001All right, we're going to go ahead and get started. >> Thank you very much. We'd like to welcome everybody to our uh regular board meeting tonight. It's Tuesday, April 28th. I'll call this meeting to order. Um, and we'll start off our meeting with a moment of silence and pledge of allegiance led by Miss Jill Humphre. If you would all please stand. If you'll join me in the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. >> All right. Thank you for joining us for that. I'll ask Miss Wilson to do roll call. >> Mr. Chad Thompson >> here. >> Miss Shaina Murray >> here. >> Dr. Blake Robersonson >>
002here. >> Miss Jill Humphre >> here. >> Mr. Jesse Brainard >> here. >> Mr. President, all board members are present. You have a quorum. >> Thank you, Miss Wilson. We're going to move right into the approval of tonight's agenda. There is one change that I would like to make and it's just a uh change of order uh nothing substantive but I would like to move uh 9.01 and 9.02 to just after the uh agenda item number 5.01 the superintendence report. So I will make that motion. Is there a second? >> Second. >> Thank you. All those in favor of approving that agenda change and approving tonight's agenda say I. >> I. >> Thank you very much. 4.01 Superintendence Recognition Awards. Dr. McCordon. >> Thank you, Mr. President. Governing board members, uh, if you join me
003in front of the DAS, we obviously we have a lot of recognitions tonight. So, uh, excited to honor all these people in the room. Thank you. Good evening everyone. >> Good evening everyone. >> Good evening. >> Oh, thank you. appreciate everybody being here. As I stated a few minutes ago, we uh we have a lot of recognitions and and all welldeserved. So, we'll kick them off. If I could have the following, and this is a big test for me because I met just some of you a few seconds ago. We're going to honor and say some nice things about the Gilbert Rotary. So, if George, Dave, Pat, Jim, and >> Kurt I almost had it. Four out of five. Come on up. Sorry. For 15 years. You got that? Don't go through anything else in
004his phone. All right. That's That's not appropriate. >> Go for it. For 15 years, the Rotary supported all of Gilbert Public Schools third graders with a dictionary to keep up for their own for their own personal use. This year, the Rotary has partnered with GPS in other ways, including working with Burke Elementary by providing necessity kits for families and working on a grant for Burke's sensory room. We are thrilled to have their continued support as they truly make a difference in assisting our students. We're extremely grateful for their continued commitment and generosity throughout the years. Please give them a hand. This is Mr. George Pettit. I've known George for 30 30 >> 30 probably two or three years. Uh his son is the principal of Patterson Elementary. His son-in-law is the AD over at Mosquite
005High. uh his children and his grandchildren are students here in Gilbert public schools and um George used to be the town manager of Gilbert. George like to say a few words. >> Oh boy. >> Oh yeah. >> Not about the 30-year part of it. Um but do I appreciate the board taking the time to give us an opportunity to as a Rotary Club um to to recognize a very special person in this community. For those of you who aren't familiar, Rotary is a little over 120 years old. Founded in Chicago by a group of businessmen who wanted to figure out how to give back to their community and be an essential part of the community in addition to their being in business. Gilbert Rotary has been around since 1984. Um, I joined in 1985 and
006so I guess as ranking member, that's why I get to talk and and do this this evening. But one of the things that the founder of Rotary uh was a gentleman named Paul Harris and he wanted to recognize those members who participated uh in a very strong way and practiced the Rotary motto of service above self in a demonstrable way. not just being able to recite it at the meeting like you do the pledge and the prayer and everything else, but to ex actually exemplify um and demonstrate uh service above self as the commitment to the community. It's our honor as the Gilbert Rotary Club um to present this evening to retiring Superintendent uh Shane McCord. Um a a an award that is given across the world. Rotary is an international organization. And for those
007people who physically demonstrated, they don't have to be Rotarians. We can do this on our own. For those who have physically demonstrated throughout their professional career a commitment to service above self and a commitment to community, there is an award that's called the Paul Harris Fellowship. And this evening, I want to be able to present to retiring Superintendent Shane McCord a Paul Harris Fellowship which includes See, now I can't How am I supposed to do this? >> That's all right. >> Um, I'll hold that. >> All right. Thank you. A Paul Harris Fellowship. Um there you are joining a very distinguished group to be able to do this. And so there's a certificate suitable for framing. And you don't have any lapel pins, >> but here's the first one that you do now that includes
008the uh >> that includes the profile of Paul Harris, the founder of Rotary. And so on behalf of the Gilbert community, we appreciate your service, not just as superintendent because yes, I knew what you did 30 years ago, um, but your continuing commitment to the community and and all of the wonderful things that you've done. So Shane, thank you. >> Don't don't sit down yet. >> Don't run away. >> I don't know. I don't know what's going to happen. >> Yeah. No, it's all First of all, thank you for that. I had no idea that was happening. >> General idea. >> Jason, you're in trouble. Where are you? Uh-huh. >> Well, someone's going to get in trouble tomorrow. I don't know who. Um, but thank you guys for all of your service to our our
009school district, not just for the last 15 years, but since the inception. I know that Gilbert has grown to be a 300,000 person community. But what I love about that is that you've never forgotten about Gilbert Public Schools. you've always been there for us and so we truly appreciate you your service and on behalf of myself and the governing board. Thank you and personally thank you for this honor. Thank you guys. If you guys would shake hands with the board and then we'll take a picture. Thank you, sir. >> Good luck. >> Thank you so much. >> Congratulations. >> Right here in the middle, gentlemen. And ladies, >> you guys are right here. >> This is the center. >> And we'll uh crowd in around you. S for the Gilbert Rotary. Thank you guys. >>
010Well, thank you once again. Now it's time for wrestling. Travis Jackson from Desert Ridge High, where are you at? >> There you are. Come on up. And do we have some wrestlers? >> Desert Ridge High wrestlers come on up as well. >> Is in Tennessee on a college visit. >> Well, here's what I'm going to do. We We asked you guys to come up here because you guys did extremely well this season in wrestling and we just want to honor you. But I'm going to let Coach Jackson say a few words. Introduce yourselves and uh talk about what you won. >> All right, I'll let them talk. Athea is not here. She's a state champion. Um she's in a recruiting visit in Tennessee. So there's but three of them, but I'll let Alex go first.
011>> Um my name is Alex. Uh >> what am I? >> Oh, 11th grade. And I was a state runnerup this year. >> At what weight? uh 128 D1. >> Hey everyone, my name is Dallas Robinson. I'm a senior this year and I was a state runnerup at 157 pounds. >> I'm Rebecca Ponet. I am a junior and I won state at 100 pounds. >> I just saying these guys Thea's not here, but these guys are leaders. The boys took fifth. Probably not what they wanted, but they beat Liberty's 15-year string. They'll hold on a section title. Meet them for the first. They won 15 section titles in a row. The girls took four girls of state and placed third place behind Campover in second. So, it's been fun traveling around the country with those
012guys. Wrestling with the girls, too. But I'll just say these guys work work. 4.0 I know students years and years of giving in that by this kid and Athea is not here tonight but since probably kindergarten to reach these goals. These two didn't start wrestling till high school. Dallas is a four-time state placer, two-time runner up, three time second section champ, and he's going to Grand View College, which is the best NIA wrestling school in the country to wrestle in the fall. Becca didn't start wrestling till high school. She's probably she has a 4.0. you know, she'll probably become the first girl with 200 wins next year. She's a three-time state placer and a state champ. So, I I'm blessed. I'm lucky to have him. So, thank you guys. Well done, Des High Wrestling. Congratulations
013to all of you. If you'd shake hands with the board, we'll take a picture. >> Congratulations. Congratulations. >> That's awesome. >> Coming up here to the middle and we'll gather around you guys. Well done, D. NEXT, if I could have Coach Bishop and the Campo wrestlers up. >> Yep. Girls, too. Here they come. Hi coach. >> Hi guys. Coach, would you like to talk and let the students introduce themselves? Remember if you saw name, rank, serial number? No. What weight, what grade, and what place you took. >> I'm Coach Bishop. I'm the head boys coach. >> My name is Trey Kassinger. I'm a senior this year and I want to stay at 113 pounds. two-time state champion and he was he also all-American at a national tournament last month and he's also signed at Arizona
014Christian. How you doing? Uh first off, I want to thank you the board. I appreciate you guys having us out. So, I'm Coach Norton. I'm the girls head coach. Um so, I'll let the girls handle it from here. Hi, I'm Becca. I a senior and I was state champ at 132. >> Hi, I'm Brillan. I was fourth place at 128. Hi, I'm Mia. I was a runner up at 107 and I'm a junior. >> Hi, I'm Katie. I got fourth place at 100 lbs and I'm a senior. So, we have we have two that aren't here tonight. Uh, also another runner up. There was a sophomore and then a junior that was our heavyweight who could not make it. But with the culmination of the six of them um hanging out with Coach Jackson all
015all day at state um right behind Sunnyside. So, it was our first year as a team to be state runner up at division one. Well, congratulations. And I want to uh say one more thing. Coach Bishop here has been awarded the National High School Strength Coach, Regional Coach of the Year for the Rocky Mountain Division. This award is given annually to a high school strength and conditioning coach in recognition of his or her coaching achievements and passion for the profession. Anyone who knows Coach Bishop would agree that this recognition is welld deserved. Congratulations, coach. One more time, if you guys would shake hands, we'll take a picture. Thank you. >> Congratulations. >> Nice work. >> Well done, guys. >> Congratulations. >> You guys get up front. We'll figure it out after that. >> I wear
016heels, but it doesn't always >> You're good. Congratulations, Kimo. Next, we have some uh palm and cheer awards to hand out and some recognitions to give to some of our folks. Campo Verie, Coach Shay, are you here? >> Bring your team up. There you are. >> How are you? >> I'm good. How are you? >> Good. Hi, guys. >> Hi. Yeah, I expected that. That's all right. So, this is the information I have. You tell me if I'm wrong. Uh, Campovery Cheer won AIA Division 2 allgirl cheer state championship. Congratulations. Coach, you want to have your team introduce themselves and then you can talk about them? >> Yeah. Or do you want me to talk about them first? >> It's up to you. You have the mic. Um, all right. So, yes, we're the division
0172 um AIA state champions. Um, first in school history, so we made history. So, we have that on our rings and on our shirt. Um, I've been at Campo, this is my fifth season at Campo, and we have now three banners in our gym um to represent AIA state champions and state runner-ups. So, I'm super proud of these girls. Um, we've got girls on this team also with a national championship as well. Um, so just in my five years at Campo, um, these girls have just really trusted me and I appreciate that and we've grown tremendously. So, um, I congratulate them as well and our administration for supporting us through all that. So, and the change. So, um, I'll let them introduce themselves. Hi, my name is Mia Shay and I am a senior. Hi,
018my name is Paige Dilly and I'm a junior. Hi, I'm Brooke and I'm a freshman. Hi, I'm Emma and I'm a junior. >> Hi, I'm Parker and I'm a sophomore. >> Hi, I'm Chloe and I'm a sophomore. >> Hi, I'm Bren and I'm a junior. I'm Brinley and I'm a junior. >> I'm Ava and I'm a senior. And this goes for all of our pal and cheer and all of our athletes here. The work you guys put in is tremendous. And I don't think people quite understand the hours that it takes and the precision that it takes to become state champions. And uh I just want to commend you on a great season and looking forward to seeing you guys repeat next year. Can you do it? >> That's Can you do it? >> Yes.
019>> Okay, there you go. Give him one more hand if you guys would shake boards with the shake hands with the board. Thank you, Christine. Congratulations. Let me see this ring. That's awesome. >> Congratulations. >> Thank you. >> Congratulations. Yeah. >> So on our ring we have >> still waiting. I'm still waiting for the first cheer team that comes up and does a pyramid. had a pyramid. >> No. See, >> got my senior. >> That's why you're the coach. Thank you. >> Congratulations again. >> Next up, could I have Gilbert High Palm Coach Dr. Whitley come up? Anybody with you tonight? >> No. It's >> all right. >> Hi, coach. >> Hi, Dr. White. Greetings. >> I'm Dr. McCord. Look at three doctors. >> Well, you guys are here because you did something pretty cool,
020right? >> We did. >> You competed at the WCC Tournament of Champions. Why don't you tell everybody about it? >> Oh, yeah. Here's some notes if you need some. >> Um, so my girls, we did WCC in California. They did um a palm routine and a comp uh palm routine in a contemporary routine. And they placed um oh my gosh, we got for palm we got second. Um contemporary we got first. Our soloists also got first. Um they had their championships and then we also got our rings and all that stuff. So it was pretty cool. It was fun. Um, our program is still kind of new. We've only gone three years. Um, going on our fourth season. So, yeah. >> Wow. Well done. Give him a hand. Doc, you want to say anything? So,
021I have the pleasure of being uh the new AD at Gilbert High School for this past year and working with Coach T as we call her has been an absolute pleasure. Um, she is passionate about the program. on the program is very young as she said, but the commitment that she gives, they actually do put in a lot of hours even though I joke with them that they don't practice at all. Um, she fights for her girls. She supports her girls and I'm super super thankful just to have the experience to work with you to see the passion that you have for our palm team and it's only growing and getting better. So, I'm sure that it will do great things under her leadership. >> Thank you. >> Well done. One more time, give him
022a hand if you guys shake hands with the board. No, come in the middle. >> Middle. >> You're the stars. >> We all want to see those boots. >> Oh, yeah. This thing you do for high school students. >> Well done, Tigers. Next, if I could have the Highland Palm and cheer coaches come on up. Coach Parcell and Coach Gieselhoffer. Did I say it right? >> What is it? >> Geel Hoffer. Come on up, guys. It's becoming a regular thing with us. >> Yeah. But it's a fun thing. >> It's a great thing. I love it. >> We should do it next year. >> Yes. Well, >> if you >> I can come sit in the stands. You know, be good. >> Only if you come visit. >> I will. All right, coach. Uh, coaches,
023if you guys want to say a few words and then have your team introduce themselves, that'd be great. >> Yeah. Um, so first off, thank you so much to the board for taking the time to honor these athletes today, whether they be from our school or from the schools across the district. Thank you so much for giving all these kids who put so much time and effort into the activities and sports that they do um to really shine. Um in terms of our programs, we've been very very fortunate this year for both Palm and Cheer. And I think that beyond all of the accolades, whether that be the amazing run that Palm had this season or all of the amazing um awards that Cheer had this year, I think I've seen each and every one
024of these girls Palm cheer as true authentic leaders on off-campus. And I think beyond all of those, that's the biggest thing that us coaches really want for these kids. And so to see the champion mindset carrying on beyond what we do at the practice is the true win of it. So while we're excited to celebrate and honor these athletes for all of the hard work that they put in this season, we're most excited to see what they do next as leaders beyond the classroom and beyond the practice. More >> wait. >> Oh, and we also won a lot this year. Um, it was really fun. And so, so for us on cheer, we won the all girl D1 state title. We also won the D1 allgirl traditional title, which was the first in school history.
025So, us and Campo are kind of twins, making the first first state title wins in traditional together this year. Um, and then we got fourth at nationals, missing first by8 in game day. And then we won our all girl group stunt in USA nationals in California as well. So, overall a very exciting and very rewarding season. >> Um, hi, I'm Ashley Parcell. I'm the head coach of the Highland Hawkeyes. Um, this year we went to UDA Nationals and we won Palm, Jazz, and Game Day. And we actually made UDA history by being the first team ever to win all three in every division, which was super exciting. And then we also won Palm and Game Day State and those were um four pets for us in those divisions. Um this is my fifth year as
026the head coach at Highland and our four-year seniors are leaving high school with 13 rings. So it's pretty awesome. Just >> your name and then your cheer and your name grade and what activity you are. >> Oh, okay. I'm Nikki Eddie and I'm a junior and I do cheer. I am Nia Morris. I'm a junior and I do cheer. I'm Truly Trace. I'm a junior and I do cheer. I'm Megan Millius. I'm a junior and I do cheer. I'm Ava Reese and I'm a senior and I do cheer. >> I'm Adela Job and I do cheer as well. >> I'm Leila Corman and I do cheer. >> I'm Hadley Wilkins. I'm a junior and I do cheer. I'm Paige Bradman and I'm a junior and I also do cheer. >> I'm a junior, too. >>
027I'm Chloe Bailey. I'm a junior and I do palm. My name is Delila Hes and I'm a junior and I'm also on palm. >> I'm Laney. I'm a senior and I do palm. >> I'm Brighton Nelson. I'm a senior and I do palm. I'm Breen Sparks and I'm a junior and I also do palm. I'm Ameilia Bonham. I'm a junior and I do palm. I'm Macy Pullman. I'm a junior and I do palm. I'm Haley Sears. I'm a junior and I do palm. I'm Milan Padulla. I'm a junior and I do palm. I'm Ellie Duffin. I'm a junior and I also do palm. >> I'm Shane McCord and I do superintendent. It's fun. Well, I got to tell you, um, I've I've read all about you. I've seen all kinds of things out there on
028social media. Just the accomplishments both teams have had. Uh you guys have had a great run over there at Highland High. So we're really really proud of you. Again, we know the work that you put in. We know the time and I think it's important to recognize the families that sacrifice their lives so you guys can do what you do. So um thank you to all of them. Let's give them one more hand if you guys would shake hands and we'll figure out a picture. coaches at school or used to coach. His name's Ernie. >> Hey, you're a junior, right? >> Congratulations. go to impact dance. >> Congratulations. >> Are any of the seniors wearing all 13? >> Thank you. >> Now picture. >> All right. your position. >> You're doing good. >> Chad, if
029you'd like to lay down right up front like this. >> Would I like to? >> You're good. She'll get us. Okay. Congratulations, Highland Pomier. And last, but definitely not least, will the Mosqu High School girls 4A state champions in basketball please come up? Head coach Candace Gonzalez. >> Hi Candace. >> Back again. I love to see that year after year. So you guys played Paradise Honors, correct? In the championship. Was it close? >> We won by one point. >> One point. It was a great game. It was a great You guys Well done. Well done. Um I just want to congratulate you. I know that Mosqu High basketball has a tradition and it and it it starts with a lot of hard work, a lot of determination, and um it it truly has started with
030the head coach who has dedicated your time uh for all of these young ladies and their families. So, congratulations. Candace, you want to talk about the year? >> Sure. First, we want to give best to you. So, thank you. Thanks for having us. >> Thank you. Appreciate it. Thank you. Thank you. Um, obviously you can see not all of us are here, but I have my I have two of my three coaches at the end, Coach Lauren and Coach Bowers. Uh, Coach Campbell isn't here. Obviously, we wouldn't be who we are without our coaching staff. Uh, they help me. They're amazing. So, I'm grateful for them. Um, we have some of the girls here tonight that could make it. And these girls have put in so much work into the the game of basketball morning,
031night, after games, before games, on the weekends since they were just little. They've dedicated their their heart and soul to the game of basketball, which makes me very happy because I have done the same as a player and as a coach. And so to see them enjoy and love the game as much as I do, it's been amazing. We have um 14 girls um on our varsity roster. 12 are returning. So, we have a great group of girls coming back next year with eight juniors, two sophomores, and two freshman graduating two seniors. Um Avery is one of our seniors. She's going to go on and play at U Mesa Community College. And the other one's not going to go on and play. Mariah, she's going to be at UVA. But, um with all of their
032leadership and the things that they have helped us do as a team has made a huge difference this year. Our road to the state championship was not easy. Um, we ended up playing our first round at home. Then we had to travel down to Micah Mountain in Tucson, um, and beat them on their own home court. And then we had to travel to Prescott a day later, day and a half later. Um, and we beat Prescott in overtime, which was an amazing experience to be able to play in Prescott in that atmosphere with the pack gym and go into overtime. And then we got off to a little bit of a slow start, a little bit scary in the championship game, but these girls came out and did what they know what to do and
033we came home with the 4 state championship >> again. >> Yes. >> Congratulations, >> guys. If you'd like to introduce yourselves again. >> I'm Skylie Gonzalez and I'm a junior. >> I'm Jensen Cower and I'm a junior. I'm Lizzie Norton and I'm a junior. >> I'm Avery Melberg and I'm a senior. I'm Ruby Ricaro and I'm a junior. >> I'm Broo Anderson. I'm a junior. >> I'm Nalia Gry and I'm a junior. >> I'm Coach Lauren. >> Coach Bowers, I've been there 19 years. >> 19 years. >> Wow. You know, uh in addition, um when good things happen to teams, it's because they truly do have really good coaches that care. and uh Candace uh received an honor this year. The McDonald's All-American Girls game took place on March 31st at Desert Diamond Arena in
034Glendale and it aired nationally on ESPN 2. This event is one of the highest honors high school basketball showcasing the top 24 senior players in the country following a rigorous national nomination and selection process led by high school coaches, athletic directors, and the McDonald's All-American Selection Committee. and Candace Gonzalez, head coach of Mosqu High, was selected to serve as the head coach of the West team. It's pretty big honor. It's a significant recognition uh significant national recognition for her leadership, program success, and impact on student athletes. Selected from a national pool of hundreds of qualified coaches, this honor reflects the elite level of respect she has earned across the high school basketball landscape. Her selection also places her among a very small group of Arizona coaches who have ever received this opportunity. Since the inception
035of the McDonald's All-American Games in 1977, only a handful of coaches from Arizona have been chosen to lead a team, underscoring the rarity and prestige of this recognition. At Mosqu High School, Coach Gonzalez emol embodies the Alpha standard, accountability, legacy, preparation, humility, and attitude, building a program rooted in culture, development, and student centered leadership. Her work has elevated the Wildcats girls program and strengthened the broader Mesa athletics community. This honor brings national visibility to mosqu high school and stands as a powerful reflection of her leadership, culture, and commitment to excellent. And it defines Mosquite athletics and the alpha mindset. Congratulations, Candace. Congratulations, Mosquite High girls basketball team on a championship. Well done. in shake hands and we'll take another picture. >> Congratulations. Good job. >> Congratulations. I got you still. Congratulations, Mosqu High. >> Thank
036you guys for being here. >> Congratulations. >> Good luck with your retirement. I will. >> Thank you. >> Uh governing board members, that concludes our recognitions for this evening. Thank you guys. Thank you for everybody being here. A lot of lot of options. Get a good seat. All right, thank you for that. We're going to move on to agenda item number five, superintendent report. >> Thank you, Mr. President Board members. Uh before I start, I'd like to recognize a few people from our Aspire program. Michael Ryder, Sean Kerr, Bren Chapman, Dr. Whitley, Jeff Singer, and Clinton Wright. If you guys are around, stand up. Thank you guys for being here. They're in our Aspire program and they are learning all about leadership and uh what it takes to be an administrator in Gilbert Public Schools.
037So, thank you guys for being here. Again, good evening and thank you for joining us. Uh the end of the school year is fast approaching and we have about 17 days left of school. An enormous thank you goes out to our students, staff, and families for all your dedication, love, and devotion to the public education in Gilbert Public Schools. We thank you for that. Just a few announcements tonight. For the seventh consecutive year, Gilbert Public Schools has been honored with the best communities for music education designation from the NAM organization, the foundation. NAM stands for National Association of Music Merchants for its outstanding commitment to music education. The best communities for music education designation is awarded to districts that demonstrate outstanding achievement in efforts to provide music access and education to all students. To qualify
038for the best communities designation, GPS answered detailed questions about finding about funding, graduation requirements, music class participation, instructional time, facilities, support for the music program, and community music making programs. Responses were varied by school officials and reviewed by the Music Research Institute of the University of Kansas. Gilbert Public Schools is one of six school districts in Arizona to receive the National Honor this year. At GPS, preK through 12 students have access to an extensive array of musical offerings. Our music students and programs are continually recognized at the state and national level carrying the district's legacy of excellence. So, congratulations to all of our music programs. Uh the Gilbert Education Foundation scholarship night uh was held last Thursday, April 23rd, at the Mosquite Junior High Auditorium. We honored approximately 40 high school students for their academic
039achievements and volunteerism, as well as GPS educators for their dedicated service. I'd like to thank Terresa Dudesen, who leads GEF, for unwavering commitment to our students, staff, and community. And thank you to all of our business sponsors who contributed to the scholarships and for making the evening of celebration a success. There will be a GF business leader breakfast next Wednesday, May 6, at 8 a.m. in this very room. So, if anybody's interested in joining, please come over. And Mr. Thompson, that concludes my report for this evening. Thank you. >> We're going to um go to action item 9.01, appointment of Johnny Stagall, Steagall. Steagle. Okay, I'll get that eventually. All right. Uh, appointment of Johnny Steagle as principal of Mosqu Junior High for the 2026 2027 school year. Is there a motion >> to appoint
040Johnny Steagle as principal of Mosqu Junior High for the 2026 2027 school year? >> Thank you, Miss Humphre. Is there a second? >> Second. >> Thank you, Mr. Brainer. Is there any discussion? I don't know if that's okay. All right. Okay. Uh if there's no discussion, then I'll call for a vote. Uh, all those in favor of appointing Johnny Sneaggle as principal of Mosc Mosquite Junior High for the 2026 2027 school year say I. >> I. >> Any opposed? And that passes. Thank you very much. Congratulations, Principal Steaggle. Why don't you come on up and say a few words. Thank you, President Thompson, Dr. McCord, uh governing board members. Thank you guys for this opportunity. Um I'm thankful for uh some support I got here from Mosquite Junior High currently. They came out and supported
041me as well as the support from my wonderful wife who's at home right now with uh my two beautiful daughters, Skyler and Cody. Uh I'm thankful for the opportunity to uh come before you guys and uh be presented and appointed as the principal's next school year. I've had the great opportunity um to be led by a lot of great leaders um through Gilbert Public Schools and I'm very appreciative that my family um even my mom was a teacher for 38 years in Mesa Public Schools. Um even being over there at Mesa Public Schools, she still moved us over to Gilbert to make sure that we're part of the Gilbert public schools um and the education that was provided here. And so you I'm very thankful for the opportunity to now be one of those that
042leads others into Gilbert public schools and to continue the tradition of excellence that we do have here um in Gilbert. Some of the other things too is I'm very thankful, you know, we've had great opportunities to be part of the progress that was happening through the '90s of Gilbert Public Schools as they expanded and I'm excited to continue that over at Mosquite Jr. and what has taken place. But I do know as we move forward at Mosquite and we continue the great things um you'll continue to hear great recognition come out of Mosquite Jr. Um while I'm over there and I thank you guys for your time. So thank you. >> All right. Thank you and congratulations. 9.02 02 appointment of Erica Hellfrey as principal of Campo Verie High for the 2026 2027 school year.
043Is there a motion? >> I move to appoint uh the uh Erica Helffrey Hellfrey as principal of Camp Over High for the 2026 2027 school year. >> Thank you, Miss Murray. Is there a second? >> Second. >> Thank you, Dr. Robinson. Uh is there any discussion? Okay, then I'll call for the vote. All those in favor of appointing Erica Hleffrey as principal of Campo Verie High for the 2026 2027 school year say I. >> I. Any opposed? And that passes. Congratulations. >> Congratulations. Principal Humphrey, come on up. >> Johnny is much taller than me, so Let's go ahead and adjust this. All right. Board President Thompson, members of the governing board, Dr. McCord, and Dr. Ryan, and cabinet members, thank you for the trust you placed in me. I understand the weight of this responsibility,
044and it's something that I do not step into casually. I step into this with 10 years of investment within our campus, within its people, and its mission. I want to begin by acknowledging the person who made this moment possible. Not just for me, but for all of our students, staff members, and family who have called Campo Verde a home. Tyler Dumis has led this campus with integrity, with vision, and with the standard of excellence that has made Campo one of the most special places in Gilbert public schools. Tyler, thank you for what you have built, for what you have led in the legacy that you are leaving behind. Your mentorship is one that I that won't just stop here as you go into that next phase of your career. This responsibility and your legacy work
045is something that I'm deeply committed to and honoring and continuing. I also want to take a moment to thank my family, my husband Micah, my two kids, Olivia and Jaden, and my mom. Um, your support through this journey has meant everything, and the next chapter is not just mine alone. It belongs to all of them as well. and I'm grateful for every moment that my family has invested in me to allow this opportunity for me uh to be standing here today. So, what makes Campo special is not just a program or a ranking or an award. Um although we're very proud of all of those things, what make Campo what makes Campo special is its people, the Campo family, the teachers who connect with the students to gain an understanding of who they are. our
046front office staff who sets the tone for every single person who walks through those doors on our campus, the counselors, the coaches, custodial and cafeteria staff, the people who show up every day and give everything they have to our community. At the core of all of this is also our students and our families. And I want to thank them for the trust that they put in us with our work and dedication to um our their students futures. And I want them to know that I value all of them and I'm honored to serve alongside them. Every person every day is not just a phase or a phrase at Campo. It is a way our community carries ourselves. It's with the standard that Tyler has established in the culture of our entire campus and community that
047has embraced it and made it our own. My commitment to this board, to our staff, to our community, and to everyone on our campus is simple. That I will continue what has been built. I will continue the academic and cultural work that makes Campo excellent. and I will lead with the same care and intentionality that this community deserves. Campo is a very, very special place. I have known that since the first day that I called it home and I cannot wait to continue that work and for our students, for our staff and for our community. So, thank you for this opportunity. All right. So, um, just real briefly, uh, in the in the vocabulary of my almost 14-year-old daughter who's going to be a freshman at Campo next year, we as a board are excited
048to watch you cook. Congratulations. And let's take a brief recess so we can uh family and friends that came to uh celebrate you tonight can can do that. No. All right, welcome back. Uh, we're going to move on to agenda item number six, request to speak to governing board. And we will ask Miss Murray to please read the admonition. >> Request to speak to the governing board pursuant to ARS. 38-431.02.h. The governing board may make an open call to the public during a public meeting subject to reasonable time, place, and manner restrictions to allow individuals to address the public body on any issue within the jurisdiction of the public body. After an open call to the public, individual board members may respond to criticism made by those who have addressed the governing board may ask
049staff to review a matter or may ask that a matter be put on a future agenda. However, members of the governing board shall only discuss or take legal action on the issues raised during an open call to the public if the matters are properly noticed for discussion and legal action. During an open call, the governing board requests that speakers refrain from voicing complaints against school personnel or anyone connected to the district as it may impact due process rights. Please contact the office of talent talent management if you have specific concerns about any individual employee. >> Thank you, Miss Murray. We've got uh one request to speak to the governing board tonight. Uh Lizzy, if you'd make your way up to the podium, there'll be on the monitor up here uh a clock. You've got three
050minutes. >> I need 30 seconds. >> Okay. Um since you're voting on the um the calendar this this evening I think um I'm here on behalf of a lot of my friends. We've gotten together as moms and as our kids are getting older and going to high school um summer jobs are a big thing and I think that they need a little more time in the summer that extra week, extra couple weeks to allow them to have a do sports camps, go on vacation and still have time to get a summer job. And um when they take the two weeks off and sports are still going on, the kids are still required to be there for sports in high school. And so it's like they might as well be in school anyway because we can't
051leave or do anything or really take a break. So that's all I have to say. One, two, one. >> Thank you, Miss Thane. All right, moving on to agenda item number seven, report 7.01, 01 teaching and learning academic spotlight. Dr. McCord. >> Thank you, President Thompson. I will turn this over to Dr. Ryan and his team. They have a nice presentation for you this evening. I think it uh in in regards to our last meeting. You guys wanted a presentation on this subject and I they're well prepared for that. >> Excellent. Dr. McCord, President Thompson, governing board. Um, we have quite the crew here for you tonight that uh are going to educate us on defined learning, which is something that Greenfield Elementary School and Brian Lockwood have been uh part since the inception and
052since the very beginning. And so we're going to invite Brian up along with our coordinator of advanced learning, Brent Gardner, and um our specialist of advanced learning, which I learn Miss Hall, is here for any questions, but I don't think she's on the docket to be speaking. So, uh we're going to turn it over to them for our presentation this evening. Good evening. Thank you uh President Thompson, Dr. McCord, and the board for this opportunity to talk to you about divine learning. Um my name is Brent Gardner. I'm the coordinator of advanced learning. Um so I want to just give you a brief introduction of how we got here and and uh why we why we're talking to you about now. I don't know. So, I wanted to just give you a brief introduction of
053why we chose it, why we'll start over. Um, my name is Brent Gardner. I'm the coordinator of advanced learning. Um, so I just wanted to give you an introduction of how we got to this point. Um, to present to you this this new supplemental curriculum, defined learning. So, we really operate within our schools of asking really four basic questions when we're talking about instruction and assessment, which are, you know, what do we want our students to learn? How do we know if they've learned it? What do we do if they haven't learned it? And our key question for this purpose is the fourth one, which is what do we do for students if they've already learned it? Um, in the world of advanced learning, gifted and advanced learning, that is the guided guiding question. Many
054of our students in gifted and advanced learning programs already know the information that's being taught to their peers or they learn it at a pace that is much faster than their peers. And so we have to address the question of what do we do for those students when they've already learned it. So there's a couple of parts. There's really two parts and the second part is broken down a little bit more. But when we're looking at advanced learning, we're looking at acceleration and we're looking at enrichment. The acceleration piece doesn't require really supplemental curriculum. We're using the same curriculum. We're going at a different pace. When we get into enrichment, we can do pieces like depth and complexity, adding different perspectives to the existing curriculum to add that depth and complexity to the learning. The
055part that we're specifically addressing here with defined learning is projectbased learning where we get students engaged in inquiry, building, thinking, solving problems, taking the learning that they're doing, we'll say like on paper and putting it into real practice. And that's what we were looking for with defined learning. So, we chose Greenfield um as a as a school because we started talking with them. They had a serious need um for some enrichment on their campus. Um they have a community um that needed something a little bit more than what they were currently offering. And um we went out to find something and what we found was defined learning. Um, defined learning is a project-based curriculum and um, it addresses that need for students to be hands-on. It's standardsbased, so all the projects are aligned with the
056standards that they're learning in the classroom. Um, and the resources are right there in the product um, for teachers to be able to take, implement, and students to do. We piloted define learning with Greenfield. And what I want to point out with this pilot is different than a lot of times we think of a pilot we think of like an experiment. It wasn't an experiment. We already knew the product that we had was solid. Um we had seen it in peer districts in action with students. We saw the student engagement. We brought Brian and his team to see it in action. And so when this pilot year with Greenfield was really laying a foundation of what it can look like in GPS and how we implement it in a way to really support our students
057and come back to that question of what do we do for our students who've already learned it that are ready to move on. So there's no better way to start this and explain it than to move on to um give our students a chance to tell you what they think about defined learning. So, if we can go ahead and play the little video clip here. >> They're saying a lot of good things about >> Oh, go ahead. It's good. It's the best. >> Yeah. I'm sure that video is a lost. Why don't you move on to the next portion? >> Yeah. I don't know what to do with the clicker. You want to click for me? I'll go ahead and tell them to go back to the presentation. >> Can we go back to the
058presentation? I think Jacob, if we could go back to the presentation, please. Okay. Good evening, members of the board, Superintendent McCord. Um, my name is Brian Lockwood, and I am uh the extremely proud principal of Greenfield Elementary. When I was given this opportunity to uh to come chat with you, I got I got really excited on a lot of levels because when you talk about something that you're passionate about and that you're living each day and you're you're you're in it, you're living it, you're seeing it on a regular basis, it was it was easy and it was an easy yes for me. And when I was given the opportunity to talk about defined learning, something I became instantly passionate about when given the opportunity uh to have this implemented as a pilot on my
059campus, um again, it was easy. It was an easy decision to come here and say all the great things. What you heard from those students real briefly is that students love the fine learning on a lot of levels, not just because it's something new and a a shiny new toy to play with, but it's something that they can really dig deep into career ready opportunities to have things and opportunities for them to be enriched with things that they want to be enriched with. um the amount of projects that kids have access to and to be able to work with their partners and collaborate with their partners and do real things in a real like real time um was what they were saying and I I wish we could have that opportunity to hear them and
060I I hope you get that opportunity as well. What I want to talk to you about this is it's amazing what happens when kids own their own learning. Um, we had the opportunity to have a defined learning kind of uh, I'll call it event at our school where kids were just doing exactly what we were hoping for them to do and that's engage in the projects that they were um, they were engaging with. And I want to point out this picture on the right here. This is a student that would be one that would it looks like an ar architect type setting. He's got a lot of things going on here, but he was completely engaged. And we actually had to tell this child that it's reset. It's time for recess. like you have to
061you have you have to stop what you're doing um to to move on with the day. But he was incredibly engaged. He was able to tell us exactly what they were doing. And in this specific example, they were making nets of of actual homes that were built to scale. Um and they were able to have this project be something that they chose, were passionate about, and were able to dig deep. And on the other side was an opportunity for our second graders um to engage in some projects that were building um habitats and homes for animals out of clay um after they've gone through an pretty intense design process. I think the beautiful thing about this is that teachers are truly able to step back and become facilitators of the students learning and let the
062students do the work themselves. And that is truly what uh define learning encompasses. One thing I want to bring to light is my mom once told me, "If you love what you do and you love where you work, you'll never work a day in your life." And that is extremely evident with our students as they as they go through the use of defined learning. The students are loving what they're doing and they're loving where they're working within the classroom and with their peers. Um, so they don't see it as work. They see it as an opportunity to do what they love, but they're accomplishing so much more at that. The process is simple and it's this is something that resonated with me as a principal and and gave me the opportunity to really think about
063this in depth, but it's not about the final product. It's about the process. And that's something that came to light many times through this. Many times students realize like my final product wasn't what I thought it was going to be or it wasn't what I wanted it to be. However, what led up to that, the planning, the data, the investigation, and the collaboration, that was what was neat out of these uh defined learning projects because these are the things the students remembered from it. And then they were able to present these things um not only to their peers, but to others around and be very proud of the work that they're doing um all the way from from all of our grades that have the opportunity to do this. This has taken over our campus
064and kids truly absolutely love it. And finally, this I after our our big event with with define learning and just the daily um the daily integration of it, I wanted you to to see this as this just happened to be kind of a closure to to this process. But it's important for me to read it. I just want to take a moment to tell you how incredibly proud we are of each of you after today's defined learning walks. What we saw in classrooms today was something truly special. From the engaging and thoughtfully designed activities to the powerful moments of student-ledd learning, it was clear that our students are being challenged, supported, and inspired every single day. The ownership students demonstrated and the depth of their thinking and the authentic engagement in each room reflected the
065dedication and intentional planning you bring to your work. And the rest you can read as well. This was an opportunity for me to acknowledge what amazing things happened over the course of our sta uh our our defined learning opportunities and our kids and our teachers and our staff and everybody that comes by um sees this as an opportunity to continue to grow and do great things on our campus and I appreciate the opportunity to share some of that with you today. >> Thank you very much. Um, I was the one that asked that this presentation be given tonight and I want to thank you for taking the time to create the presentation and to take the time to come here tonight and explain to us more about this uh this program. I had the opportunity
066to talk to Mr. Burchcher yesterday and he walked me through some of the some of the program, but tonight's uh presentation gave me a much much more in-depth look at what this is. And and I if I tell me if I'm wrong, but if I can sum it up in a nutshell, it basically allows teachers or enables teachers to to better answer that student question of when am I ever going to use this? >> Right? And now teachers have the ability to say, I'm glad you asked. Let's look at some different ways that we'll use this and different professions and different things that that we can do with it. Um, so I I don't have any questions, but I am incredibly grateful for taking for you taking the time to help me understand this. So,
067thank you. Are there any questions from the board? >> I just have mostly because I know that you saw this in action. Is there something different about the process when we we usually go out and we open it up to a bunch of uh different curriculum companies or have to go out that way for a request? Is there something different that we had to do this time because we kind of knew what we wanted having seen it in action? >> Well, we went through the process and we went through public review and had it open um during the allotted or the prescribed timelines. This is a supplemental which is a little bit different than going through a full adoption of a primary resource that's going to be used day in day out in in within
068all of our classrooms. >> Okay. Thank you. I appreciate that. I I think it's very exciting. I was able to look at some of use a link and look at some of what the teachers have available to them and I think it's it's very well done and a lot of it can you know there's little videos that the kids can watch so they can get the idea and and really can be studentdirected and our teachers have a lot on their plate. So I I'm grateful for them to have something that can really engage students and it's there for them. they don't have to do a lot to to make sure I mean obviously there are going to need to be a lot of materials for hands-on but a lot of the curriculum is there and
069the instruction is there to help them. So I appreciate it. Thank you. >> Thank you. >> I have a couple of question. Sorry my mic is I'm on the soft. I will just lean into it like this. It's good. Um first of all I appreciate it just because I understand the struggle of reaching those higher students. um we often I don't want to say forget about, but we don't worry about them just because we know they're going to be okay, but they just as much need the extra attention as the lower students. So, I definitely see the value of having a curriculum that can help enrich. Um I was just wondering if when when is this utilized throughout the school day? Is it during a general ed classroom and you have specific students utilizing it?
070Do they have a special time throughout the day that they use the curriculum? >> Speak to you. >> Yeah, you guys are Yeah. So, we've had the opportunity to use um our our science and social studies uh blocks of time and then also we have opportunities um during I I'll call it our our Friday slots where kids can have more opportunity to once the other because we don't want this to replace anything. That's the whole point of like our our our general curriculum that students are using each and every day. this is a supplement and this is an opportunity for kids to use it um in addition to tying it together to some of the other disciplines that are existent with math and reading. Um and what's been really cool is we've been able to
071tie it correct directly to those content areas to be um to be used. We did go through a process with this on some of our our younger grades. We'd like to see projects span out over the course of a couple weeks, but kindergarteners and first graders, they they don't have the opportunity to or the uh I guess the the ability to wait that long to see through projects. Um and so we've we've we've learned and adapted across the the the grade levels to make it what works for the teachers. And um I think giving them that individuality and the onus to uh to own some of those uh this decisions has also made it more attainable for teachers as in terms of like when it's done, how it's done, and how long it goes. Um
072so yeah, >> teachers the teachers are finding it easy to implement. It's not becoming something that's cuz when I think enrichment, I think small group, right? You're looking at that particular group of children that need that extra push. So it sounds like this is being used across everybody at Greenfield, correct? >> Yeah, we used a small like a small sample set of teachers to to try it out first and then we we did the whole piece where we wanted them to feel really good about it. Then I had some trainers of trainers and experts on campus to help roll that out for for a campuswide um and and define learning has been super supportive. We meet with them uh regularly to go through some of those kinks. Um, and I have the whole team. And
073what's kind of neat is I brought our our tie into it as well to support some of the technology side of things and utilizing our our supports on campus to be able to bring everything together um as often as possible. But the teachers find it extremely easy um to to use because they are truly becoming the facilitators. >> It's great. My last question and it's got my favorite word in it. So um have you looked at the data from like peer schools that use it consistently? Are you seeing growth in some of those higher students that are maybe just kind of, you know, coasting along? >> Yes. When we specifically though, the data that we looked at was really um when we went and visited uh Daart district where we went and saw it, what
074we were really looking for was student engagement and where they were using it specifically with their gifted and high achieving students. Um, but as as Brian was mentioning with one of their experiences, students that were engaged in a project and it was almost you couldn't pull them away. They didn't want to leave for recess. They didn't want to go cuz they were engaged in it. And that was the critical piece for us. Um, along with the standards alignment that we're doing something with our students that gets them engaged not in just an activity, but in a learning process that extends beyond the classroom. And so that's specifically what we were looking for. And then over time we'll be able to see our data and how it's contributing to our um student success and achievement overall.
075Um but it really gives us that extra piece for like you said those those students that are so quick in learning to be able to continue to engage them and keep them learning and not just have them kind of stop while everybody else gets additional support. You Okay, thank you very much. >> Thank you. >> Appreciate you. All right. 7.02 fiscal year 2026 monthly financial report and thirdarter financials yearto date ending March 31st 2026. Dr. McCordon. >> Thank you, Mr. President. Governing board members. I'll turn this over to Associate Superintendent Bonnie Betts. >> Good evening, Dr. McChord. Um, President Thompson, governing board members, uh, I do appreciate, uh, Mr. Thompson that you did not ask me to present this this evening. However, thank you for allowing me to share the information with you. So, uh,
076this is our normal monthly financial uh, presentation, but also because it's uh, March 31st, we will also be presenting the third quarter financials to you as well. So the today's report includes district operating funds, federal grants, state grants, other district funds, and then a couple of the schoolbased funds. So as always, maintenance and operations and unrestricted capital is presented. Uh note the available balance in maintenance operations has actually gone up um actually has gone down a little bit. The deadline for maintenance operations spend was April 7th. So we're thinking everyone's hurrying up and getting things encumbered so that they can get stuff ordered in preparation for next year. Uh in addition in unrestricted capital outlay, you've seen a lot of of projects cross under consent. Uh so Albert's been very busy uh doing some projects
077throughout the school district. Uh in addition in unrestricted capital if you remember you approved the Chromebook purchase uh during March and so that has fully been encumbered and that's a a $4 million cost that has decreased that available balance by that dollar amount. We will expect to see unrestricted capital spend through the remainder of this fiscal year as projects are coming to light. Any questions before I move on? Okay, great. Um the next is the idea part B. I just wanted to to note the available balance of $186,000. So, we have worked to encumber all of the the tuition costs associated with our most um our most complex students with disabilities. So, those students are mostly put into private placement situations. And so, we're nearing the end of the year. So, those those amounts have
078been fully encumbered. We do expect that that available balance will be in that neighborhood of about $150 to $180,000 as we roll over into next year, which is kind of our normal carryover for IDEIDA. In addition, the Voke Education CTE Perkins, that dollar amount is down to $136,000. That is expected to be fully spent as well. Uh the CTE department works uh very closely with finance at the end of the school year to make sure that we've identified appropriate expenditures so that all of those Perkins monies are expended every year. Uh the state grant funds. So this is the big fund for the current time frame, the CCIP um college credit exam incentive program. So if you remember uh two years ago in 2024 the allocation was $300 per student that for a passing exam
079uh and 50 a minimum of 50% of that $300 was to be allocated to those teachers that had uh students with passing exams and the remaining 150 then was deposited in each school's accounts for use for professional development primarily associated with uh advanced placement or international Balora trainings. The last two years for the 2025 school year as well as the 2026 school year, the state legislature has significantly reduced that dollar amount per exam. And so, um, on this, you've got the dollar amounts there. So, note 2024 it was $300 per exam. So, each teacher received $150 per exam. That did include the uh payroll benefit. So, the dollar amount that they actually received is a little bit less than that. But note that in 2025 it was $97 per exam. So all of that was
080allocated to teachers in 2025 and again in 2026 it's down to $86.30. That full amount again is being allocated to teachers. So, we're in the process right now of asking all of our uh high schools to please fill out the what we call an E-AR personnel action request to make sure that all of those teachers receive their payment at the end of May. And then uh finally other district funds career um the career and technical education fund our CTED fund uh we have been engaged now in mediation with uh EVIT and note that the estimated revenues that we had on this grid was $973,000 and8 $973,800 that was reflecting our first payment uh in September but uh we've reached a mediated agreement couple of weeks ago where the uh EVID has agreed to pass through
08185% of the dollars generated from the satellite ADM and um and that EIT will retain 11% leaving a 4% to be discussed later. So that 4% will be held in a separate account to be negotiated on later. Uh so that will bring up our expected revenues to over uh $3.5 million total. So that will be reflected in the final budget revision that we present to you on the 12th of May. Any questions on any of that before I move on. Okay, great. Uh student based funds. This is just a quick note about extracurricular tax credit. As you know, tax season is now over. April 15th was the deadline. So there has been an uptick in those revenues and so we're directly relating it to that April 15th deadline. Okay. Um so now we're going to
082move on to the quarterly report. So this represents the activity to date um for the the year ending March 31st 2026. And again, as we've shared before, whenever we share the quarterly, when we look at the monthly, we're looking at month-to-month the changes that have occurred month-to-month. When we look at the quarterly, we're comparing this quarter to the same time a year ago. And then also keep in mind that the data that is in these uh these graphs all come from the operating fund grid from the monthly report. So, it's not all of our funds, but it's in that operating grid. uh so that you have an idea of what we're what what our um what where the data is coming from for these analyses. So we're going to talk about revenues and then of
083course talk about expenditures. So first operating revenue by source. A couple of notes here. Um federal the federal change $4.8 million a year ago to 3.6 six uh the current year likely is timing of when we've received Medicaid revenues or when we we have received -ate revenues. So uh that's probably a timing issue of when those revenues actually hit our books. But note the local the local a year ago was $70.7 million at this time and this year it's 80.3 in comparison. the state was $136 million last year and it's down by $7 million in the current year. Couple of things are happening there. So, first, it's also a timing issue uh because the the the day that the month ends impacts when those revenues hit. So, that's a little bit part of the problem.
084However, every year the legislature uh sets the qualifying tax rate, the QTR, and that is the that is the rate that determines the split between the local taxpayer and the um state's general fund. So generally, and I can't remember when this happened, but shoot Jesse, maybe you you would remember, there was a change that occurred a few years back indicating that the legislature or is I don't know if it's the JBC that gives information regarding the QTR. So they they determine an amount on a state average of what the QTR should be to kind of keep that local versus state split roughly um consistent year-to-year. But that's a statewide average average. In Gilbert, our assessed value has accelerated that much higher. So truly of that $10 million increase to local, about $7 million truly is
085due to the QTR. Our local taxpayer is contributing more on a dollar basis to our the education of our students than they had last year. So just just a note. So as we go through this, this is the um again it's just a different graphical representation. Um this is our operating revenue by fund. You can see in unrestricted capital the 30.4 million versus the 17.2. That's truly the expected amount of money we're we're expected to get. As you know, we've talked about this before on unrestricted capital. All the revenues that we get, whether it's from property tax or the general fund, we immediately deposit it into the unrestricted capital fund because it earns interest that we can spend. It increases our budget capacity. We can we can spend that money based upon those interest earnings.
086So last year we had those one-time monies that the that the legislature awarded that accounts for that $30.4 million in comparison to the 17.2 in the current year. Okay. And then the other classroom site fund, you would expect that classroom site fund would be very very much threearters of what we're expected to get. Um but the M O amounts um the M amounts are truly uh less than the 75% you would expect because of the state aid rollover that's still in play. So that's the big uh the big metric that we talk about every time when we we share the the quarterly report with you. And then this is just showing the the uh a column graph um to look at the expected versus the the received. So you can see clearly the difference. You
087can see that the M as an example $151 million is not threequarters of the total amount expected. So now moving on to the 2026 expenditures. Before I move on, are there any questions about about anything on the revenue side? Okay, great. So operating fund expenditures year-over-year comparison. So note first the salaries and benefits. Note that a year ago salaries were 28.3 million at this time and benefits were 62.9 million. Comparatively 62.8 million for benefits. We did have an increase in medical benefits accounting for that being pretty pretty much the same even though the salary spend was about $3 million less. That $3 million less on the salary is directly attributable to not needing as many staff members because of the loss of enrollment. That was borne out in particular when we shared the average teacher
088salary with you uh that the average teacher salary we would have expected it to to have increased by 2 and a.5% because that was the pay increase we awarded but it only increased by 7%. So that accounts for that salary um decline year-over-year. Conversely, if you look at the operating uh amount there, our operating expenses have increased by $13 million quartertoarter um year-over-year. So that's generally due to increases in utilities. We have seen significant increases in fuel since January. So all of that is contributing um to that operating cost increase. Uh, one other note, uh, Miss Matin has shared with me that she and her team have been very much scrutinizing spend as it relates to Albert's areas because because they are doing a lot of repairs that are not necessarily capital and so they're
089scrutinizing those changing account codes for those to reflect an operating expense instead of an unrestricted capital expense. So some discipline of accounting is also contributing to that increase year year-over-year and then based upon that that's the end of my report. >> Thank you Miss Bats. Is there any questions regarding that presentation? >> Okay. >> All right. Thank you very much. Moving on to the our consent agenda. Uh, is there a motion to approve our consent agenda as uh presented in tonight's outline? >> So moved. >> Thank you, Mr. Briner. Is there a second? >> Second. >> Thank you, Dr. Robinson. Uh, all those in favor of approving tonight's consent agenda as outlined say I. >> I. I. >> Any opposed? >> Thank you very much. Moving on to our action items. We'll start with 9.03
090calendars for school years 2027, 2028, 2028, 2029, and 2029, 2030. Dr. McCord. >> Thank you, Mr. President. Governing board members, uh tonight we bring before you uh three calendars that will start in 2728, 2829 and conclude in 2930. Based on the information that we received from our community uh families as well as our staff, uh it was overwhelming in terms of the majority of people uh want to continue with the style of calendar we have which is the 222 and that is our recommendation for you for this evening. Dr. Martin who is our resident calendar expert uh is willing and able to answer any questions you may have. Thank you. Is there any questions from the board? >> Well, I I do have questions, but do we want a motion first before questions or >>
091I I don't know how I'd like to move to make an adoption to the action item or to make a change. >> Okay. Um, I would like to move to potentially look at another calendar option besides this one as well for the um try to I don't know how to word it just for the the splitting of the fall break to be able to have Thanksgiving week and one week in fall in fall break. >> Okay. So, is there is that a motion you'd like to make? >> Yes. So, help help me articulate the motion. >> Um, I move to review an option that splits the fall break between October one week and one week in Thanksgiving. Is that >> So maybe my suggestion is that you table this motion so that we can study
092that motion because I don't think we can make that off the cuff tonight. We have to come up with a different option if that's what your your motion is. >> We can table it. Um I don't know if it was something we could discuss or if we have to table it and create a new action item. We we can certainly discuss it, but what I'm saying is that um there's a process to creating the calendar. And so um >> sorry, >> if you're going to change what we have here and what we have surveyed the community on, we might need to come back with a calendar that shows what you're recommending rather than just adopting that change tonight. So what what we can do is we can so there's two options. We can make a
093motion to approve the calendars for the school years listed and someone can second that and then we can discuss what you're proposing tonight or we can move to table this until we have the opportunity to have a work study where we where you where you work with one of the administrators to create a calendar like you're describing and we can discuss it. So what >> and may I kick in on that? Just if if we end up creating a different calendar or an alternative calendar, my suggestion would be that if we go all the way down that road, then we go back and we have to reservey everybody once again because I think that's only prudent if we've gone to our community with the options that we've been given. we've presented you to uh this
094information to you as a board at at a work study and if tonight we're looking at changing gears, I think that is detrimental to our integrity as a school district if we adopt something without going back out and uh reserveying people. And >> if we have the time, I think reserving people would be a good idea. I just think that um based on a number of things that I've researched and things that I've I've looked into and people that I've talked to, conversations I've had, the the speaker here tonight with her concern, you know, it just it might be worthwhile to to do that. I don't know based on the district's timeline if we would be able to do that reservey or how that would work out, but um I feel pretty strongly about it.
095and and I would just caution you in this sense that we are getting there's 17 days left of school and our captive audience is decreasing by the moment and so uh we have to be mindful of that and it's a busy time of year for people to uh go back and take a survey and so that's just my caution. I I I worry that we won't get the results in fast enough to be able to make prudent decisions. >> Okay. So there'd be no way that we would be able to do the survey in July. like that would be too far out >> I think because uh we have done this in the in the spring in before the upcoming year so people have time because people do plan ahead a year in advance for
096trips and whatnot and so being able to get this information out to our communities is important. We've gone to all the superintendent councils about this. The community knows this is expected that something like this would happen before the end of the school year. So that that's the difficult part about this I think. What if if I could make a suggestion? What if what if instead of approving the calendar for the next 3 years, what if we approve or make a motion to approve the calendar for 2728 only? And that would give us that would buy us some time to be able to create or look at a calendar that you're suggesting. It would give us time to perform a survey if we decide to if we wanted to do that and then give us time
097to vote without affecting a schedule that maybe somebody that a number of families have have already created for next year. But it's not next year, right? It's 2728 that would be adapted and we're going into 2627. So it's we're looking at like two years >> vacations. I mean um if people are traveling to destinations a year or two in advance is typical to um get reservations depending on what you're doing. So, um, people are already planning their vacations out into I would suggest the 2027 2028 school year. >> I don't even Can you book airflare that far out? I feel like it's like a year in advance, right? >> I just know when I tried to make reservations in Yellowstone Park, and this was years ago, um, they were like, "You have to book those
098reservations two years in advance." I actually lucked out and was able to get a one night stay at the Yellowstone Lodge because someone had cancelled. But that was uh a miracle ba basically in my view. Um but if you're going to go to high destination places that are in demand 2 years in advance is not um it's it's typical for some things. >> I understand that. >> I just I I've sat on it. I did some research. I had some time to think about it and I'm at a point as a board member where I don't think I would be comfortable adopting this calendar tonight. So, if I'm alone in that, I understand. I if we need to I'm not sure what the best course of action is, whether or not we should vote um
099I would like to discuss it, but >> are are we what are we doing? are >> there's no there's no motion on there. Do we want to make a motion? >> I will make a motion and then we can amend it if you wish. But I make a motion that we adopt the calendars for school years 2027, 28, 28, 29, and 2930 as have been presented and are on the docket tonight on the agenda tonight. >> Thank you, Miss Humphre. Is there a second? >> Second. Thank you, Mr. Briner. Okay, now we can we can discuss this. Dr. Robson, you were going to say discuss you were going to discuss something. >> Yeah, I'll I'll just say I I appreciate the tremendous amount of work that went into this um and the survey. prior to
100kind of the survey and over the past year plus that I've I've been on the board, I the calendar is something I've heard a lot about and what I' I've heard an adult anecdotally and in conversations has been similar to what the the speaker tonight shared um was concerns with kind of the 22 and and wanting the 121 and and that for our our students that are heavily involved in school activities, they they essentially have a shorter summer and and still have a a one to one in essence because they are required to be here for at least one of those weeks during the break. So So those were some of the concerns that that I had heard. Obviously I saw the survey results. I don't know if um I mean Miss Moyer, are you
101proposing something similar to Mesa? >> Yeah. Um, I mean the question I would have for the the Easter week, I don't know what we would want to do with that. I mean, I would propose probably to put that at the end. I was just looking at some of the data and the numbers and um looking at, you know, 88 to 89% of attendance for Thanksgiving week and knowing as a teacher that those two days are generally just kind of a wash when it comes to academics. Um I started really paying attention to the benefit for the students. I understand vacation time and all of that, but you know, if our goal is academic growth, then we need to be looking at how do we maximize their time in the classroom. So that's why I started
102paying more most attention to, you know, using that full week in Thanksgiving and then also, sorry, my throat is so dry right now. Um, using just one week in October. Um, the other research that I kind of really dove into is that backslide when it comes to being off for two weeks. So we have the two weeks off in March. The families can do their longer vacations then they have the two weeks off for Christmas. Um, but being able to avoid some of that learning loss and I just know how much work it takes when they're off for 2 weeks, getting them back into the groove of retach for 3 to 5 days, reset your expectations, and then really get back into the learning. So, that's kind of where my head was kind of landing
103with it when I was when I was thinking about it. and oh my gosh when I was I I read an article that Mesa had out and you know some of their logic and reasonings behind their changes. So that's that's really kind of what made me revisit this. So I in independently I when I heard about Mesa's schedule that they were adopting I went out and did some of my own research as well and that was the attendance that week of Thanksgiving was was a recurring issue and and why other schools because I my question was Um, and I I called and spoke to some board members in Mesa, you know, um, my question was where did they come up with this schedule and why? And just like I said, the overwhelming reason was because
104of the attendance issues the week of Thanksgiving. I think you're absolutely right in that many many people just kind of take that Monday and Tuesday off anyway. Um, and so I think this could solve an issue, solve a problem with attendance. And then I I have always um been I've always made it clear been vocal that I don't want any school in June or July. I think school in June or July I think kids need that time. I think that our summers are too short. I think that once you do a family vacation and once you do like a a youth camp or a training camp, it's right back into school. And with the current schedule that we that's on the table right now, um in that last year 29 29 2029 to 2030, we
105come back to school in the middle of July. And in my opinion, that's just unacceptable. And so I I don't I I like the idea of of we got the results back and the results, you're right, were overwhelmingly in support of the 22. I think something like what Miss Murray is suggesting would would respect that decision of giving still two full weeks off in the fall. They just wouldn't the two weeks wouldn't be together. You'd still have two weeks for Christmas and you'd still have two weeks for spring, but we'd have a couple extra days uh a few extra days in the summer to give our kids a few extra a few extra days. I I mean, I'll just say it. I'm a firm believer that kids need time in the summer to just be
106bored. I think some of the greatest some of the greatest learning and growing opportunities come when kids are bored. and uh and so I would fully support um um a a calendar that gave us a longer summer. Those are my two cents. I just I had a few questions about the stakeholder process that we did. I know we talked a lot about that during the work study, but so we presented to the parent councils and we provided, you know, all those different calendars, right? And like what did that >> we provided? >> I think my micro Oh, there we go. We provided uh the 121 and the 222 as we have done. Mesa calendar of course is new to school districts. Mesa is the first one here in the East Valley that is looking to
107do that. They will be starting that in the 2728 school year. Um types of things. Just couple of thoughts here too. you know, moving to the uh calendar that is split in the fall, you're still going to be mostly starting in July. It would be around July 25th to July 31st most likely for those dates. >> Can you scroll back to the I think it would be I think right now go up though. >> July. >> So, we can see July. So, I think right now we're coming back. >> That's 27 28. >> First day of school is July 27th. >> Yep. And so if we gave ourselves three extra days of summer, we wouldn't come back until August 2nd. >> Well, it would be it would be right now July 30th probably. So we
108would have to start looking at that. What I would propose is probably then give off maybe starting on a Friday probably isn't the the best thing for students and staff. So then you might look at giving another day such as after Easter or something and you would start on a Thursday. There have been times we've started on a Thursday. So this way you would start on and this Thursday July 29th um trying to find another day to get down to the Monday August 2nd I think would be hard. You we don't really have any other days off um on that calendar. So it would probably theoretically just looking at this off the cuff would probably be most likely moving from the 27th to the 29th with the split fall break. >> Right. And thank you.
109And I I think some of my concerns are, you know, we we've gone through the stakeholder process, had the work study, and we've had great results from it. I I do think we, you know, we should look at different options and see how that works. Um, but I I do believe if we did something new, we would have to send out a new uh survey. And I'm curious how what that engagement would look like, as well as confusing those parents. I don't want them to be confused about getting another survey after they, you know, we already got the results back from from this current one. Um, and so those are those are my thoughts. >> Can I speak to that? And and as I'm sitting here thinking about this, if if you guys decided to
110go in a different route and you wanted a different option and you wanted us to look at that, um, I I would truly, even though I think we're up against a bit of a timeline, I would not reservey until kids and families came back to school for at least a month next year. That way you have a captive audience and you can get some good data and that gives uh staff time to configure whatever your thoughts are on what calendar should look like uh to be able to go back out and and get a true um feeling for what our employees and our uh families have to think about what these options are. So, I I don't know. I I I I tend to disagree on on the need to go go back out and
111reservey in this case. Uh because we're still we're still giving them essentially a 22. And so that's what that's what they voted for or well that's what they that's what the that's what this how the survey results came back. And the other thing I'll bring up is it it was a survey. It wasn't a it wasn't a stakeholder vote. We're the ones that vote. It was just a survey. And so we can I I think by doing something like what Miss Murray's suggesting is like I said, we're respecting the results of the survey by not doing something like going completely off, you know, and doing a 121, but we're respecting the results of the survey by doing essentially a one 122. Um, and so I don't think in this case if we approved a different
112schedule for one year, we wouldn't need to go back and do another survey. >> My my only thoughts on that is, you know, they did vote on these specific calendars. You know, there they they did survey on these specific ones. Um, and so, you know, again, I think we should have a conversations about what's working for other districts and those different options, but we've already presented this to our parents >> to speak. Um, first off, I think that, um, we are, I would say, a cruise ship. We are going full steam ahead and if we're going to make a change, it needs to be done thoughtfully, intentionally, and with due process so that the community voice can be heard. Um, just personally, um, just personally, I lived in Chandler before I moved to Gilbert, so
113I had experience with the 22 calendar and I was not a fan. It wasn't something that worked well for my family, but the community the first time it came to us um when we started to talk about this schedule was that the um staff were 65% for the community was 48% four. So they they weren't on board. So at that time we didn't vote to adopt this this calendar. The next year um after another survey the staff was up to about 85% and the community was over half over half wanted the 222 calendar. And so I think that while we do vote community engagement is a huge part of what we do. We want to be transparent and accountable to our community. And so if we send out a survey, that is their opportunity to
114give input. They can take the survey. And if we brush that aside, um I'm concerned that this the community won't feel like they have been heard in their survey results because I don't there's not another way to get their voice. I mean, I think we've done as much as we can to get their voice. We've we've used the committees that we have, which because there's a person on that committee that represents each school, that's about 40 people per committee and that's 160 people from the community that have weighed in. Um, so I think that it's I do think surveys are very important. I think it's really important because we are public schools to listen to the community voice and um my suggestion is we if we want a different calendar um we adopt the calendars
115that we have tonight and then we investigate those calendar changes for the future because the community has already weighed in on this. The community has weighed in for these three years. So if we want to discuss different options for the different years afterwards, I think that's great. But I I think we need to value our community's input that's already been given. And if we're going to change something, we need to go through the same process and get their input again. So if you I I would recommend adoption as it is and then discuss those options for a future adoption. But um I I just think we can't make those decisions um willy-nilly on the dis as just decide okay I looked at this >> not willy-nilly because >> this this option wasn't an option. That's
116that's the problem that I right it it was something that Mesa kind of threw out and I went huh that's pretty interesting I should look into this >> and they probably studied >> I think looking at the looking at the information and the facts things like the fact that you call they called what's it called snowball effect is what they called it basically if a kid misses one day of school just one now they're already behind because they're learning new material and they're having who learn the material they missed on on their own. So when kids miss Monday, Tuesday for Thanksgiving and then spend a week off and then come back, they're at a deficit. So, I can appreciate the process and I'm I I hear you about getting public input because we are serving
117the community, but at the same time, if something came up that could be a better option and looks like for the students would be a better option for sports, for academics, for attendance, like why would we wait three years to revisit that? because we I think again I think we've taken the community pulse we've taken the survey and this is what the community said they wanted. So in order to make a change I think we need to have discussion we need to have looking at different options and get input and I would say that would take at least several months. I know that uh Dr. Martin has put a lot of time into the development of these calendars. So, I think it's an option for the future, but I think being consistent and staying on
118course is really important to building our trust in the community. So, I if I can weigh in real quick, I I the the implication that not adopting tonight's as presented calendar would be something that any of us would do willy-nilly, I think, is not an accurate um implication. I don't think any of us are taking this I think all of us are taking this seriously and so I think assuming that we're just being willy-nilly about this is not is not fair and I also think that >> my apologies for that adjective then >> I also think that yeah I I agree to some extent that we are to use your analogy a large a large ship but that doesn't mean that we should keep if we see something if we see a hazard ahead. That
119doesn't mean we should just head for the hazard because that's what's that's what we talked about three years ago. And so I think we can make changes sooner than that. So I'll I'll ask Dr. McCord. you had suggested that if we do want to look at something different than the two calendars that were presented, you think that doing a survey would be a good idea and you think that we should do that sometime after the first month of next school year. So, is it an option to table this and come up with a new calendar and give us time, give us a district, us board members a a chance over the summer in that first month of school to uh to study this and then present it to the parents as an option. I I
120think that at at this point in this stage in the school year, that would probably in my opinion, I'm I'm definitely not an expert, but I think it would be the best way to, like I said before, have a captive audience to be able to get uh true feedback that will inform your decision. I'd like to add a couple of things you might consider because we do have several families that are asking about when does the first day of school start for 2027 cuz they do plan their summers one year out now. And so you could consider doing the 2728 calendar approving that as is and then in the fall as Dr. McCord said we could research then for the 28 29 2930 and beyond uh this other calendar proposal. A couple of things that
121wouldn't change a whole lot with sports on that as well because the would change uh would be similar to the start date maybe a couple of days. The one thing too I just want to remind everybody is right now on the 222, we do have the secondary inter sessions that are happening at fall break and spring break where we have now anywhere from 350 to 400 students that are getting grade enhancement and I don't see right now that that would happen with a oneweek uh fall break. So just something to throw out there um because it is something that has grown over the last three years. We've had a couple of school districts ask us about just how we're working this with grade enhancement at our secondary schools, too. So, couple of thoughts there. >>
122Well, that that kind of stepped on my comment. So, um I was just going to say I don't think this is really that big of a change, but but I do think that that in that way that is a big change. I guess I I would just disagree with with the notion that this is a huge change or that we're we're not like turning around a cruise ship or or anything like that. I I just think all those metaphors miss the mark. Like this is a tweak and it if if we had had both calendars and went out and asked community input and community had chosen you know this versus this then then yeah I but the fact that we asked 222 versus 121 and quite frankly I think people in general just chose 222
123not versus 121. They didn't open up the calendar and look at all the dates. And I think they were choosing in theory a calendar. When they actually went and clicked on the vote, it didn't have the calendar. It had 222. It had 121 where they were actually voting on on the clicking the button. So I I I I actually think philosophically this this isn't that big of a change to where we would need to go back out and survey again. Um, I mean, I I don't know that we have the ability or or the appetite to pull up the Mesa calendar and look at it um tonight. Um, but I would be interested to see again, you're you're really talking about and and what I would say is if we're considering this and we want
124to have a serious discussion about this that I I I don't want to kick the can further down the road, like if we think this is a good option or at least something we want to explore, I' I'd rather we're already talking a year out. I I'd rather not talk about it two years out. And so I think we can not take a vote, but I think we can just let people know school will start sometime between July 27th and July 29th in 2027, whichever of these calendars, you know, we approve and then I think we should just move expeditiously to fill out the difference between these two calendars and and decide which way we want to go. But I I do think that whichever calendar we do decide, it would be somewhere between the
12527th and 29th that we'd be starting school. And so I don't know how big of an impact that would have on on vacation plans. Um the other thing I I will say is is is again we we didn't ask about the week of fall and the week of Thanksgiving and they chose something different. So, I I don't agree that this is not listening to vote to the vote the the voters to to our families and those who filled out the survey and Mesa, which a large part of our district is in Mesa, did a huge a huge survey and and they chose this, right? And so, I think this option has has been surveyed. It hasn't been surveyed by our families and and so I understand that, but it's it's not some new idea that's
126never been looked at. Like Mesa just did a huge study and and a committee where they looked at this and they chose this and and looking at kind of the feedback they got. It was mixed between, hey, wanting the one 121 option and wanting this option. And people chose the one week fall, one week Thanksgiving, two weeks winter, two weeks spring. and all the feedback from the people, no one, none of the feedback that I saw and I went through Instagram comments and Facebook comments and no one said, "Hey, I wish we had two weeks of fall." Like people either loved the onee fall, one week Thanksgiving 22, or people said, "I wish we would stick with the one 121." But I didn't see a single comment that said, "Why aren't we doing two weeks
127fall?" So, I I do think that this idea has been has been surveyed has been surveyed with our neighbors. Um, and so I I don't think we need to go back out. Um, and I think it's something we should table for tonight, but I I don't I don't think it would be too soon if um people want to look at the options to bring it back at the next meeting or a June meeting and vote on it. So, there's a motion on the table right now. Um, we can vote on that motion and then depending based on the results of that, then we could make another motion um to table if it gets that far. >> I move that we table. So, I think we need to vote on the previous motion for >> No,
128we need to we we need to move we need to amend it that we're tableabling. >> Oh, so you're you made a motion Dr. Robson made a motion to amend the motion and table this? Do we have to specify we're tableabling it till when? >> No. >> Okay. I I Okay. Okay. Thank you. Is there a second? >> Second. >> Okay. some discussion real quick on that. If we're going to table this, I agree that we should do it as soon as possible. We should discuss this as soon as possible and might even mean um a special meeting. >> I I don't think that's necessary. I guess what I'm looking for is if we go down that road, we need clear direction on what you want us to bring back to you when it's on
129the agenda again. So, my assumption is is that you would like a the calendars we presented this evening and another option that uh mirrors what Mace Public Schools is doing. >> Yes. >> Okay. And what data would you like because I think Dr. Martin provided some data related to attendance to you today. Is that correct? >> Yes. >> Okay. And uh we'll acquire we'll try to acquire whatever I I I I can't compare Mesa's attendance rates to Gilbert's attendance rate. Two different school districts, two different communities. So, I'll just give you uh the attendance rates as a board that Dr. Martin provided for you today so you can see those things. Is that sufficient? >> Yes. >> Okay. And we would plan to come back and I I would say we'd be we'd either do
130this probably at the um because I think you I if if that's the case, I would believe you would want public comment on this. Is that correct? So instead of having it at a work study, I would suggest having at May 12th or at the June the end of the last meeting in June. >> Yes. But public comment at a at a board meeting. >> Yeah, that's what I mean. >> And chance for people to >> give their input and email us. Um, but I don't need to survey. I mean, I just I want I just want to know what parameters we're working in here just so you guys understand when it's coming back and what you can expect when it comes back. >> Okay. Thank you for that. >> So, so let me clarify.
131Um, so what you want is that we would be voting on this in June and people could give us feedback, but we're not going to survey and have we're not sending out a survey to say, do you prefer this 222 calendar or this 222 calendar? >> That would that would be my understanding. So, what I would bring back and what I would say would probably be at the end of June is this current calendar we're presenting this evening for those three years as well as a calendar that looks very similar to MESA uh with no survey results, just bringing them forth to the board and then you guys make the decision moving forward >> after they have the opportunity to do public comment. I don't I don't see the point of tableling it without getting
132public input if we are going to provide these different options. Um and that that's that's my thought. You know, I think we should have the conversation and look at the different thing uh different, you know, maybe Mesa's calendar is better, but I I do think if we're not going to table it to talk more with members of the public, more parents, then I don't know if we should table it. Are you saying have the conversation between the two calendars tonight rather than table it or are you saying not have the conversation tonight and not table it? >> I'm you know we could table it have the conversation at the next board meeting but I do think we should do a survey um or something like that. Like if we're just going to go and adopt
133it you know the next meeting I just think there needs to be a longer stakeholder process for that. I'm fine discussing it tonight, but I I don't I didn't get the idea that anyone else was was up to that. I I was tableabling it just because I I don't think we should vote for a couple years of a calendar and then decide in a couple years if we want to do a different calendar. I just think we should decide now on the calendar, whichever calendar it is. I think we should decide now what what direction that's going to be. Now meaning in these next couple months. >> Oh, sorry. >> If if if you take a vote on the calendars we have tonight and it and it goes down, okay, it it's defeated, we you
134can give us direction to bring back calendars that based on our conversations tonight that fit your needs. And then again, those probably wouldn't come back till June 23rd. In my opinion, I I don't want to rush it. And if there's any data that we need to acquire, our job is to inform you and give you the best information available to us. That's why we do surveys to be able to make your decisions. And so, I would be remiss to come back on May 12th and just say, "Here you go." Um because then I wouldn't be doing my job as superintendent. >> Dr. Dr. Martin, did you have something you were going to say? >> Oh, no. I was just listening on the dates and those types of things too as well. I mean obviously on
135May 12th we could get public comment but that would be releasing the calendars the proposal before that which that's two weeks turnaround. I mean I can definitely do that if need be but it's fast and furious and it's busy with graduation season as well too. So June 23rd though too we know families are also a lot of times out of town um and certain staff as well too. So >> So Dr. Dr. Robson, are you are you suggesting are you wanting to amend the motion that we adopt and and we adopt the same calendar as Mesa? No, I'm I'm the motion is to table the decision. And so I mean I I would like to look at what Miss Murray's recommending. Um, and so be I I would like to look at that before voting
136on the calendars before us. And so it feels like that's not going to be tonight. So rather than vote on calendars without looking at the calendar, Miss Murray's recommending, I vote that we table. I move that we table. >> Okay. So that motion's already >> that motion's again. So, that motion's already on the on the table. Um, okay. Is there any other discussion regarding tableabling this motion tonight? Okay. Then I'll call for a vote. All those in favor of tableabling this motion for tonight say I. >> I. >> All opposed? >> Nay. >> Thank you very much. Okay. >> So, once again, sorry to be that guy. Um, so we can bring back different options for you to look at, discuss, and vote on. I won't even we again I'll go back to um we
137don't have to do it in June. You can do it in July. You can do it in August. I mean, again, I I think that uh it's imperative based on what we've done to this point to get here this evening. Um I think it's important that the community knows that there may be a different direction so they have that ability to um say what they need to say. And that's that's about as transparent as you can get when it comes to something like this, which I think is important. And I know it's on the table, but I I myself would if we're going to do something like that, I think we need to give enough time that as Dr. McCord suggested, we wait till after school starts and again survey our community. Um, the calendar
138I I was surprised to find this out, but the calendar can be one of the most controversial things that we do. And our community has weighed in very heavily in favor of this current calendar. So, I really feel like we need to survey our community again if we're going to bring about a if we're going to change so that they can feel like their voice has been heard. I I would just again emphasize that I I agree that community input is so important and I would disagree that the public voted for this calendar. I think the public voted for a 222. >> Okay. >> The concept of a 222. >> Okay. Thank you all for your input on that tonight. Uh moving forward to 9.04 04 purchase of supplementary inquirybased curriculum resource for K through6
139gifted students. Is there a motion? >> So moved. >> Thank you, Miss Humphre. Is there a second? >> Second. >> Thank you, Mr. Brainer. Uh, is there any discussion? We had that presentation tonight. Is there any discussion on this supplemental uh supplementary inquiry based curriculum resource for our K through six gifted students? >> I just I appreciated the presentation and understanding more about it. I think that was very helpful. Um, I I just would um recommend that um when we have those curriculums out that the board be reminded before we when they're out for review so we can come in and see them in advance and not have to table again. >> Thank you, Miss Humphre. Any other discussion? All right, then I'll call for the vote. All those in favor of the purchase of
140a supplementary inquirybased curriculum resource for K through six gifted students say I. >> I. >> Any opposed? >> Thank you very much. 9.05 recommendation for a 2%. I'm sorry, Dr. McCord. I forgot. >> You're totally fine. >> We had that presentation and I didn't know if there was anything else you need. >> We don't need to waste words. You're good. >> All right. >> 9.05 05 recommendation for a 2% pay increase for fiscal year uh 2027. Dr. McCord. >> Thank you, Mr. President. Governing board members. Um before you we have tonight um asking for a 2% pay increase to all employees uh base pay to include all hourly staff, all teachers, all administrators and all and other exempt professional staff. uh we have before you tonight now she's in front of us instead of to
141our side uh Miss Bonnie Bet. She'll give you a short presentation on how we came to this uh resolve. >> Am I on? >> You're on. >> Y All right. Awesome. So um President Thompson, Dr. McCord, governing board members, you have already seen this preliminary budget. We are focusing only on the 2% pay increase. We are still deliberating regarding the other uh the other conversation we had regarding possibly making a gradation change with um one of the employee groups. So that is not uh included or part of this discussion but I wanted to at least go through similar things that we did on the pre preliminary budget presentation so that there's again understanding of how the 2% pay increase will be funded. Okay. So, um, again, just talking about our student count projections. We're feeling
142very conf confident that these are the correct student count projections. Again, we're still using the governor's budget, even though we did have a um budget presented today. Um, I will give you the details of that in the board report this week. Um again talking about classroom site fund increases in costs and expected expected savings and then the recommend recommended pay increases and then balancing the budget. There are still lots of budget risks and still some opportunities but then a a reminder that this is an action item 905 for you to approve the pay increase. So student count projections again as we've discussed 1,200 student loss anticipated 1,200 student loss 600 at elementary 600 at um high school and note again that the 1,200 ADM loss results in a 14 a45 weighted student count loss just
143because of the difference between the high school weights and the elementary weights. So um governor's budget again base level amount the base level amount increased by 2% the transportation support level by 2%. District additional assistance uh no increase proposition 123 is replaced with a general fund increase to the base. Um the uh the I do know that the budget presented today uh from the Republicans did not include mention of Prop 123. So, it's still um very much a concern. The experience the teacher experience index did go up for Gilbert public schools. Um and then also just a reminder that the actual cohort movement analysis that we've received from our student accounting team indicates that we we do kind of think there'll be less of a loss at high school than at um K8. However, we're
144still going to go with the 600 600 to ensure that we have a um a pretty good level of conservatism in our projection. >> Miss Betts, can you go back real quick? >> Sure. >> So, this estimate of 200 kindergarten kindergarten enrollment loss where what what do we attribute that to? Is is are we Go ahead. Sorry. So, so um uh these are students that we don't know whether they exist or not, I guess, at this point in time. And um so what we're doing is we're looking at what was our and and Jason, please help me if I if I make an error, but what we're looking at is what was our kindergarten enrollment a year ago at this same time. And today our kindergarten enrollment is 200 less than it was a year
145ago at this same time. So that is our judgment. Okay. So our enrollment for kindergarten was 200 more this time last year which is three months from school. Correct. >> And and a year ago, we actually had more students a year ago than we expected >> than two years ago. We kind of had a bump. >> Yeah, we had a bump last year in kindergarten. >> So, we don't know whether that bump was a normal thing that we're going to see or whether it was just a bump and we're going back to seeing some losses. >> Well, let's hope for bumps. >> I'm hoping for bumps. So, this this is a it sounds like this is probably an extremely >> um I don't think conservative is the word, but a con an extremely >> conservative
146is the perfect >> conservative estimate. We're hoping for much less than a 200 student kindergarten loss. We are uh the only thing that it also assumes however is that every child that is in every single grade today is coming back in the next grade a year ago. That's a big assumption. >> So all right, thank you. >> Y so um this is the data. You can see the budgetary loss. Again, I'm ignoring the potential loss of Prop 123. It actually decreased. We're expecting it to decrease a little bit anyway because the Prop 123 add-on is based upon our student counts. So, with a loss of students, we are expecting $100,000 loss anyway. Um, with all that combined, we're looking at a $3.03 million reduction year-over-year in our budget capacity to start. classroom site fund. Again,
147this is just to show you how erratic the funding has been, though it has been on an upward tick since 2022, a significant one. We just don't know how long it's going to last. So, this year we're up to $883 per student from $842 per student. And so, this is the calculation. If you take a look at the classroom site fund allocation, this line right here, in the current year, it was just under $31 million and it's projected to be just under 32 million for next year. So even with the student loss that we realized in the current year because classroom site fund is funded on prior year students, we still are expected to see an allocation that's a little bit higher than last year. However, we have already drawn down fund balance in classroom
148site fund. So our overall budget to include fund balance has decreased by a little bit over a million dollars. So the only reason I'm mentioning that is is that if we look at the current year when we end 2026, we're expecting that we will draw down another million and a half of fund balance at the end of this year. So as we're using classroom site fund to fund pay increases, we're going into one-time monies already. Okay? Just want to make sure that's clear to all of you. So, operating cost increases and savings. So, medical insurance premium increase. You guys have already approved that potential loss of Prop 123. I'm just leaving it out there as a reminder, but I'm not taking it out. I'm including it. Um, estimated inflationary increases, $1 million. Again, reflective primarily
149of the fuel costs. And then estimated hourly minimum wage increase in January of 2027 would be $570,000. That is based upon an expected 3% inflationary increase. So if we're only going to give it 2% and we're expecting minimum wage to increase 3%, we would have a a midyear adjustment that would have to be made. That would be cost us about $570,000. Any questions on that before I move on? Okay, great. So then the 2% raise for all employees, the total cost is $5.76 million. You can see where classroom site funds is contributing $3.8 million. Other funds, we've had this conversation before. Community ed is expected to pay for their own pay increases. Nutrition services, CED, Title One, all those a variety of funds are expected to pay for their own pay increases. So that's what
150that $290,000 is coming from. And then the M portion is about 1.66 million. So budgetary savings, a decrease of personnel due to fewer students, 55 FTE. I I believe in speaking to the Office of Talent Management, they're pretty pretty confident that that's probably correct. Again, achieving that through normal attrition, not having to institute a reduction in force process. um decrease of district office personnel about $250,000. Vacancy and turnover savings. I shared with you the average teacher salary. I feel confident that we really have achieved a million dollars of vacancy turnover savings that I would consider ongoing. And then uh Pioneer Elementary, you guys have already approved the closure of Pioneer Elementary. again contributing about another million dollars of savings not operating Pioneer Elementary and all those students going to other sites. I thought that the
151the savings from not operating Pioneer and and the savings I thought the savings from not operating Pioneer was more in like the $2 to3 million range. And then the savings for the the decrease in staffing because of the closure of Pioneer was another like 2 or 3 million. Am I wrong? Am I remembering that incorrectly? >> Yeah. Um the most of those savings that you're um remembering is the avoided capital costs. So we had the uh we pulled out the data from asset planner and and over the next five years we would see a savings of $2.5 million of avoided capital costs because we don't have to touch uh Pioneer anymore. >> Okay, thank you. >> Yeah, so total savings are just over $7 million. So again, here's the total budgetary increase need. We look
152at the ongoing available budget from the governor's budget, a little bit less than um we're a little we're $3 million and $30,000 less than in the current year. Uh total non-discretionary increases are just about 4.6 million. Pay increase recommendations 5.76 million and then projected ongoing savings uh se 7.15 million. That still leaves us with a budgetary deficit of 6.22 million. So how are we going to fund that? So pay increase minimum wage increase funded by other funds. So that's at $290,000. Maintenance and operations will contribute uh ongoing monies of just over 2 million for a total of 2.41. And then classroom site fund contribution will be $3.81 million of one-time money. So now we're up to just under $5 million of classroom site fund. We're expecting to have just over $20 million left over. So
153that even with a 5 million at least at least it it gives us through gets us through the next um four years of budgetary consideration with that draw down and fund balance. Please know too that in speaking with um with my with my uh fellow finance professionals uh Jackie Matin and um Amber Morgan, we're deliberating over where do we use the one-time money? Do we use it out of M? Do we use out of classroom site fund? So, we're making those we're having those conversations on a regular basis. We do have a sizable amount of classroom site fund money though that's sitting there. So our reaction at this point in time is that we should use classroom site fund monies in the future if we do have to move more salary out of classroom site
154fund and put it back in M. There's no constraint to do that whereas the opposite would not be allowed because then we would be supplanting. So we're not allowed to supplant classroom site fund. So in other words, we can't use existing M expense and move it into classroom site fund. anytime we use classroom siphon it has to be supplemental it has to be for a pay increase. So we feel like this is the best judgment at this point in time. So based upon all of that that's how we are balancing the budget. So we are balanced risks and opportunities all of this is still very well known. Um the uh aggreate expenditure limit is still looming. the governor in the past three years now has put out, let's just go ahead and um uh pass
155that we can we can go over the AAL limit for this budget year since we're approving a budget that includes going over the AAL. So, it's a pretty good bet that that would be proposed again. Again, we could see a greater loss of students. the legislature. The legislature looks like they will approve most of the governor's uh increases except that they're silent on Prop 123. So, we're still worried about Proposition 123. Uh the inflationary increase to the base could be less. We don't anticipate that because of this uh Republican budget that has been presented. Um minimum wage could be more than 3%. We don't know that. Um that's just an estimate. And then there could be significantly higher inflationary increases going into next year. But the opposite is true as well, which we saw this
156year. Our student count projection could be very conservative and we could only realize 800 or 900 student loss or maybe we do even better than that, which would increase our budget capacity as it did in the current year. The legislature could approve greater increases in funding. um even if it's one time, we don't have any one-time increases in this budget at all, which would give us some more flexibility. And then costs, the uh ongoing cost could stabilize or decrease. And so again, our recommendation to all of you is to award a 2% pay increase for all employees uh for July 1, 2026 through June 30, 2027. And that action item is 9.05. And we are on it. So that's all I have unless you have any questions for me or for Dr. Dr. McCord or
157any of us here. >> Thank you. >> Okay. >> Uh is there a motion for a 2% pay increase for fiscal year 2027? >> I move that we increase the the 2% increase pay increase for FY 2027. >> Okay. I will second that. Uh, is there any discussion? >> Well, I I do want to say thank you to um our administration and our finance department for really working hard to make us a budget that has um proved to be pretty accurate about the challenges that we face and being able to still put together a 2% increase for our employees. I think that um that's quite an accomplishment. So, thank you. >> Agreed. Thank you, Miss Humphre. If there's no further discussion, I'll call for a vote. All those in favor? >> I Oh, sorry. Sorry.
158I guess you got to finish. >> No, I love the enthusiasm. >> You said it in favor. >> All those in favor of for Is that me? >> No, that's um that's for the next presentation. It's the bond council. It's >> got its own sound effect. >> Hi. Yeah, this is Jim Gil with Gus Rosenfeld. >> Hey, hold tight for us. We're about to vote on something else. Thank you. >> I thought it was the two-minute warning for the meeting, you know. >> Yeah, Blake got real excited. >> All right. All those in favor for a 2% pay increase for fiscal year 2027, say I. >> I. Any opposed? Thank you very much. 9.06. Consider, discuss, amend if desired, and if deemed advisable to adopt a resolution ordering and calling a special bond election to
159be held in and for the district and authorizing the associate superintendent of business and support operations to comply with certain sections of the Internal Revenue Code. This is this is all it's written all in caps. I don't know if I did I do I need to say it again and yell it. >> Okay. Dr. McCord. >> Thank you, Mr. President. Governing board members, uh before we we're asking you to uh give us authorization to go to uh put on the ballot for fall of 27 or 26 uh to go to our voters for approval of $136 million bond. Bonnie will give you a presentation. And I just want to note in this in the attachments for this specific agenda item, there is a resolution and it calls for 125 million. That's a mistake. Uh and
160I noted that to all of you today. We have the proper documentation for that tonight that reflects the 136 million. And I'll turn it over to Miss Betts uh for presentation. >> Okay. Thank you, Dr. McCord. So um as you know uh Mr. James Gil from Gus Rosenfeld. He is our bond counsel. He is now online. Uh he is there uh to answer any potential questions you might have about the legal aspects of this bond question to go on the um ballot for the November 3rd, 2026 election. So um I he he too has a new granddaughter um just a couple of days after Dr. McCord's grandson was born. So, seems to be baby season. Maybe they'll enroll in maybe they'll enroll in Gilbert public schools in the future. >> Maybe. >> Sure. Okay. So,
161you have seen a lot of this before. Um, I'm going to go through a lot of the the material that that you have already seen uh fairly quickly. There are going to be some sections that I think it would be really important for me to spend some time on some of the details. And again, please remember that um Mr. Gil is online and he'll be able to answer any legal questions you might have regarding this bond question. So um I I know that all of you are aware of the differences of general obligation bonds versus unrestricted capital, but I left those slides in there for purposes of having the full context um on the record. Uh then we're going to share the proposed November 2026 uh specific bond authorization request. Uh the site sale actually
162this occurred after the retreat um or the policy meeting on Monday. Um Dr. Robinson came up to me and said, you know, maybe we should take advantage of this election and put the the site sale on there since we have another vacant property. we should be uh be proactive, not have to pay for another election to sell a piece of land, giving us more flexibility in the future. Um, I'm going to say this now, though, I'm going to say it again. Remember that just if it's approved by the taxpayer doesn't mean we're obligated to sell it. We have full discretion and that authorization never expires. It just gives us more flexibility if something should occur where we have an opportunity to to sell it at a at a good opport at a good a good
163price or with a um a good potential partner. Um right sizing Gilbert public schools. This is a conversation regarding the fiscal responsibility of our decision- making over time and then going into some bond request details for the November 2026 election. at that point in time. Um, I have, uh, Albert Dutch over here, too, to be able to answer any specific questions. Uh, thank you, Miss Murray, for for your questions. It gave me some context, and some of those I'll I'll make sure I'm I'm addressing uh in this presentation. Um, but Albert will be able to uh bring in some more some more details. Uh, then the tax rate impact, election timeline, and cost, and then just future considerations. So general obligation bonds versus unrestricted capital. As you know, a go bond is authorized by the
164taxpayer. The debt service is paid for by the taxpayer. We in the finance office uh set the tax rate for that secondary tax rate to get that debt service uh that debt service revenue annually. Of course, unrestricted capital is awarded by the legislature um every year. And there are more restrictions on the use of general obligation bonds than there are in unrestricted capital. Um, and then this is just some details about the rules regarding general obligation bonds. If you have any specific questions on that, um, Mr. Gil is perfectly able to answer those. Uh, so bond authorization for $136 million and the site sale. These are the details that will be included in the bond pamphlet. um that goes out sent out I think in the September time frame. These are our um requests on
165a line item basis. So critical facility upgrades and replacements $65 million career and technical education as well as extracurricular spaces $20 million safety and security elementary junior high secure entryways fencing ADA requirements electronic access. I don't know if you know, but we have added electronic access to several of our buildings to eliminate the need for keys. Um, so we wanted to make sure that that was on there as a as a potential depending upon how long the resources last us. And then of course safety and fire code related items. Technology infrastructure, I'll bring um Mr. John Castellano up here to go through the details of his requests. and then uh student transportation, buses, vans, and equipment uh to request $6 million. So that's where we arrive at the full $136 million. So the parcel description,
166this would be Oh, the other thing I wanted to point out, so the um county elections department has decided that for school districts, they are going to give them a proposition number now. So we actually have been given two proposition numbers. So our bond will be proposition 422 and our site sale will be proposition number 423. It will appear on the ballot in that way and it does provide some ease associated with our um political action committee and campaigning and that sort of thing. Uh an easy way to identify our particular initiative um in comparison to others that might be on the ballot. So the partial description uh site referred to as Pioneer Elementary located at 1535 Greenfield Road. It's approximately 11.86 acres. We are obligated to provide a legal description through the assessor's parial
167number. That will be determined that will be required. A title search will be required and title information will have to be um gathered to be included in the bond pamphlet. And then remember again, as I said before, voter approval is required for the sale of the land and property, but the authority to sell never expires and the governing board is not obligated to sell any property after voter approval. Wanted to make sure that that was clear to everyone. This request only allows GPS an opportunity to qu to act quickly if an opportunity arises. So right sizing Gilbert public schools. So our average daily membership history from 2018 to 2027 projected is displayed here. So as of fiscal year 2026 we have lost a little bit over 4,000 students. But during that time we closed Houston
168Elementary and we've moved Neie into the Houston Elementary campus. Two years later, we were able to sell the Neely campus to the town of Gilbert. And then now, fast forward to this current year, we all uh you all approved the closure of Pioneer Elementary, and all of those um students and staff have been uh have been notified of where the where their new boundaries are to include transportation as as needed. Are there any questions about any of that? Okay. And then in addition, as we shared tonight, as we're expecting a loss of students, we know that we're not going to need as many staff. So, we have done that since the 2018 and 2019 school year. And you can see the staffing savings over time. So over these these um gosh eight years now, we
169have uh we have saved 20.3 million in ongoing um resources and largely that money has gone right back into salary increases to the existing staff. School closures avoided capital cost and sale proceeds. So Neie site total avoided cost was 2.5 million. Pioneer site was 1.9 million. So a total of 4.4 million in avoided capital costs associated with renovating our buildings. And then the Neil the sale of the Neely site resulted in $6.85 million in school plant proceeds of which we still have about $4 million left. and then during November of 2024. So, we're being kind of consistent when opportunities arise, we put site sales on an election um so that it gives us that future flexibility. If opportunities arise, we can we can act on it quickly. So, the other question is why is unrestricted
170capital not enough? So the conversation is really on looking for a level playing field for all public education students whether being educated in a district, a charter school or receiving an ESA and empowerment scholarship account from the state of Arizona. So should all public school students receive the same capital funding on a per student basis is really the question. So, I would propose that by uh by approving a bond ask in November, it would allow us to get that level playing field in comparison to our charter school and our ESA peers for our students. So, here has been our GPS unrestricted capital funding history. Note that from 2015 to 2021, the statutory formula was actually reduced due to trying to balance the budget. During that same period, however, charter school additional assistance was not changed
171and did increase by a certain percentage every year. But over those seven years, a total of $73 million of unrestricted capital proceeds was not provided to Gilbert Public Schools. >> State did not provide that to us. It wasn't that we reduced that funding. It was that the state legislature that >> our funding was reduced accordingly. Yes. >> Okay. >> So that which underse capital was adjusted down by the state legislature to the total aggregate amount of $73 million over that time frame. Yes, that's correct. >> So here's the funding comparison. Um so here you see on the left the state formula funding with the 15% override for Gilbert public schools as the example. This is specific to the current year. On the right is charter school and ESA state formula funding. And all of the
172money on the right for charter schools and ESAs is 100% funded by the state general fund. As you know, for school districts, we are funded partially by local taxpayers through the qualifying tax rate along with general fund monies. So looking at elementary funding and high school funding and comparing them, Gilbert public schools is funded less than charters and ESAs by 271.7 $271.72 per student and $488.20 less per student for high school students even with the 15% override. So, I'd propose that the state legislature understands the need that that schools have to have capital funding available to them in order to maintain their buildings. But state statute allows for school districts to go out and request bond authority to help them meet that need. Whereas charter schools do not have the ability to request bonds because
173they do not have a boundary. So there's a reason why the legislature funded charter schools at a higher level for capital than they do for school districts. I wanted to just make that clear. But again, by having the bond available to us, it helps make that that playing field level so that all students, regardless of how they're educated in the state of Arizona, they have the same amount of resources. So, as an example, if Gilbert public schools had the capital funding available to them for each of our elementary and high school students as our charter school students and ESA students, Gilbert public schools would have about $50 million more a year, which would negate the re the need for a bond. So, that's the that's the takeaway from this particular graph. So now we're going
174to go in the details regarding okay why are we requesting $136 million. So as you know uh 3 years ago we entered into a study to determine the facility status I guess the um what what is the condition of all of our facilities as of the spring of 2023. So we have a database now that lists each element of every single facility in government public schools and has given a um a condition status for that particular piece of equipment. So just some stats about Gilbert public schools. So our total square uh total gross square footage is just under 5 million square feet under roof. Our total replacement value, remember these are all taxpayer assets, um has a current replacement value of 1.8 billion, 75% and you can see from the graph that all most of
175our facilities were were created in in the 1900s and the early 2000s. So 75% of all of our school facilities were constructed in 1990s and 2000s. So the average age of our portfolio across the district is 32 years. So you can imagine that if you had a a house that was 32 years old, it it was going to be that time in which components would start failing. So this is the graph that we've shared numerous times regarding our facility status. So you can see in 2026, which is where we are today, our deferred maintenance backlog is $112.1 million. And this does already account for Pioneer being removed. So we've already removed the the needs at Pioneer. So just a simple example, if we start with 112 million and we were able to ask for $20
176million more per year, it would absolutely help us to maintain our facilities. We're asking for 136 million of which 65 million is associated with our facilities. So, um that would that would be $20 million per year for about three and a half years. So, it would help stem off that that continual decline in our um facilities and equipment in the condition in their condition. So, the next five-year facility needs, this is the time frame that we're talking about for this 136 million bond. So, you can see of the deferred maintenance at 2026, about $52 million is associated with roofs and $40.2 million is associated with mechanical, so HVAC, plumbing, and then electrical has 9 million. Those are the failure points that we have on a regular basis where we had to shut I don't know
177if we shut down South Valley, but boy, they were raining cats and dogs inside their building when the roof failed. And then uh of course, you know that we've had um one school that was shut down due to a main distribution panel failure and then a couple of schools shut down due to HVAC failures. So, those are those are important components that need to be addressed. So these are some of the specific projects that are on the docket in that first two years uh for that critical facility upgrades. Um you can see the costs for each of those. And then Albert's provided some pictures of some of these um these pieces of equipment. So um I I think the one on the right is Canyon Rim. Is that right, Albert? on the right >> is
178on is on the left and then um these two pieces of equipment as in Mosqu L which is our next major project. There are two cooling towers here to the left. They were installed way too close together which led to the deterioration you see on the right. So those are critical needs to avoid Mosquito from being shut down. These are bathroom examples. Um, we have renovated gosh I think I I think we can enumerate them, but we've renovated I mean almost all the elementary restrooms uh with the with the the bond authorization from 2015 and 2019. I think Burke Elementary is the last one that needs to be renovated. Is that right? >> Only to the early 2000s. >> So we're through to the to 20 years old basically. And then these are the electrical
179distribution. If you remember, Ashlin Ranch was the one that failed where we had to get in um uh a generator and then we shut down school for a day or two, I think. But we got us up and running. And at at that point in time, we noticed the same thing was happening at Augusta Ranch. We were able to plan ahead and we replaced Augusta Ranch. Now Canyon Rim is seeing the same failure. And then on the right is Burke. Burke Elementary. That's original equipment and Burke Elementary is one of our oldest schools. So, these are some examples of those critical um items that you were looking for, Shaina, in your conversation with me earlier today and yesterday. >> I I had one one question if if possible. Um, and I don't know if you
180talk about it later in the presentation, but um, I know for like things like the shell, I think the school facilities board can assist with, and I was just curious what, you know, have we applied for a couple projects and what that has looked like. >> Yeah, that's a really good question. So, as an as an example, we had um Desert Ridge High's uh roof and Greenfield Junior roof and Gilbert High's roof on this this year's uh capital request for unrestricted capital, but Alurn and his team have been actively pursuing right now Desert Ridge High to get the funding for Desert Ridge High. So, we're close to uh we're close to getting that um at least to be agendaized and approved by the SFD, but but um and Albert will be sharing this with you
181in the board report this week, but um we are going to request that that uh you approve $150,000 purchase to get the architectural done on that so that we can ex expedite when that project gets agendaized so that we can get that addressed next year. So, that's the hope. But yes, we are actively pursuing SFD funding for sure. >> So what what what was that? That was for the roof where >> at Desert Ridge High all of the roofs at Desert Ridge High all the buildings. >> Aren't there already roofs on those buildings? Why do we need to spend $150,000 on architecture? >> It's one of the rules regarding SFD. But Albert, if you want to come up, can you can you give them some information on that? >> Thank you. Yeah. And I apologize
182in advance for my voice. I've been getting over something. I don't know what. Singing I think. Um so just to Bonnie's point. Yeah. So that is one of the requirements and and and exact that's the exact question in in a sense we're going like for like so you think like why do we have to redesign all the engineering's been done? But per the SFB per their standards in order to follow uh procedure and and make sure there's no changes no change orders they they recommend a design. So, in other words, if they're paying for it, they don't want to make sure we're not peeling this thing back and going back over it again. Um, ideally, if we did this ourselves, yes, we'd be confident in the fact that the the provider is is going to
183do the the job correctly and and and to scope, but again, this is part of the SFB's uh requirement. And as Bonnie pointed out, in in order for us to pay for it, it'll help ex expedite those funds. Uh we were just on a conversation on Wednesday and sorry, we're not even at Wednesday yet. um with the S our SFD liaison and um we're we're running through the design phase and pushing towards a construction phase here soon. So this will help catapult us directly into the construction phase for that that ask of 155,000 for design fees. So $150,000 will is there a chance we spend the $150,000 and the state facilities uh denies our request. >> Um right now yeah there's I mean always a possibility there's a portion of it but as of right
184now everything is qualifying based on age and status and deterioration rate. So again, working side hand inand with our liaison um helps us to to hopefully predict some of that so that we're not just to your point getting into 1550,000 or beyond and then all of a sudden be told that part of the 6 million we we get 2 million or 1 million. So this this is all part of that hopefully to to get the most effective use of that that uh BRG funding. And is there a list of things that are eligible for approval by the by the state state facilities board? Um I mean why can't we just request that all our buildings that are 30 plus years get a new roof? >> So so part of the process again some may be
185termined as critical. So they have to be looked at as critical. And a lot of these envelope or or um anything that encases a facility or or deemed critical because again it's going to keep any uh moisture penetration things like that out of or intrusion out of the uh out of the buildings. So they may look at let's just call it a a mechanical piece of equipment if it's fully functional still working. It may be something that may not be deemed or maybe not be fully funded. So yes, to that point, we could we could put a a an entire list of everything that needs to be done, but still would have to go through their process and their order as far as determining whether or not or how much they could they would fund
186it. >> So how do we decide what we request from the state facilities board and what we pay for on our own? Ideally, we try to look at the most critical and again Bonnie could step in, but we do try to look at the most critical equipment. Um, as far as um, right now, this is more of like a predictive like we do have failures. We're past the 20-y year mark. Um, we're looking to improve that roof. We we have had uh issues. We're not at the point of uh what South Valley was 3 years ago. Um, but now we're in that predictive mode. And so things like that as we're trying to assess, we're we're going to try to identify the best possible applicant for those uh building renewal grants. And a lot of
187those are um excuse me, a lot of those tend to be weatherization projects similar to this as well as building exterior. Uh we did one back in 2019 at Highland High where we were getting it's called a Ryland test and it's how much moisture is absorbed into the block or the the building material that would seep into a facility creating mold and some other issues uh created by moisture. Um so some of those pieces um are are how we determine on on what's going to be in there. So >> Okay. Thank you. >> Can I just follow up on that just so I better understand? So, is there a limit to what we can apply for? Um, you say kind of choose the ones that have the best chance. Um, why not apply for if
188we apply for everything, does that decrease the chance of getting one thing versus choosing the very best thing to apply for? >> So, so we're limited in funds and again, Bonnie's probably a little bit more verse in this than I am. Um, we're looking at I think we have roughly 100 districts uh statewide. The SFB SFD t roughly has about that $250 million range. So, we're talking about $250 million for 100 100 districts. Um, and we may be looked at, um, and I'm hoping I I I say this correctly, but we may be looked at as as maybe not necessarily as in bad a shape or as critical as another facility who don't they don't benefit from the same things, whether it be bond taxpayers or or demographics that we that we have. So, their
189funding is obviously their resources are a lot more limited. So, those may be a little bit more dire need. It truly does. I mean, in a blink of eye, that 250 million does go. I mean, here we're asking for 130 35 million. Um 36. Sorry. >> I don't want to I'm not going to I don't want to >> we're going to have to correct that later, but but yeah, so we're asking for 136 and here we're here the state only is allocated annually and that could fluctuate depending on what the allowable funding is. Uh 250 for for a 100 uh districts. So we do try to take ownus upon ourselves as we do these assessments and do try to be predictive so that we can maintain these facilities in advance rather than truly taking a
190lot of these critical items to failure. So we don't want to be at a point where there are districts that may go without AC. Um there may be districts that go out you know for a longer term that we try to we try not to be without those. >> And Albert don't we work with the liaison? we do >> that helps us with this process to help us guide us through something like this. So we aren't doing a shotgun approach that our ability to actually pinpoint what our need is and actually get it approved is a little bit better based on that cooperation with that liaison. >> Yes. And we we do that just to Shane's point. We we keep in constant contact and not only part of our part of our job as a
191district district-wide they have to statewide they have to do it is we maintain our we do annual PM reports and all those PM reports are associated to reports that we have to send back to uh the SFD to determine you know what has been done because again onus does fall back on us and if they do see or find that we've been in a collect that could determine whether or not we get proper funding. Um so we do need to maintain our maintenance books and things like that. um in order for them to show as so as we do present them and they hold us accountable again talking to those liaison they're honest as far as what did you do here where's you know do you have the proper reporting in annually and things like
192that so they they do try to keep us um up to speed >> so if if we drop the ball on maintaining our properties then the state could take an approach of well you made your bed now you got to lay in it right is that kind of what you're possibility. Um, no difference than than how the trust operates as well when they're they're determined on, you know, certain things that we do in our facilities and for safety purposes or maintenance purposes. >> All right. Thank you. >> If I can just ask one more question in advance of of the $150,000 vote that'll be coming to us >> is I was going to say 136 million. Sorry. >> Can we amend that to 150,000? So, if if I'm characterizing it correctly, this seems more like
193uh a check off um to to meet what's needed from the state than something that's actually essential for the project itself. >> Um yeah. Well, I'm not going to go there because I don't know, but that's been my gut reaction as well. I'm not sure >> unless the state's listening, then it's super important. Yeah. Um, does the $150,000 reflect the nature of just checking the box? Like is is there something that we could spend $75,000 on to check the box? >> So, um, so I think that's a a good question. So, uh, there was some confusion about about the direction that Albert was getting regarding, well, why do I pay for this if you're going to pay for it, right? And so the quote that SFD got for this architectural work was I don't know
194$300,000 or a little over $300,000. >> And then the SFD I I um one of my peers is on the SFD board and I asked them well they said something about us going ahead and paying for the architects ourselves. And so then I said, "Well, Albert, why don't you go and get some quotes?" Because if you get the architectural feed paid for by yourself, it could expedite the process. Which I didn't understand, but based upon conversations with Albert now, it's because it eliminates one extra step. It eliminates a step to have the architectural fee go to the SFD first and then time elapses and then you put the construction on there. So by us taking on that responsibility at a less cost to us than it would be for SFD, we're going to get that
195done and then we eliminate a whole process so that the next time we go to the SFD board, it's for approval of the construction phase. So it seemed reasonable and and the the budget line for this roof is $6 million. So to spend $150,000 to expedite $6 million seems like a reasonable spend, but to your question too, Mr. Thompson. I asked the same question. Well, are they going to are they going to approve it? So, they're going to approve it. It's more of the when it's going to be approved. It's more of what are the resources that are going to be available? Can we get it if we expedite it, can we get it approved for next year? And so then I'm asking Albert, well Albert, can we can we hold off? Will can we
196repair the roof so it doesn't fail like South Valley? And he says, yes, we can do some repairs so that we can get through at least through into 2028. So I feel like we have some room, but but he's got two other projects right in the the path, right? So he's got Greenfield Junior's roof as well as Gilbert High's roof coming in next. So yes, we're trying to take advantage of it. The risk retention trust as well is now partnering with the SFD because they're seeing huge losses associated with roofs. They've lost full roofs. So now they're going back to the SFD and say why didn't you fund this? You allowed it to fail and there were some huge losses, you know. So there's more attention on this shell stuff to your point. And I
197think you probably know that, Jesse, based upon your job. But um but I feel like now's the time in which we should push this and we have a pretty good chance of prevailing. >> I I just want to make a comment that um that is why the ASBA sued the state because of the lack of capital funding. They I I don't remember the year. It was kind of like maybe during the great recession like 2009 that they moved to the state facilities board. They haven't fully funded uh facilities going back to um Roosevelt v Bishop and I think that's in like 2001 or 1999 or something. They've they have not fully funded our capital needs for all districts for 20 years. So, um, that's part of the challenge is that there's only a very small
198pot and a lot of people trying to meet their needs in their district, but we have to try. Yeah, we have to try. So, um, so these are some examples of the roofs. So, this actually these are South Valley roofs and these were at the point I think at the time they were failing so much we didn't have time to actually go through the SFD process, right? We had to address them. >> Yeah, that this this shows there's this picture and another picture, but it was total one almost in some areas almost 100% intrusion. It wasn't a small roof leak, a drip. I mean, we were putting we were putting like catch we were putting catchalls above the ceiling grid. We were dumping them into when we had heavy rains, we were dumping them into
199trash cans. It it was in a pretty bad situation. Um this this had not only to do with deterioration but some some under materialist uh material in some areas. So uh just to Bonnie's point, we've just continue to be diligent in in our process and figuring out we're trying to stay ahead of it. Um one thing I did want to add just to the um your point Chad is is kind of why we wouldn't go do something over necessarily taking it to the SFB or putting everything into the SFP. This is just another way for us to hopefully try to be or show um Gilbert that we're being fiscally responsible or pay the taxpayer. So if there is something so even if they say the SFD is down in funding and and they do approve
200this project but they're at a point where they could only give us 4 million that's 4 million we're taking advantage of that we could utilize in other areas. So, in order to try to maintain things such as like right sizing the district, I mean, this is part of, you know, trying to hopefully grab any additional funding that we could help um stretch those tax dollars out and and supply a better facility for the the district. >> Thank you. >> And then this project we think is going to come to you shortly as well. This is uh the flooring at um at South Valley. So, you can see the repairs. So these are this is this is the newest oldest school like Albert likes to call it. So it was built in 2007. >> Uh this
201is two-phased. Um this is uh 2000 someone correct me. >> Go ahead and explain the what's going on. >> Um obviously this is this is rolled carpet. So now because of the date we're 20 I think 2004 2005 is when it was built. I think threequarters of it was built in four and then the additional uh building was built in '05. Um, but again, we're we're 20 plus years in. Uh, it's rolled carpet. Anybody who's tried to to seam rolled carpet, it it of course, uh, the colors and and um, it's a little bit harder than to do with the the squares that we use now. Um, so we've just kind of made do with any additional patches, anything that matches closely. I mean, it's it's a little comical to to look at it, but
202it it is in pretty dire need. Can I ask a quick question about that? Would we be planning on going to the carpet squares to replace? >> Definitely. Yeah. Um >> Yeah. So, everything everything districtwide after um 2016 was was the last grouping of our I think 16 or 17 was the last grouping of our rolled carpet. Everything after that. So, the past 9 to 10 years, we've gone with uh carpet squares again because it gives us more flexibility um and it it helps avoid situations like this. Yeah, we we have them in Mesa. The only concern I have is just they fray so fast. We've had them replaced pretty frequently and to the point where they came in last year and we had to we had to cut all of the long pieces that
203had been you know the kids are tripping on. So I don't this is just me thinking but you know if and when we get to this point to replace it just looking at you know making sure we look at those options because it was it looked beautiful for like a year and then um it became a hazard. Was that with the squares or >> Yeah. >> Um and and we've we've had some good results um uh material and product that we've used. We standardized it throughout. Um and and so we we've had we really haven't ran into any fraying. Um again, it gives us the flexibility though because it's usually it usually happens in within that square. So we could pop a new one in and we get about >> I don't know 3 to
2045% of attic stock they call it, which is some additional carpet. Um we've also utilized um comparable material throughout the facility. Luckily for us, a lot of people have picked the same one. So we, you know, it kind of keeps it standardized. So >> we're able to con um replace and match as needed. So >> that's good. My fear would just be down the line it not holding up long enough and now we're spending more money trying to replace more of those squares because they weren't holding up. But if our product is good, >> some of the things that we have done though to that point is that we've had we've encouraged some schools to use LBT down the main hallways where there's more of the traffic and then just use the carpet squares for
205inside the inside the classroom. So those are some of the changes that we're start we're trying to standardize over time. So we're we're trying to address all those in in in how we proceed with choices, I guess. So, um, and then these are this is, uh, I think these are Mosqu High. You can see this is they're the third high school of the three oldest high schools to need their uh, tennis courts refurbished. So, what's left is Campo Campo and Desert Desert Ridge High after this. So, again, these are athletes, PE students that are on these surfaces. We have to make sure that they're um, safe surfaces and they're not getting hurt by using them. So those are just some examples. Um I just wanted to make it clear too that on this bond ask
206are 100% all secured entryways will be addressed. So all the junior highs will have them and all the elementaryaries. These are just mockups and examples of the junior high one and this is an example of the Highland Park uh of the elementary one. And each one of our elementary schools and junior highs have these renderings so that we can share them with the school as we go out and communicate this bond. And Gilbert L. Um and then so now I'd really like to bring John up to go through his technology ask um so that there's some understanding there as well. So John, >> good evening everybody. Thank you for for having me. Um we're early risers and tech so everyone's in bed already. Um, but want to thank them uh for being amazing other than
207the occasional governing board video that doesn't play. Um, they've done a wonderful job this year uh with everything. So, I want to do that. Um, everything that you're seeing here, we we spoke in a little bit more in depth about um at the at the retreat. Um, but I just wanted to highlight a few things again for you. Excuse me. um our our our intercom system uh is the only uh what we consider a technology infrastructure in the district that is still all original across all of our schools and never has been um overhauled. And so that's a large piece of this ask. Um the challenges that we have with that uh ongoing or or the wiring obviously being so old, we can't move to a new more modern IPbased system without that cabling being
208overhauled. So that's a large large piece of this project. Um, but that's that keeps us um from doing some of the things in the classroom that we'd like to do with the new unified paging system. Um, it also is causing a lot of ongoing maintenance issues. Um, like I said before, this used to fall under Albert's perview and he had two gentlemen that worked really hard over the last 20 years keeping things going, but it's just at a point right now where if something goes wrong, we can spend days or weeks troubleshooting a a issue just because we can't make sense of the wiring that's currently in place. So, uh, it's ongoing. It's something that we really like to do. It ties into our, uh, security system and our controls as well. So, going to
209this new system districtwide will allow us to have central management, which for us, that's huge because we can't be everywhere across such a large district like this. So, being able to control that like we do all of our other technical systems that are in place really increases the efficiency for the department. Plus, it keeps things from being down. Like that's the biggest thing is that this is our communication system in the classrooms first and foremost and so um that that's been a struggle. It still leaves local control as well which we really hit on before. So the schools still operate everything locally and if we do lose internet connection which happens a lot if a backhoe goes through our fiber which has happened this year um the school still maintains their control. So those are
210some highlights of that. Um also with our display and sound in the in the classroom now um we don't have really ADA compliant um intercoms in our classroom. So these new features will allow not only a speaker in every classroom but also a strobe and a display a small display um that the school can also use for other uh communication purposes. So um those are some of the of the highlights of that piece. Along with adding that though, it does cause our infrastructure to have to be looked at. Every time we add uh IP based devices, those all connect back to a switch in a closet somewhere. So, we need to go through and upgrade some of our closets, some of our racks in order to accept everything. So, you know, we have security cameras,
211our digital displays, IP speakers, uh which would be part of this or wireless APs. Those all have to come back somewhere. It's a big highway. And so this would be a a cost to upgrade those uh and also to add a little bit of battery backup to our systems. Right now if the electricity goes down, the systems go down at our sites. This would allow us to have a short run time if that were to happen. So even if there's a blip, we like to call it electricity or kind of a lull, you know, where your lights go down and up, that could cause our equipment to go off, which it does, and then it takes a while for that to come back up. And we also lose all the connectivity with that. So if
212we have an entire classroom testing for example and that happens, they would lose connectivity. So part of this would be to add some short-term u battery backup to to all of our sites. Along with that comes cooling. We work closely uh with Albert and his team. Um but we do have some closets where we do have some heat issues. So this would include uh some of that infrastructure as well. add some more cooling to some of those spaces. Um, if we're losing equipment because of heat, they won't be warrantied as well. So, it's a bit of a of a snowball effect. Our our network year, of course, is is like the freeway of our of our backbone. Um, we roughly every seven years uh refresh that. So, that would come up in this bond cycle.
213So, we've we've uh added that in here along with our wireless access points uh and controllers. The last piece is a a classroom a refresh. Um I I I mentioned this last time, but it's it's crazy how we're already up to five years on our first pilot school uh with the digital displays or the Ben Qboards on our classrooms. So um the year after that will be another 20 schools and the year after that would be the rest of them. Um things have changed a little bit since then. Everything we have now is on a fiveyear uh warranty cycle. Uh which has been great, but now things are going on a seven-year warranty cycle with these boards. So obviously they've gotten better, but that also keeps us under the software uh life cycle of that
214board as well under that warranty. So I think things are going to change a little bit there and hopefully cost will come down a little bit with with that piece. So with that said, I kind of rushed through that a little bit, but if you have any questions, love to answer those for you. >> Do do we know we have Ben Qboards now. Do we know what we we'll be replacing those with? Do we have a company specifically or we just have the money in here and that part will come later? >> So we do like we did before. We'd get our technology advisory committee and add some stakeholders to that because that group still exists. Um, and then we'd go through the entire process again like we did before. So, >> it's not us
215just picking it. We have our check boxes. Teachers always have their check boxes and we always find a a device that can meet as many of those needs as possible. >> Okay. Thank you. That was what I wanted to understand. >> Thank you. >> All right. Thank you all. >> Thank you. Go to bed. >> Okay. So outstanding bond debt and tax rate summary. So this is what how how is this $136 million going to impact our local taxpayer? So first of all, fortunately for Gilbert, we have over the uh for the 2015 bond as well as the 2019 bond, our debt program was very short. So that because of that, it gives us a great deal of flexibility to get to get more done um at less of a less of an impact on
216the taxpayer and allows us opportunities to um to actually sell more bonds and not have a a tax impact on our local taxpayer. So, and then just a reminder because of that flexibility that we had um back in 2021, we were able to accelerate the sale of bonds because we still were meeting the parameters of the tax rate as well as the levy. And so because of that, we took advantage of those incredibly low interest rates where we were selling bonds at a total um interest cost of less than 1%. So if you looked at that actual cost in comparison to what we estimate in the pamphlet, there was a total of a $27.7 million gain to against the taxpayer for interest charges only. So that's what happens when you have shorter debt. you've got
217a lot more flexibility and you can move quicker on taking advantage of those opportunities to make sure that you're always considering the taxpayer load whenever we're making whenever we're making decisions. So this is the GPS total tax rate levies over time. You can see that we continue to decline. This is twofold. The qualifying tax rate has gone down. Our assessed valuation continues to go up and then our actual debt load is decreasing as well. So there's three things really that are contributing to that decline in that tax rate. And so then what's what's going to happen with it? So we're going to do $136 million of a general obligation bond. So here's our assessed value growth. Again, we we are required by statute to estimate this assessed value growth um on the pamphlet. So we're
218uh estimating another 6.4% assessed value growth next year. And then this is our plan, our overall plan. And so I wanted to point out to you this um oval here. So if you look if you look at our existing taxes, this light blue line here is um this light blue line right here has a tax rate of just under 85 cents per $100 of assessed value. So now, if we're successful in November of um 26, that'll be fiscal 27, we could actually turn around in the early winter, probably January, February time frame, and sell about 2 and a4 million worth of bonds. And then you can see the resulting impact on the tax rate. So over time, even with these three bond sales, $50 million, $50 million, and then 36 million, our tax rate continues
219to go down. So as the tax rate is going to go down and the assessed value grows and some of that assessed value is not just value, it's intrinsic value, which means there's new property coming on the rolls. That means the levy that you can see the levy of 26.7, 26.6, 6 26.1 that's how much we're actually asking of the taxpayers annually. That levy is going to be spread across more taxpayers which results in a lower tax rate. So this gives us a lot of flexibility in terms of how we we talk about this bond program for November of 2026. Please know that if we did not have a bond ask or we were not approved for the bond in November of 2023, that means that the reduction in the tax rate in the levy
220would just happen that much quicker. So when you look at the date or you look at the resolution, if you look at some of the details of that resolution, it's going to say that this $136 million bond ask is going to cost the taxpayer another 40 cents than it would otherwise. So just so that you're aware of that. So, I'm I'm really going to put on display my ignorance here. >> Oh, no. It's okay because this is really complicated. >> Um, well, wait till I ask my question. There's been a huge just a glut of apartment buildings that have been built in Gilbert in the past five years and continue to be built. How does that impact any of these numbers? Do do people that that rent apartments are they is this tax only applied
221to property owners or is this tax also is this do do a renters also share in this uh in this tax? So, I don't know what the class is for um for apartments, uh what type of assessment class it is, but it's still a commercial property that's owned by an owner that has to pay taxes on it. So, property taxes still have to be paid. So, anybody who is a resident in one of those apartments is going to have their rent be based upon what that owner is going to be paying in property tax as well as the cost of the building. Did you have a question? Um, Shaya, >> no. I'm just doing the >> Oh, >> just I'm doing having the thoughts in my head as you're saying it. >> Okay. So, yes,
222it's commercial property. It it might have a higher assessed value than residential property. Um, but every class of property is assessed and taxed and it's all included in that overall assessed value growth. >> Thank you, Gilbert. >> Thank you. So, so, so, so the the point was even with the third proposed sale, the tax rate continues to go down. So, this does provide an efficient way to meet the continued upke upkeep of taxpayer assets well into the future, especially with the fact that we've done this low low time frame of debt. But it also allows us to create that level playing field I was talking to you before about so that we have the capital funding that we need to maintain our buildings for the students that actually attend Gilbert public schools. >> And this
223this estimated tax rate is only applicable to the principal at that time. >> Right? It's not like if we go if we if the voters approve $136 million bond, they're not paying.83% on $136 million day one. >> That's correct. Because of the because of how we're how we're scheduling the sale of the bonds. That's exactly right. >> And then also we have existing debt. You can see that the existing debt ends in 2031. So that's another point. But yes, you're exactly right. >> All right. Thank you. >> Yep. So this is the tax rate in real dollars. So on average assessed value, this is from the pamphlet in 2024. So the estimated annual cost at um almost 85 cents per $100 of assessed value is $223.80. Just a reminder that $263,600 is not the market
224value of a home in Gilbert. It's the limited assessed value. It's really important that that be noticed. And then we did it half time um one half of that and then we also looked at a home that had a limited assessed value of double that and you can see the impact on the taxpayer. So that's just information. So again the same thing long-term strategy for meeting government public schools ongoing facility and equipment needs does include regular bond programs. It's it's the way that statute allows school districts to fund the um their needed facility improvements. So, it's just putting it out there that it is the future state. We talked about SFD funding. It's very limited. We've talked about unrestricted capital. It also is limited. We have to at least try to meet the needs of
225our buildings by requesting taxpayer support. And then this is actually another graphical representation where you can see if you look at the existing debt service is that teal blue and then you see so they use it in terms of series A, B and C. So project 2026 they call it project 2026. You can see that first sale is the black and then you can see the second sale is the orange and finally the the third series C is the gray. You can see where we're keeping that debt service level over time as the tax rate is going down. Again, just comparing to our neighboring school districts, probably not compelling. But Gilbert, because of the fact that we have had such short time frame of our debt, it has resulted in us having the um lowest
226combined tax rate within our our community here on the East Valley. So, election timeline and costs. This is just a timeline. We shared this before. These costs are also based upon the 2024 cost which was a um presidential election. So they should be very very close to these costs. We do not have the final estimate yet. Um that will be shared though over the next month or so. And then future consideration. This is just another point that as we go through you know our override expires after seven years. It starts going down after year five. So, we're going to be going out for elections for override renewals over time and then again based upon the debt being paid off over time, having opportunities to fill in that date that that um that debt filling in
227that debt over time allows us to keep that flat tax rate and hopefully a minimal impact on the taxpayer. So, that's the story. So, we are asking that you approve 9.06 06 and 9.07. I think those are the two action items associated with both the $136 million bond request in November of 2026 as well as the site sale that we know as Pioneer Elementary. And again, just to repeat again, we're just asking for the authority to sell the property. It doesn't mean that we are or that we have to, but that authority never um expires. And that's all I have. And I think that was probably enough. >> All right. Thank you. Okay. Then uh is there a motion? >> Can can I ask one question first? >> Do you want to do that before
228we make a motion? >> Yeah, I do. I do want to because um there was a correction needed on the resolution. So, do we need to make that correction in the motion to make it 136,000 or sorry, 136 million? I'm not used to talking in millions um instead of 125 million. What? >> Okay, that was my question. >> Uh that would be appreciated if when you make the motion for the bond election, you specifically mention the 136 million so there's no confusion on what the board's approving or at least considering to approve. >> Okay. So then is there a is there a motion to adopt a resolution ordering and calling a special bond election to be held in and for the district and authorizing the associate superintendent of business and support operations to comply with
229certain sections of the Internal Revenue Code in the amount of $136 million. >> So moved. >> Thank you, Miss Humphre. Is there a second? >> Second. >> Thank you, Mr. Brainer. All right. Is there any discussion? >> Well, I think um I think that the presentation while long was very thorough and transparent. And I think that frankly I might need a copy printed out so I can look at it just so that when I have to answer questions um I'll know the answer. So I really appreciate the hard work that's gone into this. I know it's it is a lot of work. It's important for our students to have um you know buildings that are safe and dry and heated when needed or cooled when needed. and um technology. I mean um be ADA compliant
230and also buses. All of these things are they're not wants, they're needs. And um I know it's hard to understand now that we have other systems funded in different ways by the state. But this this is why we have bond elections. And I think it's a great opportunity to talk to our um community and help them understand. But it is challenging. >> Well, I thought the presentation was perfect. Just teasing. >> Um, >> okay. So, I've got some questions and they're more they're not necessarily questions in regard to the presentation, but I think they're questions that the public would like answers to. Um, and I think I I want to try to ask some of those and get get your response tonight. Um, so the issue of a bond is very is very polarizing um
231in our community and in many communities around here around uh the East Valley. Um, and there are those that oppose a bond just out of principle that no matter what what the need is or what the perceived need is, they'll just they'll just oppose it. And I get that because I think our I I recall the last disc time we had this discussion um and my my main concern was for um the the community's uh financial uh consideration and and what I mean by that is last time we talked about this. The economy was kind of in the toilet and I think that right now I don't think we're in a much different spot. I think we got better after the last time we had this discussion, but I think that if you just look
232around at grocery prices, if you look around at gas prices, I think people are probably tightening their belts more now than ever. Um, and I and again, I get that. So, some of the some of the questions that have been asked to me that I would like an answer is why don't we just do more right sizing? Why don't we just can't we just could just closing more schools, putting putting oursel under less of a of a property obligation, could that give us the ability to not have to go after this? go out go out for this bond and then be able to meet all of our all of our needs. >> So, we have it off. There I am. Okay, there I am. Sorry. Um, so, uh, that's why the site sale is on
233there. So, um, in order to be able to maintain buildings that are still being used, we still need resources. So, we, let me just use Neely as an example. Um, so we received just under $7 million for that. Um, about about half of it's gone. So, that's some that's some issues there. So, um, so but but yes, so we could maybe we can get 5 to7 million for those two p pieces of property at Madero and uh in Morrison Ranch and um so those would give us about 145 million that's also in there and then the sale of Pioneer maybe another $7 million. So we've got $21 million. Um but the other the other facilities, yeah, we we we would continue doing that anyway. And I think the other the other conversation is about salary
234versus capital. This conversation is going to be had in this organization sometime in the future because we're using some one-time money for ongoing costs and so at some point in time there's going to have to give some there has to be some give somewhere. >> So that's part of it. So, is is it realistic to think that if we just I mean, let's say we just close five more schools, >> sell them we'd have to sell. >> So, let's say we let's say we close and sell five more schools. >> Could that take care of could could that it would it would clearly reduce the amount we'd need to go out for a bond. But first of all, is that feasible? is that I mean because those it's not like the it's not like the
235staff and the kids go along with the sale, right? They still have to go somewhere. Um and so let's just pretend that we closed and sold five more campuses. Would that negate the need for a bond? >> I don't think it would ever negate the need for a bond. Um but but we've we've shown proof that we're already doing that. We're right sizing as we go and we're still not able to come up with the resources to continue to upgrade our upgrade and and maintain our facilities. >> I don't know. I I I think your point is valid, Bonnie, and I think there's other implications to uh theoretically selling five schools and then you got to redistribute staff, then you'd end up with a rift because uh inevitably if I think if people saw that
236we were just selling off campuses, people are going to take that as a sign that that that we don't want to be here and so we're going to lose students. So, I think we keep compounding a problem that really isn't it really isn't our problem in the sense that if we were appropriately funded, and I know people don't want to hear that and they don't want to acknowledge that, but that's the fact that um we have a funding system uh on the district additional assistance side as well as the M side that doesn't keep up with the issues that public education is having. And so that is why there statutes that said we can go to our voters to ask for this funding. And so it's a catch 22, right? And um and then when
237you sell these things, there's no guarantee that we can't we can't just sell it to anybody. We got to pretty much sell it to the highest bidder. So what if five charter schools come in and buy these campuses? Then we've just pretty much cut our own throat as a public education system. So that's why when we go through and we close schools, we do it as methodically as we can. >> I appreciate that. So >> Mr. Thomas, I I do want to point something out that >> the districts the districts if we sell a school that money goes back into the p public coffers. It's different for charters and ESA private schools. That money doesn't go back into the public coffers as it does with district schools. >> Yeah. >> So, what about what about
238our staff? What about is there is there a way that we could just reduce staff? Is there a way that we could I think there's there's a certain percentage of our population that think that we're and I think schools in general are pretty topheavy. Could we just instead of having four assistant superintendents, could we only have one? And do we need all of the people at the district that we have? >> I do. and it yes we could then your quality of a public education system I think would be hampered. Uh we are an a school district for three years in a row. Um, we are one of the best performing districts in the state. And I think that has to do with the fact that we have people not just at the district site,
239but at uh all of our campuses that are working in concert to make sure that all of our students in Gilbert public schools are getting the very best quality education that they can. So, um, I've heard that in the past come up. You know, I've had people stand up there years past saying, "We need to get rid of all the principles at the schools." um you know uh that's just not feasible. It's not logical and it's not really um what public education is about. I think we run as lean and mean as we possibly can. I mean another way could say I guess an argument would be why don't we increase class sizes by five kids? I mean that'll save staff. the staff that you have at the district level in terms of money compared
240to the staff that you have out at the schools, administrators as well as teachers and support staff is a very small percentage in our entire budget. So, this wouldn't get you the bang for your buck. The bang for your buck would be to reduce the number of staff that we have out in our schools cuz that's where the majority of them are, as well as increasing class sizes. And in this community, I think they don't quite understand, well, some do, some don't, that that is counterproductive to giving our kids a quality education. >> Okay. Thank you. >> So, also um and administration come out of our separate bucket, which would be our maintenance and operation budget, not um our facilities. We we have the full flexibility to move it back and forth. But >> but
241if you notice from our staffing savings that we have realized, I mean $20 million over eight years is a pretty significant amount of money. That money all went back into salary increases. So it's sort of that concept of we want to have competitive wages. If we can afford to have competitive wages, then everybody's got to work harder. So, you need fewer staff, but but likely the money would go back into wages and not necessarily be assigned to capital. >> And what would happen if we just didn't have competitive wages? Could we just pay our teachers less? >> We could. That would be an option. We could then we possibly will have class size class size is very large because we wouldn't be able to hire the teachers. I mean, all those are are truly options.
242I'd still throw it back at you though is is I still don't I don't quite understand the concept that we don't have a level playing field. I don't understand that stress. I mean the whole idea of bonding was meant to to give us an opportunity to meet our needs where the legislature understands that charter schools need to maintain their facilities. They're giving them $1,500, $2,000 more per student than we're receiving because of the formula. The formula is expecting that we go and do that. It's really hard, Mr. Thompson. It's really hard trying to figure it out. I I feel like in general, we as staff, like whether it's Dr. McCord or us as a cabinet, we have an obligation to at least request it because we have to meet the needs of our facilities. the
243vote. I mean, obviously the voter can vote no and then we have to figure out what we're going to do about that. But but shoot, my recommendation would be to keep trying. >> Yeah. I I I appreciate that. I appreciate the answers and and and I think the the the questions that I pose. I think my experience on the board and my involvement in the school district helps me understand those things at a more uh at a at a deeper level than perhaps a lot of people that might just be opposing the bond on principle. Mhm. >> And so for that for that reason because it is such um because it is more nuanced than just a decision based on principle. That's why I believe that this should go to that that this vote should
244go to the general population. I don't think we as five board members should squash it before the public has the opportunity to to weigh in. I I do think those are good questions, though. I mean, I think they're legitimate questions and and I just would let the public know those are those are questions we're asking and those are questions that we're asking of our staff and our leaders and those are questions that they're have already asked themselves and have already run through those numbers and and that we're already running lean and that we are a a really well-run uh district and and the fact is just that the school funding system's broken. It's a it's a nonsensical system. It's not a conservative way of doing it. It's not a liberal way of doing it. It's
245not a moderate way of doing it. It's an inefficient way of doing it. It's not productive. It's not a way to build community. It's not a fair and equitable system. It's it's a really bad system. And they should fix the system. But until the system's fixed, this is the system we have and this is the system we have to operate within. And so operating within the system, it's incumbent on us as board members to make sure that we are being wise and judicious stewards of the tax money that we're given. And and we are doing that and we've done that. And with that there are these needs that are not being met by the state and the courts have found that the state is is not fulfilling its constitutional obligations to fund us at the
246appropriate level. And so until that's resolved, this is the remedy that that the state leaders tell us themselves that you can go out for a bond. So, I I think it's it's interesting when they tell us the solution is to go out for a bond and then criticize us for going out for a bond. And so, I I don't like the system. I think it's a bad system for everyone. No matter where you are in school funding, whether you have students in the district, whether you have students in charter schools, whether you have no kids, there's no student, it's a bad system for everyone, but it's the system we have. And it really is necessitated by the system. And so I'm I'm look forward to having this conversation with everyone. I do agree that we
247should be making cuts where we're where it makes sense to make cuts. It doesn't make sense to make cuts that's going to worsen the product that we're providing to the community. That that just gives you a worse return on your money. Like it's it's better to spend a certain amount and get a great return on your money than to spend a little bit less and get a horrible return. And so we are right sizing. This is a really difficult vote and a really serious decision to make and I don't take it lightly. Uh but I I do personally feel that it's necessary and and even more than that I feel that it's my job as a board member to present that decision to voters to make and that it's not my job to make that
248decision for voters on how they want to vote up or down on this board. I'm I'm giving them that option to to vote and I think that's my duty as a board member. >> Um so um Miss Murray asked me this question specifically we have certain things that are on the list that we're going to fund out of this bond but they're very general. And so I just wanted to remind all of you that as as leaders on the board, remember that all these projects have to come to you for approval, whether they're funded by the bond or not. So if there's something that's presented to you that you're uncomfortable with that you think it's a waste of taxpayer dollars or whatever, that's where you have that second bite of the apple to say no.
249So you all have that opportunity to make sure that you're holding staff accountable to to spend the money at our for our highest needs. So I think that's an important note as well because everything has to come back to you guys. Everything. You've seen all these items on the consent agenda that are all about spending unrestricted capital. We give you information about it in the board brief beforehand so you understand how we're spending our money. And so we we'll continue. Albert is a master at understanding what the needs are. He he presented a whole list to us in cabinet on Monday. He's he understands our facilities. He understands what's going to break and he's making strong recommendations to us as a leadership team on a regular basis. So you should have a lot of confidence
250in that I think in the future. But again, you still have an ability to say no on a particular project if it doesn't feel right. Well, and sort of to Blake's point, I'll make it quick. I know it's late. Um, when I I hope I mean, for me, when I to when I when I ran for this position, I I told the public, look, I'm going to do my research, okay? I can't tell you a yes or a no right now because I need to go look at the information. And the general public, it's a lot of work and time to truly understand how this these budget systems work and how school systems work. And my answer to them was always, I'm going to do the research and if I feel they need the money
251and we have justification for those needs and it's going to help students, then I'm going to say yes. If I feel like it's unjustified, then I'm going to say no. And after spending a lot of time on the phone with a number of you talking about how this, you know, what we're going to do, I I feel really confident in in the decision because um we do have those needs and I've watched adjustments be made and I've watched, you know, productive conversations have where there's give and take and there's there's there's reasons behind it's not just, oh, it's not just, oh, well, we want this, so we're going to do it, you know. And I I didn't know how those conversations were going to go. And I was really I was really happy to see
252that that those productive conversations are happening. And I feel like there's just a misconception out there that they aren't and that school board members are just kind of checking a box and saying yes and rubber stamping things. And maybe some of them are cuz I can't speak for all of them. But I know I can speak for myself and say that that absolutely was not the case. And um what we're asking for I do agree with Blake where you know what at this point if the let the voters decide. It's not up to me. I will let put it on the ballot and let them decide. And if they decide yes, great. If they decide no, we'll have to figure it out from there. But >> I think that um there's been a lot of
253hard work put into this, not by just the um Miss Betts and the finance department, but by all of the cabinet and um principles too, bringing attention to their needs. And I think there are u many important items and I I feel like the community has already invested. They've invested in these buildings. They've invested in these classrooms and I I would think they would want to maintain those and make them a place that children can come and be proud. And that doesn't mean we're doing extra fufu things. It just means that we're we're doing the basics that need to be done so that it's a pleasant place to be and it's a pleasant place to learn. And I think, you know, we have to think about that the students in our schools in 20 or
25430 years are going to be the leaders of our community. And so we we want to make that investment if we want our con community to continue and doing well just as previous generations invested in those of us that are now doing those that work. So, um, I feel like we've been very fiscally prudent and very transparent and I would highly encourage our voters to get informed and and get the facts and I I think that when they understand the facts, they'll see the need for this this bond these bond sales. >> Thank you. >> Yeah. Um, just to kind of, you know, I feel like jump on some what other people have said, you know, I do think Gilbert public schools has run pretty lean. If you look at the Otter General's report, we
255have low administrative costs um compared to districts in similar sizes. Um, you know, I think with Gilbert public schools, those I agree those conversations are are being had. And I think giving this opportunity to voters to decide um you know, I think it was a great presentation to talk, you know, about security. I think a lot of families in our district want, you know, more support in that as well as some of our aging buildings. You know, I think one thing with Gilbert, you know, we built all these buildings at the same time and those costs are coming upon us now. And so those costs are real and you know, I think this is, you know, the important things making sure that roofs are good, we have sec, you know, secured entry at all our
256campuses. Um, and you know, I just I think we should give it to the voters and let them decide. And um, I think good public schools, you know, our community cares about the quality of education we have and hope that we can continue to invest in it. >> All right. Thank you everyone for weighing in and your thoughts and comments. Let's go ahead and I'll call for a vote. All those in favor of adopting a resolution ordering and calling a special bond election to be held in and for the district and authorizing the associate superintendent of business and support operations to comply with certain sections of the Internal Revenue Code in the amount of $136 million. Say I. >> I. Any opposed? Thank you. That passes. 9.07 07 uh to consider, discuss, amend if desired
257and if deemed advisable to adopt a resolution ordering and calling a special election to be held in and for the district and authorizing the sale, lease or exchange of district property. Dr. McCord. >> Thank you, Mr. President. Governing board members, as Bonnie noted in the presentation earlier, this is re in regards to the pioneer property. The legal description of that address is contained within. Um, again, this is just giving us the opportunity to take to the voters to authorize the sale of this. We have no plans of selling it right at this moment and uh we just want to position ourselves for the future in case we do have to be able to uh put some of the properties up for sale like we've done in the past. >> So, Jim, are you still there?
258Yes, Bonnie, I'm here. >> So, um, do we need to bring this back because we don't have the exact, uh, parcel, the exact legal description in the resolution, will we have to bring it back later for further affirmation from the governing board or will this suffice and we just take care of all that in the pamphlet? >> Good question. But no, as part of the resolution, the board is delegating to district administration to work with me and my office at your election council uh to finalize things like the legal description that appears on the ballot, the voter information pamphlet, all of the next steps, the publications, all that. So, no, there's no need to go back to the board. The board understands that we're talking about uh the Pioneer School site, so there's no confusion
259there. So, we're good. Thank you. >> Thank you. Can I go ahead and move to adopt a resolution ordering and calling a special election to be held in and for the district and authorizing the sale, lease, or exchange of district property? >> Thank you, Dr. Robinson. Is there a second? >> Second. >> Thank you, Miss Murray. Any discussion? Okay, I'll call for a vote. >> Oh, that was a little fast. I just want to say I feel like the whole Pioneer community has been very gracious and very understanding in this process. So, Thank you, Miss Humphre. Uh, I'll call for the vote. Um, all those in favor of adopting the resolution ordering and calling a special election to be held in and for the district and authorizing the sale, lease, or exchange of district property.
260We're referring to the Pioneer Elementary site. Uh say I. I. >> Any opposed? >> Thank you very much. >> All right. 10.01. Items for future agenda. Are there any agenda items that any good? Are there any agenda items that any board member would like to add to a future agenda? Okay. Uh, as always, if anything comes up, please contact myself or Dr. McCord and we'll make sure that those are put on the um appropriate agenda. All right, board reports. Um, I will kick things off with the audit committee. We had an audit committee meeting last week in which we uh moved and passed a was it a resolution or just passed we we agreed to continue to have uh I hope I'm saying this right Heinfeld Meech is that right? Heinfeld Meech continue to be
261our uh independent auditor. Um uh Jennifer, what's Jennifer's last name? >> Jennifer Shield was at that meeting and uh she explained beautifully um the answer to my question which was after 10 years of being our external auditor. Um how do they maintain objectivity? because after a decade you you can become pretty familiar with the folks you're working with and um how could we guarantee that they are remaining objective and not uh for because it's late at night and I my brain is shutting off quickly um won't let things slide or will you know because of a relationship and she explained very uh their process their own internal internal measures uh that they review annually to make sure that no person or ent or entity uh jeopardizes the objectivity. And I appreciated that. And so I'm
262confident that they'll continue to um provide just top-notch work and audits that will um be to our uh be I don't want to say to our benefit. Yeah, I guess we'll be it will be to our benefit. I'll say it. Um, and that's all I have to say about that. Uh, the city of Mesa liaison, Miss Shaina Murray. >> Nothing to report. >> All right. Thank you. Employee benefit trust trust board member, Mr. Jesse Brainer. >> Nothing to report. >> Thank you, Mr. Brainer. Gilbert Education Foundation and Town of Gilbert leazison, Miss Jill Humphre. >> So, we had our scholarship reception last week. I was not able to attend, but I'm sure it was wonderful. Um, the business leader breakfast coming up, I think it's next Wednesday. And then, um, on the town side, I
263know there was a process and some community input for the hiring of the town manager, but I haven't heard that outcome yet. So, I think they're still in process. >> All right. Thank you, Miss Humphre. Legislative Representative Dr. Dr. Blake Robinson. >> Nothing to report. Thank you very much. Uh 12.01 meeting dates. Dr. McCord, >> our next board business meeting is May 12th. >> Okay. And that's it for May. Um upcoming graduations. I think we all signed up for to attend graduation ceremonies. Those are I think I think we've all done one now at this point, right? Those are favorite time of the year. So, I'm glad we have the opportunity to do that. So, All right. And now everybody's least favorite time of the night. Uh adjournment. >> Does anybody anybody like to make
264a motion to adjurnn? >> So moved. >> That was fast. >> Thank you, Dr. Robersonson. Is there a second? Okay. Thank you, Miss Humphre. All those in favor of adjournment say, "I." >> I. Any opposed? >> All right. Thank you very much. We'rejourned. Oh, fire