001b the governing board know that today the state released the numbers of art seals that were earned by school districts across the state and the dysart unified school district had the second highest number of art seals of all the school districts in the state that's right give yourself a round of applause we were on we and and we were just behind tempe union um in that in that piece however um the dinosaur school district has the most or has the largest number of students that earn more than one seal so we're very very proud of our art students congratulations to them and we look forward to honoring them this evening if we could ask the the governing board and dr kellis to please um come down towards the steps so that we can recognize some
002students that will be fantastic this evening we would like to take the opportunity to recognize some of our outstanding art students and some of their many accomplishments during the 21 22 school year we're going to announce the discipline the art discipline and display a slide on the screen with the student names that are being recognized because we have many this evening when your name appears on the slide we would ask you please to come forward and join the governing board and dr kellis and remain there until all students come forward so that we are able to get a photo and then we're going to use this new platform social media there's twitter and facebook and insta something and all that good stuff and we're going to share it out so everybody can see how great
003you are as well so we're going to start off our recognitions with and we're going to begin with our talented visual arts students are being recognized this evening for various competitions if you see your name on the screen would you please come forward we have first the gallery 37 recognition students have to apply to be selected for this program in which students work to create a permanent piece of public art alongside a professional artist students earn free college credits for participating along with a cash stipend students are also being recognized for participating in this category in various local and state level art competitions including the congresswoman debbie lesco art award and the new horizons art show congratulations to our dedicated and talented students would you please give a round of applause and the good news
004is we don't have to ask you to crowd in with other students on this one this is a piece of cake congratulations again we're going to continue with our kindergarten through eighth grade visual arts recognition and these are all the students that that uh placed in show this year whether it be the cyber security art competition the world art day art competition the surprise bookmark competition the surprise mlk art competition the a-a-e-a-y-a-m award and the essa art showcase if your name is listed would you please come and join us would you please give him a round of applause and before they go hold on just a minute because we don't get this opportunity very often what is your name paisley what is it paisley very nice to meet you paisley and paisley what did you
005do in art this year this is a really important question for you to answer did you draw something did you paint something you drew something very very good well we just had to come over and say hello awesome job guys give another round of applause next we're going to recognize our outstanding musicians these are students that are being recognized and they include both vocal and instrumental awards and we're going to start this evening by recognizing our 21 22 students who earned chairs in orchestra band and choir students go through a rigorous audition process to earn a chair in a regional ensemble against students from the entire west region auditions include performing etudes scales and sight reading selected students get to spend the day working with a clinician and other talented students from region from the
006region with the day culminating with the west regional honor band choir and orchestra concert congratulations to our musicians [Applause] congratulations again and next we're going to move to our students who earned a spot in regionals and then got the opportunity to audition for allstate it's the same process as regionals that we outlined but now they're competing against students from across the state they have to learn new audition material as well we're so proud for the first time to have two students that earn placement in the allstate honor band and choir are daniel alger or daniel danielle benton with us this evening would you please give him a round of applause in absence we also had a wonderful group of students get selected for the arizona choral chorale educators allstate jazz and show choir similar to
007regionals and state for band inquire these students take part in a challenging audition that requires them to perform a solo excerpt and then participate in a dance audition congratulations to our all 2122 show choir students would you give them a round of applause as well that's right don't be shy come on down you were here before you know what you know the routine congratulations the following students were selected to participate in the arizona music educators association elementary and junior high all-state band if your name is on the screen come on down students participating in the sixth grade ensemble were nominated by their teacher and then selected by the amea coordinator panel students in the seventh and eighth grade had to mail in an audition tape and then were selected amongst their peers just like high
008school these students had the opportunity to travel to the east valley to spend the day working on a concert made up of their peers across the state and a highly recognized clinician we just want to say thank you so very much for representing the dysart school district in such an awesome way would you give them a round of applause [Applause] great job guys way to go [Applause] we want to say congratulations to our students who either earned an excellent or superior rating at the arizona music educators association solo and ensemble festival if your name is on the screen come on down this festival requires students to come with either a solo or a small ensemble group to perform for a judge who gives them feedback and rates them many of these solos are groups many
009of these solos and groups are performing college audition level pieces that will then be used for scholarship opportunities their junior and senior year students performed in the areas of voice wind percussion and piano would you please give these students an outstanding round of applause congratulations again [Applause] next we move on to the art area of dance i have to tell you having to having subbed for one class period of dance this year at valley vista high school i have a newfound respect for the dance teachers and i'll sub anything else again except dance it's too hard the following students have met the criteria for national dance organizations national honor society of dance arts in order to earn this honor students must have an overall grade point average of 3.5 or higher demonstrate teamwork motivation and
010leadership along with earn 30 points for qualifying activities on the national induction point system do we have any students in the audience this evening if your name is there come on down and if not we just want to say congratulations to these students [Applause] on to the area of theater we are proud to recognize our thespians the following students competed at the arizona thespian regional festival students competed in the areas of acting monologues duets and groups musical solo duets and groups and thea theatrical design the students listed this evening are all all competed in were earning either an excellent or superior rating some of them worked so hard that they broke their ankle in the process since this is theater we have to ask is your ankle really broken or are you acting oh you
011broke your leg oh you're faking okay i got you all right congratulations [Applause] and with that we conclude our arts recognitions we'd like to continue um to that to thank our extraordinary parents and teachers who continue to build up and support our students talents the time and dedication it takes to hone a craft takes an entire village and we want to say thank you moms and dads thank you moms and dads for making sure to drive your kids back and forth to competitions to drive your kids back and forth to late practices to cook dinner at different times of the day so that they can do what they do so thank you all to each one of you and congratulations again to our students have a great night [Applause] is all right next we'll move
012on to [Music] c address the governing audience with individuals michelle um we have one person um a miss allison ali klein oh sorry it's been a while all right i will go ahead and read the statement 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 38-431-01 action taken as a result of 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 at a later date in order to facilitate accomplishing the business of the district in a timely manner a time limit of three minutes will be imposed for each individual or group addressing the board when you approach the podium please state
013your name for the record good afternoon everyone my name is ali klein and i'm here representing friends of the surprise libraries i've been president of friends since 2002 and finally 2012. friends began as a non-profit organization supporting public libraries we then expanded to support school libraries and then expanded again to support teachers reading specialists sorry i lost my place ela new teachers and reading coaches and everything literacy related we now support 37 schools in three school districts in addition to the public libraries in both el mirage and surprise we're here um the friends group has has really had an opportunity and you have some media in front of you that i dropped off so you could take a look at all the things that we do one of the things is the bookmark contest that
014was mentioned just earlier so that's one things that we provide working with dr kellis has made my job being president of friends of the surprise library easier than it had been before we've had a chance together to work with teachers and students in almost every school in the dysart district and friends has been able to provide two hundred and ninety two thousand four hundred and three dollars and eighty two cents in approved books and other media to classrooms within dysart additionally we've been able to allow teachers access to grade appropriate books and magazines free in our bookstore in the amount of 10 456 items just so that you know all of these items that are donated or received for your teachers are all reported appropriately to the finance department uh francie gets an email from
015us all the time i'm actually grateful to be able to be working with dr kellis over these years and want to let him know how much friends of the surprise libraries appreciates his leadership and how much we have appreciated having such a great partnership with dysart and i hope to look forward to another ongoing and long relationship thank you thank you next we'll move on to superintendent governing board update i understand we don't have a student update tonight so we'll move on to superintendent update dr kalis thank you madam president members of the board and members of cabinet i'd first like to extend a a great acknowledgement to our friends of luke air force base last week was the purple up for kids of military families and this is an opportunity where many of the
016service member family's children who are attend dysert are recognized for the work that their parents do at the base and it's not just at luke air force base it's for all military but specifically um there are some planned activities with with luke air force base luke air force base is the largest training base in the world and dysart is more than happy to welcome any family member who serves our country as well as everybody else but we just want to send out a huge shout out to our service member families and their kids who are part of dysert i also want to acknowledge um dysart heroes who are recognized last week at a special ceremony we appreciate you all who were the investor heroes recipients and shortly thereafter there's a special the next day uh
017dice education foundation ceremony i just want to give another shout out to the dicer education foundation for the great work that they do in supporting our students with scholarships and also a special shout out to our very own louisa brown today is national administrative professionals day and she is the board's executive assistant as well as the superintendent i'd like to thank you for all the work that you do for dysert all right thanks to move to governing board update we'll go ahead and start congratulations lisa that's amazing thank you for all that you do and at a minimum just putting up with the five of us is in and of itself so i appreciate you um i too attended the dysart heroes awards ceremony and it was just wonderful to sit and listen to all
018the kind words shared by the peers of all the recipients that's just heartwarming to to hear um from those that actually work with them one-on-one i mean we we can hear stories from time to time in general about how amazing our staff are but to actually hear those detailed accounts of what they do every day to make to rise them that hero status was just a pleasure to be a part of that so i was glad to attend that um and then this sunday i attended the induction of valley vista high school girls basketball coach rachel matakas into the arizona high school coaches hall of fame it was just an amazing moment for her if anybody as every people know she's not just a an amazing basketball coach she's just a phenomenal person that just
019has um an ability to have such a positive impact on the lives of students in more ways than one so it was just a beautiful afternoon for her and i wish her congratulations and then i understand we're having a lot of end of year celebrations and concerts i'm looking forward to our valley vista high school choir concert which i believe is both tomorrow and friday so i'm hoping i can attend one of those two performances and encourage everyone else to attend we have so many talented students in all of our high schools in elementary and middle schools now and now the time is the end of the year is when we get to enjoy all their talents so i'm looking forward to that that's all i have anyone else a couple of things i also
020attended the dysart heroes ceremony and it quite honestly and just like ms pritchard said it is a great time to see our dysart heroes shine just love being a part of that evening of their recognition also attended the superintendent's classified and the certified staff advisory councils these were the last ones for the year so thank you to all staff that attends to take the information back to their individual schools i think dr kellis failed to mention that he was also named the honorary chairman chairman honorary uh base commander for luke air force base so he got to fly in an f-16 and uh i did warn him make sure you don't eat breakfast before you go up and you did not right okay so congratulations that's an extreme honor to be uh recognized as an
021honorary commander uh attended the a couple of the cip presentations uh thank you to the schools that presented uh also attended the uh fourth annual uh dysart education foundation scholarship awards uh i believe there were 17 recipients 68 thousand dollars of scholarships uh to these uh great seniors that will be going on and continuing their education after they leave dysart so thank you to billy laird and uh donya davis say for everything that they've done also attended the willow canyons musical crazy for you the young lady that came up here she did the entire play in a wheelchair and she did a phenomenal job the entire cast did a phenomenal job so thank you to mr walgreen for bringing that ex the imagination and the creativity uh to all of us and just like miss
022pritchett said there are so many end of the year celebrations and the concerts and the dance recitals and so many you don't need to have a child that's in dysart to enjoy some good singing some good dancing and and instruments and um musicals and the kids want to show off what they have been working on all year so please find a school get an audience and just cheer them on um last but not least yes uh dr kellis alluded that today is administrative professionals actually it's a week you guys all have a week but today is the day so thank you to um miss brown for yes putting up with the five of us actually six and that's dr kellis but she and all the other administrative professionals in the district go above and beyond
023every day they're the ones that actually run the district so next week i believe is teacher appreciation week hug a teacher thank a teacher and wish them luck for the rest of the school year and that's about it mine's really short after that um i did attend a couple of the cip presentations as well um also the dysart hero ceremony which is the congratulations to all the heroes in the district well deserved and then i also went to the dysart education foundation award ceremony and congratulations to the 17 seniors that received scholarships that was it was really wonderful to hear their stories that's it anyone else i'd also like to express my appreciation for miss brown um and not only just putting up with the board and dr kellis but really this whole district so
024thank you i mean i think you get the brunt of almost everything so i appreciate you and i know that many many people appreciate you um and speaking of appreciation i also attended the dysart heroes event and again it's just you know ditto what everyone else has already said but just just hearing the individual stories about the recognition from um from the hero's peers is just really um a beautiful night um hearing those stories and really appreciate all of what dysart employees do and that's it thank you luisa [Laughter] all right next we'll move on to item e motion to approve consent agenda items i move the governing board approved consenogen items as presented motion made by christine pritchard seconded by joe grant i did it right this time motion carries next we'll move to
025item g information discussion one information on interventions to promote student growth and improving academics at tidal schools dr kellis thank you madam president members of the board and members of cabinet dr pauline will introduce this item good evening madam president members of the board cabinet and community it's my pleasure to introduce kathy hill director of federal projects and amy hartson director of research and they will present on this item good evening man and president members of the governing board superintendent kellis and cabinet thank you for the opportunity to share some information about our title one schools and the intervention programs that we have there so if you take a look at this slide there's some important information that i want to just draw your attention to so students that come from our higher socioeconomic status
026homes they have life experiences that students from lower ses homes don't have an example would be visiting a museum or perhaps going to the zoo their parents or and families have the opportunity to take them places that sometimes children who don't have those opportunities i mean they just they don't have those opportunities afforded to them so because of that their children who have a lower ses they don't have a certain they don't have the schema to make those some of the connections when they get to school now please know that these are not excuses we want to just explain some of the the the realities of what we see in our in our title schools and then on the last bullet what i want to make note is that it's not the it's not the
027number of words that they know it's the number of words that they hear so if you'll allow me just a moment to illustrate with a brief example so a child who is imagine a family member is cooking dinner and you have two different two different homes one there is a student that comes from a lower socioeconomic background and so they've asked for a cookie before dinner and this is the answer they receive no now another home where it is uh more of a a professional home or a middle what we would call middle class home what you may hear is this same question may i have a cookie before dinner you know that you cannot have a cookie before dinner and i'm going to tell you why you're going to spoil your appetite and i
028want you to eat all of these the vegetables that i'm making for you all of this great food that is going to make you strong after you eat all of your dinner or whatever you know after you eat your dinner then you may have a cookie so you can see the number of words that the student in the first home heard as compared to the student in the second home just as a brief example and something else to consider is that oral language development is inextricably linked to literacy development if you don't hear the words you can't say the words if you can't say the words you can't read the words so that is just an important point to to remember what we want to share briefly is that how we choose our intervention programs
029is based on our school improvement process so our schools work through a comprehensive needs assessment which asks certain questions and ex asks what are the needs of your school and the the schools then determine what are the most important needs that they need to work on they conduct a root cause analysis then they write out their integrated action plan so then what i have to do for for our district plan is then look at all of those trends and patterns and determine what the greatest needs are so then we see that there may be a need for some um and and i'm speaking from from our background when when we have our students who are in high school and they're english learners and they come to us i cannot put a program that's intended for
030younger children in front of them so we have to look what are going to be those programs that are going to be appropriate to teach students the skills that they need so we do that very collaboratively and we write that into our district action plan so it's all done in a in a very collaborative way then what we do is when we have these intervention programs we are sure to provide professional development so everyone understands how to implement that program with fidelity but also understand is this program going to meet the needs of the student who's in front of me because intervention programs are not it's not a one size fits all i could be a sixth grader who doesn't have any phonics or phonemic awareness and i'm going to need something different than the
031sixth grader who's struggling with comprehension so just some of those important points to think about as would provide that professional development on how best to use and choose those resources okay and i'm going to turn it over to miss harton and she's going to talk to you about some data i'm going to move this up just a little bit good evening um so the first piece we wanted to show you is from our kinder data from the very beginning of this year and this kind of demonstrates the point that kathy was talking about about the difference of life experiences and prior no prior knowledge that students enter our schools with so on the left you can see um from our dibbles data the left-hand side is our title one schools and the right-hand side is
032our non-title um schools the number listed is the average number of letters uppercla uppercase and lowercase letters that the students were able to identify at the start of the year so dibbles is one of the first tests that our kinder kindergartners take and you can see the difference in the average numbers that our title one students come in knowing and our non-title one students know you saw some of a piece of this data last week two weeks ago when i did our data we showed the beginning of the year and middle of the year this is one of those tests that is part of the kindergarten kindergarten composite score but it's the really simple identification of whether or not they know their letters when they arrive the other piece um this looks very similar to
033you for you from our last data presentation this one is exactly the same i've highlighted our two um title schools that are k4 and our two title schools that are middle school you can see here once again as a reminder that those growth points were that scale score growth and the expectation of the amount of points the students would earn from benchmark one to benchmark three um you can see in um the k4s in reading all 4 k-4s title and non-title met their growth expectation and you can see that um all of them had an increase from benchmark 1 to benchmark 3. when we look at our middle schools that expected growth was 21 so two um our two title schools met expected growth our two non-title schools did not meet expected growth so although
034their overall proficiency scores are a little bit lower they did meet those learning expectations they had that amount of expected growth from benchmark 1 to benchmark 3. this is our title k-8s and our non-title k-8 so the top half of the page shows you our um title 1k 8 schools and their reading benchmark scores and our um bottom shows you the non-title 1k8s and their reading benchmark scores um the expected growth for them was 26. so when you look at our growth um those pieces we have um four of the six title schools met growth and three of the non um three of the six non-title schools met growth the title one um proficiency range for benchmark three was between 19 and 41 and there's an overlap with our non-title schools of 37 to 58
035so you can see that there is there is a discrepancy in those but um we did have more title 1 schools make that growth expectation when we look at math um we're back to our k4 and um middle school models the k4 expected growth was 67 and our middle school expected growth was 45. um all four of our k4s met growth and all four of our k-4s were higher than bench benchmark three was higher than benchmark one um when we look at our middle schools you can see that um none of our middle schools met that expected growth a couple of them were close or two-thirds of the way there um and they had a range of um between 24 to um 43 so their range was a little bit lower than the the reading
036differentials when we look at our title and non-title schools you can see that we had 52 points of expected growth when we look up at the top the first couple of title schools two of the six title schools met expected growth and five of the six non-title schools met expected growth in math um their range of scores goes from um 27 or i'm sorry 20 to 35 for title and um 42 to 67 for non-title and i'm going to turn it back over to kathy who's going to talk about programs that support the debt so we're not going to spend a lot of time on the the tears because but we thought that it was important to be sure that everyone has a common understanding of the tears because we all have we just want
037to to be sure that we lay that groundwork just like we would do in the classroom so for in the multi-tier system of support you have tier one which is in a nutshell that is your your classroom instruction you are working on grade level standards with all of your students when you're looking at tier two it is that small group instruction designed for students who are not understanding perhaps the concept that you just taught so it can be a quick reteach or when we're doing walk to read or march to math when we're doing that tier two we may be having different teachers teach different skills in order to be sure that we're filling those gaps and then tier three is that more intensive intervention it's for students who are two to three grade levels
038behind and so they're really looking at filling in those those gaps and once again because they're two to three grade levels behind they are working to build those foundational skills to get the students up to grade level standards and then with the response to intervention that's where we're really looking at have have these tiers worked if they haven't what are we doing to support them so that's all a part of the multi-tier system of support once again just want to lay that that framework for what those tiers are so we have a common vocabulary and as i mentioned before when we look at the trends and patterns in our integrated action plan we sometimes determine that there is a need for human resources because although we can have intervention programs the programs aren't the most
039important component in the classroom it's always going to be the teacher the teacher is the most important individual in the education of a student we do have these supports so for the tier 3 reading and math interventionists they are providing that instruction as i shared their typically two to three grade levels behind at some of our title schools who determined that they needed to have this type of a position we have a family outreach specialist and so their main focus is helping the families navigate the educational system so it's more of that academic piece how do i get into schoology how can you know how can i check a child my child's grades for high school how do i help them fill out their um fafsa application and so that's those are just a few
040of the things that our family outreach specialists do we also have some of our schools that have instructional assistants and so they provide that support in that tier two and that tier three intervention and then we have school data improvement specialists at our k-8 title schools and what they do is their main purpose is to provide that data to leadership into teachers so actionable items so they can take action steps that will create better opportunities for students to meet grade level standards so how do i take the data that i have determine what it is that my children need and then create action steps from there and then these are our title these are the specific intervention programs that once again going back to that school improvement process it's always about making those better and
041the very best decisions that we can for our children we have achieved 3000 reading and dysart high school is they're different because they have achieved 3000 reading and they're using it in a supplementary manner in ela social studies and science it is a great way to give students the reading passages at their own lexile level and it aligns to grade level standards and teachers can choose what passages to assign to students for tier two we have actively learn and that is for literacy and achieve three thousand math and then for tier three you can see that for our k-8s we have a chi 3000 literacy and we have achieved 3000 math the beauty of having these programs is that we also have an implementation manager who is provides professional development ongoing professional development which as
042all of you know is very very important to continue it's not just one time that i'm getting information on the system on and how to utilize this resource it's going to be that continuous professional development we also excuse me evaluate the effectiveness and you know is is the program along with you know um with the implementation is it really doing what we say that we want it to do and that starts at the campus level with the site administrators what the beauty of having that implementation manager is that the administrators can schedule the time when it works for them with their schedules and they can determine do i want someone to model do i want them to talk about the data from the system during prep connects they have they have the ability to schedule
043that themselves but then we also have that district support so we attend those meetings um and listen to what it is that the program is doing or not doing what do we need to do how can we assist so we attend those meetings as well when when we're able to and then once again you know for our new teachers training begins before school we try to have that um that training when we have our three days back and then throughout the school year and once again it can be on mondays it can be during prep connects it can be whenever the site administration determines that it's going to be best for their teachers and their school site and then here are just some of the specific programs that are supported with title funding we have
044avid at the following schools leader in me is at our as at riverview we have positive behavior intervention supports at our at the schools that are listed five of our schools are 21st century schools and that is a before and after school program we also have kinder experience and that's for our students who are in title 1 schools and it gets students accustomed to school when we have when we um asked teachers to reflect on how the kinder experience went with their children who have not ever for some of them who've not ever been in school they have said that it was really great and then they could see how impactful it was that first day that first week of school i'm not sure how many of you have ever been in kindergarten classrooms on
045the first day of school you have lots of runners and you have lots of criers so um i remember um starting when i started at el mirage they're like we're going to have you at kindergarten today i'm like well i we need you at kindergarten today no problem because i was an instructional coach at the time and so i knew that i needed to support in those classrooms but this kinder experience gets them accustomed to school and that's just a way that we provide that transition from preschool to school age so and then here are some of the district supports that we have myself we have our directors of curriculum and instruction we have miss hartjen our literacy coordinator adriel grieshaber and our content specialist we participate in their leadership meetings we have different data
046meetings with them and whether that's on monday pd or during prep connects we also work with them on lesson planning we conduct classroom walkthroughs and we provide that feedback sometimes having that outside of your school set of eyes will give you a different can help give a different perspective and then we also have a master schedule review i'm not sure what the background of everybody is in maybe trying if you've ever had to build a schedule before but if you don't have all the pieces aligned just right then it doesn't it doesn't work and you can't get the supports in that you that you need so that is something that we definitely have been looking at very closely and helping our schools understand how to schedule and then there was also a larger professional development
047provided by a vendor like an outside consultant to help our schools as well we're very excited this year we have an eli tenorant teacher and she is able to go to two campuses that have our highest english learner populations and so what she does is she provides that targeted english development and whenever i see her her children are talking she's working with the teachers she's supporting the things that are happening in the mainstream classroom but she and then from her perspective she's working on that english language development if you remember like i said if they can't hear the word then they can't say it if they can't say it they can't read it so that's why that oral language development especially with our english learners is very important as well and then we have our
048one of our federal project specialists she provides walk-throughs and she goes to our intervention classes she walks with our school data improvement specialist and she provides feedback on what they're doing how they're implementing the program etc so and we have been planning next steps as i spoke about before in the very beginning um we may have different populations of students who need different resources so we're constantly looking for resources that will meet students needs as i alluded to before is we need some of those things to be age agnostic you would not we have a program that's called smarty ants it's a part of the achieve 3000 interventions for our k3 students and but it's very it's very k3 it is you you would not want to put that in front of a high school
049student even though they're the same skills so we're constantly looking for things that are age-appropriate but also meet their needs so some of those things that we're implementing next year and working with our ess department on are tier three reading interventions reading mastery corrective reading and read to achieve i personally when i was a classroom teacher utilized corrective reading it made a huge impact on the skills that my students needed and this when we have this this entire range of programs that are going to meet our students needs we're very excited about being able to share this new tier three intervention program with our interventionists we're also looking at high low cost resources not high cost resources low cost resources hegerty and once again it's designed to address the phonological awareness skills but for those
050students who are in fourth fifth sixth seventh eighth grade which typically if you're in school in you know k3 and you've been able to be a part of our educational system you would have had by the third grade however we do know especially with our english learner populations that some chil they come to us later on in their educational career and we need to address those those um those needs and then once again i've already shared with you about the master scheduling so we're looking at that and the intervention schedule and also looking at that data to ensure that correct grade levels and students are being scheduled because we want to be sure that the students who need the intervention are the ones who are receiving it and are receiving it correctly so with that
051does anybody have any questions i'm sure you do miss pritchard i saw you writing furiously yes i appreciate the time you took to put this together though and i do have i do have some questions and thoughts and i know that this was kind of like an introductory item and we'll talk more during our study session that we have next month about it but um if if this will also help staff prepare for that first of all just to clarify on your first slide how are you how are you defining professional household and so that is that is a good question this so we have done ruby pain research and professional development excuse me we haven't done the research she did so what we're doing is we're utilizing what their definition is traditionally a professional
052household is um a parent who has a college education i can get a more specific definition for you no i assumed that i was assuming that's probably what it meant but i didn't want to assume i i didn't know if there was anything more to that um so in your research then or the research that you were pulling from they're attributing that to a reason as to why children are may struggle academically and that that piece of it for me um i struggle with only because and i'm saying these i'm saying these comments to in general even so please don't take them as a criticism to your presentation at all or anything they're just general whoever can help again for that next study session to help fill in some of these blanks i'd appreciate it
053but that um unless i'm not understanding correctly that bothers me a little because i feel like or i can stipulate to the fact that children that come from maybe lower socioeconomic homes don't necessarily have the same experiences like you had talked about museums things like that that might have a high cost associated with them but i don't i always get a little bit uncomfortable or frustrated when there's ever um whenever anyone were to hint that maybe that's and you said it's not an excuse but i'm going to use that word because it's for the lack of time and ease i'm going to say i don't want excuses to be made as to why then those students can't learn or or grow academically because i don't feel like that has anything to do with their capacity
054to learn especially now if those parents were homeschooling perhaps i could see if those parents maybe didn't have the education to then teach their children maybe i could get that but if if these children are in our schools and they're surrounded by highly educated highly skilled staff and teachers that we have then i feel like that's an excuse i don't want to lean on you know your the word if i could is that what you had said is true there are there's not um they do have the capacity to learn so as an ex when i worked at the department of education i worked in the office of english language acquisition it was eas at the time but my supervisor was bilingual and she says they're language deficient it's not that they can't learn so
055your point is well taken it is we just wanted to present that it is that language development and so sometimes teachers at title schools they have to let their children talk more but give them that rich academic vocabulary so they will start to use that terminology so once again yes not an excuse and i and and definitely understand they absolutely have the capacity to learn and that's one of the things in our integrated action plan and on our comprehensive needs assessment is that there are high expectations for all learners and i think so sorry just as an example of that um you've heard me present for dysart high school before in the past and you we've watched it's time and it's time and and these interventions in these programs our students would come in with
056low algebra three four scores but by the time we get to our arms are low algebra 1-2 scores but for several years in a row by the time they got to algebra 3-4 we were at an above district average so it is that time and those really intentional interventions that do make up that opportunity but there is there are gaps that we have to fill out and and we have to make sure that we're giving them those opportunities to recover that learning and so um it was really just to kind of give that example of um a common reality of what what happens in the differences of you know you if you asked what what was your summer like for the two kids like a student at canyon ridge and a student at homerage that's
057going to be a very different or could be a very different um summer experience of life life experiences that went along with that and that that creates that schema because if i ask you um to tell me about disney world and you've been and experienced it you have a whole schema in your head you can pull for me tons of things you've done if i have a student who's never seen it and the only reference they have is mickey mouse they have nothing to tell me and that's where all of this language and everything builds off of is their life experiences so i'm from chicago i lived in snow if you grew up here and you've never been up to flagstaff and i asked you to tell me about snow you don't know it you
058can't tell me anything about it except for what you've heard versus me who lived in chicago and has the wind and the snow and the blizzards and the drifts i have different life experiences that build my schema and my understanding of language and and all of those types of things so when our kids get a reading passage on a state test and it talks about a blizzard and they grow up in the desert that's all of our kids like how many of our kids have been up in in flagstaff in a blizzard if they have to read about it and they don't have a life reference that's just a disadvantage for them in that thing because they don't have the context for learning related to it right i get that but like even as you
059just said that wouldn't necessarily have to do with socioeconomic status that could be someone who's just never lived in slow snow so i would just prefer that as a district we don't we don't reference the fact or try to correlate that someone's lack of income has anything to do with their capacity to learn or why maybe they are not doing as well academically because although like i said if it's if it were up to the parents to have to teach their children that would be one thing but but i know and i was just thinking about your presentation last time we look at dysart high school okay there that's title right yep look how high look how much they have grown same kids same area and when i said what's the difference well they really
060dive into their data every week you know so again capacity to learn they can't has nothing to do with i mean my parent i mean as far as perfect example of professional home neither one of my parents graduated college and i'm a master's prepared professional with the above average iq has nothing to do with my parents being a professional in a professional household so kids can do i don't want us to give up on children based on their socioeconomic status i get what you're saying that they may not have that trip to disney world or they may not know what snow is but when they're in our schools i want i don't want people to look at them as already at a disadvantage and not as able to learn just because of the house they
061go home to at night absolutely so that that's that's one piece of it for me um yes i'm sorry if i could just comment on that um and i think what um you've heard is a very strong statement that nobody's questioning their capacity to learn but the [Music] the place that they come to us whether whatever life experience that they've had nobody's saying that they can't learn or that um that they won't learn or that they're at an incapacitated place in their learning position it's just that they are in a different position and it's that they are at the disadvantage we know that all students can learn there's no excuses all students can learn the variable could be time the variable could be the resources to get everybody on the same plane so where everybody
062has the same finish line which is graduation i think we kind of couldn't even look beyond that and say success in life but the the finish line is the same but the starting point is different and it doesn't mean that they can't finish the line we want and we know everybody can cross that finish line but we know that some will need additional supports and resources to cross that line well i think that's that's what it's about is whatever differences exist it's meeting each student where they are so i get that and it should never be a one-size-fits-all approach to education i get that kids learn differently and there's going to be a light bulb going off for one kid that didn't work for the other and it's our job to find out what that
063is and meet them where they are so they can get to that finish line and it can look different it doesn't have to be the same it's just getting them there and again dysart high school has tapped into the secret they and they they've proven that these kids can still excel and achieve and make the growth and i always cringe when i see and i know of parents that just because they have an el mirage zip code they're already feeling like well i'm at a disadvantage i have to take my child to a surprise school which even like for high schools for example just thinking of one example shadow ridge amazing place to be who you know who wouldn't love to go to shadow ridge but you know what then they're happy but then what
064about the kids who don't have parents that can drive them across town to shadow ridge or one of the other high schools and they have they they're at the school that they're at and they rely on us to be able to get them to that finish line in the way that works for them so so that's where and like you're showing the growth and i appreciate that you put it in that same format as you did when you did the presentation because it's easy to understand and compare what you're saying with what the growth is but when we look at proficiency why why are why is there such a discrepancy with with uh proficiency like even with some freedom traditional at 62.75 proficient but then you look at thompson at 14.35 i mean the proficiency
065rate is just so vastly different for a lot of these that um that's where i'd like to see i want to see you mentioned you talked about actively learn and achieve 3000 do we have evidence to show that these programs are effective because if we it's been and i'll only say a decade because that's all i can really speak to as far as being this involved in a school district but our title schools have historically struggled so as any we can say we have all these programs in here but have we taken the time to look to say are these evidence-based programs that are showing results yes and we do have that data and so there as we talked about variables with children there are variables in [Music] if that program is going to work
066so sometimes you get general type data what we need what we do with interventions is because students sometimes are two to three grade levels behind is how are they growing in interventions has their lexile increased and so we do look at that lexile growth and so that helps us know that that program is effective for that student so lexile like the read 180 program so that i i don't i'm not familiar with how read 180 tests but the lexile is you need to in order to read like a manual you need to read at a 1600 lexile or something like that so it's different lexile levels for different grade levels so and some of our students have made tremendous growth in in achieve 3000 because they get to work at their lexile level and then
067that helps them to increase their lexile level because you know with vygotsky they're not at their zone you know they're at their zone of proximal development they're not at their frustration level where they are not able to to read and comprehend but achieve 3000 focuses a lot on the the reading comprehension aspect and for like my example with say because when i taught fifth grade i had a little girl she didn't know her letter names and sounds that program would not have been what she needed she needed something else i had because she wasn't making any progress on her dibbles progress monitoring she needed a different program and so she would have been put in like a reading mastery program which is where it's focusing on those letter names and sounds that phonics that phonemic
068awareness so she wouldn't have she may not have shown some lexile growth because she wasn't using the chief 3000 she was using a different program but she was getting what she needed so then she could engage in those comprehension activities that were on achieve 3000. well when we look at whether or not these programs are effective do you look at them specific to our students or just in general because then at what point how often do you look to see whether or not these these particular programs could be great for maybe kids on the east coast or the southern part of our country whatever but do they work for us and how often do we how often do we keep a program and monitor before we're like you know what this isn't doing it we
069need to look at a different program for this population at the school great question with the implementation manager and achieve 000 which is now they brought then bought out by mcgraw-hill we have a great team that supports our schools i meet with them once a month we discuss how students are progressing in the program are they making lexile gains they take the it's called the level set they take it twice per year so that shows really how they've grown from the beginning to the end of the year but it's looking at are they being able to engage with the program have there been like smaller changes within are they scoring 75 or higher on each of the passages that they're asked to read so we we work with that implementation manager what's going to be
070really great this year is because it's mcgraw-hill and the programs that i were on the last slide with the reading mastery corrective reading and read to achieve because those are mcgraw-hill and achieve 3000 was acquired by them she will be able to support all of those programs in all of our schools and so there will be an even greater um support yes support and presence where that professional development will be even more ongoing because she will be here in a larger capacity than she was this year because of the service that we pay for so when we look at as i explained before with the school improvement process and to your what you had asked are we reviewing absolutely what is it that we need we need that continuous professional development we know that there
071are some other things that we need for our tier three students that that um some of our programs are not are perhaps are not meeting so we're we're constantly making sure that our interventionists have that professional development so they understand my student isn't doing this well this is the program that they need because if you try to put them in this other one it's not going to meet the need that they have so what would you say the two of you what would you say is your best guess as to to explain the the lower proficiency when it comes to our title schools like why why are we where we are in regard to that and our lack of progress in again raising that proficiency level what do you think the answer is what's the
072reason the reason or the end like for me that's two things like there's okay yeah yeah the answer would be like the solution but you know the reason like why are we still struggling with proficiency in our title schools i think there's a couple things and i you know it's hard i don't want to say pandemic but we haven't had a couple good years of consistent testing so i think we will have better understanding because for example we've only implemented achieve a couple years and we've only tested once since we've started implementing it school-wide so we don't even have good longitudinal data to say this program's really working i have the data to show that my kids when i was at dysart made several years growth of black cell levels in their reading but i
073don't have multiple years of data to say these are the kids who never used it and these are the kids who did in state testing but aside from that they're like pandemic that's two years but our title schools have been struggling for more than two years so that's why i'm saying in general what would you say is is the reason i think it's still work we have gaps to still recover i think we are getting much better about like kathy said really knowing that master schedule and making sure that they're not missing oh sorry not missing tier one instruction time to get tier two or tier three supports um so that i'm not missing at grade level standards to go be pulled for you know my the ones that they're trying to recover that are
074my fifth and sixth grade standards so really being intentional i think schools are doing a much better job about that um i think for this year part of it has been attendance kids are still not engaging in school on a daily basis like we would love them to and i don't think that's a title issue i think that's an across-the-board issue i think we have attendance issues um i think in terms of other um proficiency type things is just really making sure we're motivating kids um to to take the test um seriously and we see that um particularly as the the higher the grade the harder it is to get the kids um sixth seventh and eighth grade lower kids do things because they love their teacher and they want to make their teacher proud
075our upper grades sometimes that's a struggle and it's really that goes back to making those relationships and connecting with kids teachers who have really strong relationships with their students the students want to make that teacher proud and they want to perform and we need to make sure that teachers are using that to to get kids to say hey i need you to show us what you learned you need to be really proud of what we've done this year and getting them to realize that although it is a test that really helps us say look how much you've learned this year and be proud of what you've done and so i think that's really an opportunity for us to continue to get kids to show us what they know because i i don't necessarily agree that
076these reflect with all of our title one students know okay and i i think that that is an underestimate of how they're actually performing because our unit test that we give on a regular basis show us otherwise thank you does anyone else have any questions on slide i'm not on on slide number nine i had to do the overview of the multi-tiered system um with so we have tier one we have tier two and we have tier three do we have anything that shows um [Music] oh like a particular school is doing exceptionally well there eighty percent of the school is like tier one um or we have um one school is more tier two than anything i mean do we have anything that shows i know it's a weird question you mean like that
077shows the number of students who are in tier two instruction and the number of students are in tier three yeah well so the way that that we work with the tiers is that all of our students are in tier one there may be some students who need some small group instruction but all of our students when it's because it's built into the master schedule they all go to tier two so if we're all fifth graders we're all going to different teachers we're all getting tier two we're getting what we need though so you may need a different skill than i do so i don't think that we have exactly what you're looking for okay i i know it was a weird question i was listening to some of the things that you were actually saying
078about that and something just sparked off into my head and i don't know why um we have these many programs and yes historically there have been not only dice art schools but title one schools in general it's it is what it is um there isn't a silver bullet in order to make these you know the scores go up or anything um what do you think that this el intinarant teacher is going to really bring um i mean what what resources were we providing before this teacher came on so that is a great question so the state model is that we have for our english learners we have targeted and explicit instruction which is 60 minutes just with els all day long or i mean for one hour not all day long sorry for one hour
079integrated is then done for the remainder of the day you do have to provide integrated instruction at least 60 minutes in the day so the beauty of teaching so i'm gonna go back to what i know fifth grade teacher so when i would have my students and say we were doing a unit on weather so i could i would teach my grade level standards my arizona academic standards and then i would have my elp standards english language proficiency standards excuse me english language proficiency standards as my support for my english learners and then what i would do is then i would pull a small group of my english learners to provide them some explicit english language development where now my english language proficiency standard is what's driving my instruction but i'm still using that same
080content standard so i basically just flip-flopped so if they don't and so they flip-flop the standard so it's the same two standards but one is the main driver in the integrated where it's all the children together and then when it's just the english learners it's the english language proficiency standard that's driving my instruction so i'm focused more on that english language development piece during that time okay so the the teacher will provide that they in the the gen ed classroom will will provide that if they don't have our eli tenor teacher and once again she's just one person so she gets to be at two schools what she gets to do however is she gets to talk to the fifth grade teacher oh you're doing a unit on weather you want them to be able
081to write a paragraph so then when they come to me i need to support them i need to scaffold for them because i'm seeing yeah they can't write paragraphs which is what my teachers have said because they don't know how to write a complete sentence yet so i'm going to provide that that english language development to get them where they can t write a paragraph so she's just pulling out and doing the targeted piece so when she's not there the teachers are expected to do both the targeted and the integrated instruction and so we're doing a lot of professional development with our language acquisition mentors we have a we're actually doing some strategic planning tomorrow with wested they have um el and ess dr uh montano and i are working together on how we can
082ensure that and that while these strategies are good for all they're imperative for our english learners and our students with disabilities so um so we are working to ensure that everyone has those high expectations for all of our children so okay all right thank you you're welcome i have a question um i just kind of wanted to clarify um you said that when students are coming to school from these you know from the professional and non-professional households you said the main difference is language deficiency is that correct i i don't use the term deficiency but they have their gaps in their learning so they may they have less words that they've heard when throughout their experience and that's why with first things first birth to five they talk about the the parents being their child's
083best teacher and we want to talk to them about how do you talk to your children and so you kind of narrate those things and give them more of that language so they do have those experiences and they do hear those words so i look at things from what children bring look at their strengths so they there are gaps but i wouldn't say they're deficient they're not deficient and to and to determine the data for this language gap uh we're using dibbles in kindergarten or in every single grade in the elementary right but it doesn't determine like a language gap so it is a diagnostic assessment that looks at reading so when there's a very different process for identifying children who are english learners when families enroll their children if they answer um other than
084english on to any three questions then they're then they're identified and we by law we are required to assess them with the azella placement test which would determine if they're an english learner or not that sometimes could determine like a true language gap like if they don't have english as a first language but there i wouldn't say that it's necessarily the dibbles would identify like a language gap they're looking at that phonics piece so how do we determine which students have that language gap and so therefore might need a little bit more because i kind of i understand the the verbiage that you used and i kind of shared miss pritchard's concern about just categorizing people based off of their socioeconomic status or based off of their parents because we've got parents who've got college
085degrees who don't talk to their children they sit them in front of a tv because they're working all the time we've also got parents in low-income households who maybe they're low-income because one parent works and one parent has chosen to stay home and so that low-income parent may say more to their children in one day than that college educated parent so you know i guess i just want to i want to know how is there a way where we identify which students have that language gap so i think first i'm going to address your the the research that we shared is large-scale research we are certainly not saying that students who come from low-income families don't have any of these experiences or the students who come from high-income families have all of these it is
086just research that shows that over large amounts of things the amount of words that are heard between those is just an example of the difference in the experiences students come to school with which is why there are programs in place like title 1 that prevent or provide all of these additional resources to ensure that over the course of time students are able to fill those gaps and have the exact same level of understanding and mastery of standards of students um in non-title schools the whole purpose of that title one piece the dibbles is used district-wide as our reading assessment or read um phonemic awareness and readiness assessment it's not just used at title 1 schools it's done district-wide and then all of those assessments the letter recognition is just one piece of it all of
087those then drive all of the the 95 core phonics instruction that our teachers use in their core instruction and in their tier two instruction so that dibble screener that's done beginning of the year middle of the year and the end of the year and then they progress monitor with that is how they determine who needs those assistance and then they regularly use the 95 percent um assessments to say maybe i'm working on blends and i'm i'm not as you guys know i'm not a k3 person but maybe i'm working on blends and i still haven't mastered blends so i'm i'm in tier 2 for blending my letters where this student over here is working on their consonant vowel consonant patterns sorry so it is all very geared towards what skills the students have in that
088phonemic awareness phonological awareness and making sure that they're all moving through those um skills and are ready to read by the time they are moving through did that answer your question um sort of maybe we can just take a little bit deeper dive next week in our study session good thank you um i just wanted to share um i too struggled a little bit with the verbiage the verbiage choice in the presentation just around the parents and the working professional piece but i appreciate your your explanation of that and i think i'm understanding the intent a little bit more now miss chapman mentioned language gap but i think you're really i mean what's in writing anyway you're really talking about a vocabulary gap right and in the example that you provided about the parent saying
089no to the cookie um i mean i guess i would argue how many times did that child ask for a cookie you know i mean it's an everyday thing that is true yes you know we get tired of explaining ourselves sometimes so it's just sometimes it is a simple no um but also you know under the i had some notes here under the next steps um let me get to that that was on the last slide um and the first bullet it starts with with better data we make better decisions we've been tracking data for quite some time so how how can we make the data better so and so i think one of the best pieces that's going to help us is with our new assessment system we're not only the one that we're
090transitioning to for the next one we are going to be able to um have it all within one platform right now we pull things out send them out to campuses um there's not as much information this is going to have everything in one place standards they'll be able to look at how kids and subgroups are performing so i'll be able to immediately filter to my el students and say this is the standards that my el students are struggling with this is the standards that my ess students all of that is going to be within this new assessment platform and is going to be able to give teachers right in front of them without having to go to infinite campus and then go okay here's my ess you know like and then have to transfer it
091to an excel spreadsheet it's all going to be in one place and so we're going to be able to do things quicker and more efficiently and be able to then meet the needs of students faster and perhaps a clarification would be a better understanding of data but sometimes too people will look at data and think that it's telling the story but they really have to drill down deeper and so that's what i mean by better data is that am i really looking at it at the level that i need to do i have a good understanding of what it's telling me what's the story of my data and then how do i take that and then create action steps for that specific child using the programs that are going to meet their needs so um
092and i know that our title schools i mean one title school is going to be vastly different from another title school whereas one you have you know maybe a majority of english language learners and you might have just a handful at another school so the culture the needs everything are going to be different so do you ever receive feedback that maybe those programs existing programs within those title schools maybe that maybe there needs to be a change there and how is that being looked at addressed that is a great question so when we first started with achieve 3 000 so i will tell you categorically people love achieve 3000 literacy because it has the level set it gets them at the level that they need and so when we have different programs and they if
093if they're not meeting the needs we definitely look at those i talk to schools all the time in terms of okay this one neat program isn't meeting our needs okay how are they different what is it that you would like to look at and so we definitely do and we have those conversations on the slide that talks about the school improvement process that is a part of how we how we collaboratively as as as schools and as district support look at are the programs meeting our needs what is it that we need what should we do and providing some of that more specific professional development you know this this program isn't meeting the needs of my children because they're not here yet i have to have my children here an example i went to i
094had visited kingswood the the interventionist had she was getting ready for her next group she said i have the student in achieve 3000. i have this student doing some 95 comprehension and i have this student doing read to succeed so we have different programs she knew her children and that's also what i mean too by better data when you know your children and know what it is that they need then she knew this child can work on this this child is this program is going to meet their needs and this is going to meet their needs but they were all different they were in the same intervention group so we do provide that we want our interventionists because they're the experts especially i mean at tier three they need to know the best what it
095is that their children need and what programs are going to meet those needs and i will tell you math doesn't have quite as many resources as reading we're constantly on the lookout for reading and we just our inter math interventionist on monday reviewed some of the existing um programs that we have available to us to determine are should we get some other intervention program so we constantly have those conversations and with our school data improvement specialists about those things and they bring the feedback back from their school and we have conversations with principals about what intervention programs they want so a long answer to yes we look at those and we always make sure that we're getting what what's going to best meet the needs of the children madam president um i'd like to thank
096the board for having this conversation i think this is one of the best conversations the board has had in a long time as you are diving deep into the needs of the students and i i appreciate your your very important questions this conversation is repeating itself all over the state and all over the country and we're not a bubble in dysert the network of title one directors across arizona are are very engaged in these same conversations and to your question ms densmore as i look at the third bullet they're reviewing other resources these are ideas that other schools might have hegarty as i was visiting two schools today are starting to use that and are seeing great results as the conversations are had at these in these networks they're shared at local state and national
097conferences where other directors such as mrs hill get the information able to bring back the information it is a continuous effort every year we get a new batch of kids from all different ranks styles backgrounds histories and every year we we restart the clock for for the the batch of kids on it's not something you can just check off and say we've solved the title one problem there is mountains of research about the relationship between poverty and achievement that is again and again again not an excuse it's a reality that there is direct correlation just like there's direct correlation with language eol with special needs there's different categories of students with different needs gifted has different needs than general education so as we look at every student individually and what their needs are we're committed
098to making sure that those needs are met and that the resources are made available to them and it is an ongoing continuous process to find a better way and to do it for the benefit of the students so that they are on par with their peers when they cross that finish line that they have the same opportunities of success when they leave our district anybody else thank you very much for your time i appreciate it thank you next we move to information discussion item g2 information on the district's paper performance plan for eligible certificated staff 301 monies dr kellis thank you madam president members of the board and members of cabinet dr croto will introduce this item thank you dr kellis madam president members of the board superintellis cabinet and guests uh i'm going to
099go over the agenda item tonight with three separate areas so which employees first how they're evaluated for 301 and then how are they qualified or how it was decided so first the eligibility piece so all teachers including high school lead teachers and academic intervention specialists they are 301 eligible so all teachers high school lead teacher academic intervention or academic sorry intervention specialists they are paid out of 301 monies okay that's an important piece the following positions are also 301 eligible but they're paid out of 301 equivalent which is out of our m o money those positions are curriculum specialists which includes the cte curriculum specialist our dean of students ess specialists our high school guidance counselors our school data improvement specialists any teachers on special assignment we we may have which we currently do not
100have and teaching and learning specialists so our tls is the following positions are not eligible for 301 under our plan athletic trainers audiologists behavior coaches family outreach specialists federal project specialists nurses ots pts and slps behavior analysts social workers school counselor mental health support and school psychologists though that group is not eligible for 301 and that is governing board approved the last time you approved that was on june uh june 9 2021 um it gets approved every year it hasn't come to you yet in this form because if you remember last week uh we had to decide on which one of the three plans so i can't put it into the writing piece until we identified the plan so it is coming to you soon so those pieces are also note classified employees and administrators
101are not eligible for 301 monies in this district okay so that kind of solves which employees so i'll stop there and ask any questions before i go too much further any any questions on which employees can you repeat those lists i think number one was all the first people who received 301 is all teachers interventionists high school and high school lead teacher academic intervention specialists and all teachers that comes out of the 301 pool okay high school lead teachers okay um high school teachers and then can you go over that second list the the 301 equivalent sure curriculum specialists dean of students ess specialists guidance counselors for high school okay hold on guidance counselors high school okay school data improvement specialists and teaching and learning specialists we've also had listed on this list we don't
102have any but teacher on special assignment ptosis that are included on that list too okay thank you okay could we get this email to us later certainly and it will be coming up to you in a board meeting too this entire written packet i just couldn't do it before because we didn't know which one so i could do both if you would like thank you yes okay how are they evaluated so how are they evaluated pay for performance um all those people i mentioned that are eligible are evaluated the same way for 2122 school year which is paid in 2223 okay so we're dealing about the one that was for under this year there have student achievement at 30 percent and you may recall this from last week the festivities classifications at 40 percent school
103letter grades are at 10 percent and the fact hours and attendance was 20 percent all of those people are evaluated in those four areas for 301 money and is the same so student achievement and you either belong to a school or you do not belong to a school if you belong to a school as an employee you use the school data if you belong to a district for instance to the district there's an average a district average that's used okay so i and that's way making that way easy amy runs all that information and it's much more complicated than that effectiveness classifications are built on 65 percent on their evals 20 on student achievement and 15 percent on ccri school letter grades are pretty self-explanatory so again under the plan that the governing board approved
104it's abc dnf does not receive any money a gets a hundred percent or an increase from the prior year gets a hundred percent a b gets ninety and c gets eighty percent fact hours if you remember from last year is attendance so four or less days or 15 hours that they get on the campus that they have to volunteer for fact hours so everybody that i mentioned that's eligible for that is evaluated on those criteria so um our curriculum specialists are they evaluated do they get any value an employee evaluation yes okay and then our dean of students ess specialists all of these people the data improvement specialists they each have their own individual evaluations that is correct meaning a different format because that was one question they have different rubrics for their positions yes
105that is correct teacher evaluation is obviously a teacher evaluation on the format so the other ones that were mentioned they have a different format of evaluation they don't use a teacher rubric for jobs that they do they have a rubric that fits their position did that change recently no how many years would you say that's been the case since i've been here um maybe somebody can help me out that's been here a little bit longer but i've been here three years so that's been in place when i was here unless i'm unless i'm misunderstanding the question or unless we're talking about two different things i know that there were there were really some some staff in related services that were evaluated on the same rubric that teachers were evaluated on madam president i'm trying to
106make sure that i don't misunderstand the question as well i if we're talking about the evaluation system um or are we talking about how 301 determinations are evaluated well they're core related right or no there are there are components dr croto has outlined some of the components with 301 there are similar instruments that are used for evaluation with various positions off the top of my head i can't tell you exactly which ones are consistent but if the question is related to the evaluation of how it's determined which indicators qualify for 301 money i believe that's what i'm hearing is that correct or i just want to make sure that i understand the question question i see i see that's one piece of it but then in general that just when they were talking about evaluations
107i just want to clarify just evaluation in general are there it sounds like there's different evaluations for different positions rather than are there ever situations where non-teachers are evaluated based on a certificated teacher rubric i'll refer back to dr croto with the evaluation question specifically without going into the detail because i don't have that i can look specifically i know that each position has their own instrument so it's outlined as their own instrument whether the instrument models the teacher rubric i'd have to go back and get those that's okay we can just do a separate item for that that would make it easier go ahead sorry no no thank you that that was kind of what i was i was wondering too just to make sure that everyone was evaluated based on their own rubric
108and for their 301 money and not somebody else's so thank you that was that helps that question okay and then qualified the qualified portion of this there there's some history in this document and i'll email you and bring to the governing board so december 11 2001 started this journey with um with pay for performance and that's when the governing board the dysart governing board officially adopted the pay for performance goes all the way back to 2001. in 2007 and 8 that's when the dysart governing board [Music] talked about adding or i did add a committee of administrators and dea representatives to go over the plan each year and make modifications that is still in place today so that is from 2007 2008 um that's when that took place and and we have met in in
109my three years here we have met every year to discuss any changes the changes that you saw last week that came from the committee and brought to you for approval so that still is in place uh they're qualified to be paid under our arizona states on the statutes 15 977. that's what authorizes us to pay out of 301 monies the committee decides decided back some time probably 20 2007 2008 who were they're going to use the m o monies to pay the 301 equivalent and so that's how those pieces were decided and that's how they continue to be decided it's a discussion with the committee and obviously the governing board has final approval of that but the law clearly states who and who cannot be part of the 301 monies that is allocated for them
110so with that that's kind of the overview of the three pieces i will be glad to answer any questions or any clarification you need with that and hopefully i've answered your questions and not i'll be glad to research some more um yes this helps i think what i might do is just ask for a separate agenda item just based on the evaluation just to get a better understanding that way we have a better clear picture in our head for the evaluation piece but 301 money is very specific to who can receive and the state funds right that is correct we are just paying the 301 equivalent out of mno correct okay thank you i just wanted to make sure i understood those two any other questions thank you very much next we'll move to action
111discussion item h1 financial and compliance audit for the fiscal year ended june 30th 2021 dr callis thank you madam president members of the board of members of cabinet mr hicks will introduce this item good evening madam president members of the governing board superintendent dr kellis colleagues and community members it's my pleasure to introduce our presenters for this agenda item tonight um and i will appreciate uh dr croto earlier mentioned i know you guys didn't hear it he really did think the whole crowd was here for our audit presentation so i appreciate his enthusiasm for audit and finance um it was for the students we're okay with that we do understand that i first would like to thank our business and accounting team our student information team and everybody that does such an amazing job and
112all the additional people there's hundreds of people that actually participate in our audit and i'd especially like to thank miss francie wolfe bauman they do a great job of preparing training and supporting all aspects of the audit we know that accuracy counts and so do people we have some amazing people and so i will hand this off to our extremely talented director of finance ms marie del spidel and the brilliant miss uh jennifer shields the audit partner firm with heinfeld meech i will add one personal note i know it has been bantered around with people that are nerds and like this stuff i would ask that we do a voice voice vote at the end um to be covered by all statutes so the acceptance of this presentation please do it by voice and there
113you go madam president members of the board dr kellis members of cabinet thanks for allowing me the opportunity to go over the audit results and um there's a a few professional audit standards well more than a few if there's a lot of them but one of them in particular requires um two-way communication between the auditor and the district or the oddity in this case so that's what i've prepared for you so just real quickly as mr hicks mentioned we are your external auditors heinfeld meech and the district goes through a request for proposal process and last year for fiscal the fiscal 21 audit that was actually the first year of a potentially five-year contract that was awarded so that was our first year um you have the timeline of the audit up there so you
114can see that we start the audit usually in the spring time frame and then we wrapped up with the audit report of the financial statements back in november of 2021 and although we're already in april again you might wonder why you're just now hearing from us it's because the financial statement opinion was issued back in november but there are other related reports that get issued and so bringing all of the reports to you for one roll call vote is a little more um maybe palatable and time time efficient if you will so um with that these are the different audit reports that were issued there's the communication to governance which is what we'll cover tonight there's the annual comprehensive financial report single audit reporting package and then of course the uniform system of financial records
115compliance questionnaire so i'll go over the scope of the audit services quickly basically what we are contracted to do is to perform an audit in accordance with all of the auditing standards that are listed up on the screen as well as to complete the compliance questionnaire for the uniform system of financial records which is put out by the office of the auditor general so in terms of our responsibilities and the responsibilities of management just like to point out that the um the responsibility for fraud ultimately rests with the board and management for you know implementing controls to deter fraud detect fraud if it's to occur at the district so all of that remains your responsibility that is not our responsibility our responsibility is to design audit procedures such that if there is a material fraud
116that the audit procedures would detect anomalies and you know we would do other investigation accordingly our responsibilities in particular is to essentially opine on the financial statements so that's that's ultimately what we do is design tests so that we can look at those remembering that of course it is not a 100 you know of all transactions you know entered into by the district we definitely use sampling or else we would never leave because you process far more transactions than what we're able to look at in a cost-effective manner in terms of the financial statements you can see there's a few different estimates that are significant that affect the district the most notable ones being the usage of capital assets so things you recognize their expense over the life of the asset like a building you
117know vehicles equipment things like that then the district also has the employee benefit trust right that um where you cover your employees and their dependents health insurance and so there are claims that are associated with you know covering their um their medical medical expenses if you will so those are um there are estimates with respect to those and then of course um estimates with the actuarial assumptions that are related to the pension plan so those are the most significant things where there are not concrete numbers and we design additional tests and plans to deal with the estimates in the actual audit itself we are pleased to report that we did not have any audit adjustments that were required to be reported to you we do go through a process of proposing conversion journal entries that's
118part of the non-audit services that we provide which is the actual compilation of the financial statements itself from underlying accounting data here at the district um so those conversion entries are reviewed and approved by management prior to the issuance of the financial statements we also assist with the preparation of the what's called the cfa or the schedule of expenditures of federal awards and the related data collection form which those are what's required related to your federal audit other communications that are required include whether or not there were any disagreements between us as auditors and management of the district related to financial reporting or other um you know implementation of audit accounting standards rather there were none of those to report management did provide the required representations at the end of the audit and just as
119a note as your external independent auditors we are required to be independent of management and we go through a series of processes every year to ensure that not only myself but all of our team members that work on the audit are in fact independent and meet all of our relevant ethical requirements so in terms of the financial statements there's a few page numbers if you wanted it's um very big it's you know over like 150 pages so i put some highlighted page up there the only thing i'll point out is page 22 which is the independent auditor's report that's what i'm responsible for the district received what we call an unmodified opinion also known as a clean opinion which means that we did not have any material misstatements or anything that we noted through the
120audit so essentially the best that you can do with respect to the single audit reporting package page 10 includes what's the schedule of findings and question costs so as you know the district is a recipient of a lot of federal money in the fiscal 21 audit there was over 38 million dollars of federal dollars expended so the programs that we tested that were related to that 38 million dollars are those four programs that are listed up on the screen i feel like one of those is an error i don't think we looked at the child in adult food care program i apologize we looked at your coronavirus relief fund the education stabilization funds and special education there were no deficiencies or material weaknesses and internal controls that were required to be reported however there was
121one deficiency related to one of the federal programs that we tested and that was related to the special education program and it was a payroll item and then lastly the uniform system of financial records the compliance questionnaire so as i mentioned that's the compliance questionnaire that the auditor general's office puts out and it includes a lot of different areas and so as mr hicks mentions you know thank you to everybody involved in the audit this includes people that are out at your school sites as well um not just the finance office but you can see um that there's a few of the i think there's like 25 different areas that we look at um but we did have a few minor instances of non-compliance but nothing that rose to any significance and then just lastly
122um want to thank also from me management and staff for being incredibly helpful and during the audit it's no easy feat they have to take time out of their day like their daily duties in order to gather a lot of information and answer a lot of questions from my team so thank you to them and then also just as a heads up there's a very big accounting standard that's coming down for next fiscal year well the fiscal year that you're currently in but the next audit which um will significantly change um lease reporting so um you know ms spydell and mr hicks are probably very aware of what's coming but um there will be some differences in in just accounting standards that we apply and with that i will turn it over to ms spidel
123thank you ms shields so as ms shields mentioned um we'll review now the sections here with our instances of non-compliance so we have the uniform system of financial records and so if you're familiar with that it's about a 400 page manual that we are required to follow it outlines just the minimum internal controls that as a district we are required to have in place any policies procedures as well that we need to have in place as a school district in the areas of accounting here's just a few areas noted accounting financial reporting student attendance reporting et cetera so there's about 20 different compliance areas in that overall manual and so what the arizona auditor general then does is while we're required to follow all of those they extract certain requirements from that manual itself and
124they have then designed the usfr compliance questionnaire which is the document that the auditors then come in and review to what level and what degree of compliance we follow as a district and so the process over that test work is the auditors make selections in that usfr questionnaire document that you've been provided there's a sample size of how many transactions they reviewed any areas of non-compliance they may have noted and so overall they then rotate to different school sites on a different different years and or review departments uh transactions and so they use that data to determine our level of compliance so just a reminder materiality is not a consideration with this and so really ultimately they determine whether it's a yes or no answer based on their audited selections and their review upon our
125processes and our compliance so on this slide you'll see the different questions there is a total of 175 questions on that usfr questionnaire and out of those 175 we had five instances where it was a no answer but ultimately we had a 97.14 compliance rating as a school district and so um those areas we can review on the next few slides so this particular one was in the area of expenditures and one of the requirements in the usfr is to ensure that goods and services are received prior to making payment on those unfortunately when um when we did review this we noted that there had been a um a service that had been provided and so upon receiving a service that had not been provided prior to paying for those services and so it was
126of concern when we learned of it and so we wanted to be sure we addressed it quickly and so we worked with that department we ensured we received that refund from the vendor we worked with the arizona department of education to be sure we appropriately accounted for those records and that everything was in line with with them on their end and so ultimately as a district we did not end up overpaying for these services everything had been corrected and so we've again reviewed that doc that process as you see in this section here we um we note the corrective action that's been taken and then also we look to those previous five years just as a comparison to see is it a pervasive issue is it something that we have to address as a training
127issue was it a clerical issue it just generally helps us to identify what's the root cause of that and then really work with the various departments to identify how can we correct it moving forward so that's as it related to expenditures these next areas or items are related to student attendance reporting um and so as you know especially in student attendance reporting there's many transactions that touch many different um hands out at our school sites and so this is truly one of the most decentralized processes that we have where we have various registrars and attendance clerks and everyone who is ultimately handling these complex transactions and so while we do have a great student information system team that does do monthly trainings and reviews with their school sites do internal audits there are going to
128be potentially instances of non-compliance and that's what we noted on here and so um we did note that there were four different areas some of those you'll see have been repeat areas and so it's something we want to continue to focus on but we did um note that it was a complex year we kind of look back at this being fiscal year 2021 and we think back to where were we july 1st of 2020 which is when a lot of these items were gathered from that school year and truly that school year we started off with students doing remote learning and then they came back in person and then some may have continued to stay on an online learning platform we had staff that would have typically been performing these duties may have been out
129and so it was definitely a far more challenging year in an already complex environment but regardless we do still want to continue to focus on this we want to take a look at what these results are and then really hone in on those opportunities to continue training our staff and so i know our student information systems team has been working diligently on identifying what are these areas that we can continue to focus on and the final item was related to the special education cluster program it was a time and effort documentation that is requirement for federal programs that you maintain time and effort if a person spends 100 of their time on a program you complete a semi-annual report unfortunately in this particular instance this employee had ultimately ended up being 60 of their time
130so rather than a semi-annual it should have a monthly time and effort log and so we've addressed that and are working with our hr department to make sure anytime there's a change in that cost objective we're apprised of that to make sure we complete the appropriate time and effort documentation so those are the items oh right sure shut that off um so if you happen to answer any questions if you have any anyone have any questions i just want to say um great to see you again miss shields um and i know heinfeel and mich does a an awesome job and we're not the only district that has issues with attendance or as far as to find a district that has a hundred percent on attendance you're not going to find it you're just not
131going to but yes we continue with training each year just to make sure that things run smoothly and quite honestly miss spidel you're right it was a very wonky year and to actually try to get something with the attendance to even get close was going to be an interesting thing especially for students that they withdrew or they did not withdraw and they were still on the rolls and so yes i appreciate all the work that both of you have been doing thank you any other questions now overall a great job i mean to be 97 point something percent um is amazing um and i i wish the attendance wouldn't pop up all the time i know we always talk about that the attendance piece of it it seems we're pretty consistent of having um dings
132in our attendance area but um you know i know we're going to keep working on it definitely it is and it is effort i know mr hicks may alluded to that um as far as just it's it's a lot that's out there at every school site and so really to be a 97 percent it really speaks volumes to the work that really our school staff our department staff everyone that's out there touching all of these transactions ensures that things are appropriately recorded and so it is i think a testament just kind of want to get the kudos to everyone that's out there working daily to make sure these are accurate and so we get to present the information to you but really they're doing so much of this the volume of this work thank you
133so much appreciate it thank you okay um so per mr hick's request we'll go ahead and do a voice vote um i move that the governing board accept the financial audit and compliance questionnaire from heinfield meech and company certified public accounts for the fiscal year ended june 30th 2021. second question made by tracy sarah sinkbell seconded by don densmore i motion carries thank you next we move to action discussion item 2 recommendation to approve notice of reasonable assurance to substitute employees language for the 2022-2023 school year dr kalas thank you madam president members of the board and members of cabinet dr croto will introduce this item thank you dr kellis madam president members of the board superintendent kellis cabinet guests tonight i bring to you language for the the letters of reasonable assurance that we
134issue two substitute employees um and would like you to approve that language so we can issue them the substitute it's important to know the groups as substitute employees are hourly classified substitutes exempt classified substitutes and exempt administrative substitutes these are not substitute teachers they work for esi these are classified or administrative substitutes that come in and fill in for our schools so maybe a secretary is out and we need a secretary to cover our administrators out we have an administrator come in and cover so this language we issue to them it's not a contract binding but as language to tell them we would like them back we would like all the substitutes we can back and we need them back so we issue them this letter of insurance it's also been approved by our attorney
135um and present that to you and i'll take any questions any questions from the board nope i move the board approved the notice of reasonable assurance to substitute language for eligible substitute employees for the 2022-2023 school year second motion made by christine pritchard seconded by dawn dunsmore motion carries extreme action discussion three recommendation for authorization to issue notification of reasonable assurance to substitute employees for the 2022-2023 school year dr kalas thank you madam president members of the board and members of cabinet having just approved the language of the assurance reasonable assurance administration now requests permission to issue these issuances of notification any questions i'll entertain a motion i know to approve the issuance of notification of reasonable assurance to eligible substitute employees for the 2022-2023 school year second motion made by joe grant seconded by
136tracy searsingbell motion carries next we move to action discussion h4 recommendation to approve revisions to the 2021 2022 and 2022-2023 governing board meeting schedules and the 2022-2023 policy monitoring cycle dr kellis thank you madam president members of the board and members of cabinet at the last regular governing board meeting the board voted to approve revisions to the board meeting date to thursdays starting june 1st and as such the calendars that are presented to you for approval include starting this june with the board meeting occurring on june 9th thursday instead of june 8th there's also that completes this academic year and then the board is presented with an additional calendar for the next academic year 2022-2023 which moves all of the regularly scheduled board meetings to thursday there's also the request of the board that additional
137board meetings be added when possible and you can see the four additional board meetings have been added throughout the year um when possible you can see the the dates typically that are added coincide with fall break spring break or months that have five weeks and then on the last calendar that needs to be approved the board has previously approved the policy monitoring document which is a schedule of each board meeting when policies will be brought forward for monitoring those were previously scheduled for wednesdays and the dates have been changed to coincide with the recommended calendars that are presented for your approval thank you starting with the 2021-2022 calendar do we feel like there's still one meeting in june i i actually don't have a preference either way as far as if we add a second
138meeting in june other than the fact we do have five thursdays in june i know like i said when we get to the second calendar i i've said before i think a district this large we should not have just one meeting a month during the regular school year where obviously there's not as much going on in the summer i think that's an opportunity for the board to board an administration to do some work but that's just me i'm only one of five so i don't i don't i just want to throw that out there as far as if we want to use the summer months to add a second meeting date which would then have pertain to the 2021-2022 calendar with june 2022 does anybody have a preference either way i don't mind i'm sorry
139i don't mind having a second meeting in june of this year just depends on how everyone else feels about it well i guess in in years past when we've had june meetings and sometimes we've had a second june meeting that's because we possibly have needed something with the finance department as far as getting something approved do we have business that we need to work on for a second meeting in june in years past we haven't didn't we have to call a special meeting last year that was in july oh that was july and that's usually if like a five minute meeting well or is just again in regard to board development or study sessions or district planning things like that there may not be things to approve but just things to process and that's what
140i was thinking but like i said i'm fine either way whatever the majority of the board wants to do with that i we can always do what we've done in in other situations where if something's coming up or we find that there's a lot of requests for specific topics we can just schedule it as needed during the summer like whatever the board wants to do so i'm okay with one meeting in jail because then you have to revise the 23 calendar because there's only one meeting in june for that one as well well yeah we're gonna we have to look at that i'm just look starting with the 2021-2022 right now so okay i'm fine with either way i'm i'm also fine with just having one meeting in june and then if we need to
141we can always schedule another meeting yeah that sounds good okay and the 2022-2023 when i look at months like november oh let's do it again so i guess it's really well november and december i mean there would be room to move to like november of course i guess that would be back-to-back meetings maybe december 1st and 15th rather than just having one in december would be an option madam president yes i didn't know if louise was saying something so that little bird was whispering in my ear we've been advised previously by legal counsel that in order to be most transparent with our community that we be consistent with our meeting dates and when you switch around sometimes the community gets confused on what there's a board meeting or not so by sticking with either the
142first and third or the second and fourth it's very consistent if the board wishes to switch a month from the second fourth to the first and third obviously that can be done but just a little extra information for your consideration and to clarify i wouldn't oh there was no agenda involved in trying to be misleading or anything with community i i know like for myself i always check the calendar if there's a meeting i want to go to um and it would just be you know certainly i could understand the point if it were a boundary change meeting and then people count on it on a certain day and then we decide to do a boundary change meeting on an off day but if it's just to accommodate the business of the district during a
143month that is a holiday um that's the only thing i was thinking was just to make sure we have plenty of time to get the board's business done and the district's business done but certainly just as we do we can always add meetings which we've done in the past so it was just a discussion the only one i had um concerns with for the 2022-2023 school year is november 9th being switched to november 10th with veterans day being the following friday that might be cumbersome just to some people because that's a three-day weekend well i guess that should have been thought of last week before not last week last meeting before we actually voted to change from wednesdays to thursdays that's a perfect example of conflict in the november meeting in case people want to
144go out of town oh well it's it's a national holiday and um we're not well we are open but um but it's always on the 11th but it's not always on a thursday right but we've had other things before so i just know that we've changed calendars you know mid-year many times including for columbus day which was completely eliminated that's gone madam president i would add as well just on that specific day that ms densmore referenced varsity football games will be played on that thursday night and not friday [Laughter] not that that matters but just so that you're aware that important stuff now that that involves um a lot of people with band athletes cheerleaders palmies etc just for that one date right yeah i think we can't have it both ways unfortunately if dr
145scalise is saying we need to keep it consistent and if we change it off of a thursday then it's going to cause a problem in the community then we either mean it 100 or we don't mean it 100 and we'd switch it up but if we're going to switch up november then there's no harm in switching up other dates so i don't i don't care because i feel like if people want to you know if they're if they know that they're going to come to a board meeting they're going to check to make sure okay it's on the 10th or they're going to check the calendar and see when it is but i think that's kind of an unfair thing because when you look at october um we're doing the first thursday in october which
146is inconsistent with every other month right well we could say the same thing for november because of veterans day and thanksgiving we could switch that week and be inconsistent with what's expected of the community and make a notice so i i don't see an issue with the thursday just maybe moving the one date in november just my opinion which day are you recommending moving it to either the 3rd or 17th are you talking about moving the date or adding a date moving that's a heavy holiday month for people okay i'm just clarifying for myself because i feel like we threw out a couple of different ideas we threw out the idea of maybe having a second meeting having a meeting on the 3rd and the 17th possibly or are you just are we just talking
147about moving the meeting up on the 10th to a different week when i mentioned move adding having a second meeting like when i was looking at november and december i caught myself november if we move it up if we add two like we move it to the third and the 17th the third is basically the very next week after the previous meeting so yeah so i think if anything if there was going to be any movement for november it would make more sense to move it to the 17th agreed okay so we're just talking about moving pushing it back a week and not adding a second meeting is that right for november yeah just to clarify is if if there was going to be a switch in that in that month that's what i would
148think would make the most sense but you know does anybody have any other um i'm assuming nobody wants two meetings in december so i'm not even going to say that anybody else have any questions or comments about either the calendar or the policy monitoring cycle i just have a question for our wonderful and amazing administrative assistant to the governing board um i i just want to clarify when we did this back in february you secured the boardroom correct for all of our board meetings so now with changing the calendar we you have now had to move that reservation to the new thursdays so were groups because anybody can reserve the boardroom okay so were groups um did they reserve the boardroom on thursdays that is correct and there were several meetings that had to be
149moved okay i but i swapped them out and said here's your options so i gave them options because even though we have now moved it to thursdays um the board meetings take precedence in this room and so i just don't want anybody to look at the board um saying that they keep changing their minds on where to move stuff i mean we have other groups here and here that use this room not just us but board meetings yes they do take precedence i just don't want to be looked unfavorably in other departments eyes that's the one thing i just want is there ever a time when dr kellis or any other administrators have asked to move meeting dates or add to calendars and it's caused a problem okay i'll entertain a motion i moved to
150approve the revisions to the 2021 2020 20 2022 and 2022 2023 governing board meeting schedules and the 2022-2023 policy monitoring cycle as presented with the exception of november of two being moved to november 17th second motion made by don dunsmore seconded by christine pritchard motion carries next we move to action discussion five discussion and action to set a date for an executive session for the superintendent's year-end evaluation dr kalas thank you madam president members of the board and members of cabinet each year the board has the opportunity to provide an end-of-year evaluation for the superintendent it is proposed that this be achieved on the regularly scheduled board meeting on may 25th we'll be all done with graduation and the end of the year stuff hopefully and you won't be in town on the ninth is
151that right dr kellis that madam president that is correct does anyone um have any concern with the 25th okay then i move the governing board set an executive session for the superintendent's year-end evaluation on may 25th 2022. motion made by christine pritchard seconded by joe grant motion carries next we move for requests for future agenda items how many items to request i do um i would like a an information item regarding k-4 schools for their fourth grade promotions anyone else i would like to request an item on employee evaluations information and just to be clear because if mine matches what you're asking then i won't ask for a second one okay all right um i my question is is i i would just like information on how each classification um is evaluated with their rubrics
152each like uh employee group yes each employee group so like um an ess specialist what their evaluation looks like as opposed to a tls or a curriculum specialist so the differentiation of each evaluation and this might fit into it too but i know for me i was also thinking we know we have the teacher evaluation rubric but so instructional versus non-instructional that would be easier too yes anybody else all right next we have an executive session um call for an executive session pursuant to ars section 38-431.03 a3 and a4 for the purpose of receiving legal advice from and providing direction to the attorney for the public body regarding resolution of special education due process complaint captioned as 22c dp-026-ade pursuant to ars 38-431.03 a 3 and a 4 to receive legal advice from and provide
153direction to the attorney for the public body regarding the superintendent's contract of employment and pursuant to ars 38-431.03 a3 to get legal advice from the attorney for the public body regarding governing board policy 2.21 2.12 and contracting slash use of private counsel so i move that we adjourn for executive session to have a second second choker made by christian pritchard seconded by joe grant motion carries our joint executive moving to action discussion items continued uh k1 possible action to provide direction to the attorney for the public body as discussed in executive session i will move that the attorney act as directed in executive session second motion made by crystal chapman seconded by christine pritchard it doesn't want to go let's try that motion carries next we move to k2 approval of settlement agreement to resolve
154special education due process complaint filed as 22c dp-026-a-d-e dr kalas madam president this was discussed in executive session and is available for the board to vote on ask i moved to the board approve the settlement agreement to resolve a special education due process complaint filed as 22 c d and authorize the district's director of exceptional student services to execute any further documentation as necessary second motion made by christine pritchard seconded by don dunsmore motion carries can i change my vote on the first one am i allowed to do that no no i thought we were going in order so we're going on the order of the agenda we're moving to adjournment now i move the board adjourn the meeting second motion made by christine pritchard seconded by crystal schaffen i was trying to get in
155so fast no it's taking this time oh well i'm sorry so you're going to vote no on the other thing motion carries