001welcome we would like to call this meeting to order we are going to begin with our brief board business meeting uh tonight is june 7th we're a little bit after six o'clock and we are now at two 2.01 call to order and now we'll have 2.02 roll call by miss wilson dr charles santa cruz here mr bill parker miss laurie wood here miss sheila eugetti here miss jill humphreys here madam president all board members are present you have a quorum great thank you very much we are going to begin with 3.01 to discuss the appointment of tracy kuck smith as the principal of findlay farms elementary school for the 2022-2023 school year dr mccord thank you madam president governor board members it is with great pleasure that we recommend to you to be the next
002principal of finley farms elementary uh miss tracy smith i move that we appoint tracy kuck smith as the principal of findlay farms elementary school for the 2022-2023 school year wonderful is our second second thank you mrs humphries for the motion and mr parker for seconding it board members may ask for a vote all those in favor of the appointment of tracy smith as the principal of findlay farms elementary school for the 2022-2023 school year please vote by saying aye aye any opposed with nay congratulations welcome please we'd love to take a minute just hit the button yes so i just want to say thank you for this opportunity to the board dr mccord and cabinet i just have a few people to thank i have been very fortunate to work with amazing administrators in gilbert
003tim cannon jim leaper suzanne carlson mike davis and mary longin have all made a great impact on my leadership skills uh i want to thank my kids and my parents for always being my biggest supporters they're all here tonight and then i want to thank finley farms for selecting me as their next principal it is such an honor to be given this opportunity and i'm so excited go falcons we'd like to take a few minutes to offer our congratulations we'll return in a minute great thank you very much we're excited for this [Music] thank you and welcome again to those who who have come and those who are here those who are watching the live stream or the recorded stream we'll now move to 4.0 the work study 4.01 i'll just call this to order
004and now we'll start with 5.01 the performance academy dr mccord thank you madam president of governing board members if we could have those individuals who are going to be presenting tonight related to the performance academy please come up over the past several months we've been working on enhancing the performance academy and giving opportunities to families and students and as i stated enhancing those opportunities and we want to present that information to you tonight mr martin good evening thank you all for this opportunity tonight that's right thank you all thank you for this opportunity tonight uh governing board members dr mccord we're excited to present to you a little update on performance academy and where we feel like we're headed with that as you know performance academy started at mesquite elementary four years ago in the
0052018-2019 school year and in a minute we'll get the powerpoint up as well too and during that year 2018-19 school year was the first year of performance academy don koberstein who was here tonight principal actually had researched this model with looking at what school choice offerings we offer in gilbert schools and what some of our surrounding districts offer and we saw that there was definitely a need for an alternative school schedule for students that were performing in athletics and other elite sports competitions types of things and so she researched that and as you some of you were on the board at that time many of you were we we started that in the 2018-19 school year it was is it was and is as of right now for grades four through eight so we do
006have junior high students that are joining uh the mesquite elementary staff and um during that time we've learned a lot in the last four years and so we're going to go through kind of a little historical perspective of what we've learned with successes and challenges too first of all we we started the first year out with over 30 students enrolled and we thought that was a great enrollment for our first year and then of course the second year covid hit and so that changed a lot of things and the last few years we've had a more difficult opportunity in collecting those students and getting them to mesquite elementary some of the other successes though the summit personalized learning platform in grades four through six with buzz in grade seven through eighth really allowed these students
007to have individual academic growth patterns and they have grown exceptionally well academically for this campus with support from two different teachers that have supported students in grades four through eight during this time the students in grades four through eight go to specials at the campus but one thing that we've found too is that students in seventh and eighth grade also want to have that opportunity to uh go to specials as well and so switching to some of the challenges that we've had of course like i said covet hit at the end of the year too we transport these students at 12 15 or 12 30 every day to multiple facilities and at the time it didn't seem like that was going to be a huge need middle of the day there's not a lot of
008transportation needs but as we've learned over the last year or two transportation has um the the challenges with transportation have grown exponentially as well as to some of these gyms and studios are quite far out of our district boundaries and so looking at the utilization of our resources we've began to look at is that something that we want to continue to do in many instances there's only one to three students at some of these studios as well too that students are going to the other thing is our junior high students wanted to have electives and we've tried to do that don koberstein has worked with greenfield junior high the last few years in trying to offer that but what that entails is either somebody from transportation or somebody from the mesquite elementary staff during the
009day transports those students to greenfield junior high usually for band or orchestra and then transfer transports them back for the remainder of the day to mesquite elementary and of course that's utilizing resources too the other thing that we found too is that parents uh have to find their own studio or gym and and make that connection even though dawn both don koberstein and don anistenis have done a great job of trying to market it by not having an official partnership with any gyms or studios that's been a hindrance because some parents of course have the wherewithal to find those combinations of okay i can get my student to a certain studio after this schedule but that has definitely we found been a challenge to the growth of this program as well too because there are
010no official partnerships with other gyms or studios the other thing too is going to these gyms in studios costs quite a bit of money for the families and so by not having official partnership we've learned that other districts that do sometimes when you have that official partnership you can use the tax credit funds for families to supplement or offset that cost to those gyms or studios which can help students or families quite financially so now what we're looking at is we've learned the successes we've learned the challenges and so now we're looking at performance academy 2.0 as we've as we've looked at this for the last four years and so some of the things that were been working on the last few months has increased student success to alongside their learning their peers by moving
011the seventh and eighth graders 2 south valley junior high they'll be able to have a junior high experience during that day with their peers instead of being probably 10 to 15 students at an elementary school and then they'll be to have all of those course offerings they'll be able to go through a schedule which we'll show you that is much more typical of a junior high students in this plan the fourth fifth and sixth graders would continue to stay at mesquite elementary and continue to get that great academic offering that we have both of these schools of course are are a rated schools they're also a rated a plus schools of excellence from the arizona educational foundation they're also both proximity to each other and part of mesquite elementary does the students do move into
012south valley junior high so the students can potentially see some of their peers that may not be part of the academy in that as well of course students will many of them will get accelerated academic support at both campuses and the students will have access to athletic facilities with the addition of a part vendor partnership and like i said that tax credit program we think will be key to the growth of the performance academy a little bit more information about the performance academy at mesquite elementary of course instead of grades four through eight this coming school year it's planned for grades four through six that's 7 15 to 12 15 pm school day is virtually what it's been the last four years so that stays the same for performance academy knowing that the elementary for
013the k-6 general population doesn't start until 8 10. and then we will still provide district provided transportation in the pm to select training locations um one of the things we're proposing is that this upcoming year will grandfather in some many of the studios that we have done so those families have one year to make a decision if they want to continue or find their own transportation and then the other thing is the blended learning that has been quite successful will continue in grades four through six at mesquite elementary support available daily and opportunities to catch up academically after competitions so that full school experience like i said at mesquite elementary you've got the academics the electives that students typically go to in elementary art music as well as pe extracurricular activities and clubs they can
014go to at mesquite elementary and they continue to also go on many of the field trips that the k-6 students enjoy at the school as well this kind of gives you an overview of a sample schedule of what the performance academy has looked like over the past four years and so this is a snapshot of what a grade four through six performance academy student would look like you can see we have the core academic areas of ela social studies math and science and then also that electives are special areas a bit of time too for lunch and personalized learning support before then in this model the bus will depart for south valley junior high and then on to the sports facility and i'm going to turn it over to marcy taylor who's going to talk
015a little bit more about that question about this you mentioned spanish as an elective at mesquite elementary i mentioned you mentioned in here you have spanish as an elective at mosquito we do that because they have the personalized learning platform through buzz we are able to offer that for those students all right thank you all right madam president governing board members dr mccord we are very excited for our 7th and 8th grade performance academy students to be joining south valley junior high next year they will receive the complete support of the south valley staff the administration we have principal jonathan schley here tonight who's in support of that and has helped be instrumental in some of the planning and what's gone on like jason said they will have access to the full junior high experience
016which we believe is very important for them a couple years ago we changed our start times to later for the junior all of our comprehensive junior highs so it has allowed all of our junior highs to be able to offer a few more things to students before school as far as assistance and support in addition to some of the schools offering an a hour so when we get to the schedule you'll see how that would work with the start time for the performance academy at 7 30 and then they would leave at 12 35. again south valley's a great school jason already mentioned that their last designated letter grade from ade was a was an a in addition to being an a plus school of excellence from the arizona education foundation so a multitude of
017additional academics and electives that would be offered to our junior high students they would have options to take honors courses in their core areas in addition to the honors we would also be able to support our special education students with the option for some on level grade on grade level curriculum support and co-taught courses as well as a resource option for them if they needed that as far as electives our junior highs all offer quite a few different electives including facts industrial tech spanish some of the languages stem all the performing arts which was what we had to transport a lot of students for to greenfield junior so they could take you know choir orchestra band drama any of those if they wanted to so that that would be a good thing they would be
018able to participate in their junior high athletics uh on the campus and get getting them back in time to do that we have four seasons now so they'd have a you know quite a few kids that might end up being multi-sport athletes they would have more opportunities for extra other extracurricular activities some of those uh clubs that are more in line with what our high schools offer and field trips same thing a little bit more offered at the junior high and high school level in addition it's so important for these students to learn alongside of their peers in the classroom it's very important for them at the junior high age to socially adjust to a larger campus and switching of court classes and so forth so to be along with their same aged peers we
019think is very important and a benefit for the students they would also have the option for that personalized academic support that we'll kind of demonstrate on the next slide you can see the options but all of this would be accomplished within the existing staffing ratio at south valley so that's also an advantage to to moving them so i do have a question these students will no longer use buzz they'll actually be attending classes with their peers that is correct so if they we mentioned when they go to competitions if they miss to go to competitions how will that be managed for these students in the same manner that most of our secondary students receive their work student teachers work with them but they also have that option for that personalized support too so that they
020have that additional time when they're away for a tournament or they miss a couple days that they're able to be supported in that some of the advisory things that we do at the junior high campuses would be incorporated into an ar that's a little bit longer than the rest of the courses if you take a look at the schedule you can see there's some additional time incorporated into that a period so the sample schedule on the left is an option without an elective course if a student just wanted to take their four core areas then they would have that fourth hour lunch and personalized support before they got on the bus to depart for the sports facility and if they wanted to take an election an elective course option it would be similar to the
021schedule on the right where they would attend five class periods and then have the kind of a grab and go lunch our food services does an excellent job they've been doing that with our summer programs that started yesterday they are able to facilitate that kid grabs their their lunch on their way out that would be the same manner at the performance academy if they took that additional choir or orchestra or stem class then they would be able to eat that on the way to the sports facility on the bus madam president governing board dr mccord thank you once again for allowing us to be here this evening this has been a fun process it's been fun to both learn the history and jason's always keeping us reminded of where we started and how we got
022here's our historian he is our historian and um but it's wonderful in in in detailed notes from from how we started what the concept was from its inception where we are today um dawn koberstein and her background and research has been instrumental and as well as looking as previously stated the programs that are surrounding us um i feel as though what's being proposed tonight is something that's well beyond anything comparable to our surrounding school districts i think we've taken some steps with some strategic planning that separate us from from maybe what some others may have set out to do previously and a lot of that is in partnership and is a result of partnerships that are have been proposed to us from local vendors and we're fortunate to be in a community where so many
023people want to be heavily involved and to support the students the way that the way that we all want to be able to the biggest piece moving forward we felt was increasing access participation numbers a result of something right and and we know access isn't there for everyone all the time no matter what the topic is and so how are we going to open the doors to more students to do that we we knew that a structure needed to be provided we knew it needed to be financially responsible and something that families could afford and we knew that it had to be structured in a way where a student could really opt into it and we had created the the platform for them or we had created the relationship for them some of the feedback
024we heard from our families was that it was a challenge to find something that was consistent on a daily basis for them to be able to go to to access to have coaching readily available for the hours that they would really needed and outside of a few particular sports that was that was a challenge so we wanted to address that we wanted to remove uh barriers academically and and to your question ms humphries if we're gonna miss school how are we gonna remove those barriers for a larger number of students so that way they don't fall behind in their academics and miss taylor outlined a lot of planning and with with mr schlei and his team to make sure that that that's taken care of building an academic support on a daily basis was was
025essential to this reducing the volume of of vendors that we're transporting to ms betts is always very quick to remind us of of um transportation needs and and how we need to look after those as well as costs that are affiliated and that's responsible and it's something we really need to look at and so all that being said we did go through an rfp process where we wanted to see what the interest in the community was and what services others would want to be able to join us and providing to our students so the rfp process began over 100 local vendors were notified of their opportunity to to bid on this or to provide a a scope of of what it is that they would be able to provide a gps committee was formed and
026put together to identify what the scope wanted to be really focused on and what services we wanted to be able to provide those committee members thank you those committee members then were able to review the proposals submitted by vendors after we provided an opportunity for any community vendors to come in and meet with us as a committee and ask any questions that they had and then a scoring rubric was put together thanks to the support of of barbie wells and and her team to lead us through that process we felt like we we did took a number of steps to make sure that the appropriate vendor or vendors were selected and identified to provide this to our there you go thank you to our to our students into our school district all that being said
027after a number of things were taken into consideration including location pricing some vendors actually provided bids but didn't have facilities they wanted to use hours there were a number of reasons why we went through and at the end our recommendation is for legacy sports usca to be our our selected vendor the live vendor that we partner with to provide this opportunity to our to our students in our community legacy sports offers over 15 different athletic competitive environments for students to be trained in everything from speed and agility and and baseball basketball softball cheer gymnastics dance the gamut of sports that a majority of our students are affiliated with they're in phase one with plans for multiple phases to be added on we're optimistic that this facility would be able to provide something to our students
028in terms of choice and option and access that we haven't been able to previously provide other rationale for the recommendation is also their desire to partner with us in a strategic marketing and advertising campaign that would assist us in making sure that the word was able to travel with relation to this program that's a bit of a challenge sometimes is to make sure everyone in gilbert public schools is aware that this is an opportunity for their children and a choice that they have to make and so we're excited about their partnership and the pieces that they have to offer us to be able to support this and being successful for our for our students if you haven't been there legacy sports usa is the largest athletic of this facility venue in north america and the
029uh the the the fact that it happens to reside only a few miles from us is is pretty fortunate the fact that it's constructed and opened less than half a year ago is fortunate to us and our students and our families and so for those reasons and a host of others we feel as though this is a great partner for us moving forward i should probably know the answer to this but where is it so if you're driving down the 202 and you see lights just glowing that's that's legacy so ellsworth and ray road no no ellsworth and um it really connects into the 24 that comes off of the 202 and ellsworth road i think dawn was going to come up and share some of the marketing partnerships yeah thank you um yes mr
030ryan mentioned that the proposed partner a recommended vendor we'd offer significant marketing opportunities and we thought that would be worth noting those because it's quite exceptional what they've offered and alongside traditional email blasts which would go out to a database of over 120 000 living within our community who are already interested in athletics also having a page on their website uh banners and signage throughout the facility they specifically reference in the soccer area baseball pickleball and also indoor banners within their three generous field houses that they have and then also they actually have digital signage if you haven't been there that's something that's really notable when you arrive including 55 led boards throughout the facility and 54 tvs so these are all things that have been offered which we think would be significant as mr
031ryan mentioned the part of it is about expanding the program and making it more accessible and sharing the opportunity far and wide board members do you have any questions i i do have a question um back on the academic support time included in vendor proposal what does that look like the academic support that the vendor's going to offer so students within the framework of their time at legacy in this in this scenario would have a set period of time that would be for academics they it's an interesting combination of employees that are running and looking after legacy sports usa some have background in athletics obviously but many others in k-12 education and so two of their strategic leaders that have been assigned to this project from their campus are from a prior experience in k-12
032education and will be looking after students and their academic support needs on campus as part of their schedule perhaps in their downtime while they're waiting for their turn on the fields then they can have time to do homework or it's a specific rotation so they'll have a specific rotation with an allotted amount of time they have a venue that each of those students will go to for a period between 45 minutes and an hour depending on the age of the student and they'll receive academic support and they'll be able to assist each other in their academic work during that time as well okay sounds good i had a question on the tax credit situation here um so apparently the way i'm reading this parents can actually pay fees to the venue uh through tax credit
033program is that correct the parents would actually pay through the school district through the school district with a with a tax credit correct an annual tax credit yes sir okay if he's negotiated uh some uh with the district couldn't yes okay yes that was part of the bid process um one of the factors that we looked at was the cost hourly for a student athlete to take part and their proposed price point was far lower than other competitors price points that came in um also um important to mention there will be a 50 extracurricular fee on a quarterly basis which also can be paid through tax credit okay thank you so i have a question about that because you and i talked this morning um if because we talked about the fact that these students
034now can practice in the afternoon and they can be brought back to the school if if they choose to do a school sport they could do that school sport and would that then be they would have to pay one extra curricular fee for the opportunity to go to legacy the transportation then they would also have to pay if they chose to do a sport for example baseball the typical athletic fee would still be yes they would have to pay that fee okay that's what i wanted to clarify correct mr ryan i wanted to thank you for the answers to your question to my questions this morning a couple of things that i think are important as we discussed and that is for those families who may or may not have the wherewithal financially to be
035involved in a program of this type but who have athletic ability or who have supreme interest in a particular athletic event does the venue or legacy sports offer assistance to those families and you answered yes yes sir yes they have a foundation created specific to raising funds for a variety of purposes one of which and one of the main purposes is to provide access to students who may not otherwise be able to to afford to attend such a um or be part of it thank you i think that that's an important factor to market as we uh look at joining forces in this in this venture the other is that the cost of the district if i understood you correctly is basically the transportation of the student from their location to legacy sports yes sir
036that's correct any other questions yes i do how is this the present families who who have children attending the performance academy has this been presented to them as what we're doing or how is this going to be presented to them currently they probably have other relationships or other venues that they're attending and so i kind of like to know how it's going to be rolled out or if they were consulted in the process and just communication with them so the families do know that we were going through a process they don't know which gym or studio in this place legacy because tonight that's what you are voting on later for tonight but mrs koberstein has let them know also too that this coming year at the gyms in studios that are fairly nearby would be
037the last year that we would be transporting students to those studios we did have one one gym that was in north scottsdale and we let that family know that we were not able to sustain that for next year but we've also let them know too that they will have the opportunity as soon as we get this information out that they will be one of the first families to know because they may decide that they already love performance academy but they may see that legacy could be maybe a better partnership for their family as well too so she'll be reaching out to those individual families so it's important to note that if they're currently doing or attending some other venue or organization that can continue absolutely transportation's the key and so we're only transporting to this
038specific area and i actually have one year just like everybody one year to continue as they are and then the next year it will just be to legacy right and the other thing too that we've talked about as we anticipate too that families are going to hear about performance academy both at mesquite elementary and south valley junior high and they will take it upon themselves to find their own partnership and transportation or we may even have families that just like the alternative schedule as well and i will tell you that we've worked with bonnie betts and and joanna catanzaro our state reporting specialist and the students here we are getting full adm for the five hours requirement for our grades four through eight students so in this climate of school choice i see that some
039families may see that this more abbreviated accelerated daily schedule just works personally for their families as well too down the road okay i have you given thought to when these um seventh and eighth graders move on to high school yes i have to ask that because you have to look ahead a few no it's great we already have some of those students uh that have gone primarily to gilbert high school because of the proximity to mesquite elementary but all of our high schools the way they're set up right now along with um having classes that they can do a mixture of global classes they have the ability to do that at any of our comprehensive high schools right now as well okay thank you i would encourage you to keep an open mind with our
040other junior high schools because i have a sneaky suspicion that interest will expand absolutely that would be a that would be a great goal if that happened and if we can expand it to other places we will without a doubt um can other school districts partner with legacy at this point now part of the rfp process is that we would be the sole educational provider or partner of the of the selected vendor thank you but we could accept students or zoning variants right thank you very much we appreciate your work we appreciate the work that's gone to into it these past years and then this opportunity going forward um i assume we'll be busy after we we vote on this tonight it's part of our it's part of our consent agenda okay i really appreciate
041the thoughtfulness and the innovation that this brings forward i mean this is i mean when performance academy began it was a unique and different thing but now this is really something very different that maybe families will be interested in i really think it's interesting very well done thank you guys thank you that will take us now to 5.02 grading beliefs and practices dr mccord thank you madam president governing board members i will have um dr cox and dr burton up our uh directors of elementary and secondary curriculum instruction and assessment they're going to talk about grading beliefs and practices and we could probably talk about this for 100 days because it's the topic can be all over the place but they're going to talk to you about the process of how gilbert public schools came
042to our thoughts philosophies and beliefs related to grading practices so my friends it's you're up maybe is it on did they turn did you turn it off here we go all right madam president members of the board and dr mccord good evening dr burton and i look forward to presenting uh the work that's been conducted over this last fiscal year on the grading beliefs and practices for gilbert public schools with that we would like to dive into just some of the historical aspects that have led us to the why behind the work being conducted throughout this fiscal year so in early 2018 there was professional development that was provided to all administrators in the form of expert presenters book studies sharing resources and discussions within plc groups how this looked on campuses though was dependent
043on the readiness of the campus staff as well as how it fit into other campus initiatives in the spring of 2020 we quickly identified the need for more formal guidance however this work required the insight voices and expertise of larger groups during in-person meetings therefore at the time more refined recommendations were created shared with all administrators in the spring of 2020 and then again in the fall of 21 for that 21-22 school year and that brings us to this school year where we were able to create a committee which the timing ended up being perfect because we had just started implementing the instructional framework and within the instructional framework it references grading frequently and therefore as we continue to go through quarterly check-ins with our campus administrative teams which include the principals their instructional leadership
044team and assistant principals teams reinforced that there was a need for support and further clarity surrounding grading practices and beliefs so uh with that we will dive in a little more closely to this year's specific timeline so we broke it into kind of the three seasons of the school year so in the fall we created the committee we outlined goals and objectives and really started to put together an intentional strategic plan to make sure that all of the work was specifically aligned to the instructional framework the whole purpose of this work was to make sure that there was clarity surrounding the instructional framework in regard to what gilbert public schools grading practices and beliefs were and then with that in the winter we transitioned into really diving into the committee work which we'll talk about
045in just a moment reviewing current practices and policy and guidance that had been provided previously which included many conversations with campuses different stakeholder groups and a lot of collecting data and so this may have looked different at each campus we trusted our building leadership to really provide us feedback from different stakeholder groups on their campus that they see fit so for example some campuses provided surveys out to their students some provided it out to teachers some to their parents i know even dr mccord had taken this to the student senate and that has representatives there where the students had kind of put together their own version of what they would like to see and so all of that feedback that was collected from each of our schools was uh included and taken to the committee
046which um then used that as the driving force behind the sole focus of that work and then in the spring and kind of really even into the summer now what happened next was we took all of that work and created a very simplified handbook that can be provided in the fall to all teachers and administrators to answer those questions that were there the how to how where do i get more support and we'll dive into that a little deeper in just a moment as well we wanted to take the time to share the work we were excited to share with the governing board to just show the work that we've put together to better support teachers when it comes to grading again that support had been there previously but with the creation of the instructional
047framework we felt it's a really in-depth tool our instructional framework and people are very excited and it's a three-year implementation plan and with the grading aspects being covered uh frequently throughout there we felt that it was best to have just as many supports in place for that grading piece as well and then that wraps us up with the professional development that administrators will need we'll be rolling out professional development to all district administrators on thursday and then we do have a professional development plan that all administrators will get to uh support their teachers throughout the next couple of years which will go more into depth as well in just a moment so that covers just the timeline of what occurred this year and as i mentioned we did have a grading committee that was comprised
048of district administration cabinet members site leadership and many many teachers teachers were the the priority and the main focus within the committee and that was representation from kinder all the way through 12 and we worked to make sure that there was representation from uh one stakeholder group or another from each of the each of our campuses the best that we could there were a few times through the year where meetings were adjusted and we had different groups coming in at different times with that the committee worked to really work to excuse me focus with the instructional framework and make sure that they stayed true to that throughout and established what that clarity was going to be and not lose sight of that this is a lot of work there's a lot of research there's you
049there's so many books you i mean we could spend years diving into this and so we really just tried to hone in and zone in on what gilbert public schools believes what we have done and how do we fine-tune that and so if we started to get off track we really held ourselves accountable to stay true to that and within that the committee was able to create the following which include a common philosophy and mindset guidance to the teachers and support to the teachers essential elements which dr burton will talk about in just a moment we will dive in specifically to the reporting aspect because what a grade means and what grading practices are are different than how you report your grade so we wanted to make sure that there was clarity between the separation
050of the two and then what those recommendations are for the grading best practices good evening so as dr cox intimated the work that we did was really in centered on providing a consistent and standardized message and guideline for k-12 campuses and administrators the other thing that was really important to us was sustainability of this implementation to create the most consistent experience in terms of the professional development as campuses rolled this out because the reality is campus administrators are hosting a lot of these conversations and facilitating this work and so it was really critical for us to create a plan that allowed them to do that um consistently across all 39 of our campuses so moving forward looking at those essential elements we really focused on the alignment of assessment instruction and grading paradigms and we
051did this by kind of parsing out these four elements um really making sure that our grading practices were equitable it doesn't matter what your zip code is or what classroom you land in you should be able to find consistent grading practices throughout our schools in all of our courses k-12 accurate the fact that reporting structures are there to communicate to our students and their families their progress on the mastery of the skills and standards that are the foundation of instruction within our classrooms was really important and so accuracy is critical specific providing very specific guidance to our administrators and our teachers in terms of what students and family can expect to be in the ways in which they can expect to be communicated with about their learning was critical and then finally timeliness learning is
052you know a day-to-day experience in the classroom and so focusing and making sure that feedback was provided on a in a timely and specific manner was very critical but i do have one question on when you talk about accurate grades are skill based not behavior based can you talk about that and what you mean by skill based and behavior based absolutely so central to this work is the fact that we are really asking educators to assess students progress in learning the skills and standards that are involved in the course and we do that by providing that separation between behaviors and so sometimes things like compliance or effort can be included in those grading practices when we're not espousing these beliefs can impact a student's reported grade and then the thing that's really frustrating for our
053gps students and families is when and i've had this experience myself you know your student has been getting very high marks in their uh in their grade book all year long however when i receive my state assessment results for math my student happens to be minimally proficient that's a disconnect for me because that my student clearly hasn't mastered the standards and skills within the course but my student is extremely um she works really hard she's quiet she's a people pleaser she wants to be liked and and she she does everything she can and so by separating those behaviors out of of the conversation it provides students and families with a more accurate picture of a student's actual learning which is critical and that's what i wanted to understand is that you know we have to
054be careful to separate what students know from you know we might have a a student that is kind of you know moves around a little bit a little bit challenging you know kind of has to move around a little bit but they know it really well as opposed to a student who might be more quiet but isn't really drawing attention but may not know it as well absolutely and so that is you know that's important absolutely well just following up with that then i do think that it's important it is important to have opportunities for behavior or accountability and responsibility in different ways as well so what how do we then communicate behavior and how do we support teachers in having expectations for behavior and communicating that with families and support that you know to
055be a positive experience and to be a learning and growing experience because we want our students to have that absolutely it's a critical part of the communication so within our reporting structures still exists the feature for educators to report on a student's academic behaviors any kinds any kind of opportunities for growth or challenging challenges that a student may be having the other component for that is just regular communication between that educator and family partnership around a student's behavior in class and things that can be communicated to help that student a little bit more another thing that is part of the standards-based mindset is really providing support to administrators and their certified staff the fact that part of our job is to teach the expect the behavior expectations and routines that are expected for our students
056and do that in a very explicit and clear way with our students and we're doing that in a variety of ways through the professional development that we offer through pgd um the the professional development that we have included within cia ourselves and so those are elements that absolutely are part of the conversation and are very um much at the forefront of this discussion oh and really i just wanted to the one last thing i wanted to say about this is it's really important that we're providing with our gps students and families that those consistent and accurate feedback on their students learning it's really key uh moving on to grading practices the committee distilled the work down into these five areas and so what we did was provided recommendations for around these topics and provided very
057explicit guidance in terms of what it does look like and what it doesn't look like and those items as you can see are retesting and redoing opportunities because we believe that all students learn at different rates and they should not be penalized for that missing late incomplete and zero work being very explicit about our policies around those practices because as we all know if it takes you a little bit of time to get in gear academically and do what you need to do in order to turn in work it can be really hard for a student to come back from when those zeros are averaging into their grade which is you know the case in in our secondary schools homework practices because homework should be valuable practice on learning that has happened in the classroom
058with that professional educator formative and summative assessment practices and then behavior-driven grading moving away from that may i ask of course how how are you addressing the zeros how are we in how we're going to do that i i know that's a huge issue and i'm going to be honest with you um it's we have because we are separating our practices we have a very uh consistent k-12 message i think from the elementary perspective the embracing of not giving zeros has been something that we've been we've evolved to over the last decade or so and so it's not as difficult a cell i'm not going to lie to you we still have those sixth grade teachers i used to be a sixth grade teacher who really believe that we are teaching students responsibility by engaging
059in practices and and you know teaching them that lesson but the reality is that the conversation needs to be around the learning is what's important and so that's a major component in the standards-based mindset training that we're providing and those learning opportunities in terms of secondary it's absolutely going to be a transition and i'm going to let dr cox speak to that and i will share um because that question is a little bit in my next part as well no it's perfect timing it's a great question before you answer can i add to miss eugetti's question yes i think it may be consistent have we established a floor and a ceiling relative to missing late incomplete or zeros for teacher autonomy within that structure does that make sense yes yep and both of those questions
060will be answered and i'm actually going to refer each of the board members to the grading beliefs and practices because this handbook that each of you have received a copy of that both of your questions those are the kind of questions teachers are going to have those are the questions teachers have right now and have never been provided this in-depth um support and so i'm gonna have you all turn to page seven and this will just give one example for the sake of this presentation so you'll see that this is the missing late and completes and zeros grading practices and it outlines a brief one statement description of what it is on the left is what is recommended on the right is what is not recommended and teacher teams and campuses are going to be
061trying to aim and focus on what is recommended and then they have so when you talk about that ceiling and uh the floor this is when you said those two terms i immediately thought of this because this is what those two things would be it's going to give them some things to strive for but it's going to help to outline here's what it's not and i will reference my own teaching experience um 15 years ago this wasn't nobody ever when you walked into the classroom said here's how you grade here's how you don't grade there might have been some outlined beliefs or a brief policy on it but it wasn't as specific of this to know this is what i want to stay away from and this is what i want to aim for and
062so um one of the things at the secondary level mrs yeti to answer a little bit more thoroughly on your question is there's even settings within our technologies that support some of these structures as well so for example when a student misses an assignment even if they were out sick and it's excused which per policy and uh best practice would be if a student is out sick we're not penalizing them we're not giving them a zero but currently the way we've had our settings set up just historically it's been this way as long as we've used ic is the minute that you press uh missing it goes it generates a zero automatically there's no way around that uh moving into next school year our tech team has gone through all of this and have found
063those little pieces that they're just flipping that setting and so now when a teacher puts in missing it will remain uh where it is not negatively impacting a student's grade now if the student still at the end of the term has not done that and has been given ample opportunity then that goes back to then yeah they can put the zero in which really even goes back to your point of the accountability it's not eliminating that from them they still can have that uh penalty if they truly are never doing anything because if you have no evidence of that progress at that point and so um our tech team really has gone through quite a bit of this to dive into what an infinite campus we have control to help support some of these because
064at this point if we're asking teachers to do that but we're setting a setting to work against them we're trying to find those different nuances and remove them to help support teachers and their grade books i know that you know i mean there's kids can't even recoup from too many zeros right no matter what they do and i'm sure you've gone all over this but in a previous life i dealt with some of this um at the secondary level where and i believe it it's been a while so it's uh if even if you just gave us a 59 which is still failing they can still recoup from a 59 but not the zero have has that been a part of the discussion absolutely and so in in the inclusion of support documents uh around
065plc's creating consensus around these topics we have built into the pd plan those conversations that will be um of course helped to be facilitated with by administrators but establishing those parameters as a plc so that there's consistency across the course or the grade level in the school yes so all of those things are included and as you're going to see later a little bit later in the presentation we have some minimum expectations for teachers in terms of engaging in these practices over the two-year implementation because it's really important to establish that minimum level of expectation right and principal can always an administrative team can always increase it if their campus is ready as some of ours are but we've got at least this minimum level of expectation that provides that consistency i just want to
066say thank you for this because i know i'm i'm gonna get i'm getting a little ahead of what you're going to do but i think it's it's way past time and i understand having been a teacher you know when a kid doesn't turn something in but at least give them the opportunity and it still can be a failure but at least give them opportunity and i think you said sixth grade teachers but i think high school teachers are probably the most resistant yes am i correct on that i i believe so and i think that as we get further into the presentation we start talking about reporting you'll see that we've got a couple of differences with the way we're doing reporting which we're hoping really helps to support our teachers because high school is
067a different animal and we do need to support because our there's a lot that our teachers are doing really well and we can't treat high school like in elementary and vice versa but our mindsets and our philosophies and our beliefs can be the same k-12 right and and once again it's sometimes it's just needing to bring it to their attention and showing them the difference where they don't realize when you when you add it or when you um put a zero in five times and you put a 59 in five times the difference that can make so thank you yes and i i will share um one last thing i just wanted uh this next part was to just really talk about the handbook that you received and your questions helped me to do that
068uh but the feedback that we received not only during the committee uh the committee work primarily from teachers we then started sending this draft out to the committee at first but then more people were hearing about it and more people wanted to see it uh and then we started sending it out uh principals might have said this teacher wasn't on the committee but there are our department chair of this or they're our grade level lead and can they take a look as well and um the feedback that we started to get there was so much like i there were days where that was all we were getting emails about was feedback on this and it was really good and it it's made us very proud of the work that we have brought today and that
069i feel that teachers are excited for this and look forward to receiving it and the biggest thing to your point mr eugetti is um teachers made a lot of comments when they see the research and when they watch there's even youtube there's so many great resources out there that walk them through scenarios like what you're speaking of and we just keep hearing we've we've graded that way for 10 years and we just didn't know and we can't like they they internally we're never intentionally trying to do anything different but that's the whole purpose of this is to bring our job is to research and do all of this and we're just trying to get that into the hands of the teachers um because i do believe that when they know um better they want to
070do better so and then that does lead us into the part that i mentioned which is the grade reporting so up into this point it really has been the grading practices and beliefs that philosophy the mindset as we transition into reporting it is truly what is entered into infinite campus which is the reporting system the output that is communicated to our parents our students and how they're doing that is the reporting part so um that is going to look a little different for our 712 versus our elementary and so for 7 12 we are going to remain consistent with what we have done the purpose behind remaining the same is due to the fact that we do have gpas we have transcripts we have scholarships and although they're in research there are some secondary schools
071across the u.s that have gone to standards based reporting uh primarily um it always looks a little bit different at the secondary level and so our committee uh was in favor of truly sticking with achievement letter grades and so therefore it truly is your a through f system and uh everything in our handbooks uh policy procedures surrounding our high school um reporting will remain consistent what will shift for secondary is that we have put together in the training and pd and resources that we're providing we're focusing more on getting our secondary teams to become more consistent so if we're talking about a ninth grade english team their plc should be grading the same if a student leaves one teacher's class and goes into another teacher's class right down the hall those grading grade books their
072configurations their point systems they should be the same they're the same standards there's the same teaching there has to be consistency there and you really run into a lot of concerns and issues that even teachers voiced um when the students met with dr mccord during student senate that was the biggest feedback that we had received from all stakeholders and so the best way around that is to take the time to create those consistencies so we've carved out a little bit of time for plc's to do that they've been having these conversations throughout this year teachers know that that's coming and we've created the tools for them so when we welcome them back they can apply fill out a form that gives them that consistency and then they set up their grade book to match that
073and it's as simple as asking them to put those same consistent parameters within their syllabus communicate those out to families so that administrators can make sure that those are there and so on so dr cox and dr burton as a teacher in the system this achievement letter grade rubric grid call it what you will uh is our standard and as a teacher i can't determine on my own that i'm going to start my baseline for an a at 94 to 100. correct they are to follow this per policy thank you yes absolutely doctor dr cox i have yes a thing to bring up but maybe we can look at this going forward okay the past i i would like to address that at some point in other districts a pass is not neither a 2.0
0743.0 4.0 it's just a simple pass it doesn't figure into your grade point average and so it's something again i i don't understand why we would penalize our students here compared to in other districts when they receive a pass it doesn't figure in so if you guys could look into that and see a proper way to address that just absolutely benefit our students and i know that we do look through my mind goes to the course description book process so i will add that into my notes to review um and one of the things that we and i know uh we'll get to this in a moment as well but we don't want to stop here we may not have solved all of the the areas of support that our teachers need and so we
075do plan to continue with an advisory group moving forward so as things that maybe we didn't think about come up we can add those in and if we have to make revisions uh annually to increase this and continue to make it as valuable as a tool that's our plan thank you you're welcome may i tag on to mrs wood can you explain that just a little bit it so if if a student or i want to make sure i'm understanding it so if a student takes a class what class can they take to get a p in so we have a few courses in our um in our offerings that have been written to be a pass fail grade and so you're putting me on the spot i want to say that a couple of
076those include our gc our community service class okay and actually i can i can take you off the spot on that then let me just go back to the question that that tags on to hers so basically if they take whatever class it is that we allow the past fail they instead of just getting nothing for it they're they're getting it a c right no matter what how they perform into their gpa that is correct so how is that fair it's a great topic to take is that is that an option for them to take pass fail or graded they with there's a few classes in the course description book that that is the way that the setting is set up okay and that's the way that it's written into the course description book and
077i would say that the few that come to my mind because we do have a there's a few scenarios that are not just this one that i'm thinking of um that were justified for different reasons if it's that maybe the seat time is not the same or whatnot and they do know that going in but i can't take a um a biology class past failure no okay no no it's like a student no let's let's talk about that though there are some out there that might just to get the credit to pass to graduate so let me let me muddy the water even a little further okay as i recall again like miss eugetti from a former life the advent of a p really came to fruition because of non-competitive grades in our special education
078realm that's correct then it was expanded because you have within our system and correct me if i'm wrong because i may not be recalling as i should at my age but there are some in that upper five to two percent within a class who select ps because it doesn't hurt correct their gpa that is and yet they want the benefit of that course for a variety of reasons so the initial entry into the p issue was not to penalize anyone ever but to provide them a benefit of some grade if they chose that rather than nothing to that so those are the categories that come working at a high school those are the ones that come up every year so maybe again we need to just maybe look to address again what how can we
079i think the goal of all of this is to help our students master what they're learning and to provide opportunities for our students to have the gamut of opportunities that we wanted to have so if yeah i think if we just if you guys take a chance to look at that but i think with the highest best address and junior high course description book that now that we have this in place that's and so in depth it really encourages me to want to look course by course at all because there's a few different grading setups based on the courses in the course description maybe it would just be electives for the certain ones you know but again maybe it would still yeah their their benefit there's a full body of research out there related to
080this topic and uh it is quite complex as you look at trying to assess i agree with mrs wood and that we ought to be focused on the mastery of skill sets within every discipline that's out there there is a however caveat to that though and that is sometimes the reporting of information to the parent and to the student gets balled up in how and what was accomplished correct all we're wanting to say is according to our best information and the standards that we've established this is where we think johnny is skill wise and we're reporting that to you according to these rubrics this information uh and there is a dimension to that that also signals this is the mastery of this young person it's kind of like you said at the beginning there's kind
081of two parts of it right is the the two different parts is the reporting is a separate thing compared to the granting the actual grading the instructions yeah yeah okay and they equally could you could look at the research on both ends of those they are like you could spend a whole day on each of them or longer so um with that are i'm hoping i'm good to move on from the 712. yep i know there were a few okay and then uh dr burton's going to proceed to discuss the k-6 reporting so looking at the k-6 standards-based reporting basically what you have in front of you is the performance levels that we are utilizing to communicate to families their students mastery of the skills and standards that are presented within the content area for
082the grade level for being highly proficient this demonstrates a mastery of content knowledge concepts and skills which is consistently shown a three is proficient two is partially proficient and notice the verbiage sometimes able to demonstrate basic understanding of the knowledge concepts and skills and then one being minimally proficient and this uh indicates really a a very emergent understanding so even with assistance from the teacher the student is showing very little or no understanding of the materials some of you may notice that these align with our state assessment performance levels that was intentional to increase students and families understandings of that connection in terms of the mastery of the content area standards i do want to say that for traditional and our summit programs these classrooms will continue to utilize the achievement letter grade in fact
083traditional campuses and summit will revert back to with k3 achievement letter grade so um that means our neely campus our canyon rim and spectrum traditional classes and then our classrooms that are engaging with some alarm excuse me summit learning they will continue with the adaf letter grades so we're going to have a through f letter grades for k through 6 on our traditional campus and summit and summit yes but summit isn't k through three summit is just four or five you're correct okay okay correct so so i need to go i need to just um ask a question about of course our grading history because um i have a little history absolutely with 25 years with kids in public schools absolutely we did start out there was a grading where we were using letters to
084represent outstanding satisfactory unsatisfactory needs improvement and then we did go to letter grades for elementary school was that as a change in statute or no so the change that you're referring to actually coincides with the implementation of what people sometimes still call the new standards that were implemented in 2010 originally i believe the terminology was common core then we transitioned to our arizona career and college ready standards and then we tried to transition to the arizona high academic standards so it coincides with that so 2011 2012 gilbert public schools did implement k3 standards based grading across all of our elementary programs um up to that point we were traditional achievement excuse me achievement letter grades you are correct so our k-3 programs across excuse me our k-3 classrooms across all of our programs conventional traditional
085summit have been standards based for over a decade okay and so that's why i'm referring to that you know reverting back for k3 in traditional programming to that achievement letter grade and then for our conventional and our accelerated programs we are transitioning to k-6 standards-based okay you got it does that help it does but i'm gonna i'm gonna ask you a question afterwards okay great just to clarify not to take up any more time but absolutely i so this structure yes sir how uncommon is this uncommon yep or common whichever way standards based yeah um actually it's it's pretty prevalent across our east valley schools mesa public schools embraces standards-based mindset uh pretty wholeheartedly at the elementary level our i know chandler unified uh talks about standard space quite a bit in terms of um
086actually transitioning to a standards-based reporting that is not as frequent as just the embracing of the standards-based mindset deer valley unified school district has also gone standards-based reporting uh dysart as well so and if i went back to my scrapbook and looked at my report cards from my elementary years at vaults elementary as well as prescott unified i was on a 4-3-2-1 system at that time so for me personally i remember coming home and the question was did you get a four yes of course we translated that to some kind of grade and obviously it indicates some kind of type of learning but um and then 27 years ago i sat in this very room and we had this very conversation with a group of teachers and administrators about standards-based grading so this isn't something
087that has just come up in gilbert public schools and arizona and education in general this is something that has occurred has happened has not happened has discussions so i appreciate the work on this absolutely really the i'm sorry i just wanted to ask dr mccord if he ever got it for listen i got ones that i was really good at turning into fours no it's okay oh i think it's funny um so now before you you see our two-year implementation plan a little bit earlier in the discussion i talked about that minimum level of expectation across all of our campuses and that's what this implementation plan is intended to provide for our campuses and so for 22 23 school year we are expecting teachers to become familiar with our gps grading beliefs and practices and
088that is embedded within the professional development that we as a cia team have provided with our campus administrators and ask them to follow all teachers will follow those reporting guidelines as outlined and then throughout the school year they'll be working towards utilizing those recommended grading practices and transitioning away from those not recommended as i said before of course uh an administrative team can make a decision about their campuses readiness to conti to move forward more quickly um but for 22 23 that's the minimum expectation and then in 23 and 24 we will fully step into that standards based mindset and fully embrace the recommended grading practices and no longer participate in those not recommended practices finally you have our next steps as dr cox indicated many times we will be on thursday in fact providing
089our administrative teams with a very detailed overview of the pathway timeline expectations resources and guidelines that they will be utilizing with their certified faculty for the 22-23 school year and how we're making this transition all teachers will be engaged in professional development and training that includes an introduction to this these practices and beliefs mindset rationale the handbooks will be provided widely upon the welcome back to um school ongoing support is embedded throughout the instructional framework because this is directly aligned with all of the work that we're doing within the instructional framework and those tenants they are highlighted with specific grading connections that are embedded within that instructional framework also plc support is going to be provided in guiding them with consensus building conversations as they embark on this transition which will do two things it
090will generate the conversation within the plc with those professional educators but it also will provide our administrative teams with really valuable feedback in terms of where their plc's are and so that can help them to provide additional support as necessary in really specific ways based on evidence and i do have a question sure so as a teacher as they move through this process will it make grading more simple for them easier for them to manage i believe it absolutely does because i because there's so much here that it's not oh how am i going to handle that that that's laid out here to say this is the way we're going to do it and if you just get in the practice of doing that it seems like it would take a lot of way away
091a lot of questions and issues both for the teachers and for the students um you know instead of in this class we're doing it this way and in this class we're doing it this way mrs so and so allows no late work and misses so and so says here's your due date and she's reminding you along the way so that you're prepared absolutely i think that it it can help reduce uh teachers workload kind of twofold piggybacking on what you intimated just now in your question by providing those consistent expectations and parameters students and gps families absolutely understand what the expectations are and and and what the pathways are in terms of late work and zeros and multiple opportunities and so by having those very clearly um described that that eliminates some back and forth
092that maybe has been happening historically the other thing that's embedded within the professional development that we're providing um are conversations around being really intentional and centered in the learning and so you know in the past as a junior high school teacher i probably was one of those people who had don't judge me like 600 points a semester which is a lot that's a lot of points because i had a lot of assignments there was upwards of 30 assignments per quarter and as an english teacher i was doing a lot of grading if i had known about the these beliefs and practices i would have been much more intentional about my instruction the assignments the practice that i gave because i would very clearly tie this to specific learning targets success criteria and then providing students
093with feedback that they could digest and internalize and therefore promote learning and have a an improved impact and i would say that most teachers um that we've had conversations with they try to grade everything can't and this really eliminates you don't need to grade everything um we may have to work on those beliefs and and sometimes change getting that is what i think we're going to spend the time with the professional development of showing the research and helping them see the why but as far as the amount that goes in it should significantly simplify so we love to do group projects parents i'll just tell you i was one of those parents i'm like why doesn't any other parent ever have to buy anything for these group projects i not only funded my kids but
094everybody they worked with so when we're talking about group projects and grades for group projects i i don't see a lot in here about group projects so help me understand when they're going to grade those group projects how that's going to work i think that at this point um it's going to depend on the instructional focus behind that group assignment uh nothing in here is going to say that group projects are no longer a thing those are instructional practices that would be supported uh there's a lot of kagan structures and avid structures that support group work in collaboration and i think they are really really important it's just annoying sometimes and with grading this is gonna support that when you're grading the assignment there shouldn't be a grade for who brought in and paid for
095the materials as opposed to you're being graded on your academic understanding of this standard of what you needed to comprehend and learn to articulate whatever your output is on the project okay and kind of piggybacking on that it might the alignment to the instructional framework might help center teachers on that clarity component with the learning targets and the success criteria to be really intentional about the expectations around the assignment and what the true learning is okay i just i i know that through the the years that i'm i know it's improved we've done a lot of work on this but it still is something that and that's why group projects are so important is because students learn to work with each other they learn how to manage that and sometimes they have to learn there
096and they're not the only one to do all the work so they get the grade and and carry everybody else i mean it is a you know it is a it's definitely a good learning experience but it's not just about academics it's about social working with other people and doing a good job absolutely well and i think those experiences that those students have in terms of doing group work translates into what you guys are doing here this evening and that's the culmination of a committee coming together and solving some issues as well as putting the direction forward for our grading philosophy so thank you guys absolutely so i guess if i had one thing to add to this book that you put together so well is maybe address the issues in group projects i just
097remember i had i had one daughter who struggled in her math class and is very frustrated that the math teacher would put kids together in different groups to take a group quiz and he put them together based on how they did on the last group quiz so the ones that didn't know anything that failed last time got put with everybody that didn't know anything and the ones that did well got put with the other ones who did well it was a very frustrating oh i can imagine um you know getting through that class was before i was on the board so yeah and i don't think that's a grading issue at all i think that's a structure of whatever projects put together and how that's managed by that educator and and you know it takes
098some time and some some experience to be able to put those together but i think there's no issue with grading when it comes to group projects because i think teachers who understand how to do that well will understand how to finalize that in a great form so absolutely thank you and i i did want to take a moment before we wrap up to just articulate our appreciation of tech services uh the entire reporting end and so much more uh has come to fruition with their help and so it's without hesitation that i just wanted to publicly uh say thank you to their entire team they are helping prep all of the professional development and are going to be on hand to support our teachers as we transition into this implementation and then we did want
099to share that we have reviewed policy ika and its regulation uh while there's no change to policy there may be a small verbiage clarification which dr newman has uh wanted me to share with uh the governing board that would be shared within the the coming weeks what that change would be and proposed and with that uh i know that there's been great questions throughout this entire presentation but we did want to just give a moment if there were any final questions as we conclude i think my questions just would be how do we communicate this to parents so that it's a positive experience with parents because change is always hard and trying to assess and understand where their students stand although i was thinking about elementary has already been doing k through three so they're
100familiar with it um in high school again how do we best support our students let's partner with parents and make sure that they understand what the process is as best we can you know as we're moving toward this so that it's a it's a partnered role that's how students have the best success is when parents understand absolutely and can help when they can you know it's not perfect but wholeheartedly agree with that so some of the things that we have already put into place for the 22-23 school year is we have a communication that will be distributed to all administrators to send out to our student families k-6 about the transition to k-6 standards based we also will be providing consistent standardized resources in the form of a few slides perhaps a short video just
101explaining the approach the standards-based approach that can be played by teachers during the open house or curriculum night in addition don anisinas and i met at length today to start the process and conversation about our public-facing grading website that will contain k-12 information but then also separately sections for elementary and then secondary because there are some there there are some nuanced differences so um i agree it's really important to inform families at the forefront to get them as our partners in this conversation because really we're doing it to help communicate better with them about their students great and that's what i think i wanted to say to me i appreciate this and how this will help our teachers but i really appreciate how this will impact our students in that we are looking for student
102learning we're looking for students to grow we're looking for students to master we're looking for students to have opportunities along the way to really have learning happen in their classes in their in their you know in the things that they're doing each day we're learning that the lessons and the work that they're doing really contributes to learning and mastery not just busy work or extra or anything like that so it's probably going to be a little bit of a shift though in how like you're saying just it will take time but i'm hoping and hopeful that this adds to all of our goal that we're student-centered that we have outstanding learning opportunities in every classroom for our students each day so i'm excited to see how that will impact that so thank you board members
103any further i just want to say thank you it's a lot of work and i think this will make it easier for teachers and for students because it's simple and clear and getting those ex getting those expectations out there and helping students to understand that you know they're you have more chances it's not one and done and i feel like sometimes in the past you know you fail and then you go on but if someone hasn't caught it the first time then they just get further behind and in this way we give students more than one chance sometimes it takes two or three times to learn something so you know or or sometimes it can take ten times it just depends on what you're learning and and how it connects so um i really appreciate
104it so thank you thank you well done thank you all for such an engaging conversation we appreciate it yeah and thank you for the handbook that will be very helpful board members and those here i know it's been an interesting meeting but as far as just we've gone back and forth but i wondered if we could take a five minute recess to address any concerns that we have and then we'll be back in five minutes okay thank you you shouldn't be on a school board if you're bored by budget that's all i can say all right i think we are ready thank you for indulging us we will now move to 5.03 uh presentation about the fiscal year 2023 proposed budget thank you okay here it is yes are you ready i'm ready away you
105go governing board members president wood dr mccord we're here to present finally the fiscal year 2023 proposed budget to you as a high level comment i just want to make sure that you all know that we are proposing a budget that has not really been approved by the legislature we are obligated though to adopt a budget by july 15th we have used the current year forms because we wanted to make sure that we were ready to present to you today and so there's still a lot of flux in the budget deliberations at the state legislature we are confident though that the governor's budget still represents the worst case scenario and the presentation to you tonight is very consistent with what you have seen so far the other thing is remember that this has been a
106tumultuous year are we done with covid or are we not done with covid remember that just two months ago we were looking at a 40 million dollar potential reduction in the current year associated with the aggregate aggregate expenditure limit fortunately in around the 20th of march the legislature voted to allow us to exceed the limit so that was good news we've seen a lot of additional federal funds over the last two years and there's still a lot of question marks about how the future is going to look and so everything that that we're sharing tonight is considering all those things to make sure we're prepared for any possibility that could happen in the future so with that we'll go ahead and begin i think thank you but we're not ready we're not displaying it may
107i ask just one question though before we get started on that sure since we are dealing with a situation where we don't have we don't know for sure and you said that you felt that the governor's budget was probably what was going to happen or the worst case scenario what happens what what would happen what would be the timeline if it all changes in terms of what we're doing right now and obviously they can't hold us responsible if they haven't done it right correct that's correct we're still obligated to meet the july 15th uh right so as soon we plan on moving forward with the proposed budget we're not allowed to have any increases in the adopted budget from the proposed so it will largely look the same for the adopted budget but as soon
108as we have any information at all from the legislature we'll turn it around immediately to do our first budget revision for the 2023 school year so to begin go ahead jack you can move it to the first slide so this is what we're going to go through this evening just inter introductory remarks the 2023 proposed m o budget the 2023 proposed unrestricted budget just a short snippet on the other fund budgets and then a reminder about the proposed budget risks and opportunities which i shared some of with you already in the introductory comments and then finally our estimated tax rate at the end so again the proposed budget alignment to the strategic operating plan and the override commitments we have been very disciplined about ensuring that any request for additional spend is directly and fully
109aligned to the strategic operating plan and as we were successful in november of 2019 we have also been very disciplined to ensure that we are meeting the override commitments that were made in november of 19. so this is the the summary of the gilbert public schools strategic plan note again the student success in the center with safe and supportive schools employee excellence financial and operational efficiency as well as family and community engagement so go ahead and go to the next one and then just a high-level comment and this has been consistent the last two years all functions of gilbert public schools contribute to the achievement of inspiring excellence in every learner all employees regardless of their role contribute to the achievement of this vision the strategic operating plan employee goal is to retain and attract
110high quality employees in all positions throughout the district and compensation increases when possible shall be consistent across all employee groups so we have operated under those main objectives over the last couple of years a reminder about the m override commitments this proposed budget maintains the commitment for the two million dollar annual allocation for class size reduction it maintains the social emotional supports that we added in the 2021 school year and it also maintains salary competitiveness doesn't necessarily improve our competitiveness across the east valley but we believe it maintains our level of competitiveness with our peer districts in our neighboring school districts so the fiscal year 2020 to the fiscal year 2023 student counts because our budget starts with our student count which is our average daily membership it's important that we share what has happened
111over the last three years just an indicator again of the level of change that has occurred since the 1920 school year so note that in 20 in 2020 the revised number three we had our highest level in person student count that we've seen in about a couple of years where we actually grew in student counts over the prior year we had 56 students on an online full-time program and 43 students on a part-time then of course in the spring of 2020 covid came to exist and going into the 2021 school year we saw a significant drop in that average daily membership you can see it there going from 33 000 student counts down to just under 31 000 so significant loss fortunately moving into the fiscal year 2022 the 2021-2022 school year we have seen
112a rebound of those student counts and we were fortunate because as our practice has been we have assumed a loss of 400 students every year we assumed a loss of an additional 400 students going into the 2022 school year but as you can see we gained many of them back and so we absolutely outperformed our expectation going into the 2022 school year note on the 2023 fiscal year 2023 proposed that we are assuming that 400 student loss again we are leaving the arizona full arizona online full-time and part-time the same as it was as it is in the current year but note that 31 330 minus 400 is not 30 923 again a reminder we're funded on current year student counts so every month our student counts change so we based a revised number three
113on the student count data that we received in april and we have updated all that to reflect the student count data we have for may which which basically indicates that we've lost a few student counts between april and may reflected in the current year this is due again it seems odd the 100th day is over but remember we're constantly withdrawing updating records associated with our students until the final recalculation in july before i go any further is there any are there any questions on that i just wanted to make sure that you knew that we were able to do math and we knew that 31 330 minus 400 was not 30 thousand 923 yes it's important that we maintain that yeah so i just one question just to clarify for me so is it the
114revised number three or the proposed that is the the may count the proposes the may count and the revised number three is the april count okay okay so the proposed mno budget capacity i'll let um jackie take this on thank you right back to that the proposed has isn't the may count it has minus 400 students that's correct so the may count so we took the may count as our base and subtracted 400 from it right and the may count as our base was less than the april account thank you and note that there is a small adjustment on the online as well yeah due to the same thing we're changing every every day thank you miss pets so first we'll review the fy 2023 proposed budget capacity for mno this is the governor's budget
115for 2023 a state budget as you know and as miss vetchma as miss betts mentioned there it has not been approved so this is subject to change we took the fy22bla or base level amount and added two percent to it the increase either um inflation is the lesser of two percent or inflation um of course it's the lesser of two of those two and it's two percent because actual inflation is closer to eight percent uh but again this is subject to change uh we used this base level amount for the 2023 budget this slide shows fy 2023 classroom site fund compared to fy 2022 revised number three remember fy22 had 733 dollars per student but 541 of that was um one was was ongoing 192 was one-time monies so the majority of that budget balance
116carry forward is the one-time money of about seven million dollars and the classroom site fund is based um also on prior year weighted student count so you can see the difference at the bottom the 733 versus 708 however we did see an increase um as noted by the two asterisks of 167 dollars per student of ongoing monies over 22-23 and that 167 was a typo that was 164 that was posted so that we fixed that so some additional parameters of the proposed budget capacity you have seen many of these before the teacher experience index decreased from 1.0196 to 1.0167 in march when the preliminary budget was was presented we had numbers from the state the tei was actually 1.0145 that resulted in a loss of about a million dollars in doing some other uh work
117in the finance department we saw that the sder report which provides the tei uh had some holes and some errors in it so we worked with otm and we were able to redo that report ade then came back with a revised tei for us of 1.016 that results in a loss of about six hundred thousand dollars so in our experience we have not seen a revised tei so um it was definitely worked to our favor and just to be clear it wasn't anything wrong with the otm data that was submitted correct the department of ed had redone their entire systems and there was definitely a glitch in how they captured the reported data and so that led them to have to recalculate and and the tei is based upon every single school district in the
118state of arizona so everyone's tei was recalculated not just gilbert's thank you adm decreased by 400 adm 300 k8 and 109 12. we set aoi full time and part time equal to prior year total add-on weighted counts also stayed the same base level amount increased about that 88 or so budget balance carry forward bbcf is estimated at 29.87 million and that's estimated because we're still paying bills so we'll find out what our what our bbcf is later on this fall classroom site fund increased by 167 per student of ongoing funds and the trcl was also set equal to fy22 so comparison of budget parameters year over year we have the fy 22 adopted versus the fy22 revised number three and our fy23 proposed you can see that the difference in the adm which we've talked
119about the total weighted is also adjusted for the 400. the base level amount has gone up the teacher experience index adjusted again down well way down and then back up a little bit transportation support limit i'll just speak really quickly to classroom site fund again from 733 to 708 and again it looks like a decrease but it's actually an increase of ongoing funds so normally when we present this grid we do not include the transportation support level it was important for us to include this tonight however because you can see in comparison to the revised number three that the difference between the transportation support level and the transportation revenue control limit is closer in the proposed budget remember that when we were within the pandemic in the 2021 school year the transportation did not really
120begin operating until after the first three weeks or so and then we were on a hybrid model so our number of miles on on the transportation support level were greatly reduced we are back nearly in full operation now in transportation so in the current year we were able to increase that transportation support level getting us closer to the revenue control limit which means less of that difference or the the difference between the two is less so it has a positive impact on our taxpayer more of the money associated with the funding of our transportation revenue control limit is coming from the state formula and that from our local taxpayer so now we'll look at a comparison of mno budget capacity the revenue control limit is at 214 676 million the transfer of mno to unrestricted
121capital you can see that we completed that in the fy22 revised number three there is no transfer in 23. 15 percent override is based on prior year adm so there's an increase there to 33.4 million the budget balance carry forward we're estimating at 29.8 proposition 123 intuition in is also estimated at 2.2 million the energy water savings transfer that lease the last lease payment was made in this year so we will not have that as a budget adjustment in 23. so our total budget limit for fy 2023 is 280 million dollars a budget increase from fy22 revised number three of 11.8 any questions on that and you're saying still that the budget balance carried forward is not a static number because you're still paying bills that is correct yes so fy 2023 proposed mno spend
122increases i'll turn this back over to you bonnie okay and this is the information that we've been sharing all along uh since the preliminary budget was presented to you back in march so go ahead jackie so again this is just a summary of these non-discretionary increases remember that these are things that we are obligated to uh to adopt or to spend or increase we have limited control over any of these items so that's a total amount of about 3.4 million dollars note that the inflationary increases this is the first time we've ever put on this grid an inflationary increase is non-discretionary as jackie mentioned earlier we are over an eight percent inflationary increase during the school year but because of that inflationary increase we felt it was important to send more money out to our
123schools for their discretionary budgets because they're going to see increases in costs so as part of that million dollars we are increasing elementary by five dollars per student junior high by five dollars per student and high school by eight dollars per student so that's within that budgetary increase is within that one million dollars and it's about another 250 000 going out to all of our schools in addition these are the programmatic increases that we have discussed with you earlier the most notable is the addition of instructional coaches and that has been directly related to specific goals in the strategic operating plan again we're constantly looking at our salary competitiveness for various groups and then also the um the effort to right-size our leave benefits as we're being compared to our local school districts so we're
124trying to right-size our benefits to be more reflective of what's happening around us and so we've been buying back some of those six sick days starting with the certified staff last year and then the hourly staff this year and then finally the expansion of pay for performance not only have we seen significant dollar amount increases in classroom site fund but remember during the 2020 legislative session they changed the classroom site fund rules allowing us to include no this is the 21 session allowing us to include our student support personnel our occupational therapist physical therapist speech language path speech language pathologist to participate in to pay for performance so that is included here as well and then finally these are the pay increases by the various groups so three percent ongoing for certified exempt and administrators
125on top of that we did make the three percent stipend in the current year ongoing the pay increase at 3 percent for the hourly staff so we're going to give them the 10 or we gave them the 10 10 cents per hour then we increase that by three percent remember that back in september you all approved a dollar fifty increase for all of our hourly staff members which which amounted to between four point four percent and twelve point six percent so they've already realized their ongoing um three percent stipend and then finally the the um pay increase for the professional staff members so again we did the same thing with the hourly and we bought back for our professional staff members these are speech language pathologists nurses social workers etc we bought back there two
126days just like we did with certified a year ago and then as well as our exempt and professional staff members that work within the district office so our payroll manager our purchasing manager our otm managers as examples of that so that total amounted to 11 million dollars so then we have to consider budgetary savings so we know that we are we have we've you all have approved a premium holiday already as well so that will result in a 750 000 savings to maintenance and operations there is there was a arizona state retirement rate reduction which we've um included here sixty thousand dollars yay that's right and then of course as we've talked about a 400 student loss if realized would result in a loss of a a would result in not needing 20 fte teachers
127so expecting to see that savings as well if we do indeed see the 400 student loss and finally the energy and water performance lease is paid off if you remember we did include it in the budget grid at the top so we highlighted that in yellow so you recognize that we're not we're not trying to double count that for our budgetary savings so now what is our total budgetary increase need considering all those together so our ongoing available from budget balance carryforward we talked about this earlier we've got 29.9 million dollars of budget balance carry forward but we're absolutely convinced that at least 5.8 million dollars of it is ongoing money due to all the work we've done with moving expenses into various funds which we continue to do every year so in addition we
128have the projected ongoing savings notice the 2.3 million not the 2.6 million we've adjusted for the energy performance lease the total non-discretionary increases are 3.4 million and the total discretionary increase is 15.6 million so we have a total budget deficit of 10.9 million dollars so how are we going to balance the budget for that 10.9 million dollar deficit let me let me if i may just ask quickly on the top so ongoing available available from budget balance carryforward so from we're showing 29.9 million although we already said dr sanchez that that might flux depending on bills coming in that's largely from the grants the sdsu grant yes right although we do want to maintain our policy says that we want to maintain we're targeting around 11 million a year right four percent that's right though
129it's about 11 million okay so we're we're slightly above that but that's mostly one-time money correct except for 5.8 of that we believe is an ongoing ongoing funds that we could sustain and we would see sustained from different for diff from different transfers or different as well as we've realized as well as turnover and vacancy savings yes yes okay okay thank you okay so sorry to go back to so our total budgetary deficit was 10 10. nine million dollars yes okay so how are we going to fund that yes so um remember that we've already considered the 5.8 million it's part of that whole budgetary grid that we've already done so i'm not we're not adding that again and then note the one time so instead of 29.9 i now have 24.1 because we're using
1305.8 of it considering that ongoing okay so then in addition the reallocation of mno expenses to other funds we do this annually we expect to realize another three million dollars and then finally the increase in classroom site fund contribution if you remember originally we were going to do a two percent ongoing but because classroom siteman came in so favorably at 708 dollars per student we were able to come back to the very next board meeting and make a recommendation that we believe that we can sustain easily another percent increase and so that increased the classroom site fund contribution to 7 million so you can see with those on the ongoing column there's 10 million dollars available on the one-time column there's 24.9 million dollars available so the deficit the deficit's 10.9 million dollars so we
131have 10 million dollars of ongoing against a 10.9 million dollar ongoing deficit hundred thousand dollars that would have to be funded from the drawdown of fund balance nine hundred thousand dollars out of a fund balance of nearly 25 million dollars is a very sustainable amount especially given that we expect the governor's budget to be the most conservative that we would see for fiscal 2023 also is it possible that as we spend through the year and we are careful in our spending that we could realize that about that 900 million dollars at the end of the year 900 000 yes 900 sorry 900 900 million is a lot 900 000 you know say we allocated x amount of dollars for something and then that money came in less so we would have that little bit of
132savings over the balance of the entire year we could possibly come up with that 900 well that's correct in addition we're making making a recommendation or an assumption that we're going to lose 400 students well if we lose only 200 we've already won yeah so there's still so many things that are moving with possibilities in the future and also this the student counts in the current year are not done as i indicated they're being recalculated and the final is not done until about the 15th of july okay the reduction in teachers due to 400 student loss how would that be determined so right now the otm team is is allocating out fte based upon the student enrollment going into next year so if the enrollment is there they're going to allocate out the fte if
133it's if it's not there they will allocate out less and there is no layoff of any personnel yes we have ongoing regular um attrition that easily accounts for that 20 ft you bet so go ahead um jackie thank you uh we've got the average teacher salary here as proposed by governor ducey's 20 by 2020. this is the same grid that's on the cover of the budget you can see that we have the estimated average teacher salary of 2023 for the budget year of 63 average teacher salary of 22 which is the current year prior year in this budget the increase total is estimated at 65.71 that percentage increase is 11.48 the salary in fy 2018 was 4676 making the total increase of 36.44 again these are estimated numbers we will be scrutinizing these numbers and
134presenting again with the adopted budget and then again once uh throughout the year can you tell me what the percentage increase is if we don't include the recruitment and retention stipends that we've paid i can't tell you off the top of my head however we'll bring it back and go through those details with you um when we do the adopted budget presentation that just yeah because this is one-time money that may not happen again i would like to just that's correct ongoing increase would be that's correct that's correct in addition please know that we are just adding the pay increases to the 57228 we are not considering the fact that we've already had attrition of our most high our highest paid teachers that would have our average salary go up not down so we will
135present another estimate to you probably at the adopted budget but also expect that in our revision that's in december or january that is when the average salary will be computed more accurately to reflect the population of teachers in gilbert public schools next year and also looking we're calculating the increase since fy 2018 so that is basically five years ago correct so it's a 36 percent increase over five years correct not over the three years that's correct go right ahead all right next up is the fy 2023 proposed unrestricted capital budget capacity and here we have fy 22 adopted versus 22 revised number three versus fy 2023 proposed the daa or district additional assistance formula brings us to 15.6 million dollars for fy 2023. last year fy 2022 was the first year that we were fully
136funded so there was no daa adjustment or reduction the textbook allocation is highlighted on this grid the eight hundred and seven thousand dollars is included in the fifteen point six million uh we were doing that so that we could show the reduction and the textbook allocation uh we will clean that up moving forward since we are now fully funded the budget balance carry forward in our unrestricted capital is 28.4 million that includes the 20 million dollar transfer interest earned we're estimating at 20 uh we i'm sure that it will be higher than that since we've got more money in there and then again the transfer from mno brings us to forty four point one five eight an increase of one point six million dollars from revised number three fy22 this shows the fy 2023 unrestricted
137capital preliminary budget allocations these numbers are in millions or percent you can see starting at the top is athletics at about noon and then we have on the 8.98 million dollars in contingency and then circling around the pie we've got operations about 5.55 million allocated or earmarked for the schools rather and then teaching and learning technology other at the top is other departmental needs keep in mind that technology operations and teaching and learning although they they are a big slice of the pie those are not departmental budgets necessarily they support the all the schools and departments district-wide so could you maybe give us an example of teaching and learning or technology absolutely so technology supports all of the software district-wide so our visions financial software our infinite campus our student reporting software they also purchase
138including in that included in the 4.42 million dollars is 2.5 million dollars that will be allocated in 23 for laptops and chrome chromebook refresh district-wide teaching and learning purchases curriculum a lot of software for students and operations of course sorry good operations of course um district-wide uh capital needs as needed across our schools yeah and what's what's give me some examples the contingency is just um something that we're holding that's used to be spent but we don't have a request or knowledge of of what the needs are out there at this time to know how to allocate it out keep in mind that under teaching and learning also includes the the gifted curriculum adoption as well as the planned traditional school math curriculum so every year dr newman presents to us an unrestricted capital request
139that includes those new curriculum curriculum adoptions because we're trying to catch up on those as well but we can't do them all at once we would kill our teachers and then please keep in mind this does not include the 20 million dollars held in reserves in our capital so keep in mind that that 20 million dollars we are holding in reserve not knowing whether we'll need it in mno or an unrestricted capital we moved it into unrestricted capital due to the fact that it's a one-time money and a one-time fund and unrestricted capital is eligible to receive interest earnings so we felt that was the a good reason to to make that transfer any questions on capital before we move on we're still going to talk about capital but we're going to talk about fy22
140capital spend so we have some examples of fy 22 unrestricted capital spend here um so we wanted to to kind of highlight where this where the money was spent in fy 22 so we have 3.2 million in adopted curriculum school-based instructional furniture and equipment some classroom furniture there of 1.4 library furniture of 1.2 athletic equipment and uniforms half a million dollars vehicles and equipment marquis and library books and media and then district-wide technology and operations again 4.3 million remember this is this is fy 22 spend and this some of this includes encumbrance this is not this does not encompass all capital spend we have about 16 million dollars spent and encumbered but we wanted to highlight some of the some of the spend um and show you that it was a lot of it occurred
141at the school level and then we have some picture slides to highlight those purchases so we have some library furniture at our elementary schools [Applause] some flexible seating areas scoreboards at our high schools i do want to mention that one of the librarians sent us pictures of their new library furniture and i really appreciated seeing that that was really awesome so it's impressive yeah weight rooms are one junior high in high school high schools football helmets and pads have been purchased white fleet vehicles and equipment our white fleet vehicles are quite old we had a forklift in the warehouse that was purchased i think in the 80s and it was becoming a safety issue so we were able to order a new forklift and marquise and then before we leave that i wanted to make
142sure that you all knew that the last six marquis are on the budget for replacement in 2023 and we've um jason and his team has already begun the process of getting those completed that will catch us up on all the marquees and then in addition the the curriculum spend remember that you approved an english language arts adoption as well as the mandarin adoption in last month i think and all those purchases have been encumbered in the current year much of it will not be received before june 30 but then we will just roll over the purchase order but just wanted to make sure that you knew that we are the spend reflects what you all have approved during the school year and i just want to comment about burke's marquee because i've watched theirs they
143used to have the put the ladder up put the letters on and it's one of the last elementary ones to be replaced so it was not as safe as these electronic marquis but i will kind of miss them so anyway all right moving on to fy 2023 other fund budgets these are found on page six of the budget forms federal fund budgets um are based on approved allocations uh we've talked a lot about sr3 that is currently allocated and and being spent epu or education plus up will be spent in fy 2023 and the 100th day grant you'll be asked later to approve some flexible site substitutes and we are going to use those 100 day funds for those employees other fund budgets in the budget forms are estimated at this point we do not
144know what the ending balances are as we still have three months to pay bills and close it out any questions on those so again as mentioned before there's lots of risks and there's lots of opportunities in this budget not least of which is the fact that we don't have an approved budget for 2023 from the state legislature yet we are committed of course to update you as quickly as possible and to get another revised budget completed uh as soon as we know what the final dollars are and then again we could lose more than 400 students or less so there are both risks and opportunities associated with that and then the budget balance carry forward again is an estimate as always over the last three years we have been making decisions to maximize that as
145much as possible maintenance and operations and understated capital are still two of our most flexible funds so having additional resources available in those funds increases our flexibility given the unknown of the future miss fitz i just wanted to say when we say assume a loss of 400 students it's not like we just passively say that or think that that's something to just you know well okay what do we do about it it's something that we actively are working on on every campus we're working to retain students we're working to invite new students enroll in these students we're working to offer programs that will be appealing to students but mostly to take care of our students best way that we can and to let our community know that we have outstanding teachers you know programs and
146that we're actively working to keep our numbers and to keep you know to keep the students that we have here and to do what we can to make sure that they have a great a great experience and learn and have that opportunity so absolutely so as always we present to you an estimated tax rate grid and please to see we have made very minimal changes basically on the primary we've just decreased the primary tax rate to reflect the decrease in the qualifying tax rate that the legislature has already approved we have that qtr and so then we've also looked at our m o override you can see that it did increase a little bit but our class b bonds were expecting to decrease as we continue to pay off the older debt and so very
147very conservatively we are showing nearly a 12 cent decrease in the tax rate and we believe that this is going to be a greater decrease we do not have information such as what is our cash balance in our debt service fund right now which all plays a significant role in that tax rate calculation that will be completed hopefully we'll have a better idea on the adopted budget and then it will be finalized in mid-july and the new tax rate will be reflected in that first budget revision as soon as we get more information so we have nothing further this budget does not require your approval but it does require your signatures during the action items um you'll be asked to approve a public hearing and an advertisement for the adopted right yeah so remember that
148we're proposing so we have to advertise for 10 days before you can approve the adopted budget and that will be the end of june yes the 21st of june right okay thank you board members thank you for all the work well done well done thank you all right at this point we will adjourn our work study and reconvene our brief board business meeting i'm at 7.01 board members may have a motion to reconvene our brief board business meeting so moved thank you thank you dr santa cruz and mr jetty it's been moved and seconded that we reconvene our brief board business meeting all those in favor please vote by saying aye aye any opposed with nate all right that passes 5-0 thank you we'll now move to our consent agenda items board members do i
149have a motion i move to prove that consent agenda items is presented second thank you mrs humphries and thank you mr parker it's been moved and seconded that we approve the consent giant agenda items as presented all those in favor please vote by saying aye any oppose with nay thank you that has passed 5-0 as well we now move to action items we begin with 9.01 superintendents performance performance based pay for fiscal year 2021 and 2022. board members do i have a motion i want to make sure i make this correctly approve superintendents performance pay performance performance based pay for 21 22 fiscal year 21 22. thank you thank you mr jetty is there a second second thank you it's been moved and seconded by misty jetty and dr santa cruz that we approve the
150superintendent's performance-based pay for fiscal year board members all those in favor please vote by saying aye aye aye any oppose with nay thank you i just wanted to add our gratitude and thanks to dr mccord and the team that you have and staff for your dedication and your leadership and work for the goals that you've set for your completing of those goals for working around the strategic operating plan for taking care of our staff and putting them first and for first and foremost making sure that our students are the center of everything we do so thank you our board wanted to thank you for that we appreciate you thank you and thanks to all of our folks out there everything appreciate it thank you with that we will move to 9.02 we would like to
151uh i'm asking for a motion for the superintendent employment agreement for dr shane mccord for july 1st 2022 through june 30th 2025. is there a motion i would like to move that we approve the superintendent employment agreement for dr mccord from july 1st 2022 to june 30th 2025. thank you miss eugetti is there a second second thank you dr santa cruz it's been moved and seconded that we approve the superintendent employment agreement for dr shane mccord for july 1st 2022 through june 30th 2025. all those in favor please vote by saying aye aye any oppose with nay thank you board members pass 5-0 as well and that takes us to 9.03 the advertisement for fiscal year 2023 proposed budget summary and public hearing notice board members is their emotion so moved thank you dr santa
152cruz is there a second thank you it's been moved and seconded um i realized i haven't asked for any discussion sorry i'm moving through this but um we is dr mccord you have anything to add to this no i think all the information was provided to you a few minutes ago okay excellent and done well so we will now um this is just to have the uh public hearing notice okay so it's been moved and seconded that and i'd like to ask for a vote all those in favor for the advertisement for fiscal year 2023 proposed budget summary and public hearing notice please vote by saying aye aye those opposed with nay thank you that has passed 5-0 as well can i just take a moment of personal privilege i just want to thank dr
153mccord for accepting the contract to put himself out there for another three years of hard diligent work and for the leadership that he showed in our district thank you board members we come to the adjournment at 10.01 if we may have a motion so move thank you mr parker it's been moved that we adjourn as our second second thank you mr jetty all those in favor of adjourning please vote by saying aye aye any oppose with me thank you and thank you for those who've attended those who presented and those who've joined us online or in other ways we appreciate your participation tonight yes