001Mhm. >> Mhm. >> Good evening and welcome to the Desert Governing Board public hearing of May 11th. I now call the meeting to order. For the record, quorum is met. All board members are present. I ask the audience to stand for the pledge of allegiance, shortly followed by a moment of silence. Thank you. You may You may now be seated. First item is a public hearing for the fiscal year 2025-2026 expenditure budget revision. >> Thank you, Mr. President. Tonight we have our director of finance from Francy Wolf Bowman here to present the information. Francy. >> To the board, cabinet, community, tonight we're here to present our final budget revision of the fiscal year. So, throughout the fiscal year, the budgeting process, we go through the proposal, which you'll see another one in June. You'll have
002the adoption, revision, and we our most recent revision in December. And so now this is our final budget revision for the fiscal year of end here in May. As required by statute, district budget revisions must be completed by May 15th and provide a required public hearing. The board has the full packet for your review, so um I'll just be highlighting some key areas as we go through the budget. The uh budget uh summary, so I wanted to just kind of give a highlight of the primary reasons impacting our M&O and our capital budget limits for this year. So, we had a slight decrease in our average daily membership or ADM counts. Primary, our high school counts, which we typically see around the 100 day mark. Uh this resulted in about a $500,000 decrease uh in
003to the maintenance and operations budget. Additionally, uh you may recall from the uh capital budget study session earlier this year that uh we're reallocating the state aid supplement of about $1.5 million from M&O to capital in order to support that plan. The ADM changes that we uh saw this year are reflected of um those high school changes that we just discussed a little bit. Um and we're funded on those current year counts, so that's why we have to make those adjustments throughout the year. Um and so, as you see the first line, we our estimated most recent budget ADM was 21.7 thousand uh and three, but our actual counts as of most recent ADE report um is 21.5 uh 89. And so, it's a just a slight decrease from where we uh estimated we would
004be. We're uh further funded by weighted factors, so that A weight is uh our factors for um K-8 and high schools. High schools do receive a slightly larger uh uh weight than what our K-8s do, and so because of that decrease in the high school ADM, we see a slight reduction of about 27. Our B weighted uh categories we see for the state reflect uh add-on budgeting for various special education expenses. We continue to see an increase in that category and the current counts reflect a 7,153. And that's the an increase again from our most recent budget revision. So combined funded ADM decrease from 33,161 in our most recently adopted budget to 33,057. Which is decreasing our budget limit this current year again by that $500,000. Then went to be able to review with you
005just in some detail on the M&O budget and those reductions where we see that $500,000 reduction and the 1.5 reallocation. So it's a total of about $2 million that we're seeing in that reduction. So total budget limit of $222 million. 222.5. The program item items are noted here on this for your review. We also continue to account for required budget carry forward amount per policy. So that amount remains consistent throughout the year and that's the 8.890 that remains consistent. Next is capital funds. So because we're adding the the additional state aid then into that that has increased this budget. We're seeing a $2.2 million increase. From supplemental state funds funds like we noticed previously. Um This is preparing us for those incredible those critical improvements that we need. And so we're positioning ourselves to be
006better be able to support those items and as we're moving into the new fiscal year and this year. Um the emergency building renewal grant program. We've seen zero changes in that and that is because no new projects have been approved for that program. Classroom site fund had a slight change of about $84,000 and that's a from our December revision and that's just a slight reduction due to our allocation. Special project funds, we adjusted our federal and state grants to reflect primarily for our stronger connections grant. That's approximately $1.5 million and that is the funds that support our school safety officers, our SSOs. There's no changes to the food service budget limit at this time. As always, we'll be updating the website with our budget information once this has been approved by the board and submitted
007appropriately to the state of Arizona. I stand for any questions. >> I'm not hearing any questions from the board. I'd like to open this up to the public if there's any questions for the expenditure budget revisions as well. Not hearing any. Thank you very much. Good job, Francie. Thank you. Next item B1, adoption of the agenda. I motion to adopt the agenda as presented. >> Second. >> Motion carries. Next item C1, audience with individuals. >> This is the time for the public to comment. Members of the board may not discuss items that are not specifically identified on the agenda, pursuant to ARS 38-431.01H, action taken as a result of public public comment will be limited to directing staff to study the matter, responding to any criticism, or scheduling the matter for further consideration and decision
008at a later date. In order to facilitate accomplishing the business of the district in a timely manner, a time limit of 3 minutes will be imposed for each individual or group addressing the board. When you approach the podium, please state your name for the record. First up is um Marissa Galen. >> Hello. My name is Marissa. Uh I'm a concerned community member and family member of a current Dysart district student. Uh I'm here because in the last few months, I have talked to families throughout the valley who have been affected by ICE detainments near schools, and witnessed first hand how disorienting and devastating these arrests can be for families. Uh whether in El Mirage or Paradise Valley, there's a growing fear in the community of ICE presence in and near schools, and little to no
009protocols to ensure the protection of these students and families. Since early 2025, Phoenix Union School District has committed to protecting their students by declaring every school in their district a safe zone from federal immigration agents. They have openly pledged to keep student records private, hosted know your rights workshops, offered alternative virtual instruction for high-risk students, and promoted free community resources for families of mixed immigration status. I'm here to ask that Dysart Unified School District provide these same protections, resources, and educational sessions to your students. I ask that you uphold the safety of all students and faculty by amending emergency response drills to include specific action towards ICE presence near campus, and update the school emergency response plan listed on your website to make this information publicly accessible for parents. I ask that you revise parent
010pick up and drop off procedures to explicitly ensure students are safely redirected away from any potentially dangerous and traumatizing arrests. These are just a few proactive preventative measures to address a growing problem that cannot be ignored. >> [snorts] >> You as members of the Dysart Unified School District Board can set the precedent for other districts in the valley, establish a strong community presence, and ensure that all students can focus their time on learning. Thank you. >> Thank you. Next is a Dr. Sophia Marjanovic. >> Good evening, Superintendent, President, and Board members. I'm here as a concerned member of the community. I am uh an indigenous member indigenous to the United States and enrolled member of the Fort Peck Ocheti Sakowin tribe, otherwise known as Sioux tribes. Um I urge the Dysart Unified School District School
011Board to make a public statement that upholds the safety of the children within the school district. On your website, it says, {quote} "The mission of the Dysart Unified School District is to create a safe and diversified and engaging learning environment where every student attains academic excellence and is empowered to achieve lifelong success." {unquote} How will the children in the Dysart Unified School District have a {quote} "safe, diversified, and engaging learning environment" when they can see the proposed ICE facility from the Dysart High School, which is less than 1/2 of a mile from the proposed ICE facility? Prisons are not supposed to be within 100 ft from schools according to Arizona state law. Why aren't you concerned about children in Dysart High School and Dysart Middle School being less than 1/2 of mile from the proposed
012ICE facility. Also, this past weekend, I was in Washington, D.C., which has an increased ICE presence. Random checkpoints to screen people for immigration status is terrifying people there as families and communities are torn apart in an instant there due to these random checkpoints. Do you have Do you have a plan to keep children, parents, guardians, or community members of this school district safe from such random car checkpoints? Do you have a plan if you, the children, parents, guardians, or community members of this school district will be caught in the crossfire of violent ICE officers killing or assaulting people in the streets or in your on your school premises? Do you have a plan if people who impersonate ICE officers rape, steal, and or break into the homes of you, the children, parents, guardians, or community
013members of this school district? The ICE facility at the corner of Dysart Road and Cactus Road is right across the street from the homes of children in this district. And if it And it it will decrease safety, create chaos, and increase crime without a candle accountability in your school district. So, therefore, walk your talk to create a safe, diversified, and engaging learning environment by making a statement as a board to denounce the ICE facility. Thank you for your time. Thank you. >> Next is a Jason Chavez. >> Hello. Everybody in this room understands the importance of the safety of the students in terms of their engagement and their success. So, how poetic it is that the most prominent example of student engagement to come from this district is from students addressing their own safety. If
014you do not know what I am talking about, you are precisely the reason these students feel unsafe. I am, of course, talking about the conversion from a of the DHS warehouse to a detention center within just a mile from the Dysart High School. And the students were very vocal in opposing this. They have made petitions to enact a 3-mile buffer zone. They have spoke to the Attorney General in order to file a lawsuit against it. And what did this boardroom do? I'm not sure. It really does seem like nothing. And could that be because of a conflict of interest because of the safety coordinator, Kevin Sarter, who is also the mayor's surprise, who these students so vehemently criticized with? That does seem to be a conflict of interest to me, and he should be removed.
015He just is not even able to do like basic fire drills in place as as there has been several months that the Dysart High School went without a fire drill. And why is that? It seems to be because he wants to be neutral on the warehouse. But how can you be neutral on the issue of student safety? And not only the students, the community members have also stepped up. People are scared of whether their students will be like arrested no matter where, in schools or at the bus stops. I have heard of people making walking buses to make sure that that does not happen. But this should not be up to them. This should be up to the school faculty themselves. They should be trained in how to deal when ICE comes. They should be
016trained to deal with the crisis of all the emotions that happened when a student gets detained. So, I ask you to enact those trainings, to fire Kevin Starter as safety coordinator, to enact to express support for the 3-mile buffer zone, and to make an official statement against the warehouse. What lesson do you want to teach these kids? A hopeful one that even at a young age you can enact change? Or a far more brutal one that the adults are supposed to care for you simply do not. You can decide which lesson plan to enact there. Thank you. >> Thank you. Next is Callie Overs. >> My name is Callie Overs, and I was a student body or the student body vice president at Dysart High School. March 8th, I emailed the governing board and Dysart
017High School's principals. I asked for a public statement for students' legal rights regarding ICE agents and how the school will uphold them. I still have not received a reply back to this day. I also emailed again requesting the removal of Mayor Starter from the position of our school's uh district safety coordinator. Since he's been in the position, Dysart High School has only had one lockdown drill a year. This year, it was at the end of the year. Coincidentally, that drill happened a few days after the fact I publicly called him out on not conducting any drills. What would have happened if a real emergency occurred and an unprepared freshman was in that situation? The reason why I started advocating for students is because the district, my principals, and the Surprise City Council refused to. It's
018sad to see the people in charge of little kids don't have an ounce of care for them. I don't believe you guys are Dysart High School principals deserve to have your job. And if you guys have any character or care about students, you would resign and also fire uh Mayor Sarder. I don't know how you guys sit there and don't feel guilty about watching me having to spend my last few months of my senior year publicly advocating for hundreds of students. Their dereliction of duty is disturbing. I'm here asking you guys for two things: to make a public statement reminding students of their rights and how the district will uphold them, and for the removal of Mayor Sarder from the position of the safety coordinator. Thank you. >> Th- That's all. Next on the agenda,
019D1 Superintendent and Governing Board updates. Superintendent update. >> Thank you, Mr. President. I just one quick uh update for us tonight. Uh I want to congratulate all our seniors on their upcoming graduation on Wednesday, and we look forward to uh handing them diplomas uh when they cross the stage. So, congratulations to everybody. Thank you. >> Thank you. Next, we have Governing Board updates. >> I had um I attended the Willow Canyon High School Choir Treasure Every Note performance on May 1st. I was absolutely blown away. Um the professionalism, their talent, their joy was all displayed out there, and it was beautiful. Um I thank uh Mr. McDonald and all the students beautifully highlighted the importance of the arts within our district. And I just wanted to extend my congratulations to all the seniors. Their dedication
020and passion was extremely evident during their performance and I wish them all the very best. In addition, I had the privilege of attending the Sundown Mountain completion ceremony on May 8th and it was really inspiring to witness the success of the program and the accomplishments of the students and I wanted to say how thankful I am for Principal Musse for all of her hard work, leadership, and commitment to support the students in the program. Thank you. >> Uh last week I attended the Club America event at Willow Canyon uh to speak and welcome the friends and family to their family night and it was just such a warm uh [clears throat] welcoming evening and I really appreciate all the families that are supporting their children in that student club. Uh I also attended the Sundown
021completion ceremony and this is always one of my favorite events and year events and thank you again to Ms. Musse and all of her staff for making it such a beautiful event. Thank you. >> I also attended the Sundown Mountain graduation ceremony at Vista Center of the Arts and just want to congratulate all those students. Thank you. >> Good evening. I also attended the Sundown um Mountain completion ceremony. I just want to say thank you to Principal Musse and her staff for beautiful ceremony and congratulations to all the students. Thank you. >> I do not have an update. Next we'll move to item E, number one, motion to consent agenda items. I motion to approve consent agenda items as presented. >> I second. >> Motion carries. Item G information and discussion, information on AI guidelines.
022Dr. Croto. >> Thank you, Mr. President. Uh tonight we have some information on AIA AIA AI guidelines um that the district's been working on over the last 3 months. So, I want to thank the governing board uh for their time and commitment um and working on these guidelines, and we'd like to go over uh the brief uh presentation on these guidelines by Dr. Ashley Longoria and Mr. Andrew Frazier um will present those guidelines to us. And Diana is here also as backup. >> Well, good evening, President Segarra, governing board, Dr. Croto, uh cabinet, and guests. Uh we're excited to uh share and go through our AI guidelines uh this afternoon. So, here uh we'll be talking about generative AI guidelines and just kind of a brief overview of the guidelines that we've uh established in
023a draft format. You'll see on that left-hand side on the projector there um is it kind of the format that you'll see for staff, for K-4 students, and for 5-12 um as we go through uh this presentation. Uh what we have worked on is just the AI generative guidelines, and again, this is for all staff across the district. So, not just our teaching staff, but staff in all of our different departments. Um we have guidelines then for all of our K-4 students as well as our 5th through 12th grade. One thing we know is that AI is always evolving, and so we know that this is will be a living document that we'll continue to update and look at on a regular basis. A couple things about AI that we know of, and we want
024to just always promote to our our staff is that this is a professional tool. We want to continue to collaborate and work with others, and we know it's important that we stress the I guess the importance that it's they're using it ethically, they're transparent with it, and they're following all the district policy and guidelines that come along with this. In these documents, you'll see some different examples that our staff may be utilizing. I'm not going to read through every single one, but you'll see on the left-hand side there instructional planning and support. That's really for our instructional staff working in the schools directly with students or anyone in the curriculum area. I'm in the middle is kind of administrative. This could be a variety of departments. Could be like a food services, could be HR,
025could even be our finance department and working at a variety of different angles there. And then on the far right side is student support. So, might be in our ESS department, maybe in our federal project as well. Some different things that they can use licensed AI tools that we approve to move forward with down the road, and I'll speak to that. So, some of those core principles again that you'll see throughout these documents that we're just highlighting is again AI is just a tool. It's not a replacement of the work that we do. And obviously anything that you put into an AI tool, you want to always make sure that you are reviewing that and analyzing it for what it is spitting out to you and to others. One of the biggest pieces is obviously
026protecting student data. Obviously and others other staff data as well. So, you'll see we'll definitely be talking about that throughout this and throughout this whole process as we move forward. Obviously FERPA is in there and all our different guidelines that go in our parent student handbook. And we'll talk about some of those other factors as we kind of close this presentation later. Again, we are looking at staff staff and students only using our district licensed AI tools. We'll talk about a committee that we're moving forward with a little bit later, but we are looking at just having licensed tools in the hands of our staff and students. And then again, always fact-check and make sure that what is coming out of that AI generative tool you're using is accurate, so always review. And the last
027piece is making sure we continue to collaborate with with others. So, we don't want to make have this tool just working in isolation. We want to make sure we're still meeting and working in the same capacity that we do. Obviously, more minds are better than one. Um the last piece you'll see on these documents at the bottom of each of these pages for staff, students, and the staff in the different two student ones is just some options and some ways of appropriate use and some ways that are prohibited. Again, stress that we're only using licensed AI tools. One of the other things that is prohibited is we're not using any names, IDs, photos, birth dates of any individuals, specifically students, obviously. Um we want to make sure that we're really being selective with what information
028we're putting in there and what is coming out as we review it. We do want our students to start to utilize this in appropriate capacities. In a moment, Dr. Longoria will talk a little bit about how our students will end up using utilizing it and how our staff will help in assisting with them utilizing it cuz there are different variety ways that will support student learning and support our staff with what they do in the classrooms on a daily basis. >> All right, so for student guidelines, we'll start with K4. In K4 world and with all students, you'll see repetition when we get to 5-12 as well. Um but AI is a tool that we learn with, not from. Students' own thinking, creativity, and ideas are really what matters most. We want to keep that
029central, of course. And then we've developed an AI assignment stoplight to help teachers communicate to students when it might be okay to use AI as a tool and when they shouldn't. So, a red light assignment would be we never use AI for it and in general, we would like to roll out that we assume all assignments are red light unless the teacher says otherwise, meaning we don't use AI unless teacher gives permission for it. A yellow light assignment would be always ask your teacher first for permission and then a green light would be something like we're using it as a tool in the classroom, which would be rare, more rare in the K4 than the 512 land. For K4, some AI rules and again, you'll see these repeat they'll be similar trends to what the
030staff was, but for K4 students, we should always ask our teacher before we use AI. But, the work we submit must always be our own. Uh we should not be sharing any PII, so personally identifiable information. They should always take their let their teacher know if something seems off and then use the technology responsibly. Again, appropriate use and prohibited use. So, students can use AI with teacher permission. That's kind of the general um theme of using AI for students. They cannot use it to submit and complete their entire assignments as their own. They should not be accessing tools without express teacher permission and then again, never entering their name, photo, personal details, or any PII. Moving over to 512, again very similar. Um in 512, again AI is a tool to help, but students it
031should never replace their own effort, reasoning, or growth. We have the same red light um AI assignment stoplight system here. And then the rules are very similar. So, they should always ask their teacher before using it. Um AI should not be doing the thinking for them. They should never enter PII. They need to fact-check everything. They should be able to articulate and be transparent on how they used AI when they do. And then, using only district-licensed AI tools. Uh again, very similar. Appropriate use and what they cannot do is the same same idea again. So, they cannot use it um to submit AI-written texts as their own work. They shouldn't be using it on tests, assign- assessments, or quizzes. They shouldn't be using it to solve outright assignments or problems. We want to stress that
032they're still doing the thinking and owning their process. >> So, we'd like to just call it talk to you a little bit about our next steps. Um there's obviously a variety of pieces as we roll this out and continue to solidify what it looks like here in Dysart. So, the first thing is um what will staff training look like. Um we know that we're going to have to put these guidelines into our Dysart Essentials, and this is a piece that all of our staff do every single year. Um they're they're kind of broken out quarterly or now you can do them throughout the throughout the year in different time frames. Um so, all our staff will be required to go through this this type of training that's uh pushed out. Um back to school training,
033obviously we'll have a variety of different pieces depending on your different uh job. But, we know for some of our teachers and instructional staff, uh we'll have to do some of the training before the beginning of the year before ready to roll out at that time frame, making sure they're ready to uh put that into students' hands and what that looks like in the classroom on a daily basis. And then we know with anything it's important to can have ongoing training. And as things develop or as things change, we get feedback. But, more importantly, as situations develop and as uh students use in different capacities, we'll have that ongoing training uh throughout the year and years to come. Uh student training, uh you can see that guidelines will be put into our parent student handbook.
034Again, we want everyone uh to be able to see that and know what it's about and know what our guidelines are, be very transparent. Um and then have our have this integrated into our scope and sequence. And so, all of our uh instructional grade levels have a scope and sequence of what is taught. We'd like to try to blend that in um as we move forward on this journey to to show how I could maybe use some of these AI tools with what we do on a on a daily basis or our monthly basis. And obviously we want to make sure um other stakeholders, like our parents, are are well involved and are knowing what's going on and we get some feedback from them as uh as well. So, mass communication will be going out
035through Parent Square as we are moving forward with our finalized guidelines and with any tools that we do decide to move forward with as we're going on this journey. We also would like to push out a survey. We have AI committee that is in the works of being developed right now and is almost ready to rock and roll. But, we have a survey that's getting pushed out here very soon and so we'll be able to get some feedback that the committee review and everyone kind of look at. And then we'll make sure that all of this again is posted on the district website so that at any point in time anyone can reference what we have done and where we're heading and make sure it's very clear with what we are putting out and to
036our students and staff. And that's a quick overview. Any questions for our current AI generative guidelines? >> I just have concerns about how our teachers going to know if students are using AI after after school or if they're I just and I don't know about the K through 4 using AI. I think that's pretty young but how are they going to learn proper grammar or English sentence structure and that kind of thing if if AI is going to correct all their you know, mistakes or I don't know. I'm just I have some concerns about it. >> Ms. President, member Ayala, um teachers interactions with students is a key in this situation. Again, this is a tool. This is not the teacher. So, it is very important that our teachers still make those connections, monitor student
037work, know what their students are doing, know what students are capable of and not just using an AI. Obviously, we cannot control when they go home but we do know when they come to classroom with an essay all written, um, their capabilities and if they're capable of even producing that or by word use. Um, so, replacing the teacher, it is not. It is a tool for learning, um, and that's what we are going to stress. So, we are never going to say that this is going to take place of a teacher, um, and it won't. It it won't and especially in this district. So, those pieces are are important to realize, um, that it is a tool uh, is there is an aid as other many other things are. >> I just want to back
038up on, um, Clerk Saiola. You know, I've stated from the beginning I'm very concerned with electronics and AI K-33. So, understanding what she's saying, if the kids don't learn the core basics and that's from K-33, and then then we're doing them an injustice and that's where our concern is with the AI. Totally support teachers using it to do, um, lesson planning and that, but as this uh, committee gets up and running and we can see what they recommend, but again, I support Clerk Saiola on the K-33 K-34 concerns. >> I also have some concerns about the K-34. I've been doing a lot of research. Unfortunately, there's not a lot of research here in the United States, but in England, under the National Education Union, um, their teachers are raising a lot of concerns. Um, there
039was a article done just April 2nd of this year. Um, they said 66% of secondary teachers said students critically thinking skills had declined due to AI use. And 28% of primary teachers reported declines in writing skills, problem-solving, creativity, and even conversation ability. And then, there was a couple teachers that quoted, "Students are losing core skills, thinking, creativity, writing, even how to have a conversation." Another teacher said, "AI is destroying what learning, problem-solving, critical thinking, and collaborative event effects I'm sorry, effects are." And then, um teachers are also describing that students becoming less willing to revise their work, analyze information independently, or persist through different assignments. And they're calling this cognitive offloading, um where students outsource the actual thinking process to AI tools. So, I'm extremely concerned about this. And then, there was also something else
040that AI has been doing that um is just coming to light. They're calling it hallucinate mode. And it's which means if it if AI does not know something, it'll make it up. So, the teachers are saying that it's making it unsuitable to teach. So, those are my concerns. That's the research that I found for K through 4, and I'm very concerned about this. >> Remember Drake, I think those are things that we're all concerned about. However, it it's incumbent upon us as teachers, and you've heard me say this before, to follow the Arizona state standards as teachers. Those standards uh do have academic dialogue in them. They do have critical thinking in them. Our our source of truth in our district in teaching our scope and sequences, and our tier one observational protocol, the Dizert
041Instructional Protocol. Within the Dizert Instructional Protocol, one of the focal points is academic conversations because we know our kids are continually losing that the more they're in isolation with just technology. So, we will continue to focus on that and you see excellent examples in even kindergarten classes of students turning to each other and say saying, "I agree with you, but or I'm disagreeing with you." We will continue to put those things in with critical thinking. We have our document-based questions in social studies that present the two sides and students have to decide based on the facts what they believe is the answer and they're not graded on their opinion. We have essays to the point earlier. Any good teacher is going through giving kids feedback on each part of the process. You write a thesis
042statement, I'm going to give you feedback. You write the topic sentences, I'm going to give you feedback. It should never be here's a 2-week assignment, come back with an essay. If we do that, we're failing in our teaching with or without AI. Kids are going home copying it off the internet. You know, we're Googling things like that and piecing it together now. So, it is going to continue you know, we will continue to work with our teachers on great tier one instruction and that's what's led Dyser in the hub for the past few years and will continue to lead Dyser. I'll defer to my colleagues on the hallucination, but I wanted to talk to the teaching and learning part. >> Um I I let me piggyback that that too cuz I I hear your concerns.
043You voiced your concerns um when we did all the study sessions over the last 3 months. Um it's important to remember and and couch those concerns, our AI is not going away. It is here. So, what I hear you saying is you have concerns and it's important that we teach our teachers and our students to use it wisely and correctly. And I think that's what these guidelines are helping us do is put some parameters around it cuz right now we do not have any guidelines. And so, we realize you have concerns. I thank you for voicing your concerns, not just tonight. I mean, through the last 3 months we've heard you, and I think this district has made a huge step forward in trying to get the parameters around it of what is appropriate use
044in this district. Um because I think we all agreed during those study sessions, AI is not going away. And we can't bury our heads in the sand and say we're never using it. Um we have to be the ones to take responsibility on what is right with AI and what is not, and I think that's the groundwork that these guidelines are laying so far. >> And again, I think once we have this committee get together and see the feedback from the parents and the community and that it'll help us make better judgment as well, but we appreciate it. Thank you. >> And thank you again. Thanks for the conversation. It's a great conversation. Did you have anything to >> Um I I just want to mention I'm this is just an information item. We're not
045making any decisions tonight, but um I appreciate you guys listening to us in the study sessions as well as tonight with our concerns. Um I do share in some of the concerns with the K through 4, um but I also understand that it I at least I believe that we're not going to replace teachers with this, especially in a K through 4 setting, that primarily these guidelines are just going to be maybe an introduction so that they can, you know, grow with it um along the way, but um this is a little bit off topic, but you know, I think the screen time, you know, situation with K through 4 is is pretty pressing, too, and that kind of goes alongside with this AI conversation. Uh I think limiting it um is important to the
046conversation, especially when you um meet with a committee. Thank you. >> And last thing, Mr. President, point point out. So, if you go back to the beginning of that, this is 304C. These guidelines will be put in as guidelines into the governing board policy 3043. So, they will be attached and visible for everybody to see just as procedures are. So, they will be This will be 304C. Just so you know what that Thank you. >> Thank you very much. Go to item H, action and discussion, recommendation to approve 2025-2026 revised expenditure budget. >> Uh we have no further presentation um or questions. If you have questions, Francis is still here, but it is up for a vote. >> All right, I motion to approve the 2025-2026 revised expenditure expenditure budget. >> Second. >> [clears throat]
047>> Motion carries. Next item is a recommendation to approve appointment of director of athletics. >> Thank you, Mr. President. Mr. Mangley will take this item. >> Thank you, Dr. Croto. Mr. President, governing board members, administration is proud to recommend to the board the position of director of athletics, Kevin Cashatt. I'd like to just share a little brief information about Mr. Cashatt. He has 23 years in education. Uh 11 of those are school administrators, and six of those years were as a director of student support services in some capacity, recently spending the last 3 years as a the director of student services. So, and making a big difference with our principals and a lot of different things. So, definitely a tough loss, but as he grows into this new position, we're excited to recommend it to
048the governing board for your consideration as director of athletics. Yes, he is. >> Motion to approve appointment of Kevin Kaschke as director of athletics. >> Second. >> Motion carries. Congratulations. >> [applause] >> I think there's a game tonight. He's got to go. See you. >> [laughter] >> Next item, recommendation to approve an appointment of elementary assistant principal for the 2025-2027 or 2026-2027 school year. >> Thank you, Mr. President. Mr. Mangold will also take this one. >> Thank you, Dr. Proto. Mr. President, governing board members, it's my pleasure to bring a recommendation for an assistant principal to Sonoran Heights Middle School. That is Ms. Adrienne Perry. She comes highly recommended from the Peoria Unified School District. We're really excited. I'll just briefly, if I can just get off my notes here a little bit. It is
049very rare to find a quality administrator at this time outside of our district. And so, we're excited to bring this recommendation to you. As she comes highly recommended. Currently, she has 5 years of a successful assistant principal at the high school level. And so, in addition to that, she has some instructional coach background, 3 years of that quality instructional experience. So, we're excited to bring that to the governing board for your consideration tonight. And she is here and I said she has to give a speech unless you don't want her to, Mr. President. >> [laughter] >> Motion to approve the appointment of Adrienne Perry as the elementary assistant principal for 2026-2027 school year. >> Second. >> Motion carries. Congratulations. >> [applause] >> Next item is recommendation to approve the memorandum of understanding with the Dysart
050Education Association for the 2026-2027 school year. >> Thank you, Mr. President. This is a yearly item. Um and Mr. Manley will take this item. >> Thank you, Dr. Croto. Mr. President, governing board members, I'd like to first recognize Ms. Sarah Mendoza if she's in the crowd. Uh she is the DEA president and plays an instrumental role in this annual process. I'm getting a lot of feedback here. Can Thank you. Um throwing me off a little bit. Um so it's important to know that we start this process in October and we go through each page with a fine-tooth comb. Uh this is a representation of the DEA and the group she serves as well as an agreement with the governing board and as a as a representative of the governing board during this process, myself, and
051I want to recognize Dr. Jane Weverich, the director of human resources that plays a role in this as well. Uh we're we're excited to share with you that the changes are really minimal compared uh from the past. At last year, we really tightened it up and this year that it's minimal changes as you saw when you reviewed the packet. Uh five major topics were addressed and there was really just word tightening, word smithing, and uh just getting some more clarity, but no major changes uh with this recommendation to the governing board with the agreement between DEA and the governing board. >> Motion to approve the memorandum of understanding with the Dysart Education Association Association as presented for the 2026-2027 school year. >> Second. >> Motion carries. >> Thank you. >> Next item is a request
052for future agenda items. >> I would just like to um express my desire to find out the screen time again for um students in the classroom. >> Could we get um an information item on the crime statistics in our Dysart communities versus uh Phoenix Union? >> All right, hearing no more, I make a motion to call an executive session. >> Second. >> Yes. No. Motion carries. >> Mhm. >> We now reconvene the regular meeting. I motion to approve the superintendent's year-end performance evaluation and performance pay in the amount of 18.2% reflecting the the superintendent has satisfactorily achieved the the approved goals for the 2025-2026 school year. >> Second. >> I approve. I say yes. >> Yes. >> Motion carries. I motion to adjourn the meeting. >> Second. >> Yes. >> All in favor? >> I.
053>> Meeting has been adjourned. >> Mhm.