June24, 2025 Creighton Governing Board Meeting

001It's not a board of advisor [Music] to a different email. And it's the budget hearing, not the board advisory meeting, please. [Music] He's our board advisory person. Just budget hearing would be fine. All right. Good evening everybody. We're going to go ahead and get started with our item one which is our budget hearing. At this time, the governing board of Crane Elementary School District number 14 shall hold a public hearing to present the fiscal year 26 expenditures budget in accordance with statute and board policy. And I will turn it over to Miss Shapiro. Thank you. Thank you, Madame President, uh board members and superintendent man. We're happy to present the adopted budget. Uh there are no changes from the proposed. Um there are uh several up in the air things happening at this time. Uh

002this is not necessarily common. What is common every year is that we typically uh at this point eight times out of the 10 do not know what the budget is and uh we do go ahead and adopt the budget with our best information at the time with the intention. A lot of times our budget forms are not ready. Uh this year there was a delay in the actual website opening up for us to upload our proposed budget. Um there's just been a a series of interesting happenings and some of them are things we have dealt with in the past and uh what is typical is that we go forward we move forward with our best adopted budget with the knowledge that before September 15th we will do a revised uh when we get the final

003numbers the final information the final forms and when everything comes together in the legislature then that's uh when we will have um uh all of the actual numbers and figures. So, what we do with the adopted again is is our best information at the time. Um, I did want to speak to what's currently happening uh with the potential of the government. Uh, that is something that it would be pretty unprecedented. So, there aren't necessarily mechanisms in place that we're like, oh yeah, that's a fine. This is what we'll do. But what I can tell you is because of our practice with our fund balance reserve, we have cushion. we will be able to start on July 1 uh with no um uh bumps in the road. Uh we won't have to delay anything like contracts

004or or anything like that. We also have uh other mechanisms available to us. One is to register warrants with the county. That's like a short-term loan if we needed it to uh pay our warrants uh to our AP and to our payroll. Um fortunately for us, we would have I don't I haven't calculated it. I apologize, but I would say um several several months of reserve balance to uh operate off of until our actual budget comes through. Um the other option are shortterm financing loans that we could potentially uh take out for the district. And again, these would be short-term in nature. Uh so it would cost very little. Um so we we have mechanisms in place to deal with uh this situation as it unfolds and uh we're pretty confident that that um our

005operations will have no um disruptions. Um just to be clear for people in the audience or watching when you say government shutdown you mean at the state level. At the state level. I apologize. Thank you. I just want to make sure everybody understands. Yeah. It's our Arizona legis legislature and they have done a couple of different things um that are not typical. One is uh the Senate closing uh without the House closing uh and that didn't uh that was an interesting uh choice and we'll just kind of see how it unfolds. It's it is concerning. Um they will have to get to a budget somehow some way. Uh we're just not sure how long that will take. Uh my immediate concern was the district finances and ensuring that we are okay, ready to operate and

006ready to move forward with the plan and with our and with our SOFG goals. Um board members, any other questions or comments? I think the only thing that I do want to ask if July 1st comes and the budget has not been reached upon, that's when the state shutdown would go down. So if we could actually have some kind of something in in writing that would say what would be the next steps and for how long would that carryover balance take us? Absolutely. Um especially for like the 30th or the 31st, we haven't heard anything. I I would like at least like us to be prepared in case we need to go into any emergency meetings or have any conversations. I I would like that to be worked on just in case because I don't

007it's most likely than not that we could go into a government shutdown. So I just want to make sure that we're also prepared for that. Absolutely. Thank you. Um any other questions or comments? All right. And then Miss Huades, did we have any public comments? No. Okay. And then you would just need to ask if anybody in the audience has any questions. And anybody in the audience have any comments they would like to make regarding our public on the budget hearing? All right, going twice. Anyone want to make a public comment? Hearing none. Okay, I will adjourn our budget hearing meeting and move over to our regular agenda meeting at 6:07 p.m. The Crane School District understands that our community of schools is located on the ancestral land and the Oam Duid and Echim Oam

008people who descended from Hokam and have inhabited these lands since time in memorial. The Oam, whose name translates literally to people, are a vibrant culture in communities 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 caring keeping of these lands by indigenous people as an aspirational model of community stewardship that we are committed to honor with practices, policy, and human relations. That brings us to 1B, which is our pledge of allegiance. Um, Dr. Lauren, do you mind leading us in the pledge, please? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and

009justice for all. Thank you. That brings us to item 1 C. Roll call. Um, do we have Miss Ays online by chance? Yes. Okay, Miss Ays is joining us virtually. Hi, Miss Ays. Then we have Miss Gibson Mcclean, myself, Mr. Jones, and Miss Marquez. 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. Bird 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 the items that are not on the agenda and this is

010prior policy BH. With that brings us to 2A, approval of agenda. I move the governing board approve that agenda as presented. Um I would like to u move um 8 D to after reports. A what? I'm sorry. 8 D 8 D until after reports after um sorry board and superintendent report. Okay. So make it like a 3C. Yes. All right. I have a motion to amend our agenda to moving item Hold on a second. 8 8 Dated to 3C to 3C. Do I have a second? Second. All those in favor? I I I. Any nays? Hearing none. Motion passes. Thank you for that. That brings us to 2B which is adoption of the 202526 budgets pursuant to policy DB. We just had our budget hearing. We had no comments and um everything was presented to

011us. So with that I will move the governing board adopt the total aggregate school district budget per ARS 15905 for fiscal year 2526. May I have a second? Second. All those in favor? I I roll on this. No. Okay. Cool. I um any nays hearing? None. Motion passes. That brings us to 3A, which is governing board reports. Miss Marquez, I'll go ahead and get started with you. Hello everybody. Um so I hope everyone's having a a decent summer. um my report. I'm going to start with a few weeks ago I went to the ASBA Summer Leadership Institute conference with a few other members of our leadership team and um there was one session in particular where they were discussing the the four C's of board leadership and they were t discussing how board members need

012to be curious, charitable, conscientious and constructive. And during those exercises, I found myself saying,"Well, at Kraton, we do the student outcomes focused governance." And I I swear all weekend I was talking about SOFG and then how that as a board member it's making me be more curious, more charitable, more conscientious, more constructive. Um, and as a team, we all work together like that. So, it it really kind of like took me back full circle to recognize like how the work that we're doing is being really effective and how it's, you know, changing my viewpoint and and how I'm leading. Um, so it was really good. I know there was a a few other folks who I was kind of hanging out over the weekend and they're like, "Oh, enough with the SOFG." I'm like, "Sorry,

013it just keeps it's it's relevant." Um and then also um with a conversation with Miss Shapiro at that conference, we were again discussing SOFG and one great thing that she pointed out to me that that really stuck was that you know the reason it's working so well is because all of us are doing it like the whole not just the board, not just the leadership, but all of us. And it it is um I guess you know trickling down to the the the um the principles and the teachers and and I do hear I've heard some teachers talk about well you know this what I'm doing this aligns with the SOFG and so it's really cool you know so again like I I've said before you know it works if you work it and I

014think we're we're we're doing doing a really great job working it. So that that was exciting to to see and to be able to share with people from other school districts because SOFG is out there and people do have questions and they're wondering like does it work? Is it worth it? And and you know I can honestly say yeah. Yeah. For for us it is. But again we're very exceptional here at Kraton. So um anyway so that that was uh point one. Um when I returned I got to have a great meeting um with Gretchen and her team with the exec exceptional student services and and Dorothy and um so it was really cool to to get some information about what our district is doing to help our our uh students with special needs and

015um how as a board member I can help with that and um keep the focus on that. So you know we're improving outcomes for them as well. So that's really cool. I'm excited to get to meet, you know, one- on-one with more of our our leadership in in our district and see what I can do from the DAS to to be of service to our kids. So, um and our community, of course. Um and then the next thing um so I know I think a lot of you know I've um couple years ago when Tom Horn decided to first sue us for dual language learning, I started a group that was meeting monthly. Now, we meet quarterly of just people from around the valley who support dual language learning. We've had um researchers, educators, activists,

016parents show up to this. And at our last meeting on Saturday, we had a candidate for the superintendent of public instruction in Arizona, Dr. um Terry Ruiz. And it was cool to like hear her speak about um you know, her background and why she's running for this position. And I think, you know, we all could probably agree that in Arizona, we do need better leadership and education at the very top. So, it was cool to see someone come out and be engaged and and talk to us. So, we'll see what how that works out in the future. Um, but again, you know, the dual language learning is something that our communities and our state are very passionate about and all the research will show you how effective it is. And so I'm glad that you

017know we can continue to support that and and hopefully we'll get some leadership that also supports that. And um you know obviously with everything going on in the world right now um I think it's you know it's scary when my kid comes up to me and says hey mom what's Iran and what's going on there you know. So, we are kind of in in a perilous time. And I think um you know, as a as a school district and as a community, you know, obviously there's not too much we can do on that scale, but I think whatever we can do as a community to kind of ready ourselves, to tighten our bonds, to like strengthen our village, um you know, hopefully that can start, you know, get taking more form. and I want to

018try to get out there more and speak with our community and you know we've got a great resource center and let's see how we can connect our our families to that and um you know should there heaven forbid be some major emergency how are our schools prepared to handle that. So that's a conversation that you know perhaps the leadership team and ourselves on the board can start talking about because it's better to be prepared than not to be. So, and that's it. Thank you. Thank you so much, Miss Marquez. Mr. Jones, um I'm going to pass on my report this evening. Thank you, Mr. Jones. Miss Ays, can you hear us? Yes, I can hear you. Okay. If you would like um to give your governing board report, we would love to hear it. Um

019I don't have too much. I'm sorry I can't be there tonight. Um I finally went on vacation. Um, I'm not missing the heat because it's wonderful here and I wore my sweater for like the first like four days I was here. I was freezing my butt off. Um, so, uh, I hope everybody is having a great summer and taking some time for themselves and, um, I will definitely be there next board meeting. Thank you so much and thank you for being committed to the governing board even though you're out on vacation. I appreciate, we all appreciate that. Um, Mick Gibson, Mlean, I uh don't really have anything also to share tonight other than hope everybody's having a good summer. Awesome. Thank you. And the only thing that I will say is that yes, Karen School

020District, regardless of what's going on in the world wins, there's a lot of stuff that we are going to be celebrating here and we're going to remain focused to our students. One thing I know that I love about Kraton and this is what drew me even to want to run for this position is the familyoriented you know takes a village model that we really carry on not just for our students but our staffs and our community. So just know that we will do everything to protect the students that are here. Um I always say that when I advocated as a parent not being on this seat I saw the struggles and the barriers that were put into families. So the same way that I advocate for my kids, I advocate for the children of Kraton.

021So just know that we're good and we're going to stay remain focused, focusing on their academics and making sure that they're their fullest potential selves regardless of what's going on around us. So thank you. And then with that, I'll turn it over to Mr. Man. Thank you very much, Madam President. I'll try to keep it brief. I um just have a plea to all of our staff members. Um, you know, everyone always thinks that school's over and everyone's just eating bon bons and sitting by the pool, but I know a lot of you have been working very hard through the summer. And so, this is my plea to everyone to please be conscientious about taking a little bit of time for yourselves. I, you know, as we were preparing for this meeting, one of the

022things I noticed is the whole team was working on getting some answers to questions over the weekend was a kind of a 4-day holiday weekend for us. And I realized, oh my goodness, all these people, they're just they're still working hard and they're just not taking a moment to breathe cuz they're so dedicated to what they're doing. And so my plea for everyone is please find whatever time you can to take a little bit of time for yourself and your family to recharge and rejuvenate because seems like nowadays summer doesn't last that long and we blink and the school year is back again and it is on. Um, so I just want to make sure everyone gets a chance to to rejuvenate and get ready uh for going into the next school year. And thank

023you so much to all of you for all your hard work and effort. Um, any staff members who are listening, please join us for our welcome back rally. We'll have a letter going out in about two weeks. Um, we're going to have a great keynote speaker, Mr. Justin Campbell um who I think many of you got to work with during a workshop that we did earlier this year and we're very excited for the messaging um that he's going to be bringing to us and helping us create a really powerful kickoff experience. And also many thanks to the team that's getting our new teacher orientation ready to go uh for the week prior to that. Thank you. And I'm going to take some time back because I did forget two important things. One of them is

024our get ready for our back to school and resource fair. That's going to happen on July 19th at Excellencia School Center from 9:00 a.m. to 1:00 p.m. Thank you to Mr. Carbajal and his team for setting that up. We're going to have amazing backpacks and supplies for any Kraton and honestly any community member. So, we have lots of donations coming our way. And also one other information is that we have a great community partner, the Crane Community Foundation. They are having a summer youth camp for sports for kids that are 6th through 8th grade. And they will be held on Tuesdays and Thursdays, July 8th through the 24th from 9 to 12. And guess what? It's completely free. So if you guys know of any sixth or um through 8th graders in the Crane community

025that would love to take advantage of this, um they can let any of our staff knows or follow them on social media. And they also have Korean creatives, which is art. So they have an art program and a sports that's running as well from 9 to 12. And I think this is amazing for students to have a place to be at um during summer. So thank you to the Crane Community Foundation for those services. And then with that brings us to 3C and that is the approval of principal for Larry C. Kennedy Elementary School. And with that, I'll turn it over to Dr. Lauren to introduce this. Thank you, Madam President, members of the board. Uh, after a comprehensive search advertised through various channels, nine viable applicants emerged from for the principal position at Larry

026C. Kennedy School. The top four candidates participated in an inbasket activity followed by three candidates in the interview process. A panel of 14, including teachers, staff, students, and parents, recommended the top two finalists for interviews with the superintendent and other cabinet members. Martha Lauren Hernandez is the recommended candidate. Uh Martha began her career in Kraton at William T. Mackin as a dual language sixth grade teacher in 2004. She transitioned into coaching in 2012, first as a student achieve a achievement teacher, then as an instructional coach. Since 2019, she has served as district special projects coordinator for innovation in the arts and sciences with extensive experience in school leadership, strategic planning, staff development, curriculum oversight, and community engagement. She has been recognized by our governing board for her outstanding excellence in 2014. She holds a master's

027in educational leadership from Northern Arizona University and a bachelor of arts degree in elementary education from Arizona State University. Thank you so much with for that Dr. Lauren and I'm so excited for this. I'm just going to share a personal story that nobody asked for but I think it's imperative for me to share. I have had a child in this district since third grade and since then he's a junior in high school now. that's going to be and I know that he went to school with Martha's um kids but since then I have seen Martha all around everything that she has done and not only because she reflects the majority of our community 86% Latino kids that we serve and it is important for our children to see themselves in leadership roles and I cannot

028be more happier than to have um you know Martha a wonderful hea around you know that speaks the language understands the culture of the students and now will be over Larry C. Kennedy. So with that, I am forever moved to Oh yeah. And any other board members? I'm sorry. We got a real East here as a principal. I love it. Anybody else want to say anything before I make the motion? All right. All great. I would like to say something. Yes, Miss Ays, go ahead. Um, I have the pleasure of living next to um, Martha and her lovely family. Um, and I couldn't be more thrilled that she um, will be taking over this beautiful school and working um, with all the staff and um, the students at this school. So, I'm thankful and it

029shows a lot for our district, right? We have community members that are working within our our district. And to me, that's hugely important, especially when it comes to civic engagement because now we have our own staff members that get to be voting members of our district to take us to the next level. So, it's just all really awesome. And with that, I move the governing board approve Mara Hernandez for the position of principal effective July 1st, 2025. Second. Miss Marquez beat you. All those in favor? I I any nays? Hearing none. Congratulations. And if you would like to come up, you would like to come up, I'll have to, if you don't want to, to give a few words. And if not, we'll take a quick like 5 to 10 minute recess. So, you have

030the time to take pictures with your family. I just want to say that I am honored for this opportunity and this position. Um, Larry C. Kennedy has been something that has been in my vision for such a long time. I am very passionate about science and outdoor learning and inquiry learning. And so when the vision was just on paper, um I saw myself as a principal and when this opportunity opened up this year, I really ran for it. So, I appreciate everybody believing in me and I want to thank my family for supporting me through the very rigorous process and my two boys and my husband and my parents are watching on YouTube and my neighbor Diane is also a um district employee or former district employee. So, she's here with us. Yay. Thank you

031guys very much. Thank you so much. And then we'll go ahead and take a quick 10-minute recess so you can take pictures. Thank you. Use your gavl. Yeah. Get these people in order, President. Well, I have not been. I'm just waiting to see if they they slowly Yes. CC. All right. Thank you. Thank you so much for that. That was great. That we're going to go ahead and continue with our agenda, which brings us to 4A. This is our student outcomes focused governance portion. In the fall of 2023, Kraton School District adopted a student outcomes focused governance framework to ensure a focus on improving student outcomes. This framework is grounded in six research informed competencies. values and guardrails. Three, monitoring and accountability. Four, communication and collaboration collabor the six competencies, the board created a set

032of goals and guard rails. The goals reflect the community's vision for student success and the guardrails reflect the community values and set boundaries for the leadership. Progress monitoring progress 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 Does student performance match our goals? Is there evidence of growth toward the goals? Is the strategy strong enough to produce the growth? When done well, monitoring supports the district by modeling a reflective leadership. Clarifying strategies and next steps, setting clear priorities across the system, and providing continuous feedback for improvement. This is how we will hold ourselves accountable to the outcomes our students deserve. And this is how governance truly serves the community. And with that being said, we will get started

033with our guard guard rail one report two. And I'll bring it over to Dr. Pombo. President Kario, members of the board, superintendent man, we're excited to present guard guardrail one. We have several of our um teaching and learning directors presenting with me this evening. So we have Mr. Carvajal, uh Miss Kaiser, and then Dr. Bergus. So we're they all have different areas of this guardrail that they'll be presenting tonight. So guardrail one is the superintendent will not neglect students social emotional health, wellness, and development. And we had um two intro measures for this guardrail. The first one is the percent of students in grades six through eight who respond favorably to indicators of self-management on the panorama survey will increase from 62% in May of 2024 to 66% in May of 2025. and the Panorama

034Student Survey. Um, in August of 2014, researchers at Harvard Graduate School of Education and Panorama Education launched the first of its kind collaboration to develop a valid and reliable survey tool to measure student perceptions of teaching and learning. And then our intra measure number 1.2 Two is the percent of persons utilizing the Kraton family resource center who respond favorably to indicators of customer satisfaction on the listenforgood survey will increase from 0% in May 2024 to 25% by May 2025. And the listen forgood client satisfaction survey tool was designed to give organizations the tools to listen and respond to their clients needs and experiences through highquality sustainable feedback loops. high quality feedback practices provide an effective vehicle for centering equity within our organization's work. Um so for intram measure 1.1 our goal was um to increase

035from 62% to 66% in May 2025. And so we have here the fall um results from our students and we have the spring results from our students. And this was based on 236 responses. And uh the in this one we did not meet our goal. Um the percent of students in sixth through 8th grade who respond favorably to the indicators was um 65% and our goal was 66%. Um the current rate of 65% is higher than it was in spring of 2024. Um 87% of the students report they were polite to other students in the last 30 days. an increase of 3% from the fall. The question continues to have highest positive response. 43% of the students report that within the last 30 days they were able to keep calm even when someone was bothering

036them. A decrease of 3% from the fall. This question continues to have the lowest positive response rate. So we did not meet this measure. Um however u we had some subgroups exceed this measure. Female students responded with 67% and seventh and eighth grade students um seventh grade 69% and eighth grade students 67%. Um in measure 1.2 and we do have a lot of questions at the end that I'm going to go over from these two um indic interim measures. The percent of persons utilizing the Kraton family resource center who respond favorably to indicators of customer satisfaction on the listen for good survey increased from 0% to 25%. Um survey development is complete. So the survey development involved extensive collaboration between the Kraton staff first things first and listened for good. The final vetting of our

037survey was completed on November 20th, 2024. The survey responses were collected from December 2024 to March 2025 with 41 completed surveys and we exceeded our interim measure 1.1 goal by 16% increasing from the target of 25% to an actual result of 41%. And I'm going to ask Mr. Carvajal to come up here and share a little bit more about the survey from this slide. President, members of the board, superintendent men, executive team members, and members of the community. It is my pleasure to be here this evening to share this great data with you. I'm super excited about the all of the work that we do uh in our community, for our community, in our department. And so, I get the privilege to share this with you. And so, everybody loves service, right? Especially when they're

038long and they ask you all of these very private, intrusive questions. But when you have the right person walking you through the survey and telling you why is it important to collect your voice, then it all makes sense. Then there's trust, there's support, and then you get to voice your concerns and the need for services that you have. That's what we do in the family resource center. And so as we collect all of these responses and these long services, uh people, our family said, "You guys are good at this things." And so we put him into three different themes. And the first theme is that satisfaction which is with the main goal. And then the second theme was uh is the services that we're providing helping make connections with other families in the community and

039is helping you feel less stress as a parent, as a caregiver. And the last uh theme that we were able to withdraw from the data was is what we are offering the resources and the support that we're offering is what you need or what else? what else do you need? And so I'm very happy to say that 100% of the participants said that they highly recommend our center. 91% of the respondents stated that the center has met their needs. So for us that's we always put resources and we wonder is this the gap in services that we need to fulfill. Are we on the right track? And so they're telling us 91% that yes, we're on the right track. And finally, when we work with the most fragile members of the community, members that had

040high trauma, that lack uh basic needs, that's clothing, as uh housing, uh that they experience all of these uh inequities and in opportunities. Uh we never want to think of this as a just a job. We want to make sure that when we see the person in front of us, we see the humanity and the dignity and regard without judgment, without bias, without inequities. And so we ask them, do we do it well and do we do it with compassion, will help? And they say yes. Uh 97 uh one uh% of them, they said that they feel respected and that the service that we provide is helpful and caring. We also wonder um is what we're offering you helping you? and they said yes, thanks to the services and the supports, we feel less stress

041thanks to the classes and the supports that you're providing. 91% of them stated that they feel more connected to other parents and communities that they didn't know about. And and then they also said that they um through the the family resource center, they feel friendships and relationships that uh are being formed when they come for those uh events, those classes, uh those services. Uh and last but not least, I want to say that 71% of the respondents uh they come uh to receive help with food, child care, utility bills, clothing, and more. Often a few and when I said a few, um it's between four and seven times a month. Now, our philosophy in the department is we give you the fish, but we want to teach you how to fish. And so the question

042that one of the questions on the surveys is as a result of your participation in this family resource center the program in the classes what is it that you're getting what's the impact yes we're fulfilling this need but what is it that you're walking away besides that backpack besides that resource what change have we created in you as a human being and they said and there you have many choices in here but I just want to highlight three I have more confidence in my parenting skills which Just going to say it again because this is powerful. I have more confidence in my parenting skills. I am less stressed. And if you're a caregiver, you know how stressful it is to take care of young human beings. And the last part that I love, which is

043in perfect alignment with that, I have a stronger relationship with my child. And so people are being better parents, less stress, and getting along better with their with their kids. And now I want to go to the next slide because I want to tell you that not everything is good and then we al and that's the purpose of the sur because want to make sure that is what are the gaps in the services what is something that we can bring to our center that will fulfill the needs in the community and many of the parents says that they need help completing applications. In fact, it was 50% of the respondents. Uh, and that's true among uh departments and and uh schools. Um, forms can be very intimidated. They um families uh feel like they if

044they check a box or answer a specific question that may have a negative impact in the future. And so again, we go back into the explaining the the reason why we ask those things or why that application has that specific need for that data. more financial support. I keep buying the Powerball tickets to see if I can win so I can help all of everybody in the center and resolve all of the financial needs of the district. But meanwhile, we're going to do more advocacy work uh through the legislation and anybody with large pockets, send them our way, please. We need their money. Okay? And better access to technology. And when they said access to technology, they didn't say didn't have devices here in Kraton. They said at home they want Wi-Fi, they want other

045type of devices so they can com uh complete those referrals and access uh other services and they love us so much and they said we would like the center to be extend their service hours. So they want more of us more more o more more open. Um and just as a fun uh data who is this wonderful people that we get the opportunity to serve. And so what the people that we get an opportunity to serve is a very diverse group of families. 96 almost 97% of the respondents identify themselves are Hispanic Latinos. 100% identify as women. And when we ask we we know we serve families and they're they're they're male caregivers but they're working. Uh so usually the women come um to the to the center and their ages range from 25 years

046old to 74 years old. 50% do not speak English as their first language and then almost 28% are single parents or caring for a child with disabilities. That's the importance and the powerful of this uh listen for good uh survey. Great information and I'm so happy to I got an opportunity to tell you and if you're interested there 20 other three responses uh qu different questions that they're very um very revealing of uh who we serve and what the needs that they have. Thank you so much. Thank you. So our inputs, what's working? The academic director for student support inclusive practice position has been hired. So we have Dr. Bergus over there. Four out of the four teaching learning coaches for student support have been hired as well. Um the listen for good survey has

047been fully utilized and we have our first data set to share. What needs more attention? Sixth grade responses were lower overall than seventh and eighth graders suggesting a possible need for a focus with that group. Harmony and ruler imple implementation were delayed due to an unanticipated staff um vacancies and have been reorganized. So we are planning for that for next year. The role of teaching learning coach for student support is being focused on and clarified. Um Panorama student surveys require parent consent and some parents exercise their right to opt out and we'll talk about that more on one of the questions later. And Panorama is available until March 2026 before renewing. The district is considering an alternative tool from FastBridge, which is Sabers. And Sabers is already in our package for um all of our

048testing materials. And so Sabers, we're also researching do we uh based on um the permissions if we need to have permission based on their questions um for that test so we'd be able to have more students respond. Um and it's also part of their testing, so they could do it when they're done taking the test and do the um survey. So, we're looking at we're definitely doing that next year, but we want to make sure we have the panorama as our baseline and then do them simultaneously so we get baseline data for savers this next year. Um, so our first board question, Miss Kaiser is going to help um answer this question. Madame President, governing board members, superintendent man leadership team, thank you for the opportunity to speak to this question. What systems are in

049place to ensure students with the lowest self-management scores? The example provided was a sixth grade male special education student are receiving differentiated intentional supports throughout the school year, not just at survey time. I'd like to highlight and remind um about the multi-tered systems of support provided for all students and that special education is not a a separate track from that system. So when we think about the multi-tered systems of support, we think about that tier one that has access to all students. All students have access to tier one. Tier two provider more comprehensive supports and then there's also tier three which tends to be our students who are identified under the special education banner. Our special education students are general education students first and have access rights um to all the same opportunities of our

050um general education students. So throughout the year um when they're in their home room, if they're in um the section of the day on the schedule that focuses on that social emotional learning, whether that be through Stanford Harmony, other social emotional curriculums, and in the future, the access to ruler and that framework and structure is access to all of our students in all tier 1, tier 2, and tier three. If we're looking for more of that customized, individualized for our students with special education, um that is one way that we can support through our department or through our coaching cycles. Our special education coaches spend time directly in the classroom working with teachers um and provide that one-on-one support and brainstorming. Oftentimes, a thought partner should there be a student that may be identifying behaviors

051um that may require additional support. Um maybe they be interventions um some social emotional language. Um so through our coaching cycles one-on-one with our special education teachers and our coaches can provide that individualized support um for our teachers to help support our students. Additionally um the power of a special education team is that multid-disiplinary team which means there are lots of people who have their heads together to support the unique needs of individual students. So as noted there is oftentimes collaboration naturally at that site team with the school psychologist and other special education team members. So, if we're recognizing a student may have difficulty with self-management or may have some more um some different social emotional needs, oftentimes our school teams are collaborating regularly with our occupational therapists through classroom observations. Do we need to

052consider some different sensory accommodations or sensory input from our speech and language pathologists? Are there communication needs or areas that might be able to accommodate it or support it through other related services? Many of our school psychologists have great experience um with looking at supporting those with challenging behaviors. Coming in and maybe completing a functional behavior assessment, coming in for some observational data to identify the ABCs, the antecedent, the behavior and the consequence and then make some recommendations for some more customized supports that may be funneled through a functional behavior assessment. There may be some recommendations for our school teams to implement a positive behavior intervention system plan. Um so the teams on um school sites also have some that customized natural conversation through their special education site team meetings or individual conversations with teachers

053if they want to focus on an individual student. It's also very a very powerful tool to utilize the IEP or the special education process to support individual students. That IEP is intended to be a living breathing document where we develop it with the best information we have at the beginning and we're progress monitoring to see how students are doing. And if we're recognizing that the behaviors or the or there's a spike in behavior or students might need something more, we can always utilize that IEP process and call that team together formally to be looking at the components of the IEP. Part of those components are looking at those present levels of academic and functional performance. And so we're looking at where are the bright spots, where are the celebrations of the students, how are we

054building on those strengths and where are those identified areas of need. One area specifically that is required for every single um IEP and for the IEP team to consider, there's a section on the IEP identified as special considerations. And that special considerations requires the team to be thinking about what else is needed. Is the student maybe visually impaired? Is there maybe a hearing need or a communication need? in one section the team is required to discuss and identify and build supports around our behaviors and that is a true continuum of services individualized for the student. Um so not only as I mentioned before that special education is part of that greater whole of MTSS that multi-tered systems of supports through individualized coaching um through the multi-disiplinary teams on the site as well as IEP process

055are ways that we can customize and truly individualize additional supports throughout the year based on the individual student needs. Thank you. Do we have any follow-up questions or comments? I I have a couple. Um, so everything that you just explained, are those new practices that we're going to have given this data or these things that have been implemented in the district already? Those are systems that are naturally in place. So MTSS with tier 1, tier 2, and tier three are systems that we have in place um, Madame President, but that is an area that I know that we are looking under the direction of Dr. Burgess to really improve and become better at. So I do recognize um that as a system in place, but we as a whole recognize that that is an area

056to respond to our student needs. That IEEP process isn't always process there as I mentioned is required for um each individualized education plan. So the systems are there. Um I do believe we are getting better at implementing them with more true fidelity and using those researchbased pro programs such as like our ruler framework as identified. That's an area that we've identified districtwide um for more um implementation and support. So I think to answer your question, Madame President, a little bit of both that we have some systems in place, but to be better at implementing them with more consistency. Um, I think that is a goal that we have in ESS as well within the the district as well. Okay. Because the only reason I asked that, the question was, you know, what specific differentiated intentional

057supports throughout the year are we receiving for kids who have the lowest self-management? in those responses I didn't hear anything different that's being done versus what we systematically or regulatory or by requirement are doing. So I don't at least for me I don't feel like that question has fully been answered and it doesn't have to be questioned right now but I am looking at reading this question and given this these systems I understand that these are systems that we have in place but it's not giving me what are we going to do different to ensure that we don't have to support the lowest self-management scores right versus all students and all these things in order for us to get different outcomes and I understand these things have been occurring but obviously we still have this

058data So I haven't heard what different approaches are going to be done in order to make sure that our lowest self-management scoring individuals are being taken care of. So that doesn't have to be necessarily answered right um now. But I'm just looking for more in depth of clearly this hasn't been working. So what are we going to do um differently moving forward when it comes to that specifically? And madam president I it's one thing I think that's important to point out we have shifted in how we do our work with the shift to student outcomes focused governance. So the power of this process it's we hadn't identified this data previously. So we were you know not that it's I'm not saying it as an excuse but because we weren't working in this way we didn't

059identify that subgroup as a subgroup in need. So, so now now we know that um but I think one of the things that um Miss Kaiser is trying to point out is we also recognize that beyond anything specific we might do to support this particular subop, we've also identified over the course of this year working in this u guardrail area that we had weaknesses both in our multi-tered systems of support structure and you know in some of our other structures. And so that's why, you know, one of the things that we're doing is as we identify this is a problem area, we're trying to provide better and new inputs. And one of those new inputs for this process is the restructure to have the director position and the four student support specialists. So that way

060our MTSS system gets better and stronger and hopefully acts as a safety net for groups like this. But that doesn't mean we're just going to rely on, well, that'll get better in there for sixth grade, you know, male sped students won't be a problem now that we're aware of this group. We will certainly look at specific interventions to make certain that we're addressed. And I appreciate you saying that on record because I guess when these questions are being asked, that's the kind of transparency and um truth that I think is expected when it's given back to the governing board, right? If we didn't have anything, then that's what you know should be added. there's nothing but moving forward or that kind of instead of going through you know every single thing that we have been

061doing. Um I think this question was geared more of like okay we obviously see this group what are we doing with that but thank you for that explanation and if I could possibly ask for this um answer to be amended to kind of match what Mr. on Superintendent Manid so we can have an actual record of what we're going to be working forward just because what I personally like to do is I do take all the reports and as questions are being asked I look at you know as the reports are coming through and I want to see you know certain stuff notated and know that we're actually working towards what's being said because this is very broad to me and I think the questions um are geared more for intention and how can we

062shift these systems to make sure that we're not continuing to get these these type of results. I appreciate thank you for that feedback and that is something I can work to be able more clearer on those areas of growth as well. Um so I appreciate that feedback very much. You bet. Thank you for that. Thank you. And I and I do want to add um that the multi-tered system of support to reiterate with Superintendent Manset has not been systematic like we have it in different at each school. And so Dr. Burus is in our teaching learning team is going to systematize that and part of that was the edge of climber to be able to see all of our students data in one place and having sabers will also go into edge of climber so

063we can see our data our survey results along with all the student data to be able to identify students um and that's the work of this year is really strengthening our multi-ter systems of support and also that tier one is really going to be ruler to start out and we haven't done any training right really on that and Dr. Bergus and her team want to go to training in September so that they can implement that with our leaders and that's going to be kind of tier one. Let's start there first and making sure every student has that foundation at our school. So, it's going to be a lot of work and this is probably this is the question that we have the most work to do this year because last year we did a lot

064with language, we're working on literacy, working on math and now we're um and that's part of the reason why we had the position so we can start figuring out how we can strengthen this area. Awesome. I appreciate that. Um I don't know if anybody else has any questions or comments regarding this specific topic. Yeah. Um just a followup as to uh the collaboration among school psychologists and special education team members. I know that there's been I mean for the last several years some turnover there and we're going to have a lot of new staff in that bucket. um what's the plan in terms of getting them here to hit the ground running to be able to meet those needs and kind of meld into the system here? Thank you um for that question. That is

065a challenge when we're having that the turnover with that momentum and that understanding. Um we have one returning school psychologist coming back next year. We do have almost all of our positions filled. um one vacancy still and so that is part of our kickoff for the year is that onboarding and we do recognize that as a challenge as an area of need. Um and part of what our work is this summer is um getting that onboarding developed and started. So that's our work we're doing right now. Um part of that's really emphasizing the focus of the ESS department is in this SOFG goals making sure that we have that common language and that we're moving in that focus area. Another um area that we have changed a little bit differently this year is when we

066have the manage the two new managers which are coordinator positions. We have more oversight and collaboration and leadership for ongoing um professional learning communities with each of those subgroups um board members. So I that is a huge focus that we do have. We also very much recognize that the boots on the ground or colleagues on the campuses are the ones that know the students best and have that most connection with our students. Um so our restructuring of our ESS department with the two coordinators we are organizing that a little bit differently so that we do have more of that collaboration on boarding professional development to be responsive to what that looks like throughout the year. So that is a shift and we do identify that as a need. Um so that's something we're intentionally focusing

067on right now as we prepare for the year. um to be more connected with our school psychologists um to be more part of identifying where their strengths are, what areas of professional the need um and we look to really do that well through surveys and getting to know them and we're regular meetings which we did not do last year to this year. So that's something a little bit different that we look forward to. Um and we are we are hopeful and we are intentional that that will hopefully yield more support and more common language um and better our our school psychologists and teams to be more responsive to the schools as well. So something a little bit different from this year to next. Okay, cool. Thank you. Any other questions or comments? All right, thank

068you so much. I appreciate your time. Thank you. Okay, our next question um Mr. Carvajal will answer. How are we building coherence between what the family resource center offers and what schools communicate as support systems? Are these two ecosystems aligned? I really appreciate this question because our department we live and drip these services and so we can talk about all day about what we do. Uh but sometimes we forget that other people may not know exactly what happened in in our department or in our in our specific role. And so uh I want to let you know that Kraton is a very unique place just so you know that that um we do not rely on one one person at district office or one person per school. We have three different sections to address all

069of the spectrum and the long range of needs uh of our families. And we have three main uh entry points. The first point which is the direct contact uh and student uh is the school specialist, our CEOs and they are one of them at each one of our schools and what they do is they provide they're the first line of defense and they provide uh support to students and families uh immediate assistance or referrals to appropriate services and then they re uh sometimes refers um families to the family resource center or to the adult learning learning center. The family resource center is thanks to the partnership of first and first and so we have a strict alignment on an emphasis on early literacy. But then we know that the need is so great that we

070have offer and extended other services that attract the community that have those little ones and then once there are clients then we can provide whatever the grant says we need to provide. Uh as a as a note, I just want to say that for the last six years, uh the family resource center in that alignment with the grant and the need to fight the declining open enrollment, we do the kinder boot camp. And so every summer we um want to say uh not capture but attract anywhere from 40, it feels sometimes that we're going knocking on the doors, but 40 to 50 uh new kindergartens for for the district. So that's at least two classrooms uh right there to to help and and to distinguish because not all of the districts offer a kinder boot

071camp. Um and also another things that we do to fight the declinement enrollment to make oursel well known in the community. We do the early uh kindergarten uh testing exam. Uh again, that's not something that other districts do. And other districts offer those services of testing um for kids that are not yet five by the deadline of uh August 31st, they charge those services. We do not charge any of our services are free for for the families. And then the other center that we have besides the AIA specialist, we go by tiers. Then the family resource center, we have the adult learning center. And that adult learning center was where the historical uh philosophy of the district to serve the community started with that center and then we grew into the average specialist and then

072we grew into the family resource center with the the partnerships and at that uh learning center we take care of the adults. We provide English classes, GED classes and other services and and support. And so yes, we have all of these services, but still many people don't know and maybe you as the governing board members didn't know that we have these three main points. And so as a director of that department, it's something that I constantly I'm like, I know, but do all the people know? And with the knowing comes the referrals. And so one of the ways that I like to tell you that we make this information available is to flyers, to cafesitos, to our website, in every meetings through PTO, to interviews that we do uh with Univ Vision and anybody who

073is willing to to listen to to us. Um in addition at the beginning of the year uh the manager of the family resource center and myself we send out dates to the principles and then we ask for 15 minutes of their time so we can present all of these services in three main uh checkpoints uh to the staff members. Why? Because the staff members are the ones that are help us with the referrals. If they hear what's happening, if they see a need, they know how to connect them with. Um however one of the things that we have um encountered is that if I need something I'm going to persevere until that need is met. If I don't need if I'm not in that situation I'm going to say this is great information and then

074I'm going to put it aside. I'm gonna continue about my my day or my work and I'm gonna forget about and many of us have gone to many conferences and we get handouts and uh binders and we don't need them and so they're just stay in a until we need them and so we know that uh it's very important to have that coherence that everybody knows what services that we have and so it's something that I welcome the question I welcome the challenge and we're going to be better uh communicating to every stakeholder their from staff members, students, families, community members. So they know that they have three different tiers to get their service needs and to in their needs met. Thank you so much. U Mr. Carbajal, do we have any questions or comments

075on this? I I have a a wondering um and this popped up as you were speaking because as a parent and having done the PTO, I recognize how like really hard it is to like get the message out and for people to like pay attention to it and to to to recognize that. Anyway, so it it got me to thinking about the newsletter that goes out via um goes out via email. Um, but I I was thinking it'd be cool if we could whether it's through that newsletter or if there's like a paper version where it could be broken down like in three sections like the schools or you know our outreach outreach specialists, the family resource center, and then the adult learning center. So something so everybody can like parents or families look at

076and be like, "Oh, this is going on at the schools. These are the the family resource center. Here's what they've got." and then the adult learning center, but something that's like repetitive like that so they know so so it's presented to them again frequently and then they they start looking for it. Um because that's one thing I've I've noticed too like man we got such a great resource center, we got such a great learning center, but I I think more we got to find a way to get more people to know about them and utilize them. And so how do we drive that traffic? And I think whether like the newsletter is what popped into my head. So, but but a way of highlighting it or breaking it down that way so that it's very

077um uh like do not predominant that's not the right word but you know like festival like an infographic family resource center outreach outreach specialist adult learning. Um anyways that was just my wondering and and I know I would eventually I'm going to reach back out to you and because I I I got all these ideas I'm like the person I need to talk to is Ivon. So, but not from here. So, anyway, thank you, Miss Marquez. And yeah, just being I I would agree just to be a little bit more intentional in the communication so we are all aware. Um, I do have a couple follow-up questions and if you don't have the answer, it's okay. Um, but first things first, funds the family resource center. How is the adult learning center and school outreach

078specialist? Well, school outreach, I know it's to through title one funds, right? Correct. What about the adult learning center? How's that funded? to um both both places um are by grants title one and first thing first and so that take carees of the people the salary and the benefits of the people. All of the services are free or with donations. A part of my job is to talk to people uh tell the story our story our needs and then get their their funds. And so everything that we do is based on on donations uh and and the donation can be funds or it can be inind. That means that that uh bicycle or that toy or or that uh clothes whatever goes directly to the to the to the families. Um and how many district

079crit dollars are given to the family resource center? Do you know? uh the the grant first thing first thing first absorbs all of the cost on the salaries and and the benefits. Okay. And I just say that because I want everybody to be aware that it's fully operating and we see the beautiful things that the family resource done. But it is a grant base and first things first is an agency that's losing funds. They're in a deficit right now like everybody else and that is an imperative um resource to our community. So if the state starts losing the funding then they have to cut funds to grantees which would probably impact what we do. So um I love that we're getting more intentional about this because the reality of it is that the dollars are

080going out and our families depend on this. I also love that we do the kindergarten boot camp because event that pipelines students into our K through8 system. So really how we can really support each other and not work in silos as we're facing all these uncertainties around us when it comes to budgets and money. Um, so I just wanted everybody in the community to be aware that we'd love the family resource center, but it is a grant operated um, portion of the district, I would say. And unfortunately, they also are in declining funds and that's something that, you know, eventually maybe we should look into. But I think it would start with better communication. How do we provide that collaboration? because obviously the more that we go out and talk about it then the more

081people will use our resources. Yes. And we're on our second ever uh the first and first grant is four years and so we're in our second uh cycle. So we're on our seventh year of of the grant but anytime they can say you you don't get it. Um and so as part of my job and in conversations that we started with Dr. Pomboy uh the executive team Mr. men. I've been tasked to reach out and find grants and other ways to uh support and compensate and extend the the services. So, I'm up for the challenge. So, thank you. So, if you have any good friends that good positions, please send them my way. I also wanted to add um about this question because this question talks about coherence and it kind of goes back to

082president CO you were talking about you know what has made us do something different and one of the things that happened this past year is that Mr. Carvajal was uh collaborating with the CIA department with the SEI nights like making sure that we are um communicating with our families and sharing with them their student data and how they can support their families at home. Um the other thing that is Dr. Burgers and her new position is collaborating with Mr. Carvajal about how we can communicate with families about attendance and how we can al those two departments work together to help improve chronic zapentism and attendance in our schools. Um and based on part of the funding is looking at the efforts of the family resource center and how is that impacting our student outcomes and

083if the based on funding if we need to focus more of the adult learning center part might be an area that we need to outsource to someone else to you know get partnerships with someone else to do it so that Mr. Carbal and his team can concentrate on how we can improve student outcomes with um attendance, SEI, math and ELA. That was actually part one of the things I was curious about too. I was going to so thank you for bringing that up because obviously we had some board members that had the same question and the question that I was going to ask after this is how are we capturing the data especially for the kids that are joining our kinder boot uh kindergarten boot camp or when we have the you know parent or

084the parent taught classes at the family resource center because at the end of the day as we talk about in our SFJ framework student outcomes don't change until adult behaviors change that also is helping the families who are raising these kids on, you know, all these things. So, when they're being transferred to our schools, how many of those kids from the camp actually make it to our kindergarten and are there academics? And I'm hoping FastBridge can help us tag um the kids. But yeah, really work in collaboration because one of the things too that we need to remember is that it's not just about the babies taking care of, but it actually impacts Arizona's um workforce right now. If parents right now do not have the access to like the child care that you just

085mentioned, the family resource center does, that actually impacts us right now as the parents of those zero to five kids. So, how are we tying in that data so we can tell bigger stories on how it's not just that we're creating these beautiful individuals and families, but it also is contributing to the workforce and economic development of Arizona as a whole. And that that's part of why we've been aligning our tool sets. So um it won't be the answer to all of those things but as you so correctly surmised tools like edge claimer gives us tool sets where we can you know identify group subopuls of students by a variety of different means um and then be able to look at what are the differentials with those students not only academically but even behaviorally you

086know based on the fact that the system will also align to u discipline data to um the survey data from sabers as we migrate to that. So, you know, in the long term, we'll have a lot stronger system for being able to answer those questions. And yet, we will also probably still find some places where there's gaps, where there's certain things that it's difficult to capture for and that may require further alignment of systems or the addition of additional systems. Yeah. And that's the beautiful thing about this um framework. It's always continuous, right? We always can improve and be better at something. So, that's never the question. like we know that we're always a work in progress regardless of what angle we're looking at it whether it's a resource data like we're always continuously getting

087better. Um I think I kind of in connection to some of the things that Dr. Pombo said um and you had previously said that all three of these things are covered by the entirely by first things first grant correct the school outreach specialist. Okay. But the adult learning center is covered by that. So, and you had mentioned this idea of possibly finding another s funding source for that. Uh, currently the way it's tied to First Things First, are only folks that have um children then that come in for those literacy services then eligible to get into the adult learning center programs or is anyone from our community able to utilize the adult learning center? Our services at the adult learning center and the farming resource center are open to anybody. Okay? Not just people who

088come to um the great school district. Uh since we're funded by first thing first and we're in the middle geographically the north uh and the south region, we get to serve everybody who was through our doors for free. Okay. Are we aware of any other funding sources or grants out there that would cover adult learning that we could Mr. Carvajal has already acquired some? I believe the GED classes that the cost for those is offset from a grant from the Mexican consulate. Um, so I mean he's out there hustling. We we just need more and so really our conversation was around alignment. So, you know, are we the right organization to be providing these adult learning services given that we're replicating services that are provided at local libraries and some of the other local resources?

089And is it possible that some of our partners, I'll use the example we just had, like the Mexican consulate, if we if we were to find another provider for that we could refer our adults to for GED classes, would the Mexican consulate then be willing to give that same grant for some other purpose for our family resource center to cover a need in our community that's more directly related to serving our students, you know, and that's more directly aligned with our student outcomes focused governance goals. It's not that we don't believe in adult learning. We certainly do. But the question is, if you're trying to do to be all things to all people, are you, you know, are you able to do all of those things as exceptionally well as you would be able to

090if you were to narrow your focus and say we're going to do a few less of these things? We don't want to leave a gap in the community, but there but if there are other entities within the community that could cover those needs. And I think we have an enormous opportunity uh moving forward as we look to do the redevelopment of the physical structure of the family resource center to potentially also find partners that we can work with and bring other entities sort of into the fold and into the physical space and the proximity within the community. And that may create some spaces where we're, you know, we're able to actually have some of those adult services on our actual within our actual footprint, but not necessarily have the burden for managing and maintaining and

091funding that with our community education team when their their efforts might have a bigger impact on student outcomes if they could be redirected to sort of those family language nights and family math nights and some of these other activities. That's where my concern lies is whenever um we're thinking I know nobody in Arizona cares about boundaries anymore or whatever. But what I'm trying to get at is our neighborhoods do exist and we have a boundary so to speak, right? And we know that just like unlike some other elementary school districts, we have like a little weird geographical thing going on. We have one park. We have no libraries technically in our district. Like so when I'm thinking well where are we putting where are these people going within our district area I'm not thinking of

092where they're going because it doesn't exist you know physically speaking where is the structure and so like yeah we could see if they have something at Sarro or something like that but that's where I'm like thinking okay where does this exist other than us so to speak within walking distance for some people you know what I mean and so that's kind of where I my concern was at and I think that's a very legitimate my concern. Yeah. Yeah. And um I also though appreciate that out of the box thinking though because part of the framework is realignment of resources and what's serving and what's not. And sometimes hard conversations are going to have to be had. Um but that leaves a task. I I would say to board members, let's use our powers and make

093sure that we're going out to the community to our connections that we have and seeing who would want to partner with us to make sure that they're filling a need that at the end of the day is going to serve whoever decides to help us too. Um, but I appreciate those hard conversations that are being held um because at the end of the day, this is what this framework is supposed to do. Really get us to focus on what we're doing, what we're offering, and where will our resources as everybody starts losing funds. um how are we realigning that to be the best impact for our community? So, I appreciate that. Any other questions or comments? Just can of course one comment. Um many years ago, our alignment was strictly to academics through the academic

094parent teacher teams, the APTs. uh and then the pandemic happened and then we're shift and then all of our services went into social services and basic needs. Pandemic was five years ago. Hard to believe and so now we have to reign and to evolve again into the new needs and the new needs is the academics and so it's only going back home. It's false full false circle. So the alignment is there, the vision is there. uh it's good to be nimble based on the uh needs of the communities responding to the context political or whatever that is happening but uh at first service and commitment is to the students so they can have that academic achievement. Thank you. Thank you. Thank you so much Mr. Carbaja. Our next three questions um Dr. Burgers will um

095answer. Good evening. Um so our first question is how do we ensure that the integration is not dependent on teacher buyin but instead is built into the systems and routines of every campus. So in order to do that to ensure that it's happening um we really have to embed it into our tier one instruction um and we have to ensure that it's being intentionally built into the daily routines and in the schedule and in the classrooms. And in order to do that, we have to create space in our uh our school schedules to protect that time for the SEAL. Just like we have a time for language arts, we have a time for phonics, we have a time for math, we have to have a time for um so for example, community circles are being

096used in some of the classrooms as a structured practice for students to process their feelings and engage on problem solving. Um this helps them develop the strategies for healthy effective responses. Um, but in order to do that, we have to systematize it across this the district and ensure that we have that protected time so that it can happen in all the classrooms across the entire district. Oftentimes teachers sometimes or myself even if we'll call it morning meetings. Um, but if there's not time again in that schedule and we just jump right into content, we might be unintentionally not protecting it, not because we don't want to, but because we want to ensure that we're meeting our instructional minutes. The second part of that is that the student support coaches um they're going to be working

097directly with new teachers and how to integrate the daily SEAL practices into their schedule. Um they model these strategies for them. They co-e with them. They whisper coach with them. Um they take them to go and observe other teachers classrooms. Um really just to ensure that it's it's there and they have the supports. they help support them with the classroom management, the structured routines, the um and that intentional time for it all really goes hand inand um and this ensures that it's not a separate initiative but it's really embedded into the approach um for classroom management and supports. Um and then the third component is is that we uh met um interim measure 3.1 and we're tracking that progress currently through the panorama survey data um and through our classroom observation and this really helps

098ensure that those practices are implemented with fidelity and supports and are adjusted as needed. Next question. Yep. Thank you. So given the different techniques that are used across the classrooms, how are we supporting professional identity development, especially for teachers in years three and five who are shaping their um instructional culture. So the first component is really that coaching capacity. The student support coaches are not only helping teachers implement into their daily routines, but they're also really helping them understand how these routines um influence the classroom tone, the student relationships, the teacher toteer relationships, the studenttoteer relationships, the studentto student relationships um and really that effective classroom management. Um they are that first primary support for their new teachers. They help them really on in their early career. I know they've been instrumental on on my

099campus. I know when I was a brand new teacher or even a year teacher in year three, if I needed something, the very first person I went to was my coach and I was like, "Show me, teach me, come come to my classroom." Um, they were they were my lifesaver. And so, our student support coaches often provide that support for them as well. Um, but they also look when we talk about it, we want to look at some of those data informed supports. And we've seen tremendous progress with our um of teachers years 3 to five with that positive climate in school support. Um according to our panorama survey, we've actually surpassed our goal which is fantastic. This is really reflective of the culture and climate on the campus but also the supports that the

100the student support teachers are providing them as well as the other uh coaches um teaching and learning team across the district. The student support coaches support with that classroom management. It helps the teachers when they feel successful and it contributes to that stronger connection to the school. Um they also provide like I spoke about earlier that modeling and that that peer sharing is I know as a as a learner many of us is the best way to see it or the best way to learn how to do something is to go watch somebody else do it. So oftentimes um all of the teaching and learning team the student support coaches they will go and take uh teachers and say you've watched me do it in your classroom but let's go watch this teacher. It's like

101when you hear something, you know, as as a parent, you can tell your kids 20 times, but then they hear from somebody else and then suddenly they get it. Um, so they go into their they they work with their coaches, they start to understand it, but then they get to go see different teachers that are maybe experts or more proficient in it. And then um they really get to see it and it's that those aha moments and it's like, okay, I can do this. I see, you know, this teacher over here, she's doing it with her group of kids. All right, I'm going to go back and try it in my classroom. And it's this that mind shift that happens like I can really do this. Um and it's oftentimes done with that support. I

102have a follow-up question. Do are do teachers have the opportunity to either record themselves as they're teaching or anything so they can actually see themselves. And the only reason why I think that is because I dance a lot and that's what the number one thing that we're they make us do is watch ourselves and then you learn you're like oh that's what I need to do move differently or whatever the case is tone or whatever they're saying. Is that a opportunity that's given or is that something that's been done? Well, that that's a a great question. Thank you for that. Is that um our a lot of the coaches in all of the areas, whether it's been math or ELA or student support is that they have um gone through the training of impact coaching.

103And part of that process is it's not mandatory, but it's given as an option to record yourself to see how you um teach and see what maybe like supports you might change you might need or there tiny shifts, things like that you can do or what are you doing really effective as a teacher. Like I said, it's not mandatory, but it is an option that all of our um coaches do with the the teachers that they work with. Okay. Thank you. I I do want to add to that because part of the research with impact cycle coaching is that the fastest way to get results is for them to see a video and so we first try to because you can have someone observe you and tell you but it's not the same if you

104see yourself in the video. Correct. And so we do give an option because it is kind of a personal thing. And so this year, this past year, we've did a lot of um I modeled myself like having myself recorded and um some of our team members, but that is something we're working towards for people feel more comfortable having video as part of their coaching cycle. Yeah. And I just want to emphasize that some of the leadership in this team continually is doing that because I know that Dr. Olen Pombo and Mr. error on the sof cohort and that's one of the things that they make us do is watch ourselves and then we have to critique ourselves and and fix it. So just know that if it's being asked there's people in leadership already that

105are continuously doing that for ourselves. So modeling from the top down. So thank you for sharing that. And it is a little bit of a buzzaw. I've been advocating um for video reflection for over 20 years um because I came into K12 from higher ed and one of my roles was to develop professor training programs and one of our required practices was that professors teach class and be videoed and then have time to reflect on that video. So, you know, sometimes things take a while to percolate into K12 from other arenas, but um in the adult adult learning space, that's been a pretty standard practice for nearly 25 years. Yeah. And in sports, music, you think about it in any other world, that's even for great public speakers, that's the number one thing that they

106tell you to do is record yourself and watch. So hopefully that say I graduated from Mary Lou 16 years ago and we had to record ourselves there for all that. That wasn't very fun, but hopefully that adult convenience goes away and we start doing it. I mean it is definitely hard but what um I've seen benefits as a principal and and that my teachers whether they've been a new teacher or they've been with us for multiple years um the relationships that they're building with their coaches and that they feel like safe it no one wants to watch themselves being recorded. I don't um but I I did the same thing in my teacher program. But when they go and and I did that when all through career ladies we had to watch ourselves be recorded

107and reflect on it and make adjustments and things like that. And so with the the relationships that they were building with the coaches, the first step is like just record yourself. You don't even have to send it to me. Just record yourself and then watch yourself. Um and then they it becomes like okay now record yourself and then let you know you can look at it and then I'll look at it and we can talk about it. Um and to the point where by the end of the year it was look I recorded myself I want you to see and they would send it to us as like the principal or the assistant principal to see like look how much I've been working and look how much I've been growing in this area. Awesome. Thank

108you. So the next question is how are climate and culture data from students and teachers being brought together in a single dashboard or reflection space to reveal alignment or disconnects. So educ is um our new uh district unified platform that I think all of us are still learning a bit. We had that full day training but it it was a long training and so definitely am processing through um and learn still year learning how to use it. At this point in time, I'm honestly not sure if Panorama is compatible with it or not, which is why we're looking at um Sabers in FastBridge because we know it will be. Um I know we've exploring those alternatives for the future, looking at Savers. We're not we don't want to just jump right into it because we

109don't have any baseline data yet. So really looking at it this year for that baseline data and then um adjusting to see are we going to renew Panorama or are we going to move fully to Savers. Um, however, it's going to also collect that behavioral data, the academic data. All of that right now is in um, educ um, and then we're going to be working on how to add the interventions and the restorative practices and supports so that we have it all in one platform rather than grabbing it from multiple different areas. Like I said, we're still really learning how to run all of those. Um, I was just running some this morning and messaging with people back and forth on how to pull some information. Um, we're also going to be partnering with other

110districts to learn about their current structures and systems in place in order to track um, interventions, whether it be behavioral or academic supports needed. Um, and then lastly, we're going to be we are going to be restructuring how we do the MTSS teams. And so that um we're using Edge of Climber as our platform for all of that data rather than having to go to a cumulative culture, having to go to um Panorama or having to go to Panorama for student perception data, having to go to Bassbridge or uh all all of those different areas. Everything is just housed in one. And it's really great to see that full profile of the student. So it's going to be even more powerful when we can add those interventions and supports to see if it's working or

111not working. And then do we need to adjust? The next question is what ways are we ensuring that supports like family resources and new teacher mentorship are not dependent on the school level leadership quality but guaranteed by the system design. I think this is me. This is you. Were there any questions? No. No. Thank you so much. I appreciate it. Um so it's it's going to start obviously with professional development and capacity building um and training for our leaders and how we can um implement um all of these systems and make sure that they're kind of standardized frameworks and resources and curriculum integration. So a lot of that is happening with um the community practice. So we have a community practice for um each area. So for what that means is like there's a group

112of principles um coaches and a content expert in a group and trying to decide what um what does it look like in the classroom and then deciding what those um key indicators are and making sure that we're all aligned to those same indicators. So it's just really standardizing frameworks and what we're looking for in the classrooms um where there's clear roles and responsibilities that are um that are discussed in our our leadership council meetings. And then obviously data driven accountability um which has to do with with educ climber and also another thing that we're implementing is it's called classroom mosaic where we can see all of our learning walks across the district. Um so we can see when the data wise team went in when the principal went in and when a coach went in.

113So we can see you know on Wednesday this is how many second grade classrooms were visited and what we're seeing in our second grade classroom. So, um aligning all of these platforms that are easy to look at data and then obviously um feedback. Um this is another question. Do you have a believe wait do you believe having stricter cell phone policies that keep phones out of the classrooms could help improve our students social and emotional well-being? And this one we just say we really have to research that one further specifically to understand the frequency of cell phone distraction which grade levels are most affected. I know in my experience of going into the classrooms I haven't seen cell phones as a as an issue in the classroom. Um, but I do know from, you know,

114some research about cell phones is that it, you know, if you have, and I don't know if it's more of a high school thing, too, but there's more focus and there decreased cyber bullying, but it hasn't been an area that has come up in our learning walks or working with um, principles. Thank you for clarifying that. Maybe that's not an issue that we're having at the district at the moment. Mhm. Um then do we know what might be causing this disparity in certain subgroups responses between fall and spring? Is it mostly a lack of participation in the survey? Um and I looked really closely at the survey and all the kids responses and um to start off with the fall survey we had 270 student 272 stu students respond with 17% of our sixth through

1158th grade students. In the spring we had 236 which is 15% of our sixth through 8th grade students. Um so it's a very small amount of students that have responded and we really do want to increase the survey engagement but the challenge with it is you have to have parent permission. So we're hoping that looking at closely at the sabers and looking at the policy um what type of permission we need from parents so we could have more participation. So it is difficult to draw a conclusion about that subgroup without with the amount of students that we have um taking the ser the survey. And I just want to create clarity on one thing. Um the piece that's getting in the way with this is that a few years ago the legislature passed a law

116that said that um for certain types of social emotional survey work that it it could no longer be an opt out if you didn't want your child to participate. it had to be an opt-in. And so, you know, one of the things, you know, that we we heard frequently from our families is many of our families, you know, are two income earner families or they're single parents, you know, that are also the income earner in their household. So, a lot of times being put in the position of having to complete a permission form in order to allow your child to participate is an additional burden for our families. and it makes it a lot harder than if we were able to say at the beginning of the year ask people to opt out of anything

117that they don't want their child to participate in. And so, um, personally, I I'm troubled by that choice by the legislature because it I really feel it is an impediment to us serving our families in the way that they would like to be served. But obviously, there were certain specific, you know, political concerns that were being addressed by the passing of that law. Mr. Jones. Yeah. I just had a would it be possible to do that permission at the beginning of the year with registration and it it is a possibility. There were there was a lot of specificity around how that permission works and so that is part of what we're looking into. We're also looking into as Dr. Pombo pointed out with the Saber survey. It's possible that the structure of the questions is

118slightly different and that may change the nature of the request. So, we had had the Panorama survey and kind of put it through a couple of paces with some, you know, folks with legal expertise to say like, do we have to with this one? And the answer was yes. But we haven't had a chance to do that same thing with this with the sabers question sets yet. And to follow up after that, the if we replace panorama with sabers, then these interum measures, we would be starting over uh with our data. Yeah. So that's the reason why we're assuming we get the you know past the permission and then the participation. Yeah. So that's the reason why we're looking to run Panorama in parallel for one more year in order to have a year where

119both surveys are are given so that way we can create a correlation between the two survey data sets. So that way we can still leverage the existing longitudinal data from Panorama. So, in order to be able to sort of crosswalk that panorama data trajectory into the new data set trajectory, we need a year where we're able to kind of put the two side by side. And we currently our contract with Panorama runs through March of the upcoming year. And so that gives us the opportunity to deliver both a fall and a spring panorama survey in addition to delivering the Saber survey. Okay. Thank you for bringing that up. And that was one of the questions wonderings that I have and it doesn't have to be answered right now is just that I know that when

120my son was in sixth through 8th grade there was certain forms that I filled extra for him especially when it came to like the sex ed conversations or whatever. So as a systemwide district change and you know changing systems I'm wondering if that can be an automatic sheet that happens you know eventually when you first meet your teacher it gets explained to them. Um I understand the burdens and also I do feel that sometimes communication is the biggest key. If you're not telling families or guardians or parents on the necessity and the importance which can take a while to explain and I also understand that then there's a disconnect on the importance of filling it out. So um I think that there's various ways that we can simplify that by having just a sheet kind

121of like the one that we I have to fill out every time I do open I enrollment for taking pictures. you know, that's something I have to opt in into. So, if this something that we really want to focus, that's just an idea or wondering that I have that we can implement at a systems change. Yeah, that's what we're looking into because there's different rules around each of those sets of permissions. So, we just need to find out which rules apply to what and how can we reduce the administrative burden. The other piece, um, and Mr. Donald's not with us tonight, but I know his team has been working on creating online form access, which also makes it less of a burden for parents to not have to deal with paper forms. Awesome. Thank you.

122Um, do we have an understanding as to why male students are submitting a lower level of satisfaction with regards to self-management? Um, it's the same thing about increasing the survey uh response. Um, but I think also we could engage directly with our students and get that street data and talk to our um, you know, male students to see why they're having um, more challenging time with self-management. And I think it goes back to our tier one, tier two, tier three with uh, ruler and what we're how we're supporting our students. I think that's the last question for guardrail one. Yes, I believe it is. Do we have any other questions or comments for guardrail one? I know that was a lot of information, but thank you. We really appreciate that. Um, now that the discussion

123has been held, I will move Well, guardrails, we don't approve them, so never mind. We move on to guard rail. Is it the same one? Guard three. Guard three, report two. Thank you. My computer froze. So, Dr. Lauren and I will be presenting this one together. And guardrail 3, the superintendent will not allow the district to operate without a system to recruit and retain strong teachers by empowering staff through culturally relevant and differentiated professional development. So, interim measure 3.1 as a reminder is this. The number of teachers sponsored by the district through H1B and J1 visa programs will increase from 11 and 23 24 school year to 22 and 2042 25 school year. Um, as a reminder, H1B and J1 visas are both non-immigrant visa programs that allow people to work uh that are internationally

124trained and international citizens to come to the US. Uh, and there are different restrictions and purposes for each program. J1 is an exchange program, a cultural exchange. Uh, and the goal of that is to really open up a dialogue between members of different cultures in different countries. uh and have our students experience uh the difference in those values and mores and uh experiences of those kinds of teachers. Um so uh it is also clear that it's an exchange program. So it's limited in the scope as far as the amount of time that the uh the individuals can be part of the program. um they do have an expectation to return to their home country at the end of that J1 experience uh which can be between three and five years depending uh and then H1B

125is a more straightforward employmentbased program that uh requires the district sponsor directly uh visa candidates and they're needing to meet the requirements for eligibility for teaching uh in our uh Arizona state requirements as well as federal requirements. And then interim measure 3.2, the percent of teachers with 3 to 5 years of experience who report positive responses on indicators of school climate on the Panorama survey will increase from 50% in May of 2024 to 55% in May 2025. And this is a Panorama survey that is u measuring social emotional learning adult um measures on the survey. And we looked at the school climate on this survey. So looking at our measure uh for the um guardrail 3.1 um overall there are 22 international teachers that are on H1B and J1 visas that are currently employed by

126the district. Um just to give you a little bit of information about moving forward, we did have two of those candidates that have uh separated from the district at the end of the year. Um we have also hired two uh teachers so we will be constant at 22. Um so we have met this measure uh with the goal of 22 for this time period. Um and that's a positive. I think there's a question later on so I don't want to spoil the question but about what's happening with uh regard to immigration currently. I think that has impacted the work that we're doing with the visa program and we'll address that a little bit. Okay. Intram measure 3.2 um our goal was to increase from 50% to 55 and you could see that it went to

12770%. Some of our teachers are modeling conversations and language techniques that help students process and express their emotions in ways that help the students individually and promote a healthy school climate. Uh the community circles which Dr. Bergus talked about earlier are being used in some classrooms as a venue for problem solving, processing feelings and to build strategies for healthy and effective responses to scenarios. We met this interim measure um and this is an area that the teachers especially the new teachers three to five years had more support with the student support coaches um with their classroom environment. Um, before you move on, I just want to give an amazing shout out for all the work that we've been doing because you can tell that we've been stagnant at 5050. The last Panorama survey that I

128remember in last February had a lot of negative um feedback even from teacher peer-to-peer teachers that they weren't being treated respectfully within each other and staff members. So that was a hard um conversation to have and hear that from our staff and the fact that we're at 70% shows that not only alignment and clarity and as the collaborative work that we've been doing actually does have not only systems shifts but also culture shifts. So I'm really happy to see that and that's all I wanted to say. Thank you. Thank you. What is working? Sure. uh the number of international teachers on H1B and J1 visas has doubled from last year uh promoting a diverse faculty and bringing background experiences that are shared by many of our students. I think in a previous conversation we mentioned

129that a lot of the J1 and H1B visa teachers are coming from northern Mexico uh from Sonorona and Eronio uh specifically. Um so that really aligns with I think the cultural uh values and and experiences of our students that are part of our district as well as many of our teachers. um percentage of teachers that's you well the percentage of the just basically what you just highlighted uh president Kario is the percentage of teachers with three to five years of experience responding favorably to indicators of climate culture has grown to 70% since last year with teachers reporting the use of varied social emotional learning techniques to promote individual social emotional well-being and healthy school climate what needs more attention uh so there are unique challenges for our international teachers um learning the differences and similarities

130between the American system of education and the system in their country of origin. Uh building social connections with the peers across the district have similar backgrounds and experiences. Uh as well as the impact of the visa process um that's being affected by current federal action and the use of social emotional learning techniques such as language modeling for reflection and expression and community circles is not consistent across all schools and classrooms. So, that's something we're working on for next year. And then here we have um I think we have three board questions. So, the first one is, do you believe having stricter cell phone policies that keep phones out of the classrooms would help recruit and retain teachers? Um this would be hard to answer without asking the teacher specifically, but most success in this area

131is more reliant on the teachers capacity and classroom management skills. Um and we haven't had an issue. But if there was an issue with cell phone problems, I think it would improve classroom management, student engagement, and clearer expectations. Uh the next question is related to state interviews. The question being, do we conduct state interviews to see why our long-term teachers choose to remain in our district? Um, as some of you who were on the board last year may recall in the professional agreement that um was approved by the board in 2324 there was a request to conduct stay interviews. Uh if you're not familiar with what the stay interview protocol is, it's used across many industries. It's not just specific to education, but it's used in corporate settings and other nonprofit settings. Uh essentially the

132idea of a stay interview is not to conduct an exit interview where you're getting feedback from individuals who are leaving the organization rather to be intentional in having conversations with individuals who are intent to stay or perhaps considering not staying and then what are some of the things that we can do as a leadership team to make sure that we offer them support or find out what it is that is prompting them to leave. So sort of the why do you want to stay? Uh what are some triggers or what are some reasons why you would leave? And then the third is actually doing a little deeper dive into what can I do as a leader to support you. Uh the the stay interview protocol is not meant for all employees. Uh the idea of

133the stay interview is to focus on what's called a highly valued employee and HBE. Uh so you don't survey blanket survey your team. you survey 10% of your your team and you use that information to help kind of guide where you are in your site or your department. This year uh we asked our sites, every school conducted stay interviews not just for certified employees but also for ESP or classified employees. We also had three departments that participated in that process and so we had a pretty good result of turnover or not turnover um participation. We had 71 certified teachers that participated in the process. We had 48 classified employees. So that's above the 10% mark of all of our employees together. Um we have about 700 employees together classified and certified. Um but we felt

134like there's a lot of good information to be gained from having those conversations. If you've participated in a stay interview, you know that that process is much more conversational. It's much more qualitative in its approach rather than quantitative in x y and z, you know, numbers uh and percentages. However, um it can be quantified and we did do that. So, I do have a document of all the results that I can share with you at the next board update. Um, and I'm I specifically want to focus because this question really was related to the the um long-term teachers choosing to ring the district. I can disagregate that data between different levels of experience in the district uh or in the profession actually. So when we did that designation, we looked at novice teachers um which

135would be between zero and two years of experience, continuing teachers, which is that 3 to five year range, ex established teachers, and then we call them veteran teachers for uh those that are of 11 years of experience. Um so I'm happy to uh provide that information for you and disagregate the data in a slightly different way than I'd an analyzed prior. Uh, and this just sort of gives you a summary of what that information was rather than having me read the slide to you. That's basically what are some of the key takeaways from that process in that uh state interview that was conducted in February. Uh so the next question does interim measure 3.1 need to be adjusted due to holds on the new J1 H1B visa application. This was like a a quite a

136moving target over the last few weeks and I know that we're all aware of sort of what's happened on the ins and outs specifically with uh the question of immigration on a federal level. Uh we were notified and I think I put in a board update a couple of weeks ago that there was a pause placed on J1 visa application process. So it it it did not affect our current employees who have J1 visas. It affected those who are not approved for J1s yet that had appointments at embassies or consulates across uh different countries where they would have to go and have their appointment to then be able to be uh move forward in the process to have their visa approved. Um that freeze was in place for several weeks and it was just lifted

137last week on the 17th I want to say that. Yeah. Um, so I I I think it would be a conversation for the board to have about whether or not this interim measure needs to change or what that needs to look like moving forward. Um, what I will say is anecdotally, we are very supportive of our international teachers. Um, we do have some teachers that we're currently working with our immigration lawyer to sponsor for residency. Um, which would move them from the H-1B or pro process to a more permanent status. So, that's I think we've got about three employees that we're working with. Oh my god, that melts my heart. Thank you so much for sharing that. That's awesome. especially because we have two dual language schools and I know that it's imperative to the

138work that those schools um do to have, you know, people who Spanish is their actual first home language. So, I appreciate that. Do we have any other questions or comments? I have a a comment or wondering. Um so, I I went back to from our previous meeting when we went over um goal three. It was so and and you you had listed the the different languages that are spoken in in the district and I think third one was Somali. So, my wondering was, you know, is there a way to like try to find some teachers from Somalia who might want to come um and teach, but I know everything's kind of on pause or up in the air with I think one of the issues, but I don't know. Sorry to interrupt, but I I

139know I think one of the issues with that is that there are several different like dialects and languages spoken in Somalia, and there are some that are like most folks know, but I think it's a little more difficult when it gets to the other less spoken languages. I I can also share that um there are specific countries where there has been a hold placed on J1 visa applications. Um, so I think there about 27 currently that are on that list. Uh, and they they're they're countries from all sorts of different areas of the world. Um, we do have a partnership. One of the organizations that we work with is I AG and they have a database that we can actually go in and we can look by country and by need. So if I wanted

140to hire a band teacher, band is on my mind because we need a band teacher. But um just as an example, I could go in and I could look to see if there's a general music or band certified in their country person that would be eligible to for sponsorship as a J1 exchange teacher. So that that is available to us. We're a little late in the process to have someone start for the beginning of the year. I think some of our J1 candidates that started last year with us came toward the end of the first quarter when we hired them in July. So, you know, we would probably look ahead or or you know, we can continue to work that process, but with the delays that are now in place, um we would be talking

141about later in the school year having Right. Yeah. Just future reference. Yeah. Yeah. Absolutely. So, two things I think are that are important to note is um that the team is currently evaluating interim measures for recommendation for next year based on the work of the leadership team in the first week of June. And that's something that um we'll likely be looking at at our study session in August. Um but in addition to that, we'll be looking at appropriate interim measures for the U guard rails as well. And this may be one that we bring an alternate measure to the board for for a variety of reasons, not just some of the volatility with the federal government, but like we really did exceptionally well in this area. Um, and some of our needs have shifted because

142one of the things that's happened over the course of this year, um, I don't want to say this out loud because it makes me so nervous, but we're in a much better place as far as hiring for the fall than we were this time last year thanks to Dr. Lure and his team, the hard effort of our our principles and and our staff members. So um so that sometimes that changes the nature of what the need is in the district and um and we may we may bring a different recommendation for a measure. Um and then one of the things that I have learned from Dr. Pombo and Miss Shapiro from their learnings in their SOFG cohort is that in the arena of interim measures, sometimes things like a change in federal program causes a

143need to shift an interim measure for a guardrail. And that is something that programmatically um the the student outcomes focused governance framework allows for a superintendent to then come back and say hey there's been a shift here and we need to look at changing the interum measure. So if we were to choose to continue with this measure and it were to become a problem next year then that would obviously be something that we would be bringing back to you as a recommendation. Thank you. Any other questions or comments? All right, with that it looks like we are concluding our 4.8 student outcomes focused governance in regard reports. Thank you so much for all the information and the back and forth conversations. That brings us to 5A which is public comments. Miss Huarees, do we have

144any public comments? No. Thank you. Brings us to six, approval of consent. I move the governing board approve consent agenda items six I mean A through M second all those in favor I I any naysay hearing none motion passes all right that brings us to 8A we're just filled with amazing new roles and that brings us to AA which is approval of director of bond and Mr. Lauren. Dr. Lauren, we'll take give it hand it over to you. Thank you, Madam President. Members of the board, we're pleased to bring several recommendations to you this evening. Uh we were uh it was wonderful to be able to celebrate with uh Miss Hernandez and her family earlier. Uh the director of bonds and actually is bonds and construction. Um after a comprehensive search, 10 viable applicants were

145identified for the director of bond projects. The top four candidates underwent an inbasket activity followed by interviews with 12person panel. The panel recommended the top three candidates to the superintendent's executive team for final interviews. And Benjamin Parker is the recommended candidate. Benjamin Parker has over 15 years of experience in operations, leadership, and project management. He has served in various roles including chief operating officer, direction, director of operations, and operations manager at Phoenix Rescue Mission. where he oversaw multi-million dollar budgets, large scale construction projects, and strategic facility planning. Benjamin has also held leadership positions, managing high revenue operations and fostering strong vendor relationships. He is actively involved in his community, serving as a board member for the Kraton Community Foundation, the Spring Church, and as a past board president of the Kraton Academy PTO. Mr. Park.

146Uh, Parker is a graduate of Witworth University with a bachelor of arts degree earning kumlai honors and a minor in Spanish. Thank you so much for that. And I know that the candidates not in person and they are on a vacation, but congratulations. And with that, I move the governing board approve Benjamin Parker for the position of director of bond effectively July 1st, 2025. Second. All those in favor? I I I any nays hearing none motion passes and if they're watching congratulations to Mr. Parker that brings us to AB which this is so exciting um it is the approval of director of facilities and transportation and Dr. Lauren here we go again. All right. Uh, comprehensive search for the director of facilities and transportation involved in advertising across various platforms including our recruitment system, Arizona

147Department of Education, ASPA, LinkedIn, and ASPO. For 10 from 10 viable applicants, the top four underwent an inbasket activity. A 12person panel then conducted interviews with these candidates recommending the top three for the finalist interview. The superintendent's executive team conducted final interviews and Jeff Guyire is recommended for this position. Jeff Guyire has been serving in educational roles within the Kraton school district since 1998. He has held various positions including classroom teacher at Montav Vista School, assistant principal at Lom Linda School, principal at Papago School, principal of Kraton Virtual Academy, and most recently as principal at Excellencia School. Mr. Guyire was recognized as Kraton principal of the year in spring 2023. He has extensive experience in instructional leadership, budget management, community relationship relations, and strategic planning within the district. He holds a bachelor of arts and

148education from Arizona State and a master's in educational leadership from Northern Arizona University. With that, I move the governing board approve Jeffrey Guyire for the position of director of facilities and transportation effective July 1st, 2025. May I have a second? Second. All those in favor? I I Any hearing? None. Motion passes. Congratulations, Mr. I don't know if you want to share a few words. If you don't, you don't have to, but we're so excited to have you in this new position. Yeah. Come up. Yes, of course. Don't fall. Madam President, members of the board executive team. Just want to thank uh Vanessa Shapiro and Joel Lauren and Scott Wells for putting together a process that challenged us, challenged me as a candidate to consider the roles and responsibilities through the lens of student outcomes. It

149was different that way. You know, it seems like, oh, we just do facilities and buses and there's more to it. Everything that we do has to manifest somehow in student learning, student satisfaction, family satisfaction in our communities. And that's what I hope to bring into this role. I want to thank Mr. Man for re the recommendation and to the board for the support. And I want to say happy anniversary to my wife. Congratulations. Big 19. So, congratulations. So, what a way to celebrate new job and many more years to come for you guys. Thank you. Thank you so bad that they're hanging out. And then with that, we have um approval of principal for Excellencia Elementary School. Uh when the vacancy for excellency as principal opened with the promotion of the current principal, the district

150reviewed top applicants from the prior principal hiring processes. In both instances, one applicant received high levels of feedback and the top candidate in both processes was invited to participate in a meeting with teachers, staff, and students where they are able to hear the candidate's thoughts on culture, community engagement, equity, datadriven leadership, and building teacher and student relations. The team reached consensus on recommending Nicholas Lado. Awesome. Nicholas Lado has 22 years of experience in education as principal of Emerson School from 2019 to the present. He improved its rating from D to B, secured over $100,000 in grants, implemented initiatives like teacher clarity playbook and visible learning, and increased third grade reading scores from 20% to nearly 80% in three years. Previously as assistant principal at Isaac Middle School from 2016 to 2019, he administered policy, supervised

151staff, led professional development, designed the communications plan, and redesign discipline with restorative practices. His earlier roles include dean of students, sixth grade teacher, training and field specialist, middle school teacher, elementary school teacher, and Teach for America core member and curriculum specialist. He holds a master's in education from Columbia University and a bachelor of science from Indiana University. Um I just wanted to say I had the opportunity to um go to the My brain is fried right now. What did we call it? Focus group. Focus. Was it meet and greet? Okay. Um was that last week? Yes. learn. That was also last week um at Excellencia and um I really appreciated just how open um he was to um the back and forth there. I mean, one it was there was a lot of presubmitted questions

152and then there were also just like an open dialogue. there were people online and there were people there in person and um one thing I also appreciated and because it's hard for me to do this and so I admire it and other people is um when he was being asked questions on the spot that maybe he needed a second to think about he has no problem pausing even in the front of a group of people and like really thinking about what he's going to say before he says it and so um I just really appreciated how candid he was and got a good feeling uh from things and I'm I'm really hoping hoping that things work out. Obviously, some of the things that I heard there were just like kind of the need and the

153real want and eagerness to have some long-term like consistency there. And so, the staff are really hopeful and and eager to have that moving forward and and I'm hopeful as well. So, I'm excited that this all worked out. Thank you so much for that, Miss Gibson McClean. And with that being said, I have I'm so excited to move the governing board approve Nicholas Lado for the position of principal of XLNC Elementary School District effective July 1st, 2025. May I have a second? Second. All those in favor? I I any nays? Hearing none motion passes. And just with wrapping this up, I am going to double down on what Mr. Joel said and that these positions I have full confidence that they were the best decisions for our district time and time again. We hear that

154Kraton is a very unique district from any other district out there with the student out focus governance work that we do and it really should be embedded in all um facilities in all different departments and not just in the coaching or instructional or student learning. So, I appreciate the vision coming from the cabinet and the leadership team to make those choices. With that being said, we move to 11A, which is the approval of suspending policy BGB and approving the trust policy manual. Um, we've had some conversations about this. Do we have any additional comments or questions? All right. With hearing none, um, Miss Ers, did you have any questions or comments? No. Okay. With that being said, we move the governing board approve to suspend policy BGB and approve the entire policy with the trust.

155May I have a second? Second. All those in favor? I I any naysay hearing? None. Motion passes. All right. That brings us to 12A. Future agenda items. Do we have any future agenda items? Hearing none, that moves us to 13A. And I move the governing board adjurnn. Second. All those in favor? I I I any nays? Hearing none. Motion passes. Muas no. Thank you to everybody. Have a great night.