May 6, 2025, Study Session and Governing Board Meeting

001a bunch. I love it. Hello. Hello. Okay, good evening to everybody. We're going to go ahead and get started. It is 5:30 p.m. All right. We want to thank you everybody to your guys's house. I see a lot of families and student faces here. So, thank you so much for taking the time to be basically in the boardroom of your wheelhouse. We are all here elected members and everything that we do is in student priority and obviously for the families as well. So, I appreciate you guys being here. We're going to go ahead and get started with roll call. We have Miss Ays, myself, Mr. Jones, and Miss Marquez. Tonight we're going to go ahead and get started with the recognition of our Crane kids. And I am so proud and honored to have the

002crane kids. Um like I said, all the work that we do is st student focus. And when we leave student voice out of the most important critical things that we do is a missed opportunity for us, right? So, we appreciate having the students here and also the families, parents, and caregivers that allow the time and also and allowing us to have your students and actually be involved to when we hired our superintendent that happened, you know, last year to actually improving our goals. Um, some of these goals and guardrails that the district has focused on in the last two years has been direct um input from your students and your kids in the classrooms and we don't take that lightly. So, thank you so much for that. And with that, I would like to turn

003it over to Mr. Man, which is our superintendent. Thank you so much, President Curio. I I would also like to extend my deep appreciation and thanks um to the families and the students who have helped us through the Kraton Kids Congress process. Um in addition to some of the things that President Curio shared, um we have in the last two years adopted new math curriculum and new science curriculum. And I believe it is the first time we've had that the depth of student involvement in that selection process. And one of the things that really impressed me was not only the um intentionality and the the depth that students brought to the conversation, but also the influence that they brought particularly with our science curriculum. I remember them talking about, yeah, this book doesn't engage me,

004but this other set of books really does. And if we're not engaging students, then you know what? What's the point of having the resources that kids really can't engage with effectively? So, um, in addition to that, um, the students that we're recognizing tonight have served as leaders in the district as peer role models and even to some degree um, in providing um, resources and information back to staff. So, I know a couple of weeks ago, um, some of our Kids Congress kids at Gateway did a presentation on things, um, that they had learned about and put together during a session during the third quarter of this year in relation to system called the ruler method that we're working on bringing into the school district um, to try to help the adults and the kids in

005the system learn a little bit more about identifying their emotional state in order to be empowered to have control over um their reaction because as I often talk about um one of the most powerful moments in in all of our lives is in that split second between stimulus and response. We have that moment where we choose how we react to things. And in order to be effective in that moment and do what's best not only for ourselves but those around us, we really kind of need to know where our head's at to do that. So I like one of the highlights for me the whole year is every time we get to have kids congress um and I have learned as much from our students as they have learned from our team over the over

006the course of the year. So um I before I turn it over to Dr. Dupin um to carry forward and and I want to give a big shout of thanks. I know we've talked a couple of times this year that Dr. Dupin's leaving us at the end of the year to go be superintendent in Aendale. Um, but honestly, he's been one of the architects of our kids congress program and so his legacy will live on here and hopefully no one from Aenddale listens to this, but it sounds like he's working on something similar over there as well. So, it will also carry forward to other places in the state. Um, but before I pass it over to him, I'd like to um um ask board member Jones to share a little bit about the experience

007we all had. I think it was two Fridays ago um when some of our kids congress students were able to go to Camelback High School to work with the key club students from the Camelback Monastery High School program. Thank you, Superintendent Man. Uh I was very fortunate to be able to attend uh this um uh what should we just call it? uh collaboration between Kraton students uh from the student congress and uh uh the representatives that did show up. You represented Kraton so well. Uh it was it made me very proud to know that we our students could uh interact in a high school environment like that and the the students at the Key Club of Camelback Man Monasuri were it was just so impressive to hear them and they were giving you guys such

008great knowledge on I I I told Superintendent Man that I wish I had that uh college prep uh guidance that they were giving to each other because in my experience way back when I was in high school, it was a guidance counsel talking down to you. This was uh peer-to-peer knowledge being passed on. Um yeah, and again, I'll just say I was very impressed by all the students there. And uh it was the only downside I saw was that we didn't have all our uh Kraton Student Congress there, but uh Superintendent Man promised me that we'll look into making sure field day is not the same day. Yeah, we'll we'll we will definitely do. We had an overlap with field day at some of the schools and you know we'll do this was the first

009time we've done this and so also as a as a parent such an it was really great to see such an impressive program going on at at Camelback you know and so many Kraton students were in that key club former Kraton students. Yeah. Yeah. And I'd like to give props like everyone at that at Camelback is amazing but um Mr. James Art has been a big supporter of this district. He actually was the the political action committee chair for some of our elections here. Um does a great job as principal over at Camelback High School. Um Dani Wen who is the administrator over the monastery program is an amazing human being. Um and um Erin Sandival who's the lead teacher that we worked with over there is is truly amazing as well. And so just

010appreciate all three of them and their willingness to collaborate with us on this. It's a program we hope to grow moving forward. And one of the things we learned from it is the amazing future that all of you have ahead of have ahead of you. Um and I know some of you are leaving us at the end of this year because you're eighth graders and we wish you well in high school. Um one of the things I will tell you is we're still here for you. So, when you're working on things like college applications, if you need a letter of reference to help you with a scholarship or admissions, um, reach back out to us. We we will continue to support you as best we can, um, even as you move on to high school.

011Um, and we also appreciate those of you who are not moving on, hopefully coming back and joining us again next year to help carry on the traditions of our Kraton Kids Congress. So, with that, I'm going to turn it over to Dr. Dupin. So, um, we can go about recognizing our our students. Awesome. So, I was wondering if the board would like to come in front so that when we call the students up, uh, they can come in front, get a handshake, and we'll take a picture at the end if that's okay. Awesome. So, while our governing board comes uh down, just really quickly would like to say that our kids congress students are selected for very specific criteria. Um, sometimes we get asked, well, how do kids get on to Kids Congress? And they

012are referred to Kids Congress by the leaders and the teachers at every school. And the characteristics that we're looking for in a Kids Congress representative are things like being an outsidethebox thinker, being someone who maybe comes at finding solutions to problems in a unique and different way. Being someone who is comfortable and confident in speaking to adults. Being someone who is a good asker of questions is very important. and also being someone who is committed to the process of making the world a better place, not only for themselves, but for those who will come after them here in Kraton School District and here in the Kraton community as well. And you students have served the district and your community well. You've made your school, your community, and your families very proud. And we, the adults,

013the grown-ups in charge of the district are grateful to you for the ideas, for the collaboration, for the contributions that you have brought forward this year. So, when I call your name, if you would please come up, I'm going to hand you your envelope that has a certificate and some other tokens of our recognition and appreciation. And then just walk by Mr. Man and the members of our board. And then we're going to kind of line up here in a half circle for our photograph. Okay. So, um Isaiah Aila, please come forward. Get your certificate. Jaxia Barza Rodriguez, Jose Caninos Daniel Shiago, Abel Hernandez. Lauren Howard, Titus Hughes Alandra Mosca. Si Mariche. Israel Narano. And even though they couldn't be here this evening, I am going to go ahead and read the names of other

014student representatives. Suhee Garcia, Amelia Guyire, Marisol Ernnandez, Indigo Martinez, Marina Ranel, Valeria Venzas, and Samuel Sepeda. Yeah, I think we should go on the D and then the kids right here. So we can like that. Let me know how I micro. Thank you. No bunny ears here. No bunny ears. Does that work? I think that works. Let me see. Let's get everybody in. Perfect. Thank you. And don't move. This one's for me. Do you want to get in there? Yeah. just has to back up. Before we move on, I I want to share one quick story because I think it it shows the character of the students who participate in our kids congress program. Um Valyria, who was not able to be here tonight, but Dr. Dupin read her name was not able to join

015us at Camelback High School for the program. But I think the reason why she wasn't with us is incredibly powerful. She had the option to serve on the interview panel for the new Lom Melinda principal. and she felt that it was a bigger responsibility for her to make certain that the new principal at the school that she was leaving um was going to be somebody who was going to take care of her fellow students that were in younger grades so that way she was leaving a legacy for them um of continued success and support. And so, um, I just share that because like my heart breaks cuz I would have loved for her to be there, but it's so filled with pride and joy that she has that type of leadership mindset. And, you know,

016all of the students we've recognized today, we've seen that level of leadership from them throughout the program. And parents that are in the room, you I am so proud. I just want you to know that you have every reason to be proud of your students. So, thank you so much. Yeah. Thank you so much for sharing that, Mr. Man. And that's exactly what this district and what Kids Congress is all about. It's empowering our students because they're the ones that have the most powerful voice that historically get left out. So, I love that she took that leadership and that's what it is that they start making their own decisions and become these great leaders that will be the best authenticelves they can for whatever leads after 8th grade when they leave our system here. So,

017much graci to Yes. Oh, yeah. Yeah. Perfect. That's awesome. We would love to recognize um do we do we have the name? Marisol. Come on up. Yay. Marisol. Thank you, Miss Huarez. She can come over here. So cute. We can take a picture with her. Yeah, she can come right here in a picture. Thank you, Marcus. I need Thank you so much. All right, thank you. And I was finishing in Spanish. Thank you very much. And you guys can stay. This is your house. We're going to continue with the board meeting, but if you guys have to leave, I understand. [Music] Um Muchimas gracias. That brings us to our second agenda item for this special board meeting study session and it will be 1.3 which is the meet and confer recommendations. And with that I

018will turn it over to Miss Shapiro to get us started. No. Yes. Dr. Lauren. Dr. Lauren. My apologies. Dr. Lauren. He was like, "Go ahead. Go ahead. It's uncool. we often get confused. So, uh, madame president, members of the board, we're here tonight with our interestbased negotiation process. Uh, we have representatives from the meet and confer team that will present to you the recommendations coming forward from the process that is has occurred since December. So, very quickly, we will review um some general information. So what our goal is for this evening's presentation is to overview the process uh have the recommendations and ration presented to you and then we would also like to seek feedback from the board regarding this process this year since it was a little different. Uh just a reminder that the

019work for the interestbased negotiation is grounded in policy uh for the scope of the meet and confer work as well as what the guidelines are. Uh members of the committee are listed on this uh on this slide. Uh as usual, we have representatives from the Kraton Education Association as well as representatives that are selected through the district process. You should have a copy of this Hilda. That's right. Yeah. I was looking for the It's in that folder that says PowerPoints on the first page. I apologize. No, no, no. In the electronic word doc. Oh, a word doc. I don't have a folder that where is it in the regular agenda? No, no, it's in um you know where you click on the popping up. Go to features. Oh. Oh, featured. I'm I'm sorry. I'm so

020sorry because we're all having the same problems. I know. Yeah. I don't know. Well, and I noticed a lot of squinting, so I Make sure you're taken care of. Did you figure it out? Wait for her. Oh, there it is. Go to featured and then right here under documents on the far right side. I don't Okay, but I don't have that. That's weird. I'm so sorry. I still can't find mine. I apologize. It's okay. It doesn't look like mine. Do you find it? Yeah. But hers isn't showing. It's not showing. And I don't know if that's a difference. No, because Go to general. Oh, okay. Okay, I found it. Does everybody have it? Normally it links for us, but it must not. Yeah, usually it shows up because see like it shows up on the

021front page. Nico, are you okay? Did you go into library sorry you'd think after the pandemic we would get the technical stuff squared away. Well the best part is there the whole systems changing this summer. Maybe not by choice of ours, right? I think we all have it up except for Mr. Jones. And it looks like he's going to work on it. Yeah. Okay. [Music] You got it. All right. Thank you so much. Thank you so much for that. I I appreciate it. Absolutely. I'm uh grateful that you can see the information on the screen and not have to read the very tiny writing on there. Uh so just to uh pick up where we uh left off, we have our CEA representatives that are part of the team and then there's also a districtappointed

022team. Uh we came together over the course of several meetings to develop these recommendations for you. Uh we also had significant support from district office including myself as well as the others that are listed there. Um we were had Diane Pesh was our facilitator for the third year uh and she was with us through the whole process including planning during the summer. I also want to point out that this year the streaming uh was available uh and is also available on the Kraton YouTube page. Uh and we really owe that to the IT department. It's especially um Adrien Dav for being here and helping support that. So our dates, we started with five, we ended up with six. So we had a lot of work to complete and so we added a date. Uh just

023a reminder, when the governing board presented information to us in January, the guidance that you provided were the principles that we used to guide the work of the team. Uh the first was the alignment to student outcome focused governance goals and guardrails I might add. uh sustainable salary for all staff, sustainable health care benefits, exploring revenue generating options, and adhering to budgetary recommendations. Um we use certain standards in our interestbased negotiation process to evaluate each recommendation once we've reached consensus. uh we look to the alignment to SOSG, whether they're in the best interest of children, whether it's a legal uh recommendation, whether it's sustainable, and if it's affordable. We don't need to review our SOFG goals and guardrails, but they're there for your reference. Um and so now we're going to dive into the recommendations.

024Uh most of the team is here and they will be sharing the recommendations. uh you'll see the alignment to the SOFG goal or guard rail on the slide. They're not going to read each one because that would start to be a little bit repetitive. So they're going to focus more on the the recommendation and then the rationale behind that recommendation. All right. So Mr. Carl Hall is first and our thank you and our first recommendation is about the 2526 benefits package. Um and the recommendation is to be approved as as presented. Um a few changes in the in the plan is the dental to sign HMO uh remaining with UHC vision and include optional products such as identity protection, colonial life group accident, medical bridge, critical illness, cancer and pet insurance and those against are

025optional for the uh for the employees. Uh we want to make sure that um the rational behind this recommendation was uh to have a robust benefit package pay for the district uh as a tool to uh for the district to recruit and maintain and retain staff that is healthy and ready to go. We know that in many other places uh they're not as lucky as as um because they have to have cost share and here in our district it has been a priority determined by the IBM process uh to ensure that the benefits are paid by for the districts and just a friendly reminder that the benefits package was approved by the governing board graciously on March 4th of 2025 and ensures all of the timelines were met uh to renew the coverage uh prepare

026for an open enrollment which is the deadline is May May 9th this Friday and to ensure that all employees have the information for the open enrollment period for April. Can I ask a quick question just as a reminder how much did the benefits go up this year? Um we budgeted about 300,000 like what percent would that be of like what it went up? So like let's say mine went up 2.5 4%. It ended up being 1 4.14% I believe at the end of the calculation. Thank you. Addressing compensation for all employee groups through compression adjustments or pay increases is crucial for sustaining progress on our student outcomes focused governance goals. Currently, 31 open vacant positions create staffing gaps that divert employee focus from SOFG to essential coverage. A significant number of these vacancies are filled

027by outside contractors who are not subject to the same professional day or professional development requirements as our permanent staff. This discrepancy in expectations and training creates a lack of alignment in our shared SOFG goals and hinders our collective progress. Good evening. I'll be sharing the recommendation related to compression. So, we are requesting $20,000 to apply to compression as work is completed on salary schedules during the fiscal year 2526 school year for facilities department. The SOFG alignment is there for your reference. And our rationale is that addressing salary compression is not just about fairness to staff. It's a strategic investment in the quality and stability of the employee workforce. By valuing and retaining experienced employees and attracting high-quality new staff, schools create a more supportive and effective learning environment that ultimately leads to improved student achievement.

028Um, and then just another note, we've been talking about addressing compression for many years. And in further conversations with Vanessa and with the compression uh work that that committee has done, we found that it just needed more specific intention attention on each specific role because it is really specific to each of those roles. You can't just say like a blanket statement about compression. And so that's what this money is earmarked to do so that we can take that more tedious work to the next step to be able to fix the issues that are that lie within the employees that we have currently. Hopefully that made sense. Thank you. Um, our next recommendation is that to ensure parity with classified employee raises given for the 2425 school year, um, contract substitutes will receive a 5% pay

029raise as well as a stipend of $1,735 paid at the end of the 24-25 school year. Um, the people employed as contract substitutes for the entirety of the school year. Um, and in the future, they'll receive pay rates at the classified rate for future pay raises. Um our SOG alignment is to uh staff retention and recruitment. Our rationale is that um you know technically the contract building substitutes are in their own delineation of employee category. They're on the auxiliary salary schedule. So they're neither certified nor classified. Um therefore they're considered classified for pay for performance and gets the lower pay performance pay. But they were not given the classified distinction when raises were applied last year. So, we're recommending that we adjust this classification discrepancy and allocate the additional 5% pay increase. Any questions about

030that? Um the meet and confer team is also recommendation uh recommending uh based from the com compensation and compression committee an hour increase for bus drivers including transportation staff who also drive. Um there are a couple of SOFG alignment uh rules there and our rationale behind that was as declining enrollment district. The first step is to ensure students uh come to excuse me our first step is to ensure the students come to school. So uh securing experienced bus drivers will help improve attendance. That's uh good evening. Um this recommendation is uh the for come from the uh compensation and compression committee as well too. Uh the dollar wait this is not is this the right one? No. I was like that does not look like it. Um thank you. I was like what what am

031I reading here? Um so uh yeah for comp uh compensation compression to approve the recommendation to address teacher compensation. Uh and like Miss Blickley said earlier uh this we've had a lot of different things that we've done over the years to try to address it either directly or indirectly. We had a like a flat raise at one point. I also remember uh there was a subcommittee that like met for a couple of days just to try to address a lot of the inequities that went along with compression. It is a mighty beast to attack and try to figure out how to do. Uh God bless Miss Shapiro over there and trying to go and figure out ways to uh go about it. Uh because it is not an easy task. I the phrase hurting cats

032comes to mind when I think of stuff like that because there's just so many moving pieces uh to address that is a pretty difficult thing. Um so the the rationale obviously is addressing that compression in years of service and responsibilities and it goes all the way um and every uh teacher is affected uh either like a first or second or like a second year teacher up to uh experienced teachers as well too. So it's all everybody's going to get a little bit of it uh that uh addresses in small part uh some part of compensation on there too. So Approving a 2% raise and addressing compression will allow us to maintain momentum on our SOFG goals, building upon two years of data wise cycle implementation and SOFG monitoring. The district's investment in our current staff,

033evidenced by structured English immersion, SEI, teacher training, and professional development funding, underscores the importance of retaining these employees to continue building capacity and advancing our collaborative shared goals. High staff turnover requires restarting foundational work, hindering our progress with the datawise cycle and emerging multilingual student support. Investing in our employees is the IBN group's priority to ensure we continue pushing toward our student outcomes goals complementing external efforts to enhance teacher efficacy. And so to further the rationale of that um the first piece was um the alignment was the superintendent will not allow district to operate without a system to recruit and retain strong teachers. And so just going along with what Eve just said, um we've invested so much in training our teachers and so we really need to invest that same thing into retaining those

034teachers. Um it's important that we're competitive with other districts. Teachers can go anywhere and so can any staff members. And so we need to make sure that that base salary looks very appealing to other other people who can go other places. Additionally, it it promotes stability and retention. So, we know that when we um hire firstear teachers, really the only thing that we can focus on in their first year of teaching is classroom management and that is not moving students. So, we need to retain those teachers for multiple years in a row so that we can get that flywheel turning. The other piece is that the superintendent will not cause or allow conditions, practices or procedures that are inequitable or insufficient for students. So speaking about um the 2% raises for all employees. So I

035spoke about teachers. However, we know that it's it's critical to create conditions that are equitable for students. So we need to have employees that speak students home languages. We need to have bus drivers to get students to and from schools. We need to have um our cafeteria staff to make sure our te our students have full bellies so that they can learn. Additionally, um we recognize the rising costs of everything from housing to rent to everyday groceries. So, we know that not only teachers, many employees, including myself, have multiple jobs in addition to just this job so that we can pay our bills. And if we're able to reduce the amount of Uber Eat shifts we have to do or extra tutoring sessions we have to do, then that allows us to go home, get

036a full night rest, plan for the next day of teaching, make sure that our papers are graded, make sure that we are not getting sick so we have to take days off of school and we're able to be here for the most important job we have, which is our students. And then finally, um, approving a 2% raise for all employees would really send a message to everyone that while we are definitely focused on our goals and that is our main priority, we were we are all in this together. And so we are a team and kind of I always quote this book that I read um, keep the adults happy so they don't eat the kids. We need to make sure that we are keeping everyone moving in the same direction and that motivation and

037morale um increase will be helpful. Thank you. Good evening. Um so the recommendation that we're proposing is that school psychologists will receive a base salary increase of $15,000 in lie of their 15,000 market stipen demand that they're already receiving. Um it sounds a little bit tricky but basically that and that psychologist will not be grouped with other certified staff for the purposes of negotiated races. The reason behind that is taking the market demand stipen that they're already receiving and moving it into their base pay is when many of our schools have had to share psychologist or not had a psychologist throughout many school years, my school included from multiple years we were there sharing or didn't have one. And so people from different schools were coming and supporting our school. And so when we're talking

038about moving that markets demand stipen to base salary, it's really going to assist in attracting and retrain retaining those qualified school psychologists. Really ensuring that our most vulnerable students needs are met. We're currently paying the stipen already and we're looking at um the potential when school psychologists are reviewing or applying for positions. They oftentimes just look at the base pay and they don't look at the market demand stipens. And our base pay for school psychologists is significantly lower than many other of our n almost all of our neighboring um school districts. And so adding that sipon to the base salary will make us more competitive with other districts and hopefully attract more school psychologists that want to stay and love Kraton as much as all of us do. Um the an additional recommendation is that

039special education case managers will be compensated at the extra duty rate up to 3 hours per IEP for taking on additional duties for vacancies or non-special education certified teachers. Uh the rationale behind this is really this oftentimes happens when a teacher goes out on leave or if there's a long-term substitute or a vacancy in a position. Other special education teachers support by writing those IEPs. This really ensures that those sped students individual need individualized needs are being met and that we are staying in legal compliance by following all strict guidelines, timelines and procedures. The next recommendation is just a revision in language in the in a professional agreement. Uh most all of the schools have crisis teams. Uh but one of the things that is not occurring at this moment is that a full-time high

040highly qualified ESP is also part of that team. And so we want to make sure that um moving forward there's an insurance um that a member of the ESP classify 5 will be represented. Why? Because they bring other perspective that other employees that are not in the facilities part can think of it uh the same way. And so we want to make sure that uh when the students are in campus, every single angle to keep their sec their well-being and their social and safety is taken in consideration. And so we want to make sure that everybody who needs to be at the table, it's at the table to provide input. Can you please explain to me what an ESP is? A classified worker. So anybody who's not a classroom teacher or an administrator. Thank you.

041Thank you. Can you repeat that again because I I I couldn't hear you. educational support um professional professional. Thank you, Kelly. Thank you. Um and sorry, one last question. Are any of these ESPs um have any social worker background or do they have any behavior background just because if they're part of the crisis team and we're asking to add somebody else? Is there a social work component to it? It it will depend on the employee uh depending of their multiple expertise and knowledge. However, even though many employers do not may not have those s sort of credentials, they do have a bare experience of working in educational uh settings working with students and families or having different experiences about in safety plans uh that will enrich uh the capacity of the crisis crisis team. Thank

042you. Yeah. Um and our last working condition recommendation is some reduction in force guidelines and protections for employees. Um a reduction in force is like defined um in our in this language as anytime the school district has done all the transfers and even with um you know attrition still can't needs to cut positions for some reason. Um includes guidelines. So when you know, god forbid, the school district has to do a reduction in force, how they decide um which employees to cut and which to keep and then protections for those that are um cut in a reduction in force for how they are on a call back list. This is aligned to our um SFG goal about um retaining highly qualified staff and teachers, making sure that the people that have been working in our

043school district, teaching our kids, understand our systems are the ones that we are trying to get back into those jobs first before seeking outside applicants. guidelines to the existing policy. Yeah, the existing policy is very bare bones and so that's the the purpose of this. Any questions? No, thank you. Yes. Um, as it says on the screen, all recommendations fit within our budget presented. Um, for some members of the committee, it was very important to them that we have some money left over. So, we have $17,775. Don't spend it all in one place. The governing board has um seen this budget item several times. We will delve into some of the changes on this item in the future with our proposed budget. This is uh an item that comes up pretty frequently when we talk

044about budgets. We just wanted to put it back in here to see that we did have that 200,000 for our recommended compression that rolled over from the previous year's approved dollars and then the additional 750,000 giving that 950,000 total for the meet and confer budget. Um this is the budgetary breakdown. Um everything is going to cost benefits 300,000. Um you can see facilities which is um classified staff so bus driver teachers and everything. Um we had a total amount of 950,000 and we spent um about rounding up 932,000 So the next steps in the process uh we appreciate the opportunity to present this information at this session. Um we will be of course open to questions. Um but tonight is our study session. Uh opportunity for you to ask questions and get clarification. CA members,

045the Kraton Education Association members will vote on the proposed professional agreement which will include these recommendations. Uh that draft will be brought to the governing board on the May 23rd meeting for your action. uh and then uh sometime in June we will pres be presenting the salary schedules that will then possibly be uh different because of the changes to the governing or to the uh salary schedule that are embedded in this process. So as you're thinking in terms of questions or any feedback um we also would invite you to provide some feedback on um how the board feels about the IBN process and the team's work this year. This was a different year for our meet and confer team. There was a lot of growth in understanding what student outcomes focused governance was. Uh we

046appreciate President Curio's uh opportunity to come in and talk to the team as well as Mr. man coming into support and to really kind of help the group understand at a different level uh what the student outcome focused governance work means. Um and then any any questions that you might have about the recommendations or the process. So I'll leave the conversation open. Thank you so much for that. Board members, do we have any questions, comments? Mr. Jones, uh, I just wanted to ask if if you could point to do you think the biggest hindrance was trying to be get in compliance with the SofG framework or were there other factors at play that might have delayed this? Um, thanks for the question. I think, uh, we did struggle a bit just because the goals are

047so specific and narrow. So, we felt like some of our recommendations didn't necessarily meet the goals themselves, but that's where we felt like the guardrails really stepped in to be able to um more address the recommendations that we were presenting. And we felt like because those are a little broader and encompass a bit more of what we were trying to get at um that we hopefully met what you were looking for. And so, that's why we wanted to ask for feedback too, like did we do what you wanted to do? We heard some of the board members say, "We don't want a research paper. You know, we don't need like a thesis statement on each of our justifications." But were those ration sufficient in in what you were looking for? Were they? Thank you, Miss

048Yeah, I think that's fine. Okay. Miss Marquez, did you have something? I I tried opening the document the the reduction recommended reduction in force guidelines. I wasn't able to I couldn't either to get that get access to that. Is that something can we pop it up or is uh I can change the permissions to have to log in and do that. Cool. Um and I do appreciate how you know you've got each sectioned off. SOFG alignment rationale. Um I thought it was clear. Um, I I understand kind of where where y'all are coming from and to me, you know, this this looks good. Like, you know, I know a lot of work went into this. So, thank you to everybody um for sticking it out and and working on it. Um, you know, we're trying

049to get through this together. So, thank you, Miss Marcus, Miss. So, a couple things. Um, thank you, um, team. I know this is a long process. Um I didn't have to do it this year because our rights got taken away. So um I don't know if that's good or bad, but I know how much time and energy it takes um to to do this and I really appreciate um the thoughtfulness um of coming back with what you came back with. Um I highly agree um that we do have a when we have a loss of trained individuals and we don't have the consistency, our students do suffer um and I fear for that for my district um for next year and I'm hoping um that we do retain and I would like um Dr. Lauren,

050if in an update after contracts are signed, I would like to know what the retention rate is. Um, just for a frame of reference, I I think that's just some to see if it's working. Um, so that's one thing. Um, and with that being said, I don't mean to interrupt, but if we can have some numbers like at the end of this year so we have something to compare it with versus saying, "Oh, this is how many I I want." That's a good point and thank you for that. So just so we're aware of what happens right now and if this were to get fully approved with no edits, what does that look like with our retainment of staff even in feedback as we do our end of year, whatever that looks like. So thank

051you for sharing that. Go ahead. My apologies. Yeah, no worries. Um the other thing I would like the team to think about and I'm not saying um this needs to change either way. I would love for the team to look at the difference between the meet and confer process and the IBN process and try to decide which one would work better for us because I think think there's some misconceptions on um some people's part about the differences that they that they are and how we might need to change policy to reflect what we really want out of it. Um just some things that I was hearing. Um, and then uh I think and I I think Kelly this is something if you're president next year that you need to put out that we are paying

052fully for insurance. I don't know another district that does. Mine went up 2.5% again this year. So literally I pay probably 150 a month for mine and that's a pay cut. So, um this is a big win for you guys if if the board um approves it. Um and I think that really needs to be promoted and I think it needs to be promoted on the website um as part of that hiring because I feel like that's like something that people do look at like how much are you going to pay for your insurance and some districts are more than other districts. Um, it's very lovely that we are able to do that so we're not taking more money out of the employees pockets. Um, so I think that's all I have. Thank you, Miss

053Ayes. Um, I really like this presentation. I see how sometimes again with the goals it might be a little bit different, but the way the guardrails work is that that's the way the way they're supposed to work, right? We set certain conditions that are non-negotiables for the district and based off those I get aligned to the goals and that's how we can get to the outcomes is by basing our energy on guard rails to produce those outcomes. So I love this is a great start. This gives me more of an understanding on certain reasons on why um you know I think I still need to have a couple of more conversations and go back and forth on certain things. One of my biggest um questions is is how is this going to affect our student

054ratio that we have this year going into next year? Is that going to increase our class size? Um is that a question that we know of? We don't know. Anybody can answer that? Um yeah. Yeah. So, um, last year when we approved the, um, class size reduction of the ratio of 27.5 to 25, um, that was done with onetime funding because when you get onetime funding, there's only so many things you can spend it on essentially. Um, and we decided that, you know, the amount of money that it would about 1.5 million to do that ratio reduction. um that amount of money split to employees across the district and issued as a stipen would not be like a significantly impactful amount of money to staff whereas a class size reduction could have been and also

055the purpose of doing that was to look at what the impact actually was in our schools and we saw across different schools how it was implemented and the impact um but we did that with onetime money knowing that if there was not continuing funds we could not um do that again and this year we had um less than 1.5 million dollar to spend. And so even if that was our only financial priority with no other priorities, we could not maintain that 25 to1 ratio. Um in addition um because of you know attrition essentially there won't be any significant disruptions to the school sites from the ratio adjustment. So yes it means larger class sizes but it doesn't no one is losing a job because of that. Um and you know I think if the board

056is looking to reduce that class size ratio long term it just needs to be made a budgetary priority. Um a big constraint to our budget this year was the 15% um reserve ratio that we wanted to to keep in in reserve largely because I believe the board mentioned you know what was going on with Isaac what's going on at the federal level we wanted a lot of money in savings and you know if we are not able to touch that money we want to continue to grow that pot it's difficult to approve like large budget item continuing expenses because over time it will and depending on you know our numbers greatly reduce that amount of money and so Um it's unfortunate but um that we did have some recommendations for class sizes and some things

057related to that but they didn't make it out of the bargaining process um because of primarily there were some members of the bargaining team that felt that the board's comments about narrowing the recommendations being highly focused being very specific about the SOFG goals prevented us from focusing on ideas that might have been more um creative or I guess applied to things that were a lower priority and so a number thing number of things were left um on the cutting floor I I guess as a result. Okay, thank you for that. I'm just going to be transparent and say that I have a hard time u making decisions when student um classes are going to get bigger. Um that was a very first adamant thing I did last round and I was very open and public

058about that that any budget decisions um I would personally and not this is not speaking for the board just me as Sophia I do not feel comfortable in making budgetary decisions when we're increasing student sizes because I've seen how reduced student um sizes work and I I I was very adamant last year about not creating band-aid solutions and it sounds like this year and I I'm I can't wait honestly to get our ASA back um results and all the testing, but it sounds like we're doing some really good amazing things on our outcomes too that we're getting our kids and moving our needles. So, that's just me personally. Doesn't mean that I'm not going to sit on this and there's a lot to think about and I I know that there's collaborative work. Um, just

059me personally, I have a hard time um, swallowing that because we do have uh, a vision and we have money and we could prioritize it if we wanted to, right? Um, it's just it's just hard for me. Um, I'm just going to say that. But I do love how all the work that was put into this because some of this stuff does make sense to me and some of these items on here have not been have been I've been hearing about them for the last two three four years and I'm glad they're finally getting aligned to our guard rails and being put at the forefront especially when it comes to our facilities and some stuff that I see here in transportation. Um so that's great to see. Um I don't believe I have any additional

060comments or feedback. I I just really appreciate all the work. I know it's been a lot of back and forth and I I appreciate all of this and this makes more sense to to me and I know that when Katie has an opportunity to give her two cents. This this is probably going to make her really happy. Um so I appreciate it. I was just going to say as a classroom teacher, I totally agree with you on the class sizes issue and I think going into bargaining next year. Um, if you know something hasn't been done by then, it should be a number one priority of ours in bargaining when it comes to how to spend our money. I appreciate that. Thank you. And madam president, if I could just add one more thing and

061I'm going to sorry, I'm not like your traditional guy, so I'm going to I'm going to go to a weird place. I'm going to ask Miss Shapiro and um Dr. Lauren to keep me honest on this, but there are multiple factors that go into affecting class size. So ratio is one of those factors. I hope I'm not panicking you over there, but but Miss M Shapiro said to me this morning and and she's absolutely right. the larger the school is, the more students there are in a school, the easier it is to normalize class size. Where where you tend to get bubbles and where a slightly larger ratio impacts you more is when you're a smaller school. The smaller you are, the harder it is because you, you know, you only maybe have one or

062two teachers per grade level. And so when you get those bubbles, it's hard to solve those problems. And one of the things um that we've been working on as an exec team and working with the principles on is taking a look at some shifts in our enrollment patterns that are happening. And so um one of the things that we noticed is that while we are not necessarily growing in the strictest sense of like if you look at you know day 10 to day 10 or whatever. What we discovered was when you compare day 100 to day 100, we actually grew by about 30 students from last year to this year. Check your check. I'm getting an honesty check here. So, so that has not happened since 2011, I think. Um, and you know, it's not

063a miracle, right? like it's 30ome kids. But when you think about that, 30some kids is like a significant amount of additional funding that's coming in to support teaching staff at the sites. And so in some ways some it's it's kind of like I'm not going to use Vegas as an example, but there are times in business when you're an entrepreneur where sometimes you have to invest to get a result back out. And I think, you know, one of the things I heard tonight was about investing in our staff. So that way we're maintaining the changes that are occurring because of our our tight focus on the data wise process, the student outcomes focused governance. And as we're seeing the impacts and the change and the experience that our students are having and the outcomes that

064our students are experiencing, that's going to draw more people to us. Um, we've also focused on trying to have some world-class facilities with our recent rebuilds and and work that we've done to make improvements at our schools. And so, as all those things continue to come together, um, we despite the demographics that we struggle with because there's less kids, we actually, you know, saw this hint of growth for the first time. And I think it's important that we stay the course. And so one of the things that we're trying to do in partnership with the principles is we typically staff much tighter but and we were concerned about student loss this year but when we look at the actual data we see student growth. So we're revisiting those numbers and trying to work collaboratively with

065the principles to do our best to prevent some of those pockets from occurring even with the 27.5 to one. So we can't make any promises because I mean numbers are numbers but at the end of the day I think there may be some space within that within those numbers if we continue to see this movement from um decline in enrollment towards potential stability or growth in enrollment. So anything that I don't I don't anticipate growth enrollment. No I know but I do uh anticipate very slowed decline. it will be reflected uh when we discuss the proposed and adopted budget and um I will uh discuss that a little bit tonight with the revision. Yep. Yeah. And just one thing that I always want to make sure that we're not mixing the two is that this

066is not about me not investing in staff. I 150% that without staff in this institution it would crumble. There's no way that it would operate. So I never want that to be a sentiment. the the reality that we are facing as elected officials, as all this political stuff is going on, not federally, but locally, even just to the recent stuff that, you know, our state superintendent of education has been um pushing down us, it's going to get not easier. And as those things start happening, it's not because I'm not thinking about staff. I value every single one of you. And if I haven't done a good job out of that, then you should tell me because that's never the sentiment I want to send out. But also, there's children that have no option when they

067come to an institution. There are kids, and I've said this time after time, that, you know, us as adults, we choose to have our jobs. We choose to wake up. And some kids in our institution, regardless if we lose 40% of our federal funding or not, they're going to be okay. It's going to be hard, but they will survive the system. There are students right now sitting in our classrooms that will not survive the system and dependent on the decisions that us five board members make up here when it comes to policies, when it comes to budget is a reflection of that. And one of the things I always like to say is that I'm not in this work for now or for the next year. I'm literally laying this work down for the next

068seven generations of Crane Elementary School District because whatever we do now is what's going to have ultimately that ultimate impact. So that's where my mind is at. I never want to send out the sentiment. Um I think that creates more divisiveness in the hard times that we're in right now and we're about to face some stuff happened today nationally that can cause some other you know stuff. So it it's just a lot and we just want to make sure that I never want that to be the sentiment because that's not where my heart is. I love students. I love staff. Um but at the end of the day I love the students more and I'm just trying to make sure that on that I know Ariel. I'm sorry, Ariel. I'm sorry. Um, I love the

069babies, you know, because at the end of the day, they're the ones that get left out and whatever decisions we u make, they're going to be faced with the con consequences without having a say or they're just going to have to deal with it. So, that's where I come from. That's where I think about. That's why I ask questions. I push. It's never um coming from a place where I don't value. I value every single view, one of you. And I wish I had all the money in the world to give to you. I don't even get paid for this. and I wish I could just give all my money away to every single staff member, but um that's not the reality that we're in. So, I just want to make sure that we stay

070we're we're we're very careful about car saying that narrative that oh, if we don't do X, Y, and Z, it's because we don't care. That's not what it is. So, I value every single one of you. Um do we have any other questions or comments on this item? All right, with that, thank you very much. I appreciate every single one of you. Yes. Yeah. Yeah. I couldn't find my I have too too many tabs opened. Okay. And with that being said, we go into my agenda that's frozen, but I'm assuming it's adjournment now. Yeah. Okay. So, I motion to adjurnn. No action. Perfect. So now we can commence our actual board meeting and we're going to start with the pled public budget hearing. Um the budget hearing for adoption of the revised number 3 2425

071maintenance and operation district additional assistant budgets. Do we have any comments misses for the budget? Shapiro presents first. Perfect. And Miss Shapiro will go ahead and turn it over to you. Thank you madam president. Uh board members, superintendent man, I'm um pleased to present the May revised budget for the fiscal year 202425. Uh this is our final opportunity to ensure that we have the most accurate information when it comes to student data uh and also any kind of unanticipated uh funding ch changes that occur through the year. when we propose and adopt the budget there are a lot of unknowns and we have multiple opportunities throughout the year to ensure um accuracy. So this uh is a topic we have discussed in our board meeting several times. Um nothing unanticipated. We have uh finalized our

072um student data and as we discussed earlier we definitely see a slowdown in the enrollment decline. So two years ago uh we were at I believe a 204 student average decline and that was what was used in the prior budgets to anticipate uh for the next year in a projected budget. Um this last year I had decreased that to 181 uh based on some uh history and some trend analysis. I did not feel that we were continuing on that rapid decline. So I had uh decreased that. Interestingly enough um we came in sugar I'm sorry can we have the agenda on the screens that can are we able to do that? I apologize. I didn't mean to interrupt you. Not a problem. Are we able to? I don't know who's able to cuz the screens

073we don't have anything on the screens. It would just be the regular board agenda item. Who would have that? Russell, it might not sign on because I signed off. Thank you, Russell. Mr. you can continue while that's go. Yeah, I just um so through the course we saw in December um a change in that and then as we continued and uh received our final 100th day ADM counts. It came in 60 approximately 60 uh less of a decline than what was projected. So, um, part of that was some student data, uh, that didn't get loaded up to AD as we discussed in December. Um, so we went ahead and corrected that in our revised budget and then, um, adjusted for the slowdown in the decline. We also received our final carry forward numbers and those

074carry forward numbers are not available uh, until later in the year. Uh so this is a common adjustment at this point in time in the budget cycle. This is not an unknown. Uh we get our final carry forward from the prior year where we've spent and then the um department of education goes through and uh make sure that our numbers are accurate and then they will post that information so that then we get that final number to make our adjustments for the May revision. There was also um a one-time payment that did not roll over properly um into our budget. So, we made sure that that piece was reflected in the May revision. That also came from AD uh in that um it was a a process on their part in um recording that payment

075and it didn't roll over initially into our budget. So, I made sure to capture those onetime monies uh in the May revision. And those were the significant changes. Um I feel like we have a nice final budget to wrap up the year. The data is as accurate as we can make it and um I'm excited to see the slowdown in our enrollment decline. Thank you so much. Board members, do we have any questions? Com or Hilda, do we have any comments? No. Okay. Thank you, Miss Guades. Do we have any questions, comments? Mr. Man, did you want to add something? I was just going to add that um the each of the board members have a hard copy because there was a correction to the contacts list. Our contacts list still had the board as

076it was in December of this year rather than being updated to the current board. So, the version you have in front of you is corrected for that. And so if the board chooses to approve the budget when we move into the meeting, um it would be to approve it as corrected. And that's and I own that because I had had discovered the discrepancy and um missed had a miss in relaying it to Miss Shapiro. Well, and I apologize. I was on vacation and I also missed that item. So um we did make that correction and it is in our file for the upload. Yeah. And that way when we approve it, that's way you guys know I'm going to make the motion as corrected because it was just a correction of the names. And that

077is on page two of the budget is where you would see those updates. All right. Do we have any questions or comments before I close out of our budget hearing and move on to the next agenda item? All right. Yeah, Mr. Jones. Oh, okay. No, it's okay. All right. Perfect. Without hearing none, we'll move on. Thank you very much, Mr. Shapiro. appreciate it. That brings us to 2A, our land acknowledgement. Kraton School District understands that our community of schools is located on the ancestral land of the Oam Duid and Acuma Oam people who descended from the Hokam and have inhabited these lands since time in memorial. The Oam whose names translates literally to people are a vibrant culture in community spanning countless of generations into the past continuing to thrive in the present and carrying

078a powerful legacy for generations into the future. With this acknowledgement, the Kraton School District formally recognizes that the traditional care and keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices, policy, and human relations. And um Mr. Man, can you please lead us in the pledge of allegiance? I pledge allegiance to the flag of the United States of America and to the republic for it stands one nation indivisible and justice for all. Thank you. That brings us to to see a roll call. We have Miss Ays here, 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, Miss

079Huades, if they wish to speak to an agenda item. Board policy provides for two cards, white cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during public comments. Due to our open meeting laws, board members are not allowed to address items that are not on the agenda. This is per our policy beh. That brings us to 3A. Approval of agenda. I move the governing board approve the agenda as presented. Second. All those in favor? I. Any naysay? Hearing none. Motion passes. That brings us to item 3B, which is the adoption of the revised budget. I move the governing board adopt the revised number three total aggregate school district budget per ARS15-905 and specifically 15-905E1 for fiscal year 2425 as corrected second. Thank

080you, Miss Ess. All those in favor? I I I Miss Hartis, does this have to be a roll call vote since it's a budget? Okay. I Any Nays hearing? None. Motion passes. And that brings us to our governing board reports. Miss Marquez, would you like to lead us in our board reports? Sure. Um I want to send out a huge thank you to Mr. Ivan Carvajal and his team. Um, we attended the volunteer lunchon on Friday and this is my third one that I've been able to attend in the district. And man, they always do such a great job. Um, you know, beautiful theme. Everybody was was uh well welcome and fed and taken care of and looking cute. Um, so and it was really encouraging. I believe last year because they I love that

081they put the number of hours that the volunteers have given. So I think last year we're about 8,000 and this year about 10,500. So that's that's really exciting because obviously the more that parents and community can be involved um you know the the more fun and and better outcomes we get for our kids. Um I think and also I failed to mention this at the last meeting but another shout out to Mr. Ivon Carvajal and his team for putting together the um the PTO uh quarterly meetings districtwide. So it's great as a PTO mom to come together and and see all the other PTO parents and share some tips and advice and uh commiserate as needed. Um, so thank you again and I believe that's it. Thank you, Miss Marquez. Mr. Jones, thank you. Yes.

082Uh for anyone who wasn't here earlier uh I was I have had the good fortune of attending the uh Kraton students Kraton student congress's visit to the Camelback Monastery program and their key club and uh getting to learn all about that and getting to witness the uh Kraton students uh interacting with the high school students and learning about the program and uh finding out that there were former Kraton students in that Camelback Monasuri program just a really great um collaboration to witness and how we're going to ex learning from superintendent man how we're going to expand it a little bit for next year um and also I was able to attend the volunteer lunchon put on my Mr. Kahal thank you uh great community event uh probably the best one I've seen so far thank

083you Mr. Jones, Miss Ays, thank you. First of all, I want to say happy principal's day last week to all of our principles and a huge shout out to our teachers for teacher appreciation week this week. Um, I've been teaching for quite some time and this year I took a different role being a behavior specialist and I literally don't come home like tired anymore because I don't have a classroom full of kids like sucking the energy out of me like all day long. So, I really do appreciate you because I feel like that probably was the hardest job that I've ever had to do. Um, so thank you so much for everything you do um in educating our students. Um, I am so sorry that I missed Friday. Um, I was acting admin at our

084site and thankfully I stayed because there was a lot of stuff that happened that day. Um, hopefully preparing me to become an admin someday. Um, and I think that's it. Thank you, Miss Ays. Yes. Um, all the awesome things. The one thing that I can't remember is, uh, Mr. Carvajal, do you remember how much the volunteer hours equated to dollars? Wasn't it over like 2 250,000? Yeah. So, that's awesome to see how much the school district community put in when it comes to monetizing. It was over $250,000 worth of work that all these wonderful volunteers, including ourselves on the board, have contributed to the district. So, that's just awesome to see. And also, um, yes, big shout out and appreciation to all the teachers. Um, it was the specific teacher that I had in fifth

085grade that probably got me started to seeing the full potential that I had. So, I know how impactful just having one adult, caring adult um, is. And that for me was Miss Porter that I wish I could reconnect with her nowadays. And she's the one that kind of started my opening my eyes to what, you know, Sophia could do. So, I know you guys are imperative to our students and love everything that you guys do. So, I appreciate you guys and our principles, too, of course. And with that, I will turn it over to Mr. Man for his superintendent report. Thank you, Madam President. Um, I think I'll just cuz we're on the topic, thank you teachers. What you do is hard, but what you do makes a difference. And despite what you may hear

086sort of in the, you know, conversations that come from the legislature and the media and all of these other places about, you know, what the state of our schools is and teachers, um, they should spend some time in our classrooms before they make those comments because what I see from from you each day is care and love and support and not just teaching, but learning happening in our classrooms. And I know we've asked a lot more over the last two years. Um, but one of the things that we're really trying to do is also bring some more support behind that as well. So, know that we appreciate you. Um, know that we know how hard you work and know that we're here to support you and if if there's, you know, ever an opportunity to

087share with us how we can be of better service to you, we are always, you know, happy to have that conversation with you. So, and and hopefully be able to provide more. I um genuinely the thing that's most important to me and the reason I serve in this role is to try to support you as best I can. So, thank you for what you do every day. Um I want to echo um Mr. Jones comments about the Kraton Kids Congress um visit at Camelback was just outstanding. And you know, we've been talking a lot um over the last probably about week and a half or so about how presence matters. And so this kind of dovetales with how important our teachers are, their presence in the classroom with our students matters. I know we've got

088an outstanding question um from a board member related to student attendance and student attendance in the classroom is part of their presence and that matters. But the way that that opportunity came together for Camelback High School or with Camelback High School is because of us making certain that we have people that are in those spaces to have those conversations about those opportunities. So that way we can form those partnerships and bring more to the district for our students. And you see that through the volunteer work that happens um with our community education department and at our school sites. Um, so the more we can do that, the better. And so that's obviously something that we will absolutely continue to focus on. But seeing our students thrive and seeing the students who have moved on from

089us to Camelback that are in that program. A fair number of them, we're going to hear a pre presentation today from um a Papago school and a fair number of those kids were from Papago. And one of the things we heard was how well um principal Earl and her team partner with Mr. AR over at Camelback High School to help ensure that. Um we also had a fair number of kids from Lomolinda as well. So I see some Linda people in the audience. I know one of them in particular who I won't call out who does help those kids transition there, but she's in blue. So I you know that really was amazing. Like I was staring at this young lady and you know being an older graying you know man I'm always worried about

090being creepy. So I'm like I hope she doesn't you know I hope she doesn't think there's like a wrong reason for me staring at her. But I like knew I recognized the student and so we finally Dr. Dupin and I got to have a conversation with her after the event and and he leaned over to me and said she's the one that came to the board to present on 3D printing at Papago. So her name is Juno for those of you at Papigo. She is thriving in that program. Um and we also talked to a number of our students who have tens of thousands. One student who had hundreds of thousands of dollars in scholarship money to go to Ivy League colleges and universities. So I'm going to loop that back around to our teachers.

091I know I started with Kids Congress. That's the difference each of you make in those kids' lives. So thank you for that. the value is inestimable and you your value is inestimable as well. Thank you, Mr. Man, and I agree. All right, that brings us to our next item, which is 5A, our student outcomes focused governance. In the fall of 2023, Kraton School District adopted a student outcomes focused governance SOFG framework to ensure a focus on improving student outcomes. A student outcomes focused governance framework. What is this you may say? It is based off of six researched informed competencies which include vision and goals, monitoring and accountability, unity and trust, guardrails, communication and cal collaboration and continuous improvement. Um we have our goals and our guardrails up on our websites and we have them displayed

092on our board as well. And today we're actually not going to have a progress monitoring report, but we're going to actually discuss what's called a theory of action. And basically what a theory of action is um a set of high-level strategies to which all school system inputs and and outputs must be aligned. Unlike guardrails or goals, the theories of action do not have interim guard rails. And we I hope the board had an opportunity to go over the theory of action um recommendations. We did do a study session I would like to say about a month ago. Has it been that long already? It's a little longer. I think it was back in March. Okay. In March. So in March we had a study session with our coach um from student outcomes focused governance Dr.

093Raml. And we really sat down and really created this action of theory that is based on um systemic autonomy. We'll go over um what that means and we'll have a chance to ask any questions or get any clarifying points out of it. But I think it's very important that we do have a theory of action because it sets basically the standard for the district on how we're aligning our goals and our guard rails. And if these actionable items I would say um are consistent in our district, then eventually we get to our end goal of the student outcomes and improving them. So Mr. man if you have anything to add on um I will turn it over to you. Yeah, I appreciate that. Um when when we finished our study session in March, the work

094product that we had were we had kind of broken up into two groups and developed two prototype theories of action like we'd gone through several iterations on that on that Saturday. Um but at the end what one of the things we noticed was the two work products were highly overlapping. Um there was a lot of actual literal verbatim exactly the same language between the two. And so what you have in front of you today represents the final merging of those two. It just basically brought anything that wasn't represented in both to be represented in the final version of of that theory of action. So, um, it is my belief that it captures everything that we talked about that day and that the board felt was a priority and it also captures the feedback of the

095administrative team that was with us helping to support this work. You know, because they're the ones that ultimately need to help put those inputs together that are going to move us towards our interim outputs and our and eventually our outcomes. Yeah. And all of the work through our goals, our guardrails, and even this theory of action is really rooted also based off of the feedback that we did in the initial work when we're doing all our surveys and going out to the schools and presenting. So, this is never really done without community input and student voice. I'd love to see how we're, you know, before we used to have a strategic plan with no actual smart goals. And I love to see how now our smart goals and a lot of the things that we're

096doing in the district has that student in um input and voice and you can kind of see when we're working on it. Also, the theory of action has usually is made up of three if statements that describe the non-negotiable highlevel strategies that are believed to be critical to accomplishing the goals while honoring the guardrails. And this is basically why we have this theory of action. Um, should we put it up? Yeah, we should put it up, but I'm not sure who trying to put it up. Oh, okay. Um, while we're getting it up, board members, you've had the opportunity to have this for a couple weeks. Do we have any questions, any comments, any wonderings about the action of theory? And I also know that we have the study session, so you guys um pretty

097much know, but this is what was created by the superintendent and the team based off of all of our work. And it kind of aligns both of the things that both teams had wanted on there. Any questions or comments? I liked seeing this because that's one thing that I had kind of um I guess witnessed and heard about that some things being kind of implemented a certain way at one school but then not at another whether it's in regards to like discipline or student conduct or or you know professional development stuff like it's cool to um to have it kind of like uniform to have some things that the district is making sure um all of our schools are doing a certain way, but then also allowing for that leeway for each school to be

098able to do, you know, some other maybe not as high level or critical things. I don't know if that's the right word. Um but, you know, to still be able to do things their own way to kind of develop like their own culture in a sense. and also seeing on there um that we're prioritizing the community outreach team um and also um you know that that it's specified here engaging the community and having that and families and to uh yeah that was it. Yeah. And I would I the way that I kind of saw this um interplaying with the stuff that we've kind of already done. I kind of see this like a district resolution, right? It's a set of statements that we're saying this is what we hold as high standards in our district.

099Um we need to ensure that our schools are being prioritized, that they have content, coaching models. That was one thing that we recurrently heard for years and years that teachers were not being supported and if they did have a coach, it was very sure they show up and there was no real feedback, right? Or whatever the case was. So with all the new strategies and everything we've been doing, this sets a really clear message as a district. Also, when we're not here, right, we're not going to have Mr. Man for years and years where we don't, at least I don't plan on being here forever. Um, I would like to, you know, go back to my babies and my two dogs at some point. So um this really sets the statement for I always talk

100about seven generations the next leaders that will be leading and how our district and community this is all you know ongoing conversations that we had with communities and what really we really true um hold important. I also love the community outreach aspect and I love that it says if students needs are prioritized over adult convenience and I know this gets a lot of people because they're like what do you mean adult convenience? It can be the smallest things ever even as a community member being at your neighborhood association and then public school gets brought up. What are we doing and not staying comfortable in our own zone to actually advocate for our students or our teachers in those settings. So, this goes broader and that's what I think I think of when I think of

101adult convenience is what am I doing in my role or in whatever space I am to actually advocate for our kids or teachers? because sometimes, you know, you don't want to ruffle some feathers or you think it's not appropriate and even sometimes not saying anything could be um as simple as um an easy solution or something. So, I love that the adult convenience part on here is and it's my favorite when we get to the end, right? It's saying if all these things are happening and we include HR in here, too, because we want to make sure our human resource department is actually working for our our staff. Um it basically says that the district office and school leaders based on areas of responsibility and student outcomes will basically be operating eventually in their own

102autonomy and all this will be a sentiment or obviously will lead to our outcomes and moving the needle for our students. So I think this is a great start. Um I don't know if we have any edits but I love it as is. I'm open to any other suggestions or comments you may have. Do you guys feel um comfortable enough moving forward and adopting the theory of action or would you guys like to have a second round so you guys can look it over? But I think with the study session that we had, I know Miss Gibson McClean's not here, but she was very a lot of the stuff that's in here is some of the stuff that she was saying at her study session as well. So, can we maybe get um some information

103like is this going to be posted online or how does this work? Um you know, are we passing that out to everybody? I how how or where are we making this known and and ensuring that this is how we're operating? Does that I mean to to an extent it's an internal operations document but that doesn't mean it shouldn't have full transparency. So it will definitely be added to the SOFG section on our web page so that way it is it is out there. Um I know you know we have sort of our temporary solution in this room for having our um goals and guard rails but now with the theory of action I believe we have all of the components. So one of the things that we'd like to do is make sure that you

104know we develop a more permanent way of having that information captured in this room. we just didn't want to like go through that process and then incur like have it end up being a more expensive thing because we didn't have that piece and then we've got to append it, you know, at the end. Um, and so we we definitely want it to be something that lives here in the boardroom that lives in our leadership council work that we do as a district to continue to develop and and move forward. Um, and also to have it out there for our community and the public to be aware of. But but to some extent it is a technical document about how we operate and its biggest impact um and President Curio and I were talking about this

105previously um and actually Dr. Pombo and I were talking about it earlier today as well. Its biggest impact is really on the inputs that we're designing and making certain that we're aligning those in a way that it fits within these boundaries. But it also is part of assuring what we've been talking about, you know, since the beginning, which is creating a deeper vertical articulation of how we work with data, how we how we look at at student data, how we focus on student improvement in the system. And this does that by creating a shared ownership and not just having it be the board or the administration, but it being the board and the administration in partnership with with the school site leaders, which then empowers it to to also be um part of the conversations

106that are happening at every school. So not only our teachers and our staff are aware of it and working in that regard, but also ultimately so our students understand it and they're working in that regard. If if you look at um there's a uh they've changed the name of it recently, so I'm probably going to butcher it, but there's like an international certification you can get um for your district, you know, that says, you know, on the international um stage you're one of the top districts, right, in the world. And one of the things they look for is can they go to the students and can the students articulate what what the district is doing? And I' I've been through that process a couple like twice actually in my career and it's a pretty rigorous

107process. But one of the things I learned from it was how important it is that the students are are also deeply invested in this. So we've started down that pathway by engaging our kids, Congress kids. Um but ultimately um where we really need to get to over the next 18 24 months is to make sure that everyone within the system has a better understanding of what it is what we're doing why we're doing it and how we're going to get to achieving the goals that we've set for ourselves. Okay. Um just real quick piggybacking kind of on that last bit that you said um for because yeah I would love to hear like you know for all the students and the teachers and everybody to to understand this and and be in alignment with it.

108So my my my initial thought on that is just like this it's it's really wordy and um somewhat technical. also be cool to see like maybe not necessarily paired down but maybe a more simplified version or or something in order to to share this information with like students and families and teachers in a way so that the the kids know like or even the teachers might know like hey I you know I'm making up a story here like oh my principal is having me teach my do this this and this but that's not in alignment with what is supposed to be our theory of action. And but um yeah, I don't think I'm going a little too deep, but I'm just Yeah, I don't I don't think the theory of action really functions at the

109student level. What functions at the student level are the goals and guard rails. And what the theory of action is telling us is that this isn't just living with the board or at the district office. It's it's living it. And that that I think is why the board and and the leadership team were so dead dead set on that sort of shared um ownership because there are districts where everything just comes down from the top and that's how it is and there are districts where barely anything comes down from the top, right? And so I think the challenge with both of those situations is and and I think you articulated this very well earlier when when you were talking about um you know the the school sites having some autonomy to have identity to have

110differentiated programming right like like our dual language programs. Um, so we we want to make sure that we're maintaining that component of it, but at the same time, we want to make certain that we're providing resources that are equitable and um and sufficient for across the system, right? That's in in one of our guard rails. So, so this basically is the tool for the board and the administration to measure those inputs against, but the the tool that would be used at the student teacher level would really be the goals and the guard rails. Um so probably at you know the principles might interact with this as they're having discussions with us about you know the different resources and things that they need but beyond that I don't think this theory of action really in and

111of itself lives deeper. It just captures the fact that those other components need to live deeper within the system. Yeah thank you for those questions miss Marquez. And yes um I guess I should have explained that um a little bit better and that's my fault. The theory of action is more of an operational internal, but obviously we want our community to know what steps we're taking to make sure that we're holding the institution accountable to when it comes to our board and guardrails. And part of that is with the theory of action. So at least administrators and teachers eventually, you know, but mostly the superintendent, board, and admitter administrators to know that these are the non-negotiables on how they need to support the district to achieve our goals and our guard rails. And like Mr.

112Man said, most the majority of this stuff is going to be dealt with the inputs and inputs as we know is something that the superintendent brings forth to us as a board member. So I think it's more of a process for the institution in itself to know how this stuff is going to be achieved and it's all tied in. However, I do believe that you are right. We should have a simplified version of it. And I I got a text message from Dr. Rome right before we got into the meeting, but there is something that I'll have them share with you guys and I think handover can copy something similar, but it kind of explains what the theory of action it is and how it's attached. then it's a nice little cute infographic that's a

113little bit more um readable if we want to share that to the community because obviously we always want to be in transparency on what we're doing as all these big shifts are happening in the district and also this is more for internal operational purposes. Um so yes and yes and I'll send that out to Hilda and then she can email it to you guys so you guys can just kind of see what that would look like. Thanks. Any other questions or comments regarding the theory of action? None from Mr. Mr. Jones. From an editorial standpoint, it is there a disagreement. the the it just seems awkwardly phrased the third one and maybe I'm having a slight conion in which part where it jumps from uh we have the if statement and school leadership teams and

114commitment to is evident. I think it's that is evident part just sounds awkward if the district office allows. Oh, the board goals is evident in every school. Commitment to achieving the board goals is evident in every school and informed by their use of data wise. Is that what you're talking about? Commitment is okay. No, I think I'm just Okay. Yeah, because goals is plural. So, it's like what is should that be are? But it's the commitment. It's a really long sentence, but I think which makes it hard. But what I think it is is that the um the it's it's the um there's exhibiting the strong instructional leadership and the commitment to achieving board goals. So it's the commitment to achieving board goals is is what's applied to is evident, not the exhibiting the strong

115instructional. Does that make sense? Well, yeah. Yeah. It's just kind of to follow on what Nicole said, like some of the language is clunky. Yeah. Yeah. I mean, we certainly could modify that. Um I think I think one of the reasons it's structured the way it is and it's kind of like that is because we were following the models that we were given of, you know, from some of the districts that were highly successful. And so I think we chose, you know, some of those districts models. Um and I I apologize Mr. Man. Um and just as a beginning um starting point, I think it's good for us to stay in this route and as stuff starts getting more understood and alignment. There's always revisions as we go. But unfortunately at the moment because really

116this is a new process, we have to be very explicit on what we're trying to say. So there is nothing getting lost in translation. Um because that that can also easily happen. Um, but yeah, it's a little difficult, but I think the more we read it and we understand it and as we go through the process more, it'll get a little bit more easier to understand. Yeah. Um, any other questions or comments? Hearing none, I think that we're all pretty aligned on the theory of action. So, I'm going to go ahead and make a motion. Um, I move the governing board approve the theory of action as presented in item 5A for our student outcomes focus governance. Second. All those in favor? I I any nays hearing? None. Our theory of action passes. Thank you

117guys so much. All right, that brings us to 6A public comments. Miss Huarees, do we have any public comments? Thank you. That brings us to 7A, approval of consent. I move the governing board um approve consent agenda items A through H. Second. All those in favor? I I Any hearing? None. Motion passes. And that brings us to 8A, which is the approval of renaming the Papagle school. I would like to invite the Papagle team up of whoever is going to be presenting. I appreciate you guys for everything you've been doing. This has been a long process and I just got to let you know that now every time I go hiking I say I'm going to Iron Mountain. So there's that. Feels a little bit like a spoiler, but she just ruined it for everybody.

118I didn't say anything. I just said I love I learned something new. So, I'm taking full advantage of what I learned. Iron Man. So while the team's setting up um our board policy FF indicates that following presentations at no less than two board meetings, the governing's decision is final. So the team was here earlier this year for presentation one and this will be presentation two. But to give credit to the team, this is not the only year we've seen them. They have been working hard on this for several years. And what and one of the things I want to share is my genuine appreciation for the intentionality and the depth of learning and developing understanding that went into this process because it's not something you want to get wrong. So I appreciate all the effort

119that's gone into getting it right. Thank you. Good evening, Madam President, members of the board and executive team. On behalf of the Papago community, our equity team, a few members are here tonight, including myself and Mr. Isaiah Washington and Miss Santosuka. So, the only uh agenda item, two agenda items tonight are to um get some additional share the additional community input that we received and our team's recommendation. Okay. Um, so we were able to give out a poll for many of our members. Uh, I mean, we posted them everywhere. We put them all over the school. Uh, we had a wonderful opportunity at our family learning night to have parents come in and give their their voice and have some of um their perspective. Many of our teachers were able to share our uh survey

120and have students give their input. Um and as you'll again I think we're on the theme of spoilers here but um you'll see that most of our votes uh were from our students and giving a student voice. Uh we also had the opportunity to share this at one of our last community council meetings and we're able to share some of those results. So, as you can see, um, as of May 1st, uh, we did have 598 responses, and of those, 67.1% were for Iron Mountain. It pretty much ran away with it. Uh, as well as 34 5% uh were for Agave. Um, of that percentage, 60, as we said, the majority were of students. Many of them were able to lend their voice. Um, some some uh were either short to the point and just

121said what they appreciated and men gave many gave a a long siloquy of what they liked. So, we appreciated it. Um, we did have a a good amount of our district staff members. That wasn't only including the ones from our school, but this was shared in our Kraton connection. So there were many other staff members that were able to share their perspectives and what they thought best served our district community. Um we also had an opportunity of parents. So at those family learning nights, folks giving their opportunity to speak and then uh we were hoping to get some more community members, but we were able to get some folks that that gave theirs. Um, and so some of the comments that we received in terms of agave, um, many many people said they either liked

122it because it was shorter. Uh, many kids said that and parents said that it was a good representation for our Latino community. Um, many parents even said, "I like it because, you know, I can say the word." Um, but one of the things that came up a lot was that that tie to our city and having that be that desert uh native plant. Um, something that someone really said that was it thrives in harsh conditions symbolizing resilience. So, our students, you know, have being resilient. Um, adaptability and growth just like our students at Pabico um who demonstrate these qualities every day. When it came to Iron Mountain, uh, we got a lot of kids that either they really liked that Iron Mountain was already in the logo. Um, they were really big about, "Oh, the

123Panthers right there and it's the mountain. Okay, that works." Um, a lot of folks said they felt it sounded very strong. Um, some I think there was one that even said that they liked that it was the mountain peak and that we can climb up it. Some said Panthers go up the mountain so we should be Iron Mountain. Um, but a big part that really stuck out was that that Iron Mountain represents and honors the autumn people. Uh, and even though that Papago, as we've said, is an outdated term, we wanted to make sure that we were giving that u that recognition to the autumn people. Um, and making sure that we're not erasing any connections with any of our names. Uh, as well with Iron Mountain, it's the thing that we see from our

124community. a lot of kids and parents and staff members really appreciated that it's it's part of our community. It we can see it from there. Um so those were some of the the big comments that we received. Any other comments from our group? No. Okay. So with that being said, uh our equity team recommends that theraton governing board uh rename Papago School to Iron Mountain Academy. Many folks said they enjoyed having IMA be part of our chant be like I am a panther or IMA reader or things like that. So yeah. So I'm sold. I love Yeah. So that was something that uh I'm a board member. Yay. Even I'm going to use it. Yeah. There was definitely an eighth grader who uh when I had and you would you would know this eighth grader.

125Um yeah, he was uh in our when we were doing testing and after we were done testing I had them take the survey and one of the first things I said was like oh Iron Mountain like yeah IMA and he's like IMA IMA Panther yeah that's it that's the so we started taking it so that's why we recommend that I love that thank you so much for the presentation and like I said like for all the hard work members do we have any questions or comments at all Mr. just thank you for all your research and hard work. Yeah. And the only thing that I have to say is this is why I think it's important for us to have resolutions or like a land acknowledgement. It really goes back to being intentional and not

126just using words just to look cutesy. Um this is intentional work. It took um I know that years. I remember when this first was brought up. And it goes back to our inclusive policies and it goes directly back to um our land acknowledgement which in our land acknowgement they say that we are going to try to strive in this district that was built in the 1800s and we all know what time of year that was. Um if you don't I would suggest you read some books. Um so we really really want to strive on Kraton school district to keep that connection and stay true to the indigenous culture that was um you know taken away. So, I really appreciate all this work. And having no other questions or comments, I will make the beautiful motion

127um to go ahead and approve the name change of Papago to Iron Mountain Academy. I second. All those in favor? I I Any hearing? None. Motion passes. Yay. And with that, I'm gonna say I'm a happy board member. Thank you. Thank you. Thank you. All right. Um I know that we have in the next agenda item that's 12A update from governing board advisory committee to review policies. Um I know that Miss Gibson Mcclean's not here. So Mr. Man, would you be taking over? Yeah, I will. Actually, we are have the principal. Oh, okay. Perfect. Yay. Okay. Awesome. Thank you. Wait, which principal are we ready? Are we ready for the committee? For the committee principal. Oh, the newest principal. Yes. Oh, I'm so sorry. I I missed the best of one of the best agenda

128items. 9A. I I'm sorry. It's cuz my computer's freezing. It's just continuing our spoilers theme for the evening. I'm just going to keep you waiting a little bit longer. That brings us to 9A personnel items. I am so happy to talk about this um item. It's just beautiful to see the pipeline that we have in the school district. It makes my heart happy that we see brilliance and beautifulness in the workforce that we have already. And yeah, with that being said, I'll turn it over either to Dr. Lauren or Mr. Man with this awesome hopefully approval. I I will defer to Dr. Lauren. Right. Uh, Madame President, members of the board, a comprehensive search was conducted for the principal of Lom Melinda School. The human resources department advertised our vacancy on a recruitment system as

129well as through Arizona Department of Education, uh, Arizona School Personnel's Academy Association, and it's not listed here, but we also include LinkedIn and some other social media avenues. There were 13 viable applicants in the pool for the position. The paper screening resulted in the top nine candidates being selected to participate in the rigorous inbasket activity. And from the inbasket activity, five candidates participated in the interview process. We had two internal and three external candidates. An interview panel of 13 participants made up of administrators, support staff, teachers, parents, and students recommended the top two candidates for the finalist interview. The executive team conducted the final interview, and the candidate being recommended is Mr. Joshua Breezy. Mr. Breezy has over 15 years of experience in the Kraton school district. He began his career in Kraton as a

130fourth grade teacher at Excellencia School in 2006. In 2013, he became a student achievement teacher, which was a coach at Excellencia. Mr. Breezy became the assistant principal at Lominda School in 2018 and has served as a lead assistant principal for the district. Mr. Breezy has also participated in various district committees and has received awards for innovation and academic leadership. He holds a master's of education in elementary education and a bachelor of science and psychology from the University of Oregon as well as a master of education in leadership and supervision from the University of Phoenix. Wow, I love that. Thank you so much for that. And I I just have no words other than that I'm so excited to make this motion. I move the governing board approve Oh no. Sorry, my computer. Yeah. I move

131the governing board approve Mr. Joshua Breezy for the position to principal effective July 1st, 2025. Second. We'll let you take it, Miss Marquez. All those in favor? I I Any naysay? Hearing none. Congratulations. I can't wait to work with a whole standing ovation. Congratulations. I would like to invite you if you have a few words and then um we can take like a quick three minute recesses if you want to take any pictures or if you have any family members here. Thank you. I do have one. Okay. And staff of course. Yes, of course. Yes. and staff. Uh, Madame President, uh, members of the board, Mr. Man, executive team, thank you for your trust and support. I'm truly honored. Linda has a very strong foundation right now thanks to, uh, the leadership and vision of

132Dr. Burgess and, uh, looking forward to continuing to build on that foundation and super excited to continue working with our awesome students, amazing families, and our uh, wonderful staff. Uh, and also I want to thank everyone who came out tonight to support. Thank you everyone. Thank you. We're going to take Miss Go ahead. So, um at at the volunteer lunchon on Friday, a parent came up to me who's uh about a I think seven he mentioned. Oh, there he is. Hi. Yeah. And I, you know, I I I don't think we've ever met and um but I've you know, you have a reputation that precedes your name and it's good. and you know the the feedback I heard from this parent and also from another uh teacher is has all been great. So I'm excited

133to see where you take Linda these next Thank you very much. Appreciate it. That's Mr. Ramirez. Yes. Hi Mr. Ramirez. Thank you so much. And we're going to take a quick five minute recess so we can get all the pictures and you can get all the love for your new job. Yay. Thank you. line. If you want Oh, yeah. I'll just sign. Yeah, I know. The lines are so small. I embarrass you. [Music] Is there a hand sign for go Ducks? Go Ducks. Who likes Oregon? Quack quack. She go to the restroom. We wouldn't miss anything through you. Should we do teachers first? You ready? One, two, three. One more. All right, we're going to go ahead and get started if we can wrap up, please. Thank you so much to everybody and we're going

134to move on to our next agenda item was 12A and if I can please have Miss Apodaka and she will lead us. Thank you. Okay. Good evening, Madame President, um board members and executive cabinet. So, I am holding down the fort for our committee. Um uh we have just wanted to give you updates on the progress that we've made in refining and reviewing our student governing board policies. Um so these are my very um missed teammates. Um James Diaz and Evan Johnson, our assistant principles. Uh we also have Tim Noir as our community member and then Jez Putnham who if you were at community council you met was one of our parents. And then we had Katie and um Mr. man working as our ex officio members. If I could just add really quick, one

135of the struggles we've had, we've had some teachers and we've lost them, but one of the amazing things about having um Tim as one of our committee members is he was a longtime teacher in the district and he's currently um serving as a substitute teacher throughout our schools. So, one of the perspectives he's been able to provide is the differing of experiences that this has sometimes had at different schools as we're working to unify some of those practices. I love that. Yeah. Um so, you're aware of last year, but the committee did start um in August of 2023. uh we continued to work through that entire school year and then um March of this school year in 2024 our first round of edits to the governing board policy were approved by the board. Um and

136so we have been since then meeting again twice a month to continue to work on the policies. uh we presented um in last week, April 25th to the community council and then we're here today kind of just giving you or I'm here today giving you some updates on um the changes we've made uh this year. Um so we kind of broke these up a little bit for you just to know exactly where we're at in terms of progress for them. So the ones that are listed here are ones that we've completely finished all our edits and refinement and they're ready for the trust review. So this year we went through um drug and alcohol use, student interrogation, searches and arrest, the concerns, complaints and grievances, also restraint and inclusion. And then that last one, you're

137probably aware um was not originally in our governing board policy, but this was what was brought to I believe you brought it right. Yes. Yeah. Um it was brought to the governing board and then um our team was asked to look over it um and make some recommendations as well. We firmly believe that we will be able to completely finish these ones as well, but we are wrapping up um tobacco use by students, student suspension, and um expulsion of students. Um so tonight, all I'm doing is really just giving you a summary of changes before your first read. Uh so again, the biggest change uh would be the policy edition of what has been titled JBA, National Origins and Protections. So, it's working as kind of an addendum to general student rights. Uh, and then

138we we know that like in our policy and like our commitment is to make sure that we um are anti-discriminatory. And so, we're making sure that we're meeting all the rights of all of our students. So, national origin of protections will help those students who um come from a variety of different uh areas in the world. The next ones um just for sake of ease of the presentation, they're um specifically highlighted based on if it pertains to that governing board policy. So um and I have to do the cheat sheet. I'm sorry. Like JIC is drugs and alcohol. JIH is the student interrogations. So you'll see in the parentheses if it pertains to the changes for that policy. Uh one of the things that our team really noticed is that um we didn't have like

139clarity for the definition of a violation. So if we were saying what is tobacco use versus um tobacco distribution. So there was one refining of all of those violations uh so that we just had a little bit more clarity. Another one that's really big is what is a complaint for a student versus a grievance for a student and how do we need to um navigate those differently based on the like ultimate goal of those situations and like the needs of the situation. Another big part of our policy refinement was um when are we going to involve outside entities? So for instance with um search and seizures, what happens when do we need to notify the police? and then what are our students rights that we can make sure that we're continuing to protect if and

140when the police do need to be involved because there are situations where we have needed that support and then the same goes for DCS like what is the clarity we have for the documentation that we provide to ensure that we're um always keeping our students at the heart of um all of our efforts. And then again, um, we don't have it very specifically in here, but the National Origins of Protections also gave us some guidance on how we might respond to entities that work outside of our school district within that policy. And then lastly, we noticed that there were quite a few times where um we as a district took liberties in the past, like uh years and years ago about what we would um follow in the A statutes. And we were always following

141the statutes, but sometimes we took it a step further. So, this is not a correct example, but let's say they said you need to tell them that you need to report to the police that it's a 2inch blade. Our policy might have said something like a a half an inch blade. So, then it was like, oh, we're we're kind of going above and beyond, but maybe not in the direction that our current um board and school district has in mind for their mission and vision. So, those were updated. So we're more closely aligned to exactly what statutes say. So as you know there's the governing board policy which is kind of like the ideas and the expectations of the district and then we also have a portion that's our regulations. And so we did do

142some regulation refinement. Um in summary of that it's just we often refined um communication plan for increased student awareness. So it might have said like, oh, you'll have a meeting, but we were more clear about it'll be posted for students. It'll be an opportunity for students to know how and when they can provide a a grievance or a concern. Um, for example, we also know that everyone is very deeply committed to creating um a district-wide system and forms that feels the same no matter the school that you're at. Uh so this team did make recommendations um and we kind of had side work on district common forms to make sure that what you see at Monav Vista and is handed to you by the AP is also handed to you by the LMA Linda um

143call you out Josh the Linda AP and principal. Um and then finally there was um some work on the timelines in which administrators needed to provide next steps primarily in the complaints and grievances and then also in um restraints and seclusion for students. Um okay so that's all the governing board policy changes and refinements for both the policies and the regulations. Um, so this last slide is just going to share kind of a overview of the forms that we have worked on that we will we well I I'll speak for myself. I believe we're confident that they'll be ready to go for the next school year. Um, with the exception of office referral form. So I need to take a breath. Um, you're doing amazing. Thank you. Thank you. Um the two forms that are

144very similar are the student statement and concern form and then the parent concern form. Uh we've combined the needed forms. If you looked at our policy like whenever it was made, there was a form for every part of the policy. So then families and students were navigating three to four forms based on what their concern was. And so now we've streamlined the student statement form to address all of the form needs that are within the regulations for the policy that we've gone over. Uh we also then made sure that the parent concern form had all of the components that current parent concern forms have, but that then will be housed in one form for everyone. Oh, I apologize. I need to give um thanks uh to the APS especially all of our APS spent time

145looking at these things with me providing us feedback on what we should do and so um and also a special shout out to um Miss Suave at BPA, Mr. Breezy at LMA and then also um Miss Grant uh at uh Papago. They they met with me double time to help me support getting these things together. So without their help, um it would have been hard to get us all on the same page, but I feel confident that um the schools will it won't feel like it's a big stretch um because we took everyone's really solid practices they already have in place and kind of encompass them into one. So thank you to all of them. Um the next forms were the DCS reporting form and then the DCS request to interview form. Um, both of

146these forms again is just to make sure we're all doing the same thing, but there's a refinement in what information is being shared with DCS and then how do we ensure accountability when DCS comes to our school, whether we asked them to or if it was a need of their own uh to be there for the right reasons and to make sure that we're supporting what the needs might be. Um, the asterric for the office referral form is that's in the works. That is a form that will take um a lot more eyes and work on it. So, we won't be prepared to do that, but it was um the intention of the group and actually the APs this past year to have that be um finalized, but we won't be there just yet. The

147updated suspension form, that's uh primarily the biggest thing was to include the restorative practices. uh par teacher no I'm sorry neither of them assistant principles and principles are putting in there what the restorative practice is that they're doing but this update will make it a part of the form so that we know for sure it's there and then um updated notification of student restraints. So we currently had a very outdated form about when a student needed um a restraint or needed to be secluded. So that's been updated to align to our um CPI training practices, which is the training that all of the crisis teams get in order to um appropriately determine when holds are needed and then also execute them. So that has been identified. Um, and then lastly, it's called a CPI team

148documentation form, but really it's like form two of um, student restraints to make sure that when schools are all analyzing the um, outcomes of a hold and thinking about what the next steps are for support, we all have the same process. So, it's going to provide clarity for that. So, we're we're excited about that. So, I should have edited this. So, our next step was wowing you with this presentation. Um, and then we do have one more meeting as a team just to finalize what we can and then it'll be sent off to the trust and the lawyers to review before you guys have eyes on it. And that's it. Amazing. Thank you so much. You did an amazing job. Board members, do we have any questions or comments? Uh, the office referral form, I

149just want to make sure I know what that is. Is that when like a student gets sent to the office? It could. Yeah, it basically is. So, if a student is engaged in um either a tier 2 behavior like a fight, drugs on campus, the teachers will send it. Um and then also at all of the schools too, if there is an ongoing um persistent issue with tier one teacher behaviors, like things that they normally handle, they can also give us an office referral for that. Okay. Um Yeah. Thank you. Thank you. Thank you so much, Miss S. Oh, sorry. Go ahead, Mr. Ren. Miss, anything? Yeah. I just want to thank Katie um for committing to this. Um I know you guys beat a lot and for the whole um committee. Um this is

150amazing work that I don't see going on. Um I don't I don't even know if it's going on anywhere. Um but I love that we're updating um our policy to reflect changes that have happened over the years. um because these are old policies that um really need to reflect um I think our values and what we value like the restorative practices. So um I'm really um glad that this is going on. So thank you. Yeah, I appreciate all the work and that was one of my biggest things, right, that we were saying all these beautiful things, but then when I would go um as a policy maker, I would go back and look at our 1,000page full of policies. I'm like, none of this stuff reflects what we're saying, though. And to add on to

151that, when we were having our community feedback sessions, it was very imperative that parents and community members were very confused on what our policies look like. So, I'm so happy to I I I could almost cry with all this feedback because it's very imperative. Our policies really do sent the sentiment of our district and um they were very outdated. And it's it's interesting the synergy especially when you're talking about, you know, being a little bit more student statement concern forms when you're talking about all these other things because we do have future agenda items where we want to get into a student bill of rights and we want students to be able to know what their rights are. So that's on the future agenda items and I would hope that anybody that didn't get an

152opportunity to maybe be part of the policy cuz I know how policy can sometimes be a little boring, you know, whatever. Um, but I I look forward to seeing maybe if we can create a committee where it would be centering our students and how they can start creating a student bill of rights and really knowing what their rights are as students. So, this is great and I and I see all the the synergy in it and I appreciate everything that's being done. So, thank you. I'm so sorry. I just remembered that we were supposed to also share a recommendation. Um, and so our team did want to recommend that the committee continue, uh, because we still have several policies we weren't able to work on. Um, and then even moving forward, uh, we'd love to

153recommend that, uh, we looked at staff policy to see if we were able to both update staff policy, but then also align it to what we're promising to our students. So, that was a recommendation of the committee. I apologize. And I just wanted to I wanted I was going to actually remind you of that, but then the other thing I wanted to to comment on on President Curio's comments, which I think were really powerful. One of the things and and you know I think Katie would share this if she was able to be here tonight that was amazing in the committee work and I think Miss Mark has experienced some of this last year um when she was on the committee um is that they really kind of took it's not a student bill of

154rights but they took sort of a student bill of rights focus when they were looking at the policies and so the to me the beauty of that is as our students get into position to help create that bill of rights the policies that we have in place will be reflective of the types of things that would be included there. And so, you know, that will actually bring an even tighter alignment than I think would happen if the students had a look at the old policies as they were working on well, what are our rights? Because it it's not just the policy changes, it's also the tweaks to the language where there was phrasing about, you know, there used to be phrasing that, you know, more or less read like you will be obedient. Like I

155know that wasn't the actual words, but that's what it felt like. And we shifted all of that to what are the responsibilities of students to each other, their teachers, their staff, their school, and what are the responsibilities of the teachers, the staff, the school to those students. And so that really aligns very effectively with that. Yeah. And that's why I love that this process got started first because our student conduct policies needed to be cleaned up. And now, like you said, this sets a very well precedent for our students to come in and now leverage those student centered policies and now they can adapt it to whatever work we're going to see their brilliant man minds come and give us. So, I really do appreciate I think it's imperative that this was got done first

156and I look forward to allowing the or not allowing but you know what I mean giving the authority of the committee to continue as many times as it needs because it's great great work and it's it's amazing. Thank you. So, we'll make sure the rest of the team knows and thank you everybody. Yes, great job. Thank you. All right, with that brings us to our 13A item. Do we have any future agenda items? All right. Hearing none, that brings us to 13A, I before I go ahead and make the motion to adjourn, I would just like to remind everybody that our next board meeting will be on May 20th. At the same time, hope you guys can make it to our next board meeting. And with that, I motion the governing board adjourn. Second. All

157those in favor? I. Any nays? Hearing none. Um mo the meeting is adjourned. Thank you very much. Menas nozzle.