language and I don't have the the lingo of it, but basically to stay within the parameters of teaching stuff. I don't I'll have to go back through the meeting and see what it said. Um but it was still disappointing and I know one of my many issues with it is you know right now the that board has two vacancies. Um so the the um I think it's like a a admin or someone from a charter school as well as a president from a community college. So that represents like probably at least 350,000 students across the state that did not get
068a representation in that vote. They could have waited one month to get those folks on there. Um, and you know, it's just it's it's a a you know, like I mentioned in my board report last year, we've got um authoritarianism coming down on us from from our federal administration and now we've got our own state board of education capitulating, obeying advance to these essentially, you know, I mean, it's still playing out in the courts. we don't even know if this is legal for the administration to tell us we have to remove DEI without DEI even being defined. Um that's one part of it. The second thing they voted on was uh in the same fashion to start a committee to look at SEI. So to look at structured English immersion. Um I'm not sure if
069that has to do with the teaching standards or if this is just you know Tom Horn's play at trying to remove dual language learning. Um, but also going through that to remove any, you know, DEI. It's like how are you gonna talk about teaching English language learners without talking about diversity and equity and inclusion? Anyways, it's um, but one thing that caught my attention with that one is that they alo also threw in the word accessibility. So, not only are they going after DEI, but they're coming after accessibility. So, um, so that's on the horizon. They did with that one as well throw in the amendment of narrowly defi defining what what the DEI is supposed to mean and to stay within educational parameters. Um they're they'll be looking for individuals to serve on these
070committees and they said they'd be reaching out to districts from all the counties and um >> Oh, interesting. Sorry, I just they released a highlights of the meeting >> and they said that the expert working group will be charged to establish the definitions for the terms and questions and limit subsequent recommendations to the technical alignment necessary to comply with the order while preserving necessary pedagogical language to secure highquality instruction and workforce readiness. >> There you go. Those are the words they threw in. Um, >> sounds like they said the same thing for the SEI endorsement, >> right? Yeah. And so it was just oh that was a little annoying. Um but yeah, so you know in their slideshow they talked about oh you know we'll get representatives or people from different districts and different parts
071of the counties and um they also threw in Arizona Education Association um and teachers and you know trying to get parents and so I'm hoping um you know the Aea make sure they hold their feet to the fire and get somebody good on there that committee. Uh, I guess one I don't know if this is a good thing. I mean, just being on, you know, you've been on a policy committee, like it it's a work that could take a long time. So maybe it's something that could get stretched out until we have a new superintendent of public instruction and then that person >> well also >> I don't know but >> depending on how this works legally speaking I don't know how it works for them because I don't know the statute but I don't
072know that it necessarily would be subject to open meeting laws if it's a work expert working group you know >> so it may just happen in private >> and then you may not know what's going on >> also additionally just so you know the reason Why there's openings on this board and many others is because uh most boards at the state level require advice and consent from the Senate. And so the Senate is not going to approve anyone to be on any board right now. Like they won't even hear it. So those vacancies are not going to get filled probably. >> The ones on the >> unlike any board, but >> I thought they at the meeting they said something about swearing in for those vacancies. >> Oh, they've appointed somebody. I I'd be interested
073in finding out who that >> my understanding is the governor did appoint people but >> but the Senate has to approve them. >> They aren't willing to do >> but if they if the Senate doesn't approve them then I guess they can serve for a year but they >> yes they can serve for a year but then that expires. >> It's it's these like these political games that the legislators like to play like you know just >> just do your job >> and in some situations they're just not bothering to appoint anyone anymore because it's a waste of time for some people. Yeah. So, we'll >> Okay. >> We'll see. And then, you know, but then obviously whatever revisions this committee makes to the SEI and the teaching standards then has to go back to
074the board and they have to vote to approve it. So, then, you know, we'll have to see then what changes are being proposed and see if we can um sway them to vote accordingly, but we'll have to see. That's That's all I know of as far as what's been going on. >> Mr. Jones, >> uh, I have no political report. >> Um, I just have something fairly quick. I know that, um, it's hard sometimes, uh, because we focus it on educational issues, but everything is intertwined. And so, I would just I will make a announcement about this. Our district has three city council districts that kind of over thanks to Jerry Mandering, there's three city council districts within our little school district. Um so anyway, there are um there is a city council meeting next
075week. Um and two things are coming up. One is the new memorandum of understanding with the Phoenix Police Department. Um if you don't know what anou is, it's basically the entire labor contract and how the city contracts with the Phoenix Police. Um, but that c that involves everything that the Phoenix police do, how they interact with the community, with schools, with anybody. Additionally, they're going to be considering updates to park ordinances, which include changes that could significantly affect how harm reduction services are able to operate in our public parks. Um, so if those are things that catch your attention, uh, they are definitely things that have consequences, real consequences for, um, for people in our neighborhoods and in our district. And um you know we have unhoused folks who live in our district and often
076lots of folks you know turn to public spaces like parks um and and can be severely impacted by how those are policed and how even the park uh rangers operate there and then harm reduction services as well. So if you're interested in that, they always hold meetings at very inconvenient times for people that have a Monday through Friday job. It's December 17th at 2:30 p.m. Um, but you can email or call your representative and you can look online uh on the city's website to get more information. I don't think I have anything else. Yep. >> No. >> All righty. Future agenda items. Anybody have anything they want to add to future agenda items? >> Oh, okay. All right. I will go ahead and move to adjourn the meeting. >> Second. >> All those in favor?
077Hi. >> Hi. >> Thank you for presiding, Katie. >> Yeah.