001muardes. Good evening to everybody. We're going to go ahead and get started. Korean school district understands that our community of schools is located on the ancestral land of the Oamjud and Ekimoam people who descended from the Hohokam and have inhabited these lands since time immemorial. The Oam whose name translates literally to people are a vibrant culture in communities founding countless generations into the past, continuing to thrive in the present and carrying a powerful legacy for generations into the future. With this acknowledgement, the Kraton School District formally recognizes that the traditional care and keeping of these lands by indigenous people is an aspirational model of community stewardship that we are committed to honor with practices, policy, and human relations. And with that, um, Dr. Dupin, do you mind leading us in the pledge of allegiance, please?
002I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. That brings us to 1C, which is roll call. We have all board members here, Miss Ays, Miss Gibson Mcclean, myself, Mr. Jones, and Miss Marquez. We want to welcome everyone to tonight's meeting and remind the audience of the request to address board. Cards must be completed and submitted to the board secretary if they wish to speak to an agenda item. Board policy provides for two cards, white cards to be submitted in order to speak to an agenda item and blue cards to be submitted in order to speak during public comments. Due to the open meeting law, board members are not allowed to
003address items that are not on the agenda and that's prior policy BEH. And that brings us to approval agenda. I move the governing board approve the agenda as presented. May I have a second? No, we got to pull um item L so that we can approve it as that's not approval of consent. I'm approving the agenda. Oh, sorry. I'm tired. Right. It's okay. But um wait, wait. Aren't you going to remove the table items 11? There was something. I knew there was something. Yeah, we're going to table it the Oh, yeah. Yeah. Yeah. You're talking about 11 A and B. Okay. So, I move the governing board approve the agenda as presented with the exception of tableabling items L A and B. L no not L. Just A and B. 11 A and B. 11
004A and B. Second. All those in favor? I I Any hearing? None. Motion passes. All right. And that brings us to governing board reports. Miss Ays, I'll go ahead and start with you. All right. Good evening everyone. Um, I just have a few things. Um, we went to our NSBA uh, conference and um, so I just wanted to talk about a few of the things that um, I got out of this one. Um they had a lot of things um about uh public schools and how to have family and community engagement um which I went to a couple but I think we do it better than what they had there. So I think we're really good about that. So um those weren't the best. Um but my favorite one that I went to which of
005course is um public funds for public schools. um talking about the um adoption and expansion of um vouchers and NEA was the uh people that presented this. They always seem to be my favorite ones. I don't know why. Um that was being facitious cuz I'm a member of NEA. Um so a couple of things there. Um they were talking about how we use our words and that they matter. So making sure that we call them vouchers instead of school choice. um because some people of course don't have that school choice. Um and then the one thing that they wanted us to to think about which of course I I'm sure all of educators have thought about is um what accountability and transparency measures should be applied to private schools that accept vouchers. And of course
006I think most of us just want the fairness. They should be tested. um they should receive the same kind of funds that we do if they're tested and they should accept everyone on their campus instead of picking and choosing. Um and then of course uh countering the perception that private schools are better than public schools um because they are not on equal grounds. So um that probably was my favorite one. And then the other thing that I really liked was the keynote speaker on Friday. Her name was Melissa Stockwell and if you watch the parolympic, she is a parolympian. Um and her story was just amazing. Um she went to the Iraq war. um and she ended up losing her leg and so um she talked about like her struggles and her choices because she
007always wanted to be an Olympian and um you know she had a hard road ahead of her and uh she was just really inspiring and so I really enjoyed her. Um and then um here the other thing that I want to talk about um so I would like to begin sorry not begin but continue my board report by addressing um the emails that have been sent our way. I want to start by thanking the meet and confer committee members who serve. I have been serving on my interestbased negotiation team for um several years and I know it's hard work. I appreciate you representing your constituents. I believe in what you're doing and so much so that I pushed that the meet and confer policy be put back um that it be reinstated back into a
008policy. I wanted to clarify my comments made at the last board meeting. As you all know, I have a broad perspective of many issues uh in education. I have taught for 24 years. I have served as a union leader for 15 years. I uh as president and vice president. Uh I serve have served on this board for four years and recently my district has been um thrown into utter chaos due to a board not holding their one employee the superintendent accountable and believing everything that was uh that everything was financially okay. It has been stressful and heartbreaking. So my comments revolved around that issue. As a board member, we have to educate ourselves. We attend trainings. We have one-on-one conversations with Mr. Man and we have executive sessions like we just had um to ask
009questions and to make sure we have what we need to make clear decisions. I do not want or wish any district to have to experience the takeover of a state receiver. The people that receive the consequences are not the ones who caused the problem. Part of our job as a board member is to be fiduciary. Saying that, I have always agreed to the recommendations of the meet and confer team because I have done my due diligence as a board member to feel certain that we can afford its recommendations. Raises are never enough and they never have been enough. Educators should not have to live paycheck to paycheck as we are professionals and deserve professional pay. I wish our state and the country government valued it as such and I hope that clarifies where I stand.
010In the future, I highly encourage the union leaders start reaching out to us again. I think this is important because we can work together to learn what is happening on your end and you can learn what's happening on our end. We should be working together as we all have the same uh goal which is making sure that our students receive the best education possible. And that concludes my board report. Thank you, Miss Gibson. Mine. Um, well, I thought about if I was even going to say anything to clarify my comments at the last meeting. I thought I articulated pretty well what I was trying to get at, and I'll just say it again, which is that all I'm looking for and whatever is brought to the table is an articulation of how whatever it is
011is being asked for relates to our goals and guard rails and what we're doing with SOFG. Literally just an articulation. the same way you articulate a lesson that gets you to an objective you've written on your board. It's literally the exact same thing. And so that's all I'm asking for. I'm not trying to steer you in any one direction. I'm just asking for that whatever's presented to me, everything is tied to something that has to do with um improvements in our district with relation to our goals and guard and and measures and and student outcomes focused governance. That's that's all. And I think there's a way I'm not saying that that that excludes anything. I think there's a way to articulate a lot of these things. I'm just h asking for that at the table
012when it comes. That's all. Um and so that's what I'll say on that. I think that's ex pretty much what I said last time. I'm just saying it again. And in no way do I intend that request to mean that I don't support the policy or I don't have a commitment to meet and confer. I'm just asking folks to articulate. Sorry, I'm used to court mics literally picking me up like breathing. So, um uh so yeah, that's all I'm asking for is articulation of how these things align with our goals. I don't need an essay on it either. Um lastly, uh we had one we had a a student conduct committee meeting last night um preparing for the presentation to community council coming up. We have a whole host of policies that are ready to
013be reviewed by the community and then in turn by legal counsel and the anticipation is then to get them presented to the board. Um we also uh had a discussion about um the proposed policy that we had that I had asked that we take back to the committee and so I think uh the proposal for that will just be an easy like name change so that it doesn't interfere with any of the other policies. I'm hoping that our process uh worked as well as last school year and we don't have a ton of um uh fixes by legal counsel um and that we can just move forward. And then you know there are quite a few policies we didn't get to again because I think we are just taking our time and trying to be
014uh trying to do our due diligence in this work and and I say we I mean Jay and I just provide comment. we're not actually doing any of the work, but um I think the committee is trying to do their due diligence and so I'm fine with the pace that the things are going at and um I hope that um that the board may consider in the future. Well, I guess we'll find out if uh if we would continue this work again for another school year and even possibly move on to some other policies. Um sorry, other than that, I don't think I have anything uh right now other than you know it's what 40 something days left it's it's the it's the it's the home stretch you can do it you can do it
015thank you miss Gibson Mr. Jones. Um, I'd just like to thank Superintendent Man for the open communication and uh rapid uh response to some of my questions about the consent agenda items and being able to quickly get me on the ground at Lomol Linda to look at something in person and uh you know less than 24-hour notice. So, I just want to appreciate that. I'd also like to thank you for being here. Uh, it's nice to see an almost full house. So, next time bring a friend. Let's get it all. Let's get every seat taken. But other than that, I have nothing else to report. Thank you, Mr. Jones. Miss Marquez. Good evening, everybody. And yes, it is nice to see lots of people out here in the in the room. Oh, can you hear
016me? Okay. All right. Um so again to to kind of address what was touched on today, I you know I want to thank those who did send an email um to us and um you know I did my best to answer and also again like if my words or my comments that I had said at the last meeting in any way insinuated um that I was dismissive of the meet and confer process, I want you know everyone to know that was not my intent because I totally value everything that our teachers do. And I think I might have said it before, like if I could, you know, throw thousands of dollars each of your way, I mean, everyone does, y'all really deserve it. Um, you know, unfortunately, we're in a climate where at the state
017and federal level, we're we're just strapped on on what we're able to do. Um, so and you know I'm uh looking forward to to what gets presented to us from meet and confer. I know you guys are working hard at it and and everybody's given some great input. So um we'll see what what's presented. Um aside from that I want to report back on March 26th I attended the all in education um roundt. So this the this was a meeting of um education leaders, people from other school districts, foundations, different organizations um who to get together and just discuss like what could be coming down the line with the department of education being dismantled. And I think part the consensus was that equity and access is definitely going to be affected. Um we can count
018on that. Um, another thing we got out of that is that um, for education, educational leaders, we need to get become really good at coalition building. Um, so whether that's with other foundations or nonprofit groups within school districts really, you know, school board members forming bonds and connections with other school board members so we can provide, you know, at least have some kind of a unified front when as we're getting bombarded with everything from the national level. Um, and then the other thing that I think was really important and is something that we can all work on is communication. Communicating with our communities, with our families, um, about what the district's doing, about what we need help with, about how they can support the children, about how they can support education. Um, and so that's
019something that is on the forefront of my mind. You know, I'm already thinking about, you know, maybe we're gonna have to go doornocking this summer and try to get more kids signed up in our schools, you know. Um so just different ideas along along that line. So that's what came out from that. Um I attended last week the registered apprenticeship program which was um put on by uh the Arizona office of economic opportunity. And so there were some great connections made there. Obviously registered apprenticeship are more on an adult level but there's no reason why they cannot be introduced at the K to8 level. So whether that's through bringing an apprenticeship or job fair to our district or having more career days and introducing kids to hands-on um apprenticeships and and opportunities outside of you
020know I guess to say college not unfortunately you know not not all kids are going to go and some might not even want to but guess what you could still get a good job getting a registered apprenice. ship. There's plenty of fields that that need, you know, skilled skilled workers. So, I'm getting them started on that. Let's see. And and then I started the Save Our Schools fellowship and that I'm looking forward to what comes out of that because there's a lot of school districts around the state involved with that um schoolboard members and again providing kind of a unified front um against what what could be coming our way. So that's it. Thank you, Miss Marquez. As a member of the Crane Governing Board and as someone who cares deeply about our schools, I
021want to first to say thank you. Thank you to our teachers, to everybody that's here, our support staff and families who show up every day for our students day in and day out. I truly do see your dedication and I see the impact and I honor the love that you have um for your job and the way that you pour into our schools and our students. My commitment has always been rooted in student success and that commitment includes supporting the adults who make the success possible. When I raise questions specifically about compensation structures like automatic raises, it is not a reflection of how I value our educators. Quite the opposite actually. I value you so much that I want to ensure our resources are being used in the ways that truly move the needle for
022our students while also supporting the needs of those doing the work. The truth is is that since 2015, our district's third grade literacy rate has remained at just 13%. Despite increased investments in compensation and stipens through the years, we haven't seen the kind of student progress our students deserve. That's very hard to say, but we have to be honest with ourselves, and we want things to change. It's not about blame. It's about finding better ways forward together. As we face financial and political headwinds, I believe we must get creative and strategic. That could mean offering targeted stipens to educators and administrators who are helping us accelerate student growth. It could mean prioritizing races for those employees who are furthest from economic stability. staff who are underpaid and are under overburdened. These are ideas, not mandates.
023The um but they reflect a certain mindset. The mindset that we can honor our educators and also pursue stronger outcomes for our students that at the end of the day, every single person in this building is here for. I will always listen and I will always advocate for solutions that lift up both our people and our students. Thank you for the passion, heart, and humanity you bring to Kraton. I am proud to stand by beside you. And that brings it over to Mr. Man's superintendent report. Thank you, Madam President. Um, other than a great appreciation for all of our staff, um, I know, um, someone mentioned we're in the the final stretch here. I know spring is hard. It's sprung. It was a full moon yesterday. Um, but I think we experienced the full moon
024yesterday. Um, and uh, now as the weather gets warmer, you know, the kids become a little bit more antsy. Um, and it gets a little bit more challenging. So, thank you all for all you do each day. and um thank you for doing it here in Kraton. And that's all I have for tonight. Um I just don't have the cheat sheet on here. Did we not add it for student outcomes? Okay, let I need it real quick. Um go back to the last Yeah, I I am sorry. No, it's okay. Okay, perfect. Thank you so much for your patience. That brings us to our next agenda item, which is our student outcomes focused governance update. In the fall of 2023, Kraton School District adopted a student outcomes focused governance SOFG framework to ensure a focus
025on improving student outcomes. Student outcomes focused governance framework is composed of six research informed competencies. Its vision and goals, monitoring and accountability, unity and trust, guardrails, communication and collaboration and continuous improvement. With that um we took this journey and now we will be discussing some of our reports in our progress monitoring. You may ask what is progress monitoring? Progress monitoring is a conversation between the school board and superintendent that provides boards the opportunity to evaluate the alignment between the community's vision, which is basically the goals towards the student outcomes, and the school district's reality, the current student performance or growth. While student outcome goals and current student performance may not match perfectly, it only becomes problematic when there is no evidence of student growth and progress. And even if students aren't yet growing and making
026progress, that's only catastrophic if the superintendent does not have sufficiently aggressive strategies in place for increasing growth and helping students make progress. How is monitoring beneficial, you may ask? In addition to clarifying student and superintendent performance, monitoring when done well confers several other organizational benefits. We lead by example. What happens in the boardroom is more likely to be echoed in the classroom. Board behavior sets the culture for an institution. If board members want a culture where teachers are open and reflective in their craft, the set the stage for that by demonstrating what it looks like for the board and superintendent to be open and reflected, grounded in student outcome data. It clarifies strategies. It communicates expectations. It creates formative evaluations. And with that being said, I will turn it over to Dr. Dupin to go
027or the team to get started with our progress monitoring report. Thank you very much, President Creo, members of the board. If we could have our team join us. We can skip introductions. I think everybody knows everybody at this point in time. This is progress report three on goal four. As a reminder, goal four is to increase reading proficiency for all third graders. The goal is that the percent of third grade students that score proficient English language arts will increase from 18% in August 2023 to 41% by August 2028. With this goal, we have an annual target for the current year. The annual target is that our third grade students that score proficient on double ASA will increase from 17% in August of 24 to 22% by August 2025. We also have three current measures designed,
028I'm sorry, two current measures and an interim measure designed to measure our progress within the year along the way. Current measure 4.1 is that the current the percent of third grade students that score proficient on the DNA English language arts benchmark assessment will increase from 3% in August of 2024 to 10% by May of 2025. This unders this current measure underscores the importance of the post tests and they are more important than they have ever been even though we've done them in prior years. So I just want to put that out there. Post tests very important uh as relates to our current measure. Current measure 4.2 is about focuses on the percent of third grade students that pass the fastbridge a reading screener and increasing that percentage from 8% last May to 20% by this
029May. And Dr. Dupin, um, once again, can you remind me the difference between the DNA and the FastBridge? Absolutely. The DNA is a benchmark measure of standards attainment, the Arizona State standards. The FastBridge assessment is a screener of literacy skills, the building blocks that are necessary for the standards to be achieved. Thank you. And then just interum measure 4.3, the percent of kindergarten students that score at or above benchmark on the FastBridge literacy screener will increase from 11% in August of 2024 to 18% in May of 2025. So we're looking at um ultimately three sources of data. Tonight's report will focus on the DNA assessment and the FastBridge assessment. we continue to monitor. So, as a reminder for current measure 4.1, the data that we're speaking of this evening are um representative of interim benchmark
0302 which was taken again Sarah Beth when what when did we take benchmark 2? It was J December. This is December. So, a lot has happened. January January. Okay. So a lot has happened since the benchmark was taken but these the data are for our report today. So we continue to monitor by school and by subgroup we are starting to see some variability open up across the different schools during the course of the year. So in our analysis of current measure 4.1, what we've observed is that the 2425 rate of third grade students scoring proficient on IBM2 is greater uh than the rate of is greater to the rate on the pre-EST and IBM 1, but less than IBM2 scores in 2324 and 223. To reach current measure 2.1 by May, we need to maintain
031the percentage of students scoring proficient from IBM2. In the 2223 and 2324 school years, the percent of third grade students scoring proficient increased at least 9% between IBM 1 and IBM 2 and decreased 1 to 3% between IBM 2 and the post test. If past trends repeat, we will reach our goal. We are currently on track to reach current measure 4.1. data. Again, we continue to monitor our students and subgroups across all schools. So, a couple of notes about the analysis because we're really digging into a data set that we haven't used as often. So, as reminders and Dr. Pombo, Miss George, please feel free to jump in here. These are important data and I don't want to misspeak on any of them. um only one full year of data is available because this is
032a new assessment. So it's we can't go uh distant into the past. Um the discrepancy between the 8% reference in goal in the goal and 13% shown on the graph is due to a correction in the data previously entered. So we're always going back to look at our data sets to make sure that we have it right. Sometimes we notice things and we correct them along the way. So the winter 2425 rate of third grade students at or above benchmark is 1% higher than it was in 2324. The percent of third graders at or above benchmark did decrease from fall to winter this year. So from the 22 to the 19 there we did see that that slight decrease. The number needed for a passing score, and this is important on these screeners, the number
033needed for a passing score increases each screening window. So the the mark for for proficiency goes up because the assumption is more teaching and learning is happening. Therefore, the target gets higher. So it's so it gets harder too, harder as the year goes on, more reflective of ideally the teaching and learning that's supposed to happen over the course of the year. So a decrease in students passing does not necessarily equal failing student scores, but it does mean that our students are not increasing their scores at the rate necessary for end of grade level proficiency. If you see that happen. So to reach interim measure 4.2 by May of 2025, we need to increase the passing rate by 1%. So our May measure is 20%, we got to 18 in the winter. We are currently on
034track to reach current measure 4.2 and then I'll speak briefly about 4.3 which is our K our FastBridge winter screening results for our kindergarten students. Again only one full year of data is available because this is a new assessment for us. The 2425 fall and winter rates of kindergarteners at benchmark are higher than they were in 2324. This school year, the percentage of kindergarteners at benchmark increased 6% from fall to winter. To reach interim measure 4.3 by May, we need to increase the percentage of kindergarteners at benchmark by at least 1%. The scores needed to reach the benchmark continue to increase as I mentioned before. So student growth needs to match or exceed norm referenced growth rates to continue reaching our goals and we are reporting that we are currently on track to reach interim
035measure 4.3. So the work that's being done focused on inputs. I'm going to let the team jump in and take it from here. So I'm giving update on our inputs. So we have the same inputs as our previous reports just where we are with each one. So, under professional learning, um, our input was 80% of K8 English language arts teachers will have engaged in training for the new intervention materials by September 30th, 2024. Um, they were given at least three opportunities for training were provided and 72% of our KA ELA teachers complete at least one training and 56% of them have completed all the trainings. Um, and to help offer more support with the training, in February and March, our coaches offered small groupoup training sessions during prep times to identified teachers. Our um, other
036input was for our 27 K3 ELA teachers and two literacy and language coaches will have engaged in four professional development sessions from um, from an outside consultant, which was Heidi Kossky. Oh, no, no, that's not Heidi Koski. That's Teach Daily. Never mind. um and how to implement small group rotations for small group intervention by May 23rd, 2024. Kraton will provide early literacy courses from AD approved vendors that qualify for the 2028 Arizona K5 literacy endorsement. So um 18 of the 20 seats were filled for letters and five of the 18 seats were filled for AIM pathways funded by competitive AD grant were filled. Dr. Pombo, I have a clarifying question on this. And the 18 of 20 seats, what do you mean by that? That we had 20 seats seats available in Kraton and only
03718 people chose to do it or was it a 20 cohort in general? Like what do you mean by this? We had we had 20 seats and 18 people. So we've this is going to be our third cohort. We've had uh letters cohort one, two, and this is the third one for teachers that haven't had opportunities. So 18 of those 20 were filled. Um is this an option that we're giving teachers? Is there is is there a reason why it's an option versus a mandate? Um because they do do it like on their own time on Saturdays and um previously with the ESSER funding we could pay them for their time on Saturday but now we can't. So they're just doing it on their own time professional development to get their um endorsement. Okay. Thank
038you. Um and then the instructional materials. Um the only new part is where the arrow is. So December by December 2025, 54 of our 131 K8 English language arts teachers completed the winter implementation survey of the respondents. So this is how many teachers are using our 95% group. So 40% said 54 of the teachers that responded, 40% of them use materials three to five times a week. 30% use materials one to two times per week and 30% have not begun. Um and the materials we're talking about is a 95% group which is something new this year for our tier 2 instruction. And we had SIPs before for a K8 for our tier three instruction. Um any questions on instructional materials? The only other question I have is you have a certain percent that hasn't even
039touched it. What are you guys doing to ensure that student or the teachers or staff is actually using the source the resources that they have? So we have offered we offered training before school started and throughout the school year and so not everyone has been trained. So our coaches have been what like I said before given um more support and small group training to give them training on the 95% group. So continue to reach out to those teachers and give them training during their prep time. Got it. Thank you. And then the last one is our family engagement. This is the same as before. Our quarter 4 is going to be this Thursday. And so our goal um has been 250 uh families, 250 um students represented to be at our family engagement night. Um,
040so those are our inputs and then Sarah Beth is going to share share our outputs. So we've been talking to our Sorry, you may I just I hate interrupting, but um you may have said it on a previous night when we covered this goal, but um are you saying 250 total unique students throughout the year or at the next quarter four? Just to clarify for this family engagement goal? At the quarter. At quarter four. Oh, okay. So we had originally 135 and then we did 189. So our goal was 250 but the last one um 99 we think we attribute that to the inter im immigration it was right after that that that's why we had 99. So we're trying to um well Sarah Beth and Mr. Carbajal he's in here too are reaching out
041to get families to come to that quarter 4. I was just curious what what kind of incentives if any are there for the families to come. I'm just curious. Wait, say that again. Like if there's any incentives for the families to come or what's the draw? I know like the the children are inviting their parents to come. What are some other strategies? Um so this round our teacher facilitators, they brainstormed different ideas. And so I don't know exactly what they're all doing, but the ideas that they shared that we prepared invitations for students to decorate um so that they sent them home. We have additional reminders that are going home like the younger kids can have um sticker reminders that go on uniform shirts. Cool. So in terms of incentives, I think the incentives really
042are come learn strategies. Um we have bilingual English Spanish uh picture dictionaries that we've been giving to families who come. Um, and we've always each event offers a strategy and materials for them to take home and use at home. Cool. Thanks. So, next we're going to share our output data. So, um, this is our street data from people that are participating in all our inputs. So this first one references the input of the 27 K3 ELA teachers and the two literacy and language coaches um engaging in devel uh professional development sessions on how to structure and facilitate small groups during the school day so that teachers are able to pull small groups and actually implement that tier 2 intervention that we were referencing before. Um so there really are two pieces supporting teachers in implementing
043that intervention. One is training on actual materials and the other is training and support in facilitating small groups so that students are independent at their different stations in the classroom while the teacher has a targeted group of kids that they're working with. I was going to say do you think that that 30% have not touched it has something to do with that? Um it it is I think a mix. Yeah. So in some cases the teacher we do have a lot of new teachers, right? We've that's something that we've addressed or we've talked about many times here and it is a very challenging structure to implement when you're new in education. It took me three years before I was able to run small groups in my classroom successfully that involved things other than students coloring
044and running around the room while I was working with uh my small group of intervention students. So that is absolutely part of it. Another part of it um is being comfortable with the materials and having training on the materials. So, um, one of the things that we'll reference a little bit later is that our the the amount of hours required for the training was extensive and we were not able to offer all of that training during contract hours. So, we did offer it outside of contract hours with compensation. And even with the compensation for teachers, it did limit the number of teachers that were able to participate in the training. And um one of that was something that came out in that survey when it said um when we referenced that um 41% of our
045teachers completed the survey. One of the very common things that they referenced was even though there was compensation offered, it was incredibly challenging to participate in that training of hours. Is there um a way I mean what are the total hours that it takes to do the training? Do we know roughly? It depends on the grade level. So, anywhere between three hours and I think like seven or eight hours. Okay. And and I I'm just throwing out there like ideas on being creative for you know small groups at a time with sub like whatever coverage whatever we got to do if folks because I would want folks obviously I'm not going to feel confident right out a curriculum I have no training on. So absolutely. And so um one of the the things that we
046added after that the full training really was offered through September 30th and then in February and March each of our coaches offered days on their campus when they were pulling those smaller groups and a lot of the feedback was that oh my gosh this really isn't that challenging. It is a scripted program. It really was more of the like uh it's just one more thing. I just need somebody to sit with me and go through it. Even the people that attended those trainings, much of the feedback indicated that even the people who attended the trainings still felt like they needed somebody, one of their coaches or a co-teer just to say like, "Let's sit down one-on-one and look at it." And once they did that, their confidence increased. And so that survey is going to
047be sent out again at the end of the year. we hope that the interventions that we've provided will increase that um usage rate. And so then the the other side uh so we have the first side that that piece of being comfortable with the materials and then the second one is being able to facilitate small groups in the classroom. And so actually uh Miss Stanford and Miss Soloro are our two language and coaches who are participating in this training. Um and so we've completed three of the four sessions. The fourth session is actually tomorrow for our district professional learning day. And so what we see from the feedback from the teachers who have participated um is that the majority of them see that their fe their participation will positively impact the student learning which means
048that they'll be able to implement it in their classroom and it will hopefully then increase those numbers of implementation. and then I'll give you a minute to read um some of the feedback. So, the prompt question on the survey was, "What new learning are you going to incorporate?" And these are some of the highlights. From this we really see that or how helpful it is to be given and trained in explicit strategies for teaching students to how to be independent while the teacher is working with that small group of students. And I just wanted to share why this is so important because we talked about this earlier how the kids need to be do most of the work most of the time. So when they're when the teacher is working with a small group, we
049really want them working independently on reading and writing and practicing before it's their opportunity to go to the small group with their teacher. And that's the only way they're going to get better at reading and writing as if they're practicing that independently. So So that was street data from the teachers who were participating in the professional development. And then we have street data from our third graders. And this was a survey uh with data collection dates between the end of January and the beginning of February. We had 345 of our third grade students respond and these are some of the highlights from that data. So the question that that bar graph shows are how often do you learn to read which is that purple color. How often do you practice understanding what you read, which
050would be comprehension in that darker blue? And then in the teal, it's how often do you practice writing? And then when we look at the two questions, um 48% enjoyed reading their reading and writing lessons. About the same percentage of students said they kind of do. Uh it actually was heartening to see that less than 10% don't enjoy their reading. Like there there definitely is joy. And one of the primary things that primary teachers really enjoy is teaching the love of reading. And I think that this shows that many of our students are learning that joy of reading as they're learning how to read. And then this is interesting with the question of do you want to change your reading and writing lessons? A quarter of our students indicated yes. However, when we were listening
051to their responses, um they actually didn't they we didn't have a lot of responses indicating what they would change. So, the next slide shows um some of those student voice recordings and the the highlights are really that they wouldn't change it. So, that it was was interesting when they were prompted like, "Okay, tell us what you would change." We didn't get a lot of examples from the third graders. These are so sweet. I know. I love the kids. And one thing when we select these examples to highlight, we really are trying to not just cherrypick the best ones. These we're trying to look for ones. We're trying to pick the ones that represent the themes from across the comments. So for what that's worth, these aren't best of the best, right? And the the other
052piece of the student data is we have um our student congress feedback. So that's our middle school students who participate in student congress. And I know four of the five of you were able to join us when we did have that session with the middle schoolers. And so that this is um these are the highlights from that that day and two of our presenters here. So overall, the two of the major strengths that came out of the the student feedback was that students really appreciate talking about their learning and finding it helpful to they find it helpful to collaborate and discuss with their peers and that they really do engage with each component of literacy during their English language arts instructional blocks. So we our coaches taught them what are the components of language of
053English language arts and what really should be happening in your class and they really did indicate yes those things are happening. One of the the major trend trends that came out in terms of things um to work on is really that study sync is not being used as effectively as students would like. They feel overall that they are not being actively and collaboratively engaged in their learning. Um they really feel like study sync which is our adopted resource for middle school language arts. They feel like they're just being assigned the tasks rather than taught how to complete the tasks. And really as a as a coaching group when we were reviewing this data, we really felt like the student responses really do match our observations and also the the conversations the content of the conversations
054that our coaches are having with teachers. So this really is while it's not it's it's not positive and it is something that we need to change, it is something that we have been working on and that we were aware of. So it w it is always nice when the students really are seeing the same things that the teachers and the coaches are seeing and we know that our observations when we go into classrooms are very small snapshots of what happens throughout the day and the students are the ones that are there for the full day and they have the full picture and their full picture is very congruent with the observations. May I ask a question? Sure. So, at what point, I guess, do we start making changes on maybe this isn't the right thing
055that we should be using? If we're seeing observations and we're hearing students, like how much do you allow time to go by to continue in that? Does that make sense? Like, when do you guys say, "Okay, we've seen the observations, we heard, maybe it's time for a switch." At what point do those conversations start or what is it that you guys are looking for to lead into those conversations? I have a clarifying question for you. Was it when you say make the switch, are you referring like for example study like a different or anything in general? I I just this question prompted because I saw study in sync but I've heard you know in other cases that maybe a certain fast bridge isn't necessarily the one for Azella, you know, for our multilingual learners or
056stuff like that. At what point do we start pivoting knowing that certain things aren't working and they haven't been in the past? Yes. So Dr. Dr. Pombo can talk a little bit more about the cycle of resource adoption. So I know that right now we are in a cycle of renewal and so we do have a couple more years left of our renewal and I know that there so we just adopted science for example and prior to science we adopted a new resource for math. So, in terms of the line of content, we're coming closer to that time for Can I jump in real quick? Language arts. Yeah. So, and correct me if I'm wrong. In our analysis of this, it wasn't that students didn't like study sync or they didn't think it was worth
057doing because they did talk about the like the quality of the of the literature and the things that are presented. It was more about the experience of use. So, I think our trigger would be if we started to get a lot of feedback from kids that like that were just like flat out this is terrible. There's nothing or or very little that's good about it. So, we're looking for the like the question in our minds is can we still take action to improve this? Right? and and as long as we believe there's still a way to take action, so to create more structures for engagement, which ties to the guardrails we'll talk about, if we see that and we see kids starting to get more into the use of the material, then we'd be on
058the right path and we're still seeing that. But if that wasn't visible, then we'd be looking at how to cancel that contract and try to go with something. And that's kind of I know I use study sync, but I use that just cherrypick that because it's in here. But that was my ultimate question, right? I know that sometimes we go into contracts of two, three, or certain years of a curriculum, right? But if we're seeing actively in year two or of that five that we're not, I just wanted to make sure that we're not just sticking to something because oh well, it's 5 years and we already spent the money. Like if we really do have to pivot somewhere, I would that was just my question for you guys. like at what point do you
059say well I know we have three years left but also we're not getting the results that we need based off of our goals. Yeah, I was just going to jump in and say we have we have shifted tools even if we're mid contract in the past. Um I'm aware of a couple of examples. Um and we've also at times been on very limited contracts. So one of the best examples I can give is there was a big debate two years ago when we were moving to Renaissance and to the Fastbridge um product line about whether because it also serves some other purposes whether we should keep the existing tool set that we had. And so in our in our leadership council we had a pretty deep discussion about the advantages and disadvantages of keeping an
060additional tool set. and it was ultimately decided that it was better to move away from that additional tool set and go all in on the new tools. Um but there you know it is not it is not uncommon in my experience in other districts and I think even previously here that we've held on to some of those older tools and they've slowed adoption. So, I I feel like what I'm seeing from this team, um, from our principal and director leadership team, is they're really trying to be intentional about let's make sure that what we have is working. Okay. But the other piece that I think is really important, and this came up a few minutes ago when we were talking about um the reading interventionists and the and the and the um new tool sets
061that were acquired this year. I think we need to be really cautious about determining that something's not working without digging deeper into it. So, you could have, and I'm not suggesting that this is a good idea, but you could have a couple of years ago made an argument, well, when we look at our reading data and we look at the fact that we have reading interventionists, that reading interventionists as a practice is not effective. But then when we drilled deeper, what we found is we haven't given them new tools in quite some time. There hadn't been any professional development in quite some time. So we the the choice was made. Let's leverage what we have and let's bring in these tool sets and this professional development. So, we're really I what what I'm very appreciative
062about this team is there seems to be a lot not that not you know saying anything bad about what's happened in the past but in in the last couple of years there's been a real focus on braiding the selection of the tool the professional development that's provided and the support that continues to come in behind that professional development to help make sure that people are successful. And so when you couple that also with the fact that we have um the learning locks and then we're also corroborating data from feedback from survey data from our teachers and our students. Um we're really able to triangulate much more accurately where the problem might exist. So I honestly would say and and correct me if you think I'm wrong Dr. Dupin 5 years ago, I don't think we
063would have drilled down to the point to find out that perhaps regardless of study sync's own effectiveness that perhaps it's not being used to that level of depth, right? And so, but now because we're asking those questions, we're actually discovering those things. And so, um, that is an exceptionally long way to say it kind of depends on what like what we've uncovered, right? So, if we've uncovered we've missed a step. Um, one of the accusations when I was first starting as superintendent was that perhaps the administration hasn't done a good enough job of making sure that we're putting the right supports into the environment, right? And so what we want to do is we want to make sure that we're determining what is it that's missing and then we're we're making the fix there. And
064this student outcomes focused governance process with the progress reports puts us in a position to have to answer questions like this which actually also causes us to dig deeper and look more closely. So sorry to drone on for so long but no I I think that's good. I just wanted to add because um um Miss George also said this too that what the kids are saying is what we're seeing in the learning walk. So the curriculum is not being used at the level rigor that it's intended and then also we're not seeing the engagement strategies when they're using when they're teaching the standard and using the resources. And so I don't know if we could say that it's study sync or that we just need more support in engagement rigor and planning. Right. Okay. That
065answered my question. Thank you. Yeah. And one of the things that we really work on with new teachers and it is really learning the difference between curriculum resources and instruction. And our curriculum is a set of our our unit guides. And it is our scope and sequence of which standards we teach when they're spiraled and how deep we go. Then our resources are what we use to teach that curriculum. And so study sync really is our resource and then the instruction is what the teacher is doing. And so when we're trying to figure out what's not working, there really is a conversation that needs to happen around is it the curriculum, is it the resources, or is the is it the instruction? And so we we had the the students answered quite a few like
066checkbox questions and then there were also several open-ended questions that we asked them. And one really is one of the things that that came out of this was that they really appreciate those class discussions, right? They appreciate that explicit vocabulary instruction and their options for publishing work. And all of these pieces that they appreciate are parts of our curriculum that are in our unit guides and are also pieces that are supported through our resources. And so Studyync does offer opportunities and guidance to teachers to do these things that are ultimately from our unit guides. What exactly do you mean by options for publishing? Sure. So that could be things like writing an essay, develop like creating a poster board, doing a video. So different modalities to show what they've learned. Give you a chance to
067read their voices. It really echoes those third graders of we like to do things that are interesting to us, right? That's what makes learning fun. And then when we looked at the data and the feedback to find out what students would change, some of the things that repeatedly came up was a focus on grammar and how it helps with writing and things about the grammar wall. And we enjoyed seeing that feedback. it really um spoke to us about the work that we've done in the SEI cohort when they're learning that explicit grammar instruction. Many of the actually I can't even say many I I don't know the answer. I will say some of the students in kids congress are not English learners and so they are seeing in their classrooms the evidence of grammar being
068taught in other classes of kids and and several several students said like I want to learn that I see that in my my room I want to know what it is about I think it will help me with my writing. Um, and then again that that echo in the student voice of just want my teacher to be more involved in the resource that I'm using for my learning. And one of the things that we also talked about is that these pieces that students would change really do align to components in our learning walk rubrics that we'll talk about in some of those guardrail presentations and are the focus of many of our coaching activities even in other content areas. So even our math and science coaches are working on more opportunities to collaborate with peers.
069Time to write their thoughts before they share. And so many of the things that students want to see, we do have comprehensive ways that we're working with our teachers to to have students experience that throughout their day. Okay. So based on what we shared already, what's working is the ind individual follow-up and training with coaches is increasing the use of 95% group for the tier 2 resources. Um using the street data of what students appreciate and want more of during ELA lessons to share with teachers and inform our coaching sessions with teachers and district learning. Uh what needs more attention is we are working well we have been collaborating with our assistant superintendent business and development to align our funding with the SOFG goal and so ensure uh sufficient funding to replicate our SEI cohort
070model next school year for K3 literacy so that's what I was asking for before right so this would be like an internal Kraton thing and not is that what is working yeah yeah yeah this is what's working so what we're going to do is when we did the SEI cohort we had teachers in that cohort that were getting specific ific training on explicit language instruction. We're going to do the same thing in literacy where we have a cohort of teachers that are getting training on how to do the small group instruction on how to do tier one, tier 2, and tier three um reading instruction um and also getting coaching in the classroom and the coaches will get that same training. And then um we're actually advertising right now in the create connection applications are
071open for teachers to apply for that. I think I believe it closes next week. Um, and we were doing an application process because with the SEI cohort, we had teachers saying, "How do I get in that group? How do I get in that group and get that training?" Because you're getting really specialized training, really a lot of coaching from an expert and then also your coach. And so, um, the teachers that have been in that cohort, we see a big difference in their classroom. They get threes and fours on the learning walk. Um, and they are having fun teaching. They're saying it's game changer. So, we want to do that same thing with literacy. Um, And we're also um um adding coaches and uh a coordinator so we can split the language and literacy um
072so that we can have coaches focusing on literacy and coaches focusing on our language acquisition which includes our dual language programs. Um and then we're also just looking at how we can use something possibly something different than the K3 literacy portfolios that goes along with our 95% group. And Sar Beth can explain that more if we want more information about that. That's something we're just exploring and researching. Um and then uh what else needs attention is time for teachers to attend training for the intervention resources is limited. So offering the trainings for compensation outside of contract hours because we want to offer more training for the resources that we have. Um so that's what's working and what needs more attention. Amazing. Thank you so much for that presentation. Governing board members, do we have any
073other additional questions, concerns, any statements? No. All right, that was perfect. I think I asked all the questions I needed to. I think our other board members had an opportunity to. The only thing that I did see here um that I would like for us at some point, I know that we just started is those cohorts that you're saying that teachers are taking it for the literacy endorsements on their own time and they're not being compensated. How we can incorporate that so they're not have an additional thing to do because that endorsement I think is is imperative, right? Especially because it's stuck to one of our early literacy goals. So how we can strategize to not overburden them and making sure that oh now you have this additional thing to do on the weekend in
074order to meet our goals. How we are creating a system here within Kraton that creates that pipeline in here within the resources that we have. And we did um working with um Miss Shapiro we did in part of our SOFG plan like when we have training outside of the contract hours be able to compensate them. So, we have that part of our plan for next year. Okay, cool. And when you're talking about the endorsement, I do just want to add more information to that is that it will be required in Arizona for K5 teachers in 2028. Okay. And one of the requirements of that endorsement is that teachers participate in in training. And there's a list of approved trainings and a and a a certain number of hours that have to be completed. Okay? And
075so yes, in addition to passing the assessment and so absolutely I agree with you and I'm looking forward to figuring out more ways to get that to make that accessible because that has been a challenge like as you've seen we have spots that we're unable to fill because of that extra commitment that's required is um so I'm thinking along because with the PTO I did a lot of fundraising. And I was like, "Okay, can we hit up some businesses and like give us $2,000 so we could pay these teachers, you know, hundred bucks to come in on the weekend or something like are we we can go out and like solicit stuff like that, right? Like as board members or or what's I I mean I don't know. We certainly board members could ask local
076businesses to support the district. I don't know that we really want to put like our PD into that bucket. But I think we have other Shapiro's working with um the team to to find other funding sources that are available that would be more appropriate um for that. Okay. Yeah. And and we typically are looking for in those gifts and donations, things that aren't as easy to fund out of um the types of monies we have available to us. And so, um, we usually rely on those dollars to support teachers in different ways, like beating them since that's, you know, something we're not allowed to do. Okay. Yeah. I was going to say maybe we go get pizza. Yeah. Maybe not, right? And it it's something also to consider is we we apply for these opportunities
077for to create these spots for teachers. The the training costs quite a bit of money also. And so these spots are offered to our Kraton educators free. If they're not participating in what we're offering here, then they are paying out of their own pocket to take the courses. Um and so we we had the partnership with AD. We hope that that continues next year. We're waiting to find out if they're going to even offer another letters cohort. Um and then the the grant where we we said we had the I think it was 18 spots available. Um that is a competitive grant that we are going to apply for again. So once we know how many spots we have available for teachers to take the training for free then absolutely we'll need to figure out
078how to to make it even easier to participate. Okay. Just so I'm understanding it clearly. So, this is a training that in 20 by 2020 we're going to have to have anyways, but we're as a district able to give it to them for free now, but later if they they'll have to pay for it themselves if they do it. Okay. Got it. And and other like districts or other school systems, if they don't have the grant, the teachers are paying for it themselves. And so, I do want to I do want to clarify um compensation outside of the contract hours. We're looking at that for like the cohort stuff if they have other training and then this would be like the last thing if possible because they're already getting that class for free. Yeah. Yeah.
079We're Yes. Got it. And so Sarah Beth, how is it exactly that we have access to this grant that allows us to have letters? So letters is through the Arizona Department of Education. It's a partnership that they have. The AIM course is the competitive grant that we applied for that I applied for through the grants management system. Thank you. It's actually it's something that has existed for a couple of years that I honestly didn't know about until last year. I was like I can't believe we're not doing this. So it was a brand new opportunity um that we were able to offer for the first time and we are I am going to apply for it again as soon as it becomes open in the grant grants management system. And thank you, Sarah. Yes. Thank
080you, Senator. Sorry. They have to apply for these grants which pay for imaginary endorsements that normally a teacher would be forced to pay for. This all seems ridiculous, but it's not an agenda item. Anyway, moving on. Any other questions or comments? All right. Thank you so much for that. And hearing no other questions or comments, I think the team has done a perfect job on letting us know what they're doing and how we need to pivot. So with that, I will move the governing board approve Kraton SOG goal for progress monitoring report three. Second. We have a second. All those in favor? I. I. Any nays? Hearing none, the progress monitoring report passes. Thank you so much. That brings us to our guardrail 2 progress monitoring report and this will be the second one for
081guardrail 2. Thank you everyone. Um I also want to point out we're at the end of that report in your documents we created a glossery of all the abbreviations and things. I love that. Thank you. striving to make the content more comprehensible to our our community. So, we'll continue that practice and I I think we put them in everything, but that is our intention. As a reminder, these reports are published on our website. On our website. Yes. You want if you're out there and you're watching and you want to dig back into this in your own time. Yes. So this is our progress monitoring report for guardrail 2 which is that the superintendent will not cause or allow conditions, practices or procedures that are inequitable or insufficient for students. For guardrail 2, we have two
082interim measures. The first is that the percent of observed dual language immersion lessons that reflect a score of three or greater on the learning walk rubric for curriculum use will increase from 37% in March of 2024 to 45% in March of 2025. Our second interim measure is that the district's access, equity, and inclusion work will focus on anti-racist practices, increasing from zero standardized district trainings for staff as of June 2024 to one district provided training by June 2025. We're looking at two data two data sources. One is our learning walk observation rubric data and the second will be our participation reports in professional development. We're very excited to share this graph or or bar graph. Um the percent of observed dual language immersion lessons that reflect a score of three or higher on the learning
083um walk rubric for curriculum use will increase from 37% of March 2024 to 45% in March 2025. And you can see for um March 23 24 quarter 3 was um 37% and this year 2025 it's 92%. So our goal was 45% and so we reached it with 92% which is awesome. Um on that rubric was for the curriculum resources up um on the top right hand side. So, what we're looking for when we go in the classroom is is a lesson aligned to the creating curriculum unit guides. Is a lesson aligned to the creating curriculum pacing calendar? Those things that um Miss George was talking about. Learning experiences aligned to the desired instructional outcomes of the Kraton curriculum resources. That means like at the rigor of how it was designed and the adopted curriculum or
084Kraton resources and materials are being used to support the learning. Um so to get a a three, you have to have like three of those. to get a four, you have to have fall four. Um, so the percentage of observed dual language lessons at a three or greater for curriculum resources um and planning preparation has increased um by 55% since March 2024 and adopted materials and evidence of alignment to unit guides and pacing calendars being seen with consistency in our dual language immersion classes. So we met our goal. Board members, do we have any questions or comments? Correction, you didn't meet the goal. You blasted it. Wait, I I say that again. Oh, I said correction. You didn't meet the goal. You blasted it. Yes. Blew it away out of the water. Yes, we're excited
085about that. Yeah. Blasted. And we want to take this opportunity since that is the case and we completely agree to recognize the the leadership the staff at our two dual language schools because this does not happen without a very concerted effort and and leadership champions at all levels. So are certainly our principles and the work that they've done to to clarify create and support create expectations and provide the necessary support. And then really, you know, the teachers work so hard with one another. Um the teams at the two dual language schools have really become very collaborative across the two campuses to help make this happen um in some new and exciting ways. And so they're building a a strong and this is my our observed assessment, right? Um a strong community of practice that supports
086the efficacy of our dual language programming. We commend our leaders and staff for that work. I just want to echo that commendation for the leaders and the staff and having had a chance to observe some of this work being done. We talk about the engagement of students. But in order for that to happen, our our our teams have to be engaged in the work as well. and the level of engagement we've seen um from those dual language schools has been honestly some of the best engagement that I've seen at those schools. Um and so really proud of the work that they put forward and we shared at one of the progress monitorings that in order to get the academic results the academic outcomes for our students the learning walk data has to hit and remain
087consistently at or above 80% for all the indicators. This provides evidence to indicate that it is indeed possible. It can be done with that kind of concerted focus across all levels. Our dual language principles are here, right? Oh yeah. Yes, there they are. Dr. Dear and we can celebrate them by inviting them up. Um, was here, but she had a Yeah, I was going to say just as we were trying to mirror our success with the SEI, I don't use all the right semantics all the time, cohort, whatever the hell, um, to the ELA stuff. Do we see some things that we can draw from this DL success to put in other places or Yes. Well, there's one one example from the coaching model is that the coaches at um Builtmore and TCA, they are
088at that school for one week and then they're at the other school the following week. And so some of the other coaches think that might work at their campuses too because what was happening was they were at the school for two days and then two days. And so there was like interrupted work. They couldn't do a full coaching cycle in one week. It would go from one week and then the rest of the cycle would be the second week. And so they changed um their schedule and that seems to be helping and we're talking about replicating that with the other schools um and so that caused more time for them planning. And then also the two schools like Dr. Duper Dupin was saying is that they um have PLC's together virtually with teachers of the
089same grade level like that are teaching you know Spanish or so they have an opportunity to collaborate across the two schools. So looking at having more community practice and teachers collaborating across schools and we think that that is a potential for great impact because you know many of our teachers they're they're on a on a grade level team with one or maybe two other people but how powerful to be able to actually increase your community of practice to include you know more third grade teachers across the district. And so this has been a way to kind of model that. And it's had its I I think our leaders would indicate that it's had its successes and challenges, but it has definitely opened up greater opportunity for that professional community to come together and support each
090other in the effort. Any other comments or questions? All right. Hearing none, I am so happy to see these results. And with that, I move the governing board adopt the Crane SOFG guardrail to park. Sorry, we we've got one more. I'm so sorry. You're right. One more. And I And I'm pretty sure you want us to cover this. I'm so sorry. I was ready to let it happen, but I'm like, there is more. There is more. U our second interim measure for this goal is that the district's access equity and inclusion work will focus on anti-racist practices increasing from zero standardized trainings to one provided training by the end of June. So we've outlined our work that has done has been done so far. Uh we worked with community council. uh our committee worked to
091establish um proposals for services and we really explored a lot of of various options. Um and at the end of the day the the request for proposals process was cancelled because there was really so many different ways to take this work. it became almost impossible for one or several entities even to capture all of the elements that were in the scope of the the scope of work. So we we have chosen instead to provide a this year's training with a com a local entity who is going to support our teachers and our staff in three round three training sessions of one hour each held between April 23rd and May 7th. So our our we're currently working with that entity to shore up the content to ensure that it aligns with our the intended outcomes of
092this interim measure and we are on track to reach this interim measure by uh by the end of by the middle of May this year. Thank you for explaining that because I thought I went to a meeting and affirmed our board's commitment to something and then thought it disappeared and I was like, I know they ain't trying to make me look like a fool here. No. So, I appreciate you explaining that. No, quite quite honestly the the commitment is very strong and the and because the commitment is strong, it's important that the pro that the work be done with great intentionality and I'd like to just give thanks to that committee because they they really worked hard to get that RFP on the street and then when there was recognition that it may not have
093been giving the result that was desired, they worked equally as hard to come up with, you know, an alternative solution based on a partner that they were very confident could provide, you know, what they had heard in the board's guidance and what they had determined as families was needed. And so, um, I I I've got to give a lot of credit to them for their tenacity, but I also want to give a lot of credit, um, to Miss Wizolic, who was on that team and really tried to help keep things moving forward, and to Dr. Dupin who has put in ridiculous amounts of overtime working with both that team and with the partner that they preferred to do this work with us for this year um to try to ensure that we could manage to
094accomplish it before the school year was and that was the other thing I wanted to mention was the ability to still pull something together to get something done which I would assume is going to be still impactful intentional and quality I I hope and I assume is we we believe that to be the case or we would not move forward with it. And of course, as with everything we've talked about tonight and we'll continue to talk about one of the things we'll be doing is assessing the impact and the and the quality and that will then inform the work we do in the subsequent year to continue that work because the intention isn't a one and done. This is just phase one of moving forward with additional work. So in terms of what is working
095for this guardrail overall, we definitely see the increase in the curriculum use in all of those attributes at both dual language immersion schools. Um our coaches are unit planning with teachers to meet the rigor of the standard and the modified uh calendar approach that Dr. Pombo described. Um, we have we did hold hold one anti-racism orientation event back in the fall for community council and a plan is in place to provide staff with training pri prior to year's end. Uh, what needs more attention? Curriculum resources are still an issue in the dual language environments. Um, planning and instruction is definitely improving with coaching support, but there's still a lot of work to meet the level of rigor of the standard for all students. and and you know, we're all we're continuously um working to evaluate
096having appropriate Spanish language resources in the necessary content areas and Spanish language expertise among the coaches and staff so that teachers can, you know, not only have access to good tools to use with the kids, but also so they can have the support they need to understand the standards in Spanish, to teach the standards in Spanish. that's it's teaching is hard anyway and then when you're trying to apply a second language to it it ups the the the challenge uh in some cases considerably. So we're we're mindful of that and we know that that needs more attention. we can do that. Um and then uh regarding interim measure two, creating the time for meaningful student support and inclusive practices training at all levels is challenging, but we have gotten uh and again with the support
097of our principles dedicated time between now and the end of the year to to hold those trainings with our our partner. And that concludes our progress monitoring report for the Squad Rail. Thank you. Um the only question that I do have is because I do see um I was pulling up our our calendar because in this last portion it says creating time for more meaningful Oops, am I on the wrong one? Um you're on the very last right there. Yeah. Oh, yeah. It says that it's going to have a substantial impact on next year's professional development plan. I don't believe we see this guard rail until after new teacher orientation or all that stuff happens. So, my question to you is what strategies or we will the board know some of those strategies on leading
098up to it since we don't see the scard row. Again, what I don't want to happen is these this these words live in this progress monitoring report and then a new employee orientation or next year comes and we still haven't done anything. So, I just want to add some teeth to or how that looks like or if we'll have an update before, you know, June or July of new orientation happens. What does that look like? Yeah, I I So, I'm going to say a couple of things and gonna ask the team to bail me out if I if I wander off too far into the woods here, but um with our guard rails, we typically do two progress reports, and this is the second one. So, as things stand now, there's not an intention to
099have another progress report on this guard rail. Um, but that doesn't mean that we can't come back prior to new teacher orientation to share some of the work that's going to happen in our new teacher orientation. And given how hard this team works on that orientation, I think they'd be very happy to share the work that's being that you know that will be put into it. Um, I don't know if we will have everything. One of the challenges we have is we have the two meetings in June and then that takes place in July and a lot of the work for that will happen between the second week of June and into the month of July. So what we could try to do is schedule something for the second board meeting in June or even
100if it's in a board update. Sorry. And it didn't even mean to interrupt. But even if it's just a board update, I just don't want us to leave things in needs more attention and then we never get a followup on what implementations or what strategies happen to make sure we get out of this space. And then just in the interest of complete transparency. So, you know, one of the things that's that's interesting about the student outcomes focused governance work and particularly the interim measures is the annual targets will remain the same, but we will be submitting new interim measures to the board and my intention is to have those new inter interim measure recommendations developed collaboratively with our principles and directors. So it's not just a couple of us sitting in a room and and
101putting this together. And that work will take place the first I think it's the first week of June. First week of June. Yeah. So um so we've moved up our summer leadership work in order to be able to make sure that we can get those interim measures at least the recommendations of them ready to go that first week of June. That way the board can have them before our our final meeting for the fiscal year is completed. So it is possible that this interim measure will stay the same or similar. It is also possible based on the conversations that we have as a team that it could change. And I just don't I don't know what that will be at that point. But regardless of whether it stays the same or changes, there's nothing preventing
102us from making sure that we continue to update the board on the work as it progresses. So perfect. Thank you for that. We're we're one of the thing one of the tools that we have one of the inputs I that should have been referenced here actually in retrospect is the fact that when we started this work we did not have an an office of student support and inclusive practices. we now have that we have uh support coaches um on board and so now there's a team that's moving this work beyond so there's going to be a lot of detail to add and um Dr. Burgess I want to give a lot of credit to. She even as she is fully invested in helping Li Melinda finish strong. She's been fully at the table through the
103RFP. She kind of came in midway through that and then through all the planning work that's leading to wrapping up this year and moving into next year. So there's a a thread of continuity that's going to provide the support um that the board is is requiring for staff. Okay. I appreciate that explanation. Thank you. Okay. Now, any other comments or questions regarding guard rail to progress monitoring report? Uh, yes. With the Dr. Dupin, the anti-racism training, the entity that was chosen, I'm happy to hear that it's someone locally based or an entity locally based. I think I'm hopeful that'll bring in more community support, but uh why are we not naming the entity right now? Is it we're finalizing something or um the person that the team we're going to work with is the urban
104connection project. Oh, thank you. Any other questions or comments? All right. Hearing none. Um hearing none. With that, now I will move the governing board approve Kraton SOFG guardrail 2 progress monitoring report two. Second. All those in favor? I. I. Any nays? Hearing none, progress um monitoring report two passes. That brings us to our guard rail 4 report two. So guardrail 4 report guardrail 4 is about focuses on the superintendent shall not allow adult convenience or preference to take priority over the academic progress of students. For this guardrail, we have two interim measures. These interim measures focus broadly on the uh learning walk data from across the district in uh a couple of very specific areas that you've heard us discuss learning targets and success criteria. So the the inter measure 4.1 is that the
105percent of observed lessons that reflect a score of three or greater on the learning walk rubric for learning targets will increase from 26% in March of 2024 to 34% this year. Inner measure 4.2 two is that success criteria at a three or higher will increase from 12% in March of 24 to 20% in March of 25. Okay. So, um I know you just read this, but I'm going to say it again. The percent of observed lessons that reflect a score of three or greater on the learning walk rubric for learning targets will increase from 26% in March of 2024 to 34% in March of 2025. Um overall the percentage of lessons that were observed during learning walks and reached the level of three or higher for learning targets increased 8% districtwide from quarter 1 to
106quarter 3. And by the end of quarter three, 45% of the observed lessons reached a three or higher, exceeding the interim measure. Um, so at the top of that graph, I put what our goal was, which was 34%, but we all had 45% um meet that interim measure where we had learning targets at a three or higher. And like we shared before, to be to show growth or um show to improve student outcomes, we need to be at 80%. But for this year, our goal was 34%. So, we're at 45. So, we're excited because we met our goal uh for interim measure 4.1. And again, just as we talked about with the other with with the dual language curriculum use in our measure, this is this growth is due to a significant amount of hard
107work by teachers, uh our our coaches, our principles, our assistant principles who've been supporting this process along along the way. And this uh intram measure 4.2 the percent of observed lessons that reflect a score of three or higher or three or greater on the learning walk rubric for success criteria success criteria will increase from 12% in March 2024 to 20% March 2025. So overall the percent of lessons that reached a level three or higher on success criteria increased um 10%. From quarter 1 to quarter two and by the end of quarter 36% of the observed lessons reached a three or higher exceeding interim measure. So our goal was 20% and and we had 36%. Do you want me to take this one or you want me to What do you want to take this one
108or do you want me to share? Um, any questions? Okay, I'm going to go any questions or comments so far? I'm going to go to what what is working? So um in quarter for quarter three all the schools created action plans and so the action plan implementation um during quarter three all nine schools implemented plans based on quarter 2 learning walk results and a lot of it had to do with learning targets and success criteria. Um they had collaborative support leaders and coaches provided planning sessions focused on standards and the development of aligned learning targets and success criteria. So what happened is when teachers had their prep times, the coaches were available to help them with their learning targets and success criteria. Um and then we added more professional development, coaching and content support for
109next school year. What needs more attention? Um the challenges in many cases application is currently teacherdirected and compliance driven. As our teachers are still learning how to align success criteria with the standards performance, a deeper understanding is needed to effectively communicate success criteria throughout the lesson, ensuring students are engaging and monitoring their own center understanding of the learning target. So right now what we're seeing classroom, they have the success criteria, but in order for it to be effective, the students need to be engaging in the success criteria and learning target throughout the lesson and take ownership of what their success criteria is to reach that learning target. And right now um because our teachers are learning, we're doing professional development on it. They're having coaching on it. They're doing they're doing um what they know
110is which is compliance. But right now we want to get it to where the students are interacting and using it. Um so the focus is beyond compliance understanding of how it will improve student outcomes. Um more practice and coaching support, student engagement, ownership. Students need more opportunities to interact and engage with learning targets and success criteria. Um, thank you. Any comments or questions? Okay, I have a question. Um, maybe you guys can help me understand. I just have a concern on some of the data that dipped down versus going up. What do we have any reason for that or any explanations? Yeah, so I'm looking specifically at page five. the learning target one or success criteria. Success criteria. Okay. That one I see throughout that we have you know going up from 8 to 33rd
111for 56 but then we have certain areas where there's just 7% or they go from 39 to lower. what what is attributed to to that those three schools in particular those schools um that's something that we probably need to work with the leadership team and look at their action plans to see why that the area is not improving there are several different factors that contribute sometimes there are changes in personnel you know we've had folks leave and then new folks come in and then it takes a while to get them caught up Um, in some cases there are there are challenges with buyin and and engagement in the work. Um, sometimes it's just about in all of the things that a leadership team is trying to accomplish in a school, they sometimes prioritize certain activities
112over others. So trying to build a school culture, create systems, procedures for student support. Um and as their professional development evolves over the course of the year, then you see oftentimes then an instructional focus would become more forefront. Um so those are all factors that can contribute broadly to these kinds of data. But I I 100% agree with Dr. Pombo. There are um it's an opportunity with specific school leaders and with our coaches as we think to think about how to impact these data when the trend is is um of decrease. Okay. Um what strategies do we have in place to ensure that they're not priorit or other things are not being prioritized? Right. This is the whole point of this guard rail is the adult convenience part of it. Right. And what it sounds
113like is there's a lot of that going on. Um, so what are the strategies to make sure that we're having individuals in this institution go on the path of aligning themselves to the way that Kraton is going. If I could jump in, I think um the first one is the fact that we're measuring now. Okay. So, um, we really would have no way to even know that this is an issue if it wasn't something that we were digging into, right? So, um, so now now that we're aware that that issue persists and and if you look at, you know, what happened in each of those cases, we we had a concern at the beginning of the year because we saw low numbers. We also saw low numbers at some of the other school sites. And
114so we, you know, we provided support and we saw an increase. One of the challenges here is that if you look for all three of those sites, we saw positive trend mid year. And so now that we see that dip off after the, you know, following the positive trend that causes us to drill in and ask questions that we, you know, if we had seen that trend continue, we wouldn't be asking those questions. But I I do think it's really and I'm just going to be very blunt about this. It is imperative on um district leadership to make sure that these are the conversations we're having with the leadership teams from the school sites as we're wrapping up this year and planning for next year to make sure that resolving those issues and concerns is
115a priority for next year. And so it is it is very likely um that at least for guard rail 4 we may actually come back with the same set of interim measures but just with a different percentage number ratcheting that percentage number up and and there's two reasons for that. One is where we see some inconsistency and concern in the data but the other one is the comment that Dr. Dupin made earlier about how critical it is that we achieve and maintain above 80% in these areas in order to have that improvement ultimately have an impact on outcomes for students. So, so that's and feel free to just because I said that doesn't mean you can't contradict me. So, feel free to jump. I would just add to by saying that a couple of the
116other concrete strategies that we began to use with greater um intensity over the year are with the learning walks at at every session there's a a debrief and then a goal setting for the next time. Okay. So that actually gets written down. We've we've gotten more disciplined about creating structure. Okay. Around. So on one of these slides I think it's it's teenytiny. So in the the middle there, you may not be able to see it, but there's an agenda to the learning walk. So we we district personnel arrive, they meet with the school leader. Um we review several aspects to make sure everybody's grounded in what we're looking for before we go out into the classrooms. That has really helped to level the playing field and sharpen everybody's perspective. Um then we go out in
117teams of two, we come back, we reflect on general observations and then we look at the data highlighting positives and opportunities for growth. So we and we look at this trend um and then create a goal for the next one and that really helps to create an ongoing set of accountability. It also provides guidance to the coaches like you know now we know where we're trying to get, we know where we were. Um and I believe that that strategy of having that tight structure and the engagement with the coaches, the district leadership and the site leadership all will help to create the momentum necessary to to build these um these results. Um they all the we also produce at the end of the learning walk in addition to the debrief and the goal set then
118the the teaching and learning team produces a report for the site leader. Okay. So they get their data we also give them a um like a snapshot of the data by teacher. Oh, so not to the public but to the leader so that they can have personal conversations and personalize the professional development. So I think making the data available having a strong tight collaborative structure around the agenda and then staying tight to that cycle of observe goal set and coach come back observe review goal set. That would be my recommendation for for the coming year. Dr. Pombo has been a is really a a driver of that process and so I expect that that will those strategies will will continue to have impact. But that that is a really good question to go back to
119what superintendent man said like seeing this like okay so how can we investigate this more what do we need to do to support the schools and and drive that improvement and how how else can we um address it? And I'm going to just say this because it's obvious that student outcomes don't change until adult behaviors change and we have data to reflect that. So, um, but I do appreciate you the strategies and how you guys are doing. I just like to know and that's amazing and I appreciate that you guys are on top of it already and creating different targets on how they can get themselves to the next level on moving up versus going backwards. So, I appreciate that. And I would I want to share though that um this is based off of
120800 learning walks. So it's like really good data of how many how many times we've been in classrooms and the team has been there. Um and that's amazing because out of the five years that at least I've been on the board, I've never heard anybody's talk about learning walks or letting us know what's going on or how many have been done or what's going on. So I appreciate that. And the one thing we've discussed that that we would I I would encourage the team to consider for next year is getting to the degree possible maybe getting some teachers involved in this process. So the the de the team that comes out is usually Dr. Pombo, myself, the coordinator that's assigned to the school, the coaches that are assigned to the school, and then the principal
121and assistant principal. the the the opportunity and the challenge that exists with this is the opportunity is because this is very professionally reinforcing. If you look at good data and you're a teacher and you're you know you're working hard to make this happen and you're seeing results that compels more results. If you're struggling to make it happen but you want to grow and learn that also can compel results. So there's we don't want this to be a shame and blame thing. So bringing teachers into it may also help because you know we all listen to we take information from various sources but typically some of the most impactful resources are your colleagues who are doing the same work as you. So if we can get our folks maybe involved in this process a little bit
122to help share the story bring the questions from the teachers point of view that may also help to create an even greater level of momentum than the current approach. So I was going to say it and would have additional side effect which is those teachers that are going out and participating would also get a window into what's happening in other classrooms and that's something that we've had a desire to do um for quite some time and I I need to give kudos to Monav Vista because when I did my tour during my interview process one of the things I observed was Monav Vista teachers doing that where they had teachers actually visiting they had someone covering their classroom so they could visit another classroom and observe it. So, if we could tie that back into
123the learning walk process, I think we would get multiple um orders of magnitude of heal. Why not students too? Just a thought. That's a I think it's a great thought to involve at least maybe the student congress, you know, as long as it's not too disruptive. you know, we had a great experience. Uh it and I I know this has happened at many of the buildings. I'll highlight an example from Linda. Um Dr. Lauren and I I feel like somebody else was with us. Were you with us when we met with the advisory? Anyway, a group of us met with the student advisory team at Lom Linda. And so they actually have like I'm sorry the days are blended. It's okay. Um but you know we had a dozen kids who are it's basically like
124kids congress for linda and they advised on all the attributes that they want to see in the selection of their next leader and so we know that there are student groups on campuses student leadership groups that are growing I love that and could could with some support I think really enrich that process. Absolutely miss Marcus. So this is just um some wondering some thoughts because when I looking at it through my lens when I think about like adult convenience and preference taking priority over academic success um just putting myself in like an employee standpoint or as like a teacher. um you know what what are we doing or or just keep in mind that um w within the schools like you know what what dynamics are there that might be hindering a teacher's ability to
125to um to do the best teach their kids and I guess so I'm trying to to get the point out there properly Um so like for instance you mentioned that the the feedback or the results from the learning walks go to the principal and then that gets fed down. So are we making sure that that information is getting properly to those teachers um in a timely manner because you know it's like yeah you're getting observed that's great and but then if it if it's taking time for those that feedback to get to you or if you're not getting it then that's not going to help you. Um and then also if there's an environment within a school that's not healthy for teachers coming down from the top as far as you know um whether it's
126um how am I going to put this like I I guess what I'm trying to say is what I would like to see when I'm thinking about the adult convenience and preference like let's make sure like it so so looking at like the learning walks It's very um I guess kind of like technical as far as what's being observed by the teachers with the students, but I think we need to look what's like observe what's going on with the admin to the teachers as well because I know like as an employee if you're in an unhealthy environment and you got a boss who might be treating you unfairly like then that's going to impact the job you're doing and so um yeah so I guess you know that would be a whole way I guess
127that would fall in HR just to make sure like are we getting the feedback from our teachers to make sure that you know within their their schools or whatever that you know that some other adults preference isn't impacting how they're able to improve their students learning. So we do have other systems for that and we triangulate that. So um and those are typically uh by survey teacher survey data. So that is something that we look at pretty regularly. I don't know if you want to expound on that, Dr. Lauren. Sure. We have a survey data from Panorama survey and also another survey that's coming or a second round of that coming up. We also do uh stay interview surveys um and that's something that was implemented uh re reinvigorated this year uh based on some
128recommendations from meet and confer last year. And so we also look to have input from the teachers about why they stay and what is it about the work that they do that's important to them and keeps them coming back to Kraton. Is there so on that note is there also like a exit interview survey. So okay there are yeah there are exit interviews that happen it typically it's electronic in nature although there is an option for them to request uh exit interviews through the human resources department. Okay. Thank you. I do want to share one more one more thing. The purpose of the learning walk is a learning experience for the people that are observing learning from each other. Um and it also the purpose is to guide or how we can support the school
129better and support the leader and the teachers. So that's some that's how some of the cohort stuff came out is that teachers wanted more support on how to teach explicit language instruction. Um so PD's um based off of that, coaching based off of that and how we can support the school um with their action plan and what they're trying to achieve based on what we have set as goals and and to go towards leadership adult convenience. Like one thing I really want to point out is we we ran into some problems coming into the tail end of the year because we're we're losing our wonderful Dr. Dupin to another district. Um and we are so excited to have Dr. Pombo stepping into his shoes. They needed time to work on transition to ensure that we
130didn't miss any steps. The problem is they were our two key leads for our learning walks. So if we wanted we had a really tough conversation about well we need to do that but then how do we continue the learning learning walks? And what would have been easy if we didn't have the adult convenience mindset would have been to say, well, I guess we just don't worry about the learning walks for the rest of the year. Instead, we have severely inconvenienced Dr. Burgess and Emily Wazol because we basically reassigned their tasks to two very busy people who each have a minimum of two jobs, if not more already. And so, you know, we really did set aside adult convenience to ensure that this work continues as well. So that isn't just about the adult convenience
131of what's happening in the classroom. It really is intended to be vertically articulated throughout the entire system. Um, and given the late hour tonight, I would say the board is also indulging and not enjoying adult convenience this evening as we're approaching 9:00 as we have this conversation. And there's a learning walk at MAC and tomorrow morning at 7:45. So Dr. Burgess, she's and there's one on Mon Monday at at Gateway, too, right? I've signed up for that one. Yeah. So, and granted, uh, we don't get paid overtime, right? We don't get paid at all. Thank you for that. The only other thing that I'm going to add is that whenever, at least I I'll speak for myself. I can't speak for everybody asking questions. It's never in an intent of this is a good or
132bad thing. This was you're a good person, bad. It literally is coming from a place of understanding and how we're getting the institution to actually implement these type of strategies. So we're not recurring and getting back in the same that we are. So I just wanted to clarify that it's never a you're a bad person. It's I I'm just trying to understand the strategies behind it and how we're aligning everything together into systems because part of the issue is that we didn't have some systems set in place. All right. Any other questions or comments on SOG guardrail 4? All right. Hearing none, I will make the motion and I move the governing board approve crane SOFG guardrail 4 progress monitoring report two. Second. All those in favor? I. Any nays? Hearing none. Progress monitoring report
133guardrail 4 passes. And that brings us to public comments. Um I will be calling your name and then I'll be naming the next person next. So, you're just ready and everybody will have two minutes to speak. The first public comment that we have is Monty Gibson and I apologize in advance if I butcher any names. I'm sorry. All right, let me test this out. All right. Um, hi everyone. I'm Miy Gibson. Some of you may know me, some of you may not. I'm a first year teacher and first year in Kraton. Um I'm here today talking about like with respect to teacher wellness and like with respect to teacher uh continual raise. Um I just want to focus on a broad goal. I don't know what term it ties to, but like I've heard it
134talked about in our meetings a lot. I love it. adult behaviors or student outcomes don't change until adult behaviors do. Um, and I think that in order to te for teachers to be able to do that, we have to be in a healthy place physically, mental, especially mentally, right? And when we are especially, we mentioned earlier there's a lot of young teachers in the district. When we are struggling financially, it becomes more difficult for us to take care of our mental health to be a positive adult, an effective teacher in the classroom. Um, like teacher burnout here everywhere is real. The self-care is critical and it becomes more difficult when you're just really trying to get by. Um, and as well as like teachers leave in the middle of the year. That's really bad for
135students. The lack of consistency very negative for student outcomes. Um, that's just kind of my general idea. To share a specific example, and this is not like just me. There's other young teachers with similar things. There was a thing in January where my car broke down and I was walking busing, you know, like four miles to Gateway each day, right? Like to get there to work and I was getting up at like 5:00 a.m. Whatever. That's fine. I'm I'm there for the students. I haven't missed a single day of work all year. Um, what was difficult was food. I don't know if should I stop? Yeah, Mr. Gibson, your time is up. Thank you. To end, I had to eat oats and salsa. That's all I had left for a day. Ariel Williams is next.
136And after Ariel, it would be Kelly Blakesley. I'm sorry. You choose. Oh, okay. Um, good evening, governing board members. Two parts, but I said she can choose whichever one you want to do first. Okay. Is it on two different agenda items? Mhm. Okay. Um, good. Good evening, Gummy Board members. My name is Arya Williams. I have had the privilege of serving as a teacher in the Cranon district for over a decade. Oh, God. Lord. I am addressing you today to express my concerns regarding recent changes made to the 2526 teacher contracts um which was implemented without prior input from teachers or adequate notice. Specifically, I would like to highlight paragraph 9 which states that base salary of a teacher may be reduced up to 10% under under certain conditions. That is an 8% increase to
137both the teacher and administrator contract of salary reduction compared to the 2425 school year. I find that troubling that the contract contains a 10% clause for potential salary reduction for teachers when we already underpaid. However, is because of the administrator contract that I'm standing here before you tonight. Clause C3 and administrative contract states that if additional revenues came available, sorry, um the district became available to the district, administrators may receive a raise or a one-time stipen for of up to 20% of their salary at the discretion of the governing board. That represent a 10% increase over the previous year contract, which was 10% in the 2425 school year. As an educator, I find these changes both discouraging and concerning, particularly given the significant disparity and potential salary increase for administrators versus the potential salary reduction
138for teachers. I respectfully ask why is there a clause allowing for a 20% increase in administrator salaries or onetime stipen in the same year that there is potential for a salary reduction for the teachers. the increase from 2% to 10%. Did you want to give your public comment on the Since you're already here, I'm not going to make you come back up. Yes. For teacher support. Okay. Go ahead. Um I am here today to address a sentiment I have heard circulating about teacher compensation particularly the argument that raises should not be given. And this is not coming from you guys. This is previous conversations. That's why I have different people. um particular argument that races should not be given because student achievement has not improved or that we should limit raises and stipens to to
139prevent encouraging bad teachers from staying in the district. I want to make it clear bad teachers will stay in Kraton regardless of the salary increases. The issue is in pay if the lack of expectation and support from the administration. The truth is good teachers those who are truly committed to their students can go anywhere. They are highly sought after and competitive salaries are key to retaining them. Yet Kraton has created a structure where administrative salaries remain relatively competitive while teacher salaries fall behind. This imbalance threatens to drive away the very educators who contribute to student success and leave behind only the bad teachers. Over the past three years, I have learned a critical lesson. Bad teachers will only do what they can get away with. The real issue lies with administration. It is the leadership
140that creates or tolerates bad teaching by allowing low expectation and failing to provide adequate support or intervention when necessary. It is especially tr troubling when administrators choose not to enforce the small things believing they must reserve their energy for the big issues. However, it's the small things, the day-to-day moments of accountability, the lack of consistent support that builds into larger systematic problems. When we fail to address the small issues, they escalate into much bigger problems that ultimately impact our students and the quality of education we offer. Good teachers need to feel supported, value, and adequately compensated for their hard work. And while salary is not the sole motivator, fair and competitive compensation is essential for retention and morale. With that in mind, oh thank you, Miss Williams. Appreciate it. Thank you. Um after Miss Blakesley,
141we'll have Jacob Hunt. Good evening, Madam President, members of the board, community members at large. My name is Kelly Blakesley. the current uh president of the Kraton Education Association and the manager of the Kraton Family Resource Center. Tonight, I'm speaking on behalf of the union, many of whom are present here tonight. Thank you for sticking it out when we all should be brushing our teeth at this moment. Uh and um to show our support of our union and of our board adopted meet and confer process. Some re recent comments have been made and I do appreciate the comments that were made uh at the start of tonight's board meeting. However, uh some comments have been made that gave us some pause that um encouraged us to speak out here tonight. While we appreciate the board's
142new direction in focusing and making specific academic gains through the SOFG work, we must not discount the context and working environment of the boots on the ground humans that work tirelessly every day to do the work that they do. Unfortunately, our workforce is decreasing. This past year, we lost 33% of our certified staff. That's the highest rate of the past 10 years that I've been in the district. Um because of the rate of inflation and other factors outside of our control, we will likely lose another large chunk of our workforce this year as other districts as well. We know that our budget is tight and due to those outside factors that are out of our control. However, if we don't invest even the small 2% raise that's proposed, we have serious concerns about who will
143even be available to take on these outlined goals of the SOFG. Providing a 2% raise to our staff will go a long way in helping to retain some of our hardworking employees. Historically, it was this board that spoke out in favor and expressed uh their advocacy for the need for advocacy for teachers to speak their truths and to tell their stories. And we are now asking this board to again stand with us and to align and to support our hard work in the meet and confer process and improving approving the proposed recommendations which we work hard to improve in the meet and confer team. uh teacher working conditions are student learning conditions. It has been said the statement highlights that teachers uh and staff's professional environment significantly appreciate to uh improve their working. Thank you.
144After Mr. Hunt, we will have Phoenix Haynes. All right. Good evening members of the board. My name is Jacob Hunt and I teach English language arts as well as structured English immersion uh to middle schoolers here in this district. Um I stand here before you tonight like because I like so many of my colleagues behind me um are already struggling to survive on the salary that this district and this board provides um we're now hearing that teachers may receive a 0% raise this year which is a pay cut when you factor in things like inflation. Have you seen the cost of eggs right now? Um, having to just make do with $ 15 to $20 at the grocery store every week, especially for those who hold our youth's hearts in their hands, is wrong. Um,
145many teachers in this district donate blood to afford rent. Some even donate their own eggs to make ends meet. Um, one of my colleagues, a teacher who has a new baby to support, makes less than $900 every two weeks. I made more money as a waiter at Olive Garden and serving 20 hours a week in my undergrad than I do now as a full-time college educator professional. that's shaping the future of this very community. And it's not just about the pay. Our class sizes are already huge, often exceeding 34 students per class. And many of us don't even have enough desks for these kids as is. Now, we're being told that class sizes will be increasing even more, which will be adding around an 18% increase to our workload in some cases. For middle school
146teachers who are already typically struggling to juggle well over 100 students, the added burden is especially unsustainable. Despite these growing demands and responsibilities, we continue to hear that there's no room in the budget to pay us fairly or provide the resources that we need to do our jobs effectively. How can we just sit there and accept worse and worse for our students? This district has ambitious goals for its students and its kids and we want to support them because we love our students. But how can we be expected to meet these goals when we're undervalued, overworked, and forced to choose between staying in the classroom or finding a way to pay our bills? Our students deserve stability. They deserve committed, enthused teachers who aren't constantly looking for ways to just survive. Thank you, Mr. Hun.
147Without investment in the people making this district's vision a reality, we're going to lose. Thank you. Thank you. After Phoenix Hannes, we have Paula Wh. My apologies. Hi, my name is Phoenix Haynes. I'm a first year teacher uh in general, but also obviously first year in this district. I'm kind of giving a personal testimony about being um a person who is a teacher who is also open as a trans person to my students. Um other districts including Poria, Scottsdale, and Mesa have um been taking advantage of the current new administration's attack on trans people to change their policies to exclude trans staff and students um and implement policies such as forced outing, preventing students and staff from using the correct bathroom, and also using preventing staff members from using students correct pronouns. Um, it is
148for reason like these that I was extremely committed to moving to Minnesota next year. That's a a trans safe haven state. I actually took this job at Monav Vista only intending to stay for one year to allow myself to build up savings and move to Minnesota. Um, because they not only don't legislate against trans people, but they actually legislate to protect them. Um, it's only because of the immense support, honesty, and communication that I've experienced from my admin team at Monav Vista, as well as from Dr. Lauren in HR that I've made a decision to not only stay in the state, but at this school specifically. Um, and it's because I feel my concerns have been heard and that I've been reassured that your board policy will protect me in my ability to be honest
149about who I am when I teach. And I just wanted to say thank you. uh and that I felt the need to come say this and say this to the school board because I don't know if you guys are aware of how serious the attacks against trans people are over the US right now. But I can see um from how you all have been keeping in touch with schools about immigration related issues that you really care about your students and staff uh safety. And I know that I'm not the only trans teacher in your district. And I know that it would mean the world to all of your trans students and staff and prospective employees that if the board or the superintendent could make a statement saying that they see these attacks happening in schools
150on trans people and that Kraton is a place where that where that will not happen and that your students and staff are safe to be who they are and be accepted. Thank you. Thank you. Thank you so much. I planned for three minutes because that's what I thought it was. So, I'm going to talk really super fast. Go. Hi. We'll assume, right? Go. Okay. My name is Paula Hoon and I am a fifth grade teacher at Monav Vista. Originally, I was planning to speak about the issue of phrases and the importance of taking care of teachers. However, as just as an important a just as important issue has come to my attention, and that is the reduction of home room teachers by 3 to five per site. While the reduction may help the budget in
151the short run, my concern is a snowball effect that will directly impact our students. And I would be remiss in my duties as a thorn in your side a 16-year educator if I didn't share my concerns with the board and the community. The effect of the district decreasing the number of teachers and increasing the number of students per classroom will be catastrophic to our most valuable assets, our students. The board discusses at length about what is best for our students, the SOFG, which are um proudly displayed over there. Um how do you expect us to get to those to reach those goals with fewer teachers and less students in the classroom? Currently, Monavista has three fifth grade teachers with a total of 65 or excuse me, 63 students. However, the incoming fifth graders for the
1522526 school year at Monav Vista will be in the neighborhood of 75 students. Allow me to do the math for you. 75 students for two teachers makes rosters of 37 or 38. How much teaching will actually take place versus the reality of crowd control? We currently know as a classroom management will become crowd cloud crowd control crowd control in a classroom with less than 700 occupiable square feet. Yes, I measured my classroom se I know there are several pieces to the puzzle that exist. However, how can you put student learning, student safety, and then the fire code, which I left out, behind the budget and declining enrollment? As a former soldier in the US Army, I know what the front lines are like and how important they are to the entire group. It stands to
153reason that the teachers are the frontline soldiers on all campuses. The frontline soldiers are are asked to do more and more with less and less with the ones sitting in the comfy chairs around away from the danger who are making the decisions that affect the outcomes of hundreds of innocents. Thank you, Miss Hune. I appreciate it. Miss, do we have any other public comments? All right. [Laughter] Thank you so much. That moves us to agenda item six. So, I move the governing board approve consent agenda items A through D. F, J, and K. We're leaving out E, G, H, I, and L for the moment. Do I have a second? Second. All those in favor? Hold on. Um, we'll pull in another one. Didn't we Is L coming out of that or? Yes. I only
154said approving A through D, F, J, and K. Okay. Sorry. Um, you seconded it. Okay. All those in favor? I I Any nays? Thank you so much. Have a great night. Hearing none. Motion passes. All right. So, Miss Marquez, I will turn it over to you since we left out agenda items E, G, and H, and that is up to you to discuss. Okay. Yeah. So on item E, which is the um the purchase of the new cooler and freezer. So I did um have some concerns because it did seem like, you know, I'm curious. I don't know if we got the answer to the size of this this unit. Um I know it's it's the size it's the size of a room. Uh it's the size of a room. Yeah. Yeah. Yeah, it's a
155storage for nine schools, separate schools. So, it's it's extensive. Did you need square footage or Yeah, I'm curious is if you happen to have it. Is it a freestanding building or is it housed in another in like a freestanding structure within the existing warehouse? So, it's it's actually like a room that's built out within the warehouse cuz keep in mind the warehouse is evaporatively cooled already. This is a freezer. And so then this would get de existing that structure would get demolished. You'd have to construct an entirely new one. Um that is my understanding and it's because there are structural um issues with the existing freezer that makes it unsafe. The bureau I don't know if I'm hopefully I'm representing it correctly. Yeah, I I I believe I put some of that in the update.
156Hang on. I had some of the more structural sales there cuz I would, you know, I'm imagining having worked in in restaurants and seeing like those size freezers and then obviously I've shopped at Costco and I've seen like their giant size freezer. So, I was just trying to think properly. I could understand how like Costco size would be more along that that price range cuz you know if you're looking at $473,000 that's a cost of a house. Yeah, it's Costcoized 900 square ft. Yeah, I was say if Okay. And then I did the size of a classroom and larger because larger. That's right. Classroom was 700 square feet. Larger than a classroom. Okay. And I just want to make sure that the 400 hours that they put down for superintendent is was correct since that's
157way above any of the other hours. It's very common for a construction superintendent. Their hours on job are typically way more than eight hours a day. Um, so a construction project like that, they're typically the first one there and they're the last ones leaving. They come on on weekends, they deal with other problems. Superintendent are um Yeah, that's I would I would assume that that is an accurate representation. It's probably less than what that superintendent will actually put in. Okay. And then do we like in a sit in this situation was there more than one quote received? Do we typically get Absolutely. Yeah. like we well we utilize procurement rules and law. So I I don't know the specifics on this particular procurement um but it's it's it meets criteria that have to be handled
158in a certain way. So that's all set in um procurement law and I I can get you some of that information uh on the side and you know obviously being a new board member it's all new to me and so like asking these questions and I typically have a lot of questions some of that is also in policy I'll have to look it up um but our procurement policies do define what needs to come to the board and uh what practices we follow. I believe it's anything over 150,000 has to come to the board. Um, anything over 10,000 has to have quotes. If we purchase through cooperative purchasing, those are on contract. So, we have to do due diligence to ensure that we're getting proper pricing. And just to add um to add to you,
159Miss Shapiro, before Miss Shapiro was here, the board um previously actually lowered the amount that they can actually go out and ask for approval. So we've I believe previously have set very good guardrails on ensuring that we're not just giving out money and doing all these things. So we actually lowered the cost. I used to I think it used to be hired like 3 years ago and we were like nope lower it. So um just just to add on to that and an update there are two freezers happening and they're both 900 square ft. Oh okay. Yep. Is the one not working? It's it's structurally like The way it was described to me is it's potentially hazardous and could collapse in on the staff utilizing it. I'm sorry. Okay. All right. And I'm not I
160apologize. I'm not trying to exaggerate. I mean, that is what was reported. Yeah. All right. So, um this freezer is 38 years old. Jeez. Um the roof is collapsing and the walls are separating. Um they're temporarily supported using unistrut brackets and that's what's been recommended by the general contractor to hold the roof on at the moment until we can do the rebuild. So we have a band-aid on it at the moment. Um the interior walls and the outer door are moving so they're not sealed appropriately. That puts us in danger of not being able to store uh a lot of commodities that go to our students in an unsafe manner. So it's really important that we get this built as soon as possible. Okay. I feel like I have to see a picture of this.
161We're also Take a tour. We're also with the brackets and everything. We're put your food in there. It was there when you were there. That food that has processed through my body decades ago was in that freeze. We also have other refrigeration units in this area um that were replaced last year. Um so the movement of this one is is has the potential of causing electrical damage that would then damage our three-year-old freezers. So, we're really keeping an eye on it and we're trying to get in there. Um, they're checking it frequently to ensure that our other freezers don't go down. Okay. And then, so for project like this, is this will be is would that be considered coming out of M? No. No. Um, these would all be capital funded um building and construction
162and all of that is going to be a capital funding source. So, these are dollars that cannot be used for salaries and benefits. If you look on the agenda item details and then go down under the dollar amount, it says budgeted and then budget source, it'll tell you capital. Yeah, the more you know. Thank you. And also this was a cooperative purchase. I thought it was uh through 1GPA. So Okay. Um this followed uh cooperative procurement rules and regulations. Okay. So we we didn't bid it ourselves, but they do bidding to make sure that we're getting the vendor with the you know that falls in alignment with what our needs are. And then as Miss Shapiro said earlier, our purchasing person then also still has to do due diligence on that procurement. And again, good
163point. Our purchasing person, we have one person um to complete a a tremendous amount of procurement and to make sure that we stay in compliance. That is one of the reasons why we do choose to use cooperative purchasing as often as possible. RFPs are very time consuming uh take up a lot of her energy that she could be focused on um much of our procurement. So we do try to limit how much she has to go out uh to pull in contracts and do bids herself because she is just one person. Okay. Thank you. Let's you all I had on that one. So Okay. Any other questions or discussion on item E? Oh no. I just turned around. They They were You scared Gretchen and she was out there with like a rodent back. They
164were hanging in there till I prompted you, Vanessa. So, I don't know what happened the whole time. Sorry. I didn't care about this part. All right. Any other questions or comments on item E? Hearing none, I move the governing board approve consent agenda item E in accordance with policy BB-E. Second. All those in favor? I. Okay. Nicole, Miss Marquez, G, go ahead. Okay. So G is the pizza. So I think just is the again the question is um yeah I I was curious was this for like a specific event but I someone had mentioned just at the beginning of the meeting that this is something like for so we have to go out for fiveyear uh one-year renewal contract. So uh we go out this is a a continuation of a fiveyear contract that was
165ending. These will come up very um every in fiveyear okay periods. And so this was when this uh particular contract came up. So they went out and did the bidding uh for this particular food service item. And then uh this was the vendor who was selected for another 5-year one-year renewable contract. And that's if like the principles or teachers want to throw a pizza party or something, they can order. This is for food service. Oh, that's for food service. Okay. So they serve these pizzas at lunch. So lunch and pizza. Oh, okay. So, and I did misspeak on that other item. It It's a freezer and a refrigerator, both 900 square feet. I I said two freezers. Sorry. Okay. So, and and just I think this is important because I was around when the first
166time we procured this. And one of the reasons that this vendor won the procurement the first time and I'm thinking is likely to be a factor in the second time is that because this is for lunch service, it has to meet the nutritional requirements. So we can't just go grab pizza Little Caesars out of the hot and ready case like it it has to actually comply. Sorry, it's late. They got to have a code, right? Exactly. I don't think Little Caesars Little Caesars is definitely not complying with correct with no disrespect to Little Caesar nor any no nor any attempt to be flippant about his dominion of monikers. That is enough Jay. Sorry. All right. So then this is pizza for lunch at all the schools for five years. Not every day, obviously. Not every
167day. Well, and they're oneyear renewable contract. So you have the option each year But it's up to five. And the five is so that we maintain the pricing. Okay, got it. Any other questions or comments on item G? No. All right. I move the governing board approve consent agenda item G in accordance with policy BB-E. Second. All those in favor? Any nays? Hearing none, it passes. And Miss Marquez H. Go ahead. H. Okay. So, question with the Macken field lighting. Is it are is there lighting? I guess obviously there's lighting there now. Are they going bad? Is it okay? So, the the lighting there's two two things going on. Um, so sorry. Let me just find it real quick. And um so a storm damaged two of the poles. When those poles were damaged, it
168was uh determined and seen that the insides of these lighting poles, for whatever reason, they're all very old. Um had electrical damage. And so because of that, we're having to replace more than just the two storm damage uh poles. In fact, we also had vandalism and they went after the inards of the lighting. So that they haven't had lighting all year. Uh so that means they're not able to do field events or nighttime events. So it's it it was a combination of vandalism and damage from storms and then some degragation of of how old they are. They they literally were rusting through. Okay. And how often because I know like how often are there like evening events at some of the schools? I know our fields aren't lit up so we had to like bring
169in our own lighting for fall festival. Yeah. I mean it it definitely varies by site but one of the limiting factors is when we don't have field lighting. Ultimately we'd like to have field lighting for all of the schools. So that's it's you know a goal that we have. Um but in this particular case, this is existing lighting that was degraded and there's also um some safety concerns with some of it as well. So it was prioritized and the specifics were that um the poles had corroded through from the inside uh cuz the storm had taken down the two poles which allowed us to kind of see what was happening inside. Irrigation water was getting into the poles and the wiring. Our insurance company did provide um for the two poles and then uh we're
170taking down the others because they were unsafe and aged out. Yeah. Okay. So, the new poles are going to be mounted above the irrigation level so that we don't have that situation happen again where it eats through and corrods the poles. Okay, that makes sense. All right, that's all the questions I have. Thank you. Thank you. Excuse me. Thank you so much. Any other comments or questions on item H? Does the new construction have, you know, um, ways to mitigate, you know, you said it was vandalism and a combination of I mean, but are we looking at ways to or does the plan include like Well, it'll have a solid steel surround. So, as opposed to rusted inards, so literally like holes in the poles that then allowed uh the access to vandalism. Okay. So
171because of that rusting through of those poles at the bases, that's what allowed theism to occur. Um, so these will be new poles. I mean, they'll have to do some significant work to cut into them. I mean, you can prevent, but I I think not having rusted old poles have falling down would probably prevent most of it. Okay? And not trying to be funny. I mean, if you've been over to that school site, you can take a look at them. Um it it's just something that needed to get taken care of and this is where we got to it in the cycle. I think part of it is the Miss Marquez and myself new to looking at price tags on things for a district, you know, at a district level. Yeah. Yeah. Yeah. I would
172I would definitely say that we can review the um the procurement governing board policies and that'll give you a nice basis uh for how we have to operate and what we're required to do. And and I I will also say that these things are often expensive, but the numbers are higher than I recall them being in the past. And so some of that is post pandemic. Um like even when we look at you know some of the the well well yeah there's more I know and and some someone brought up eggs ear you know earlier today like it's unfortunately the current pricing situation is affecting everything. So I don't know what this lighting replacement would have been 5 years ago but my guess is probably at least a third less. Well, and and also we
173again we do everything we can to get to the the lowest pricing possible in those uh cooperative agreements is one path for us that allows us to get competitive pricing. So it's it's not more so than any other entity getting these uh projects done and as uh Mr. Man said a lot of increase in prices. We're we're seeing that across the board. Any other questions or comments on item H? Hearing none, I move the governing board approve consent agenda item H in accordance with policy BEB-E. Second. All those in favor? I. I. Any nays? Hearing none. Item passes. And Mr. Jones will bring it over to you for item I. Never in my wildest dreams would I imagine myself talking about artificial turf at 9:35m at a board meeting, but here we are. Uh part
174of it's just my personal animus towards artificial turf. I think it's bad for the environment. Um I was able to see the field. I thought it it looks lovely. It looks like a real fun place to play on. I mean this morning when I was there there they brought out the kids doing PE clouds in the sky. It felt great. I I mean it was idyllic and there there was nothing to complain about. Then some clarifications were made. Major problem with this is that I'm seeing a $200,000 price tag on, you know, a project that was approved back in November and it's completed. Oh, but now we need an additional we need additional turf to protect the turf. And it just worries me when uh it my impulse is to say that it we're being
175taken advantage of. And I don't know if that's just me, but it it doesn't seem right that this was not accounted for in the original plan and you know during the project's construction that it wasn't brought up. Um, yeah. And to go back, uh, I don't think this turf is good in Arizona. I think you go there in August, September, it's not going to feel so great for the kids. So, I don't think it was a wise investment on our part. Um, you can vote however you want. Uh but um to me it something just doesn't seem right about this $200,000 additional cost after we spent the ballpark given to me this morning was 1.8 million. So now we're at $2 million for an athletic field that's probably only going to last 10 years. So
176that's all I wanted to say about it. if anybody else that wants to chime in. Um, the only given the Mr. Jones concerns, the only other question I have, have there been any other options on on protecting it or whatever the reasoning was behind it that could be more environmentally friendly and also not giving more money to a 1.8 million project that we've already approved. Well, also keep in mind that it was a grant funded project. Um, specifically the reason we got the grant funding was because it was a water Thank you for clarifying that. Yeah, it was a water conservation. Um, it wasn't all covered by that though. No, there was a portion that that we have an obligation for. Uh, but the majority of the project was covered and um I I'm not
177sure we'd be on the hook for this. and uh you know it could have been accounted for earlier I guess is the issue. Um I'm not sure why it wasn't found during the construction of the field. I know that we had several entities involved in planning it. Um we're also uh looking forward to being able to utilize that for facilities use to generate additional uh revenues into the district um uh and from different partnerships uh through the athletic program. So that was another piece to this and the reason for the field was to be uh a gem a revenue generator. Yeah. My understanding is CCP will have access during the summer for their sports programs that they will be paying you know to run on our fields giving those um opportunities to our students and
178priority prioritizing our students in those programs. My question also is what happens if we do not do this? So how does what can the field not be used? Is is it going to cause any issues if this does not approve? What are the what are the repercussions that we have if we do not approve this? Like what happens to the field if it does not get this does not get approved today? In what way will it be damaged? Will it affect how will it affect the current turf that we have right now? Sure. I mean I know that the damage uh part of the damage is coming for the gravel going into that uh field section. Um, and did you were you able to get more from Scott when you guys did the tour? Yeah,
179when when we were out there, um, we did ask Mr. Wells the question about like what would other options be that could be placed other than doing turf in the surround area. Um, you know, we had some conversations around much like the playground that's next door, you could use wood chips. The problem is then rather than the gravel getting into the field, the chips would get into the field, right? Um, and they're quite costly as well. Yeah. Yeah. And and I think they've looked at several other options. The one that was recommended to us was um DG, which I think stands for decompressed granite. But the problem is then you're dragging decompressed granite into the field. So it's maybe a little bit better than the rocks, but it's still going to have a limiting factor
180on the maintenance of the actual field structure there. So maybe some pavers or a pony wall. Unfortunately, pavers wouldn't work because of the nature of the field. It's actually like a I don't know how to describe it. Like a burm almost, I guess, is the best term that I could come up with. So it's not a flat if it was a flat area. We could water. Yeah. So, so, so whatever whatever would be put in to retain the gravel from falling in would need to be curved. So, it would need to be something that's flexible. I mean, I I suppose you could try to use something like weed control fabric or something like that, but I think it would it would get torn up, end up getting more costly. Also, I think we were looking
181at the most feasible, lowest cost solutions. Um well in principal the other thing principal Burg just brought up that I hadn't thought about is they were also looking to address a concern that she said she notices when her kids play they go out of bounds pretty frequently and so then they're crossing off that padded turf field to that hard pack area. And so um so the the challenge there is whatever is put in if it if it provides some cushioning it would benefit protection of the kids. And then I almost forgot I think we asked Mr. Wells about um could we put actual grass there um as a solution and the issue was the hard pack of the dirt prevents it from growing. And in some of the areas it might grow, but in other
182areas we also have to I think there's a piece with the the WEIFA grant. Yeah. Because it is supposed to be for water conservation. Right. So also um I just wanted to add this 200,000 if approved would bring the total cost to 2.1 million. our contribution to that is would if the 200,000 is added is 589,000 which means we've contributed to 28% roughly of the total project cost if we approve the 200,000 tonight and um we were hopeful that the 200,000 I guess we did know about the need to provide some area at some point in the project not 100% sure of the details um and we had thought that some cost savings in the main project, the grant-f funded project would give us the resources to go ahead and procure that through those savings.
183Uh but there were some irrigation and um it was irrigation and some other grading issues like you said it's on the slant. So I don't think that they uh knew the extent of the slant, the irrigation issues at that time. So we lost the ability to have those savings to pay for this. Yeah, Mr. Wells did mention that this morning as well. I guess the they discovered that the irrigation system like the where the bypass was was actually more damaged than they had originally anticipated. Any other questions or comments for this item? I I'll just say that um you know I know this comes out of the capital bucket and you know that's a much more healthier budget in that bucket but you know when we consider these big projects like this and then they
184come with additional costs I think we need to be looking at them with more scrutiny given you know that we are going to have we're going to need schools to be rebuilt in the future and you know this that comes out of that budget as well. So, I'll end on that. Well, I can tell you right now I I've said this and said it again. I hate it when people come back and ask for more money, but here we are. And it's occasional. I think um because of that guidance that we've had from the board, especially through the the build of Kennedy, I think we saw what we're capable of doing and how we're able to hold accountability out there on these bigger projects. I do know that unforeseen things do happen occasionally. Thank you
185for articulating that. I wasn't remembering anything. I wonder why. So, I mean, you will see a lot of projects uh come through and I'm just happy that it's only occasionally that something like this occurs. And again, I think we had so many different uh pieces going on with this one and um I think that we could have articulated it a little earlier in the project to the board in an update and I'll try to keep an eye out for that uh when something like this does happen. I appreciate that. Thank you. Thank you. Any other comments or questions? Okay. I move the governing board approve consent agenda item I in accordance with policy BED-E. Second. All those in favor? I. I. Any nays? Nay. Nay. All right. So, I'm going to do a quick roll
186call. Uh, Miss Huarees, just because we have two, just so we can get on the record. Miss Ays. Hi. Miss Gibson Mlean. Hi. I. Mr. Jones. Nay. Miss Marquez. Nay. Thank you. 3 to two. Motion passes. And that brings us to the last discussion item, which is Al. I just want to congratulate uh Mr. Man for approving his contract, and I just have some language that I need to um fix. But I am so honored to continue working with you. Um, I've seen a change in culture and collaboration between the administrative team and the board and I've seen how that's pipelining down. So, I am forever grateful for your understanding, your leadership, and the collaborative mindset that you have and everything that you have been doing before you got into this position and continue to
187do for our students, our staff and community. Um, with that being said, the only um change that I have is I wrote it down somewhere. I think you just said revisions that were accepted in session. Correct. I move the governing board approve consent or agenda item L with recommendation to approve the superintendence contract with the revisions in executive session and plan renewal according to policy CBI. Second, Miss Marquez. Second. All those in favor? I. I. Any nays hearing? None. Motion passes. And we have a superintendent for the next the board. No crowd here for No. Yeah. I thought every I thought everyone was here for this item. I'm disappointed now. You pulled it to the beginning. Yeah. No, I want to thank the board. I do appreciate the fact that it after removal of the
188two general items, this became other than future agenda items, the last thing we did tonight. Amazing. I really am very proud to work with this board and in this district and thank you so much for keeping me on. Thank you, J. Yeah, thank you so much, Jay. We really appreciate you. All right, that brings us to item 12A, which is future agenda items. Do we have any future agenda items? Do you guys want to set a date for um what you tabled? Yes. So, I'm thinking the 23rd of April. no later than April 23rd if that's okay with everybody for items L I mean 11 I keep saying L for items 11A and 11B is it just going to be online yeah we can do um a virtual yes and what time do you guys
189want to do it what works best for everybody lunchtime y no please no I'm sorry I understand that's better for some other people that's my free time Um, wait. You don't want to spend it with us? That's okay. Morning. Midm morning. Does that work? Between 9 and 11. That day the 23rd, I can do anytime. It's fine. So, if we can do midm morning, so we're not going into anybody's personal lunchtime, that would be great. Um, yeah. So, just kind of a little thing. Um, you have you and Jay are meeting with Councilman Pastor. Oh, that day. Um, so I don't know if we can maybe do it at 2. Does 2 p.m. work for everybody? Uh, and also it's secretar's day and they're taking us out to lunch. Yes. Oh, okay. Oh, I take
190I'm looking at Jay's calendar. Well, how about this? We can start an email and let's plan it on the 23rd and then let's send out an email with people's availability so we're not taking more time up. 2 p.m. 2 p.m. at the work. They were saying no. So Oh, because it's early dismissal. Yeah. And I had to go pick up. Yeah. Let's go through an email and we'll figure out the time that works for everybody, but we're going to keep it for the 23rd. So you guys know. Okay. Any future agenda items? Okay. I have a couple. Um future agenda item discussion on HB, HBR, and HC. I would like a future agenda item on either a study session or another board meeting, whatever that looks like. Probably a study session on budget 101 on
191the different buckets that we have, you know, procurement stuff. So, a mini study session on that as a future agenda item. And can we do virtual study sessions? You can join virtually. Sure. Well, I was just wondering if we could do a virtual camera on your You can join virtually. Sure. has to be on the whole time. Okay. And then I believe that's it for future agenda items. Oh, and then another future agenda item or maybe a direction for the superintendent. If you could just make sure that all administrators and principles knows of the mental health resources that we have available and that that is also being translated to their employees in case anybody has a mental health crisis or they feel like they need it and support that they know the wonderful things that
192we've implemented in the district already to show additional support when it comes to their um emotional well-being. We we will definitely do another round of reminders. I think it's not this Thursday, but a week from Thursday, we have our leadership council. We'll bring it up there. Um, and just so the board knows because you don't receive it, but uic also includes links to all of those resources in our in our weekly newsletter. So, that gets pushed back out to our staff every week because we we do we appreciate the board's support of it and we and we do want to make sure people get the use of that. Yeah. Maybe it's just a reminder to look at the emails that we do have all these services set in place and we're always willing to take
193on that next added on step to support our staff and our students and family. One other thing is I see that it's been on here for a while, but given that there was a recently a bill passed and signed by the governor, it might be smart to prioritize the policy on student self to one adopt language from that new bill, but also to create something that is our own as well. Perfect. Thank you for that, Miss Gibson McClean. Well, we'll make sure that we prioritize that one since the bill was signed already. Any other future agenda items? All right. Hearing none, I move the governing board adjurnn. All those in favor? I. All right. Any n hearing? None. We are journ. Thank you. Have a great night. Do you know it affects when it goes
194into effect?