001Good afternoon everybody. Welcome to the February 12th meeting for the Glendale Elementary School District governing board. Mr. Gata Jones, are there any changes to the agenda this evening? >> Good evening, President Martinez. Members of the board, no, there are not. >> Motion to approve the agenda. >> I move to approve the agenda. Second. >> Mr. Harmio, how do you vote? I. >> Miss Wilson, how do you vote? >> I. >> Miss Bartell, how do you vote? >> I. >> Miss Pimentel, how do you vote? I >> chair votes I. Please join me in a moment of silence followed by the pledge of allegiance. I had to wait till you guys sat down, but please rise. Moving on in our agenda into our special recognition, Miss Saga Jones, we have just because awards. >> Yes, President
002Runas, members of the board, if we can step down, we'll begin those presentations. Good evening everyone. Thanks for being here this evening. We're happy to to see you here. Um each month, for those of you that are new with us, each month in Glendel Elementary School District, we select a just because recipient, either a student or a staff member. We randomly put all students and all staff members into a datab bank. we pull one name out and that person and we recognize them just to say thank you for choosing GSD and being an employee and it's really just because award because we're happy that you're you have joined us um as part of the GSD family. So we're going to begin this evening with the student award. The student is um from Challenger School, Emanuel
003Sales Vargas, but I understand that Emanuel cannot be here this evening and so we will make sure that um he will get everything. Uh he was um very quiet but very appreciative. He's a eighth grader I believe um at Challenger. So the Challenger staff and family if you're here please come up and accept on behalf of Manuel. >> Thank you Megan. Great. Thank you. Sorry. Next. So, we'll go. We have a staff member and um excited our staff member is here and our staff member is Carrie Platt. She is a PE teacher at Horizon School. So Carrie, thank you so much. We are happy that you're here. So Carrie, this is really kind of how it works. You've heard how it works. >> Okay. So what time do you go to bed? 8 o'lock. Okay.
004That's That's good. That's good because that means the board just heard it needs to be done by 8 o'clock. 8 o'clock. All right. 8 o'clock. Run outside. Put your sign in your yard. I'll honk three times. We'll snap a picture. Put you on Instagram. Got it. >> Got it. All right. That's how it works. >> Congratulations. Oh, why didn't my Horizon family come up here? Emma >> Horizon family. Come on. Don't be shy. >> Horizon person. >> Great. Thank you. Thank you. >> Thank you, Carrie. Also, um, this evening we'll be celebrating and for those of you that are new here with us the first time, we always have a Kowanas student of the month and we also have a Kowanas school of the month as well. So, we have our Kania member Pamela Bon
005and she's here with us. Pamela does some wonderful things with Kowanas. You've probably seen some of you uh Pamela in your classrooms reading. She's a big part of ReadAcross America and she coordinates that with the Kanian. So, Pamela, it's our honor to have you this evening. Thank you for being here. >> Yep. Oh, sorry. It's a good idea if I turn it on. Sorry, guys. I want to thank Cindy Sagata Jones and all the board members for letting us come and tell you how much we appreciate you and how much that we think that Glendale Elementary School is the best in the state. Um, first of all, I'd like to introduce myself. My name is Pamela Boon and I better not turn around. Pamela Boon. I've been a Kuan 23 and a half years and
006I love it. Um, tonight I'd like to honor and recognize Kowanas Club of Glendale and Superintendent Student of the Month for the month of February 2026. The reason that this award is so special is that this student has been chosen by the superintendent for their hard work, passion for helping others, and helping to make our community a better place. This month's winner is Yazabel Reyes. Yazabel. Yazabel is an eighth grade student at Landmark. Yazabel consistently demonstrates, excuse me, demonstrates the quality of a true servant leader, compassion, respect, and a sincere desire to make a positive impact on others. Throughout the school year, she has demonstrated what it means to lead through service by putting others first, uplifting her peers, and creating a positive, inclusive environment wherever she goes. She models kindness, responsibility, and empathy in
007her everyday actions. She can also be counted on to help classmates, welcome new students, assist her teachers without any hesitation. Yazabel volunteers her time in student council and always makes members feel welcomed and supported. As president of student council, she goes above and beyond in promoting school activities and fundraisers. She takes initiative, communicates clearly, and encourages her peers to get involved whenever she is helping set up events and spreading the word about how important dates and motivating classmates to participate. She does so with enthusiasm and a genuine desire to make the school a better place. In every situation, Yasbel shows maturity beyond her years. She listens before uh acting, considers others needs, and makes choices rooted in integrity. Her leadership is grounded in kindness and humility. She's approachable, supportive, and always willing to lend a
008hand. great job. Uh she never seeks recognition for her efforts. Instead, she is motivated by a genuine desire to help. Yari is a remarkable student who shines in everything that she does. Her dedication to serving and supporting others embodies the definition of a servant leader. Congratulations, Yazelle. Here's the good part. Here's the good part. We have a certificate to recognize your hard work and a $50 Walmart gift card from Kuanas Club of Glendale to congratulate you and encourage you to keep up the good work. So, And here's your $50 gift certificate. >> Yachty, if you want to come up this way and family, Yacht's family, come up. And Landmark family, friends, come on up. We'll take pictures. >> Family. All right. Ready team. Three, two, one. Got it. Now, let's do Sounds good. Mhm. >>
009Yeah. I didn't >> And also um Gabby works for us. >> We all know Gabby. So um yes. Yes. Um, Yachty, you need to Did she choose already? Oh, Yachti, you get to choose. Um, on behalf of Gust, we also have an education foundation, Gust. And on behalf of them, you get to choose something from there. Megan, would you choose for Iman? >> You're welcome. >> Thank you. AirPods. >> Got it. Congratulations, Johnny. Our next award goes to our um Kuana School of the Month. So, Pamela. >> Okay. Last year, in collaboration with the GESD Superintendent Cindy Sagata Jones, we created Kowanas Inspiring Change School of the Month Award. This award recognizes a school in the district for inspiring positive change in education and community through vision, action, and innovation. This month's winner is Bicsentennial
010South. Bicsentennial South has been working hard not only to become even better academically but to develop strong character in students. The staff of Bicesentennial South helped to fost foster this through leading by example. One example of this is Miss Mrs. Emma Arnold, Bsentennial South Health Technician, who through her dedication and care for the student was awarded a $1,400 Tanganger Kids grant to provide clothing essentials for those students who are in need, ensuring all students can attend school ready to learn and worry-f free. Congratulations to bicesentennial south community for their work to build excuse me and model strong character traits truly exemplifying and showing that character does count. Bsentennial South will proudly display the traveling trophy for one month to recognize their hard work and dedication. Thank you very much. >> So, Miss Nickel and any
011South and I don't think our schools realize you can win more than once. So, this is a second time for bsentennial south. So, very proud of them. Thank you, Pamela. >> You're welcome. >> And we do have one more award. And um each month we recognize the school with the uh best attendance rate. And we are recognizing the January best attendance rate. And this um for January that attendance award goes to Discovery. So Discovery has taken it back. Pressure's on. Any more discover? Is there any more Discovery families? Is it just you here? Great. All right. That's that's great. With that, that ends our celebrations um for this evening. And we appreciate everyone coming out. And we know Carrie, I need I think you need to go to bed soon. You said you got a
012little bit of time. And then um yada and family, you're welcome to stay, but um you're welcome to go and and celebrate and joy with your family. Thank you so much for coming out and being here. We appreciate it. Congratulations to all of our special awards winners this evening. Moving on in our agenda, we are moving into the call to the public. The call to the public. Uh the public is invited to address the board on any issue within its jurisdiction subject to reasonable time, place, and manner restrictions. Governing board members are not permitted to discuss or take legal action on matters raised during open call to the public unless the matters are properly noticed for discussion and legal action. However, the law permits board members to do the following at the conclusion of the
013open call to the public. A respond to criticism made by those who have addressed the board or b ask staff to review a matter or c ask the matter be put on a future agenda. Those wishing to address the board should complete a call to the public form and submitted to the board secretary prior to the start of the meeting. Each speaker will be provided three minutes to address the board unless provided other direction by the board. At the outset, the speaker's remarks. The speaker should state his or her name. The board recognizes Robert Gil. >> Good evening, uh, members of the board, Madam Superintendent. My name is Robert Gail. I'm a teacher over at American. I'm also a resident parent alumni um employee also GA secretary and that's uh in the position I'm reading
014this from. Every year when educators are asked to sign letters of intent and contracts they reflect on their future and they ask themselves where do I want to be in one year, 5 years, 10 years, am I happy here? And most importantly, what will my financial future look like? We've heard from hundreds of GESD staff who are concerned about their pay and their ability to afford staying next year or the year after. We appreciate that the district has kept the healthcare premiums flat, but that doesn't address the financial pressures of thousands of dollars a month in rent, child care, and student loans. The base pay is what is put on contracts, and it's the main financial figure in employee minds. And even though compensation uh is supposed to be discussed in meet and confer, we
015believe the district should offer employees competitive compensation before contracts are due in the past. The district has been willing to propose monetary increases outside of meet and confer. And in fact, tonight you are they are proposing salary schedules that have had no meet and confer input. So given the context, we believe it is important to also bring a conversation to the school board. In January of 23, the governing board voted on a bold plan to increase wages based on the market study and stay competitive with other Phoenix area districts. But there have been no changes since then. With rising costs and flat wages, staff are asking, "Are our salaries competitive?" When contract time comes, are they expected to sign on for another year or more of stagnant wages. We surveyed our members and asked them
016and employees and asked them, "What do you think is appropriate?" Over 220 employees replied, members and non-members, and the responses were clear. Employees are divided between a stepped salary schedule, a multi-year increase plan, or a single-year raise. Nearly 50% simply want financial clarity before contracts. 25% believe a 5% or greater raise is appropriate given the lack of increases in recent years. Many support a percentage based raises tied to years of service, an approach we have rarely used here in the last 15 years. We all know low salaries lead to high turnover and high turnover impacts student learning. The statewide average of first year teachers is 22% ours is 30%. What can the district do to attract and retain experienced effective educators? We want our colleagues to stay. Our schools are filled with passionate skilled professionals
017but without a clear plan for competitive cost of living based increases many will begin looking elsewhere or leaving the profession. We understand balancing pay premiums, people and positions are complex, but we believe this challenge is one we can meet. We believe in a strong future for Glendale staff and students, and we want to partner at building that together. Thank you very much. Thank you. Moving on in our agenda to the consent agenda items. Uh are there any comments or remarks on the consent agenda before you today? Um, if I would like to pull uh K and L. >> Okay. Looking for a motion to approve the consent agenda minus items K and L. >> Move to approve the consent agenda setting aside item K and L. >> I'll second. >> Mr. Harmio, how do you
018vote? Hi. >> Miss Wilson, how do you vote? Hi, >> Miss Bartell's, how do you vote? >> I, >> Miss Fmentel, how do you vote? >> I. >> And the chair votes I. Moving on to consent agenda items K and L. Uh, Miss Wilson. >> Um, yes. On item K, uh, I was wondering if maybe the board could be provided with, um, where GESD is in the salary schedule when compared to other districts in the area. Um, you do that through a board update or a presentation, whichever. Yes, we can. >> Okay. And then on L uh which is the extracurricular um duties and the extra pay um because I I didn't see where where choir is on that salary schedule. I might have overlooked it, but I was wondering where it falls in that
019um schedule. >> Dr. Peterson, are you >> where it would fall? Yeah, >> you can answer that. Uh, member Wilson, uh, board members, Superintendent Scott Jones, it would actually fall under um, it would fall under extra duty pay hourly rate with students, which is on page two in the middle, and it would fall at 49.86 an hour. Okay. So, page two, >> before and after school enrichment classes and clubs >> and clubs, >> right? >> That's kind of the all-encompassing, >> right? >> Every it would fall under everything. And that's actually the pay that we give for every all of our mosaic clubs, everything after school is 49.86 an hour with students. >> Okay. All right. That's all. >> Okay. Good. Sure. >> All right. Is there a motion to approve items K and L?
020>> I'll move to approve items K and L. >> I will second. >> Mr. Harmio, how do you vote? >> I. >> Miss Wilson, how do you vote? >> I. >> Miss Bartell's, how do you vote? >> I. >> Miss Fmentel, how do you vote? >> I. >> And the chair votes I. Moving on into uh section five, reports and information items. Miss Sagata Jones, we have some benchmark results. >> Yes, President Martinez, members of the board, uh Dr. Peterson and Carva will present the benchmarks. Hi again. Um, President Martinez, board members, Superintendent Scott Jones. Um, we, um, I don't know if you remember, usually we present benchmark results every quarter. Um this year we did not do that and there was a specific reason for that is because we moved to what is called
021a comprehensive benchmark through our company Renaissance DNA and it's the benchmark that tens of thousands of students across Arizona take um every quarter if that's what the uh school district decides um and it'll show growth over time. So I'll show what that means um once we get to the first slide um about what that is. So the first site's going to show uh third grade simply by pressing this button. Um so on the right hand side you will see that the uh math benchmark one to math benchmark two for third grade shows what we should see with a comprehensive benchmark. you should see minimally proficient, which is the red, go down and the blue and greens and yellows get bigger. And so you can see between benchmark one that was given in October, very beginning
022of October to the middle of December, that that growth did happen. Third grade, not so much. And I'm going to come back to that for third grade ELA. I'm going to come back to that. This is what fourth grade looks like. Again, ELA slight change. Um, math, you'll definitely see a bigger change with math. We're doing really well in math, which is interesting because a few years ago it was kind of reversed. Um, and so we worked really hard in the past few years through math and we're seeing uh the results of that. Fifth grade, similar um a little bit. uh fifth grade the standards do change quite a bit with math especially again this lovely clickers working well um fifth grade uh sixth grade uh math we have quite a number of highly proficient
023students in math which is nice to see seventh grade ELA we're starting to see that change and math and then eighth grade. So, a couple things to keep in mind with a comprehensive benchmark. A comprehensive benchmark is a year's worth of standards and you start to see how well you do on those standards over the years. So, you should see it gradually get better over time. Maybe years ago, we did what was called a pacebased benchmark. And a pacebased benchmark is we're only going to test you on what you learned that quarter, but then it's very hard to show any growth because there are different standards every quarter for the most part, math especially. Um, so we went to a comprehensive benchmark to show the growth, but the way we pull the reports is we
024can pull it by what you taught that quarter and you can do it by growth. So, we're giving data to people that need the data both ways. Now, um ELA, we've done a lot of work with ELA and we've done a lot of analysis with um English language arts, specifically the reading portion of English language arts. And what we found um to be completely transparent is that it our primary um uh uh data is showing that students are not ready for third grade. The rigor of a third grade assessment, whether it's AASA or the benchmark, is so different than anything that they've seen before. And so whether it's the stamina of a student um being able to take a 30 question test based on three different passages that they have to read and compare and
025analyze or just the level of complexity of the verbiage is so different. So, what we're going to do, and I on the last slide I talked specifically about this, is we're really going to dive into a really structured scope and sequence for K3. So, it gets kids ready faster for third grade because it's just so it's it's it's like night and day sometimes when you look at what a second grader's supposed to be able to do versus a third grader. And and it's not any There was my three minutes. Um so um I'll move on to the I'll move on to the rankings. So um these are the rankings. Uh it'll be by grade and then by content. This is ELA. You see that it's actually I wish I actually had state level data in
026here too. You would see the exact same look statewide. It's not just a GSD situation. It's a I would say probably a national situation. Um the NAPE scores show that in fourth and eighth grade across the across the nation. Um here's math for third grade. See math obviously much much um uh more proficient. Fourth grade ELA a little bit better. And you'll start to see a little less red with ELA over time because the teachers are doing a great job. The students are doing a great job. The administrators are doing a great job of trying to fill the gaps as quickly as we can, but it's hard work and it's not anybody's fault. It's just we need to align the system and get it make sure that we are um aligned K8. >> Well, based
027on what you just told us too, >> every year those kids are getting more accustomed to that kind of thought process with those problems. So it's not as foreign to them to begin with. >> Well, and I would um uh board member Bartal and members of the board, I would also add and we just experienced this I think in a whether I think it was we had to do some safe schools trainings or some kind of training we went through and it's also how kids are tested. So it's just the item types. It's not multiple choice as we've said for a few years now. It's not multiple choice anymore. They're having to do drop downs. They're having to drag and drop. They're having to do hot text. They're having to do all these other things
028that >> I'm so testing content, >> right? Like are you testing just the content or are you actually testing how you go about the content? >> Yeah. >> Or do you think still vocabulary is uh you know an issue? >> Yeah, I think it's all the above. I think it's a combination of all the above. I really do because the level of vocabulary if you don't know exactly the word that they want to use then it's a thing like it becomes a stumbling block for some. >> It's interesting. Yes sir. >> Do we have any educator input as to like what they may see barriers as or if they're running into you know things that maybe we can remedy or advocate for outside. >> Yes. Board member Hario. Actually, every single year we put out
029for anybody to make any kind of revisions to any of our pacing guides specifically, not necessarily a comprehensive benchmark because that's state created and driven, but for the what we teach in the curriculum dayto day and week by week and quarter by quarter. Yes, we put that out for everybody to comment and everybody to take part and we put together a committee every single year and revise based on that so that we can do that. Uh, fifth grade or fourth grade math, sorry. Oh my gosh, another three minutes. Fifth grade ELA. I'd even preced that happened. Cool. Fifth grade math. Sixth grade ELA. Sixth grade math. Seventh grade ELA. Seventh grade math. Eighth grade ELA. Eighth grade math. And what I put into this PowerPoint as well is what we call I Ready. The state
030says that we um must choose an assessment that's approved by them um for third grade move on reading. And so what we do is that we don't just have third graders take it. We have actually you have to do it K3 um whatever assessment they approve. And so we do it K8 because it doesn't just um it gives you different kind of data. So it helps us triangulate our reading data a little differently. Um not necessarily standardsbased but more the five parts of literacy based. Um and so this shows the growth that we've had in every grade level in Ire. Um kindergarten will pretty much almost always have the most growth. Um given as you can see >> yeah right uh grade three, four and five. And you'll see actually the higher it goes, the
031lower the growth um many times um in I Ready data. It's it's an interesting assessment. A lot of states use it statewide. Um a lot some districts actually use it as their benchmark. Um you know, there's pros and cons to everything and the kind of data that it gives you may or may not always be the data that you need. So, um but I think it's good to triangulate then. um a whole picture of a child's learning versus just only standardsbased or only fluency based or or what have you. So it gives a more holistic picture. So next steps every site created an aella prep and a um aasa action plan. Um we are in the midst of aella right now. Um we're a little bit more than halfway through that um testing window right
032now for us. Um and then AASA starts officially after spring break and Azai. Um so we have a lot of strategies that we're putting in place to make sure that that goes well. We actually made a punch list this year of make sure this is in place, this is in place, this is in place for the I think administrators do this and teachers do this all the time. But one of the things we've really wanted to make sure that people do are have those one-on-one conversations with students um about the importance of Azela and what that means for your future, especially eighth graders. Um and um because sometimes I think they might not always take it as seriously as they might want to. um considering that it does um I don't want to say it
033tracks you but it puts you in a certain track in high school um that you may or may not want to be in. So we want to make sure that all of our students understand that and families educational services will monitor uh the implementation of those plans. Um, every site has adjusted their PD plan if appropriate to ensure that they um go over what's needed before those assessments. Um, we uh got a grant from the department of education to implement the KMIGO math intervention program which is under the Khan Academy. So that's what it might sound familiar to you. Khan Academy is free to as a professional development and a tutoring service to everybody. Con me go is a very um AIdriven math tutoring program and it's really focused it c it can focus on
034grade level standards but the power in it is below grade level and it's supposed to be able to get a child up to grade level if they spend 40 minutes twice a week in the program um within within less than a year. So we're implementing that seeing how it goes playing with it right now. It's also really great for professional development um because it'll teach somebody who might not know about how to teach seventh grade or eighth grade math to how you go about it step by step. It'll tell you to do that by just asking just like chat GBT how do you teach this algorithm step by step question mark and it'll say this is how you teach it step by step say this do this draw this you know so it's a really
035great thing >> strategic >> can I ask a question real quick so when you referenced that it it's like >> teaching below grade level for students >> for tutoring >> for the tutoring part >> for the tutoring is that to kind of >> be able to identify like if there's there's a skill set that they're not strong or they missed and get get everything back in alignment again. >> Exly. It'll it'll do that, but it also has the human part to it so that a teacher can decide that with them and it's not just human like not human part human is part of that. Okay. >> So, that's a really important piece. Yes. Um, we help reorganize school schedules to make sure they're really fully using the first best instruction as much as possible and
036using their interventions um, really strategically. Um, and we've done that sight by sight instead of just overall everybody has to do the exact same thing because not everybody's in the same boat with the same number of kids, the same levels and all that. Um, we've also worked with, um, we're starting to work on a committee to revise the reading and writing expectations, scope and sequence, resources, assessment, and support for primary to really get that in line, including writing um because, as we know, writing is showing your learning uh, visually a lot of times of what you read. And so, we really want to be bringing that back in. And we also um created a standards decoded resources for K2 and they were shared out as well. So, a lot going on. Um I think we're
037going to I I really believe we're going to break the code with the primary. That's that's our job. Um and and again, everybody's working really really hard. Um we going around to the kindergarten classrooms and the primary classrooms. It's so amazing to see the students like just soaking up that learning and they really do um enjoy their their learning with the classrooms and so um really proud of the work that we're doing and I think we're on a really good trajectory. Knock on wood. I think I think it's going to be good. We we feel good about it. >> Any questions or comments? >> Yeah, I I'll be really anxious to see how that that program works out. I know uh ELA has always been, you know, quite the struggle um with all the different
038components that you've talked about. Math uh on the other hand, um it still needs a little work, but it seems to be doing a lot better, you know, and uh so I yeah, I'll be really anxious to uh hear how that works out and and uh have you give us, you know, an update as it goes along. >> Thank you. Thank you everybody for your time. Any other remarks from the board? >> I just want to say thank you for explaining that because at first glance that was kind of scary, but it it makes sense that what you're saying and how we're going to bolster and especially work with the K3, K2, I guess, to make sure that the testing is translating, I guess, for lack of a better term. There's a there is a
039third grade reading problem across this country and we are adamant we're going to crack the code. But as you know as you see it's not only in Arizona unfortunately there is a third grade um deficit in reading across this country. >> But what I what I think was nice to see is that you know education is a journey. It's not just where are you at from the beginning of third grade to the end of third grade, but where are you at from the beginning of third grade to the end of fourth grade to the end of fifth grade to the end of sixth grade. And we can see those results as those scores kind of get better over grade levels for the most part. Um, so that was great to see and and that really
040speaks to the determination and the processes that we have in place where you know maybe you know you're in fourth grade but maybe hey you're you're teaching a little bit of third grade stuff along the way and you're teaching if you're in fifth grade you're teaching a little bit of fourth grade stuff along the way and at the end of the year when they get to eighth grade that's when we want to see them take that next step when they really really get on board and we saw a lot of great scores in there. Of course, eighth graders always test really weird for some reason. I don't know why. Maybe that's a code that somebody else could break for me. But, um, overall, when you look at the whole K8 education experience, I saw a
041lot of positive things in there. Uh, and I'm looking forward to more as we kind of have, it seems like standards change from time to time. So, and testing strategies change from time to time. So, being able to see that and see something consistent. So, I I will I'm more excited to see what's going to happen at the next benchmark than I am today. But, I saw good things. So, thank you very much. >> Uh, uh, President Martinez, members of the board, and I know Mr. Harmo had his hand raised as well. Um, the, um, probably 10 years ago that those graphs, I think, were reversed. Um, where you might still have third grade where it is, but, in our district, we had it like when the longer they stayed with us, you didn't see
042as much growth. And so it's really kudos to all the people in the classrooms and at the school sites who just have worked tireously to um fill those gaps that there might be. And um uh now you're seeing I think the fruits of that labor for sure. Um I bet it was uh I like how you brought up that the with the ELA results that was across the board in Arizona. Um I bet a lot of educators feel relief that you know it's not their classrooms that it's maybe something more systemic with um overall is it possible to you said this was the first time we've used this benchmark um um assessment right >> it's actually the second year we've used this specific one in the spring this company it's our second year with the
043company >> okay is that possible to do a well for a future meeting to do an analysis of like the previous 3 to five years maybe um following following a specific cohort of uh students like from let's say they were born in 2015 or 2017 to see their progress across grades to see if um you know if they are improving uh or they're remaining flat or if we need to make adjustments. >> Um uh Mr. hero and the rest of the board. I we can do that. The the only thing I would say that of a little bit of a hesitation I'm having at the moment is that there's not one assessment that has been in place to truly it would be kind of like apples to oranges almost >> um following that. But I
044I think um you know AAS is one of those things that would not be one of those that we could truly track a student or a group of students to see how if they are growing >> yearbyear. So that would be one way we could do that and we could definitely share that. >> All right. Thank you. >> Good questions everybody. All right. Moving on in our agenda. We're moving into our action item, the FY26 expenditure budget revision. Miss Sagata Jones. Yes, President Martinez, members of the board, Mr. Buren will represent that. >> Mr. President, members of the board, I'm going to provide a brief uh overview of the revision that's before you here tonight. Uh this is the ADM. The if you look at the column it says 2025 revised number three that's 8034
045that's where we were the 100th day last year we projected that the ADM for this year would be 7720 it was slightly higher than that to 7765 so a gain of about 40 students but what I do want to bring to your attention is maybe take you back to a couple of um previous study sessions um to highlight a couple of things. When we did this year's budget, we projected that there would be about a 3.9% decrease in ADM based on the applied economics report that you're all familiar with. In reality, if this number holds, uh it would be a decrease of about 3.3%. But what I want to bring to your attention is over the n over the next nine years, the district is projected to decline another 22.1%. Mr. President, members of the
046board, I'd like you to think about what that really means. That's a decrease of a,558 students or ADM. On average, that's 173 students less per year for the next nine years. On average, in the most simplistic approach, that's $1.3 million less every year. If you take the 269 plus the projection over the next nine years, you're looking at a loss of 1827, 1,827 ADM. Fast forward by 2035, if you look at where we are today, and if the projections by applied economics hold, even if there's a slight decrease, we're looking at a district-wide ADM of 6,27. When I started almost 13 years ago, that was closer to 134,000. If you just take the 1.3, average that out over the next nine years, you're looking at a loss of just revenue and again in the most
047simplistic way of 11.8 million. You take had we stayed flat. So if last year's ADM was 8034 and we had stayed flat this year, you know, we would have kept about $2 million. So you take that loss and you add it to the 11.8, you're looking at about $13.8 8 million between now and 2035. I think this administration has been very clear about some of the challenges that we're facing that we have and will continue to face. If we're losing $1.3 million every single year, and again, in the most simplistic example or calculation, it would not be our recommendation to add additional fixed expenses to a budget that already has a $1.3 million decrease expected on average every year. That amount will change depending on the actual year-to-year decrease. But if you project at 1558
048over the next nine years, again, on average 173 every year, on average, $1.3 million loss. It's a significant challenge that the district will continue to encounter. Whatever challenges we come up with in June or any subsequent year, just know you'll have to go back to the drawing board because we're hitting a moving target. as long as we decrease whatever solutions we brought to you today in a year and a half, we'll have to pivot again. And so, Mr. President, members of the board, we say that and we want to highlight that because the district is facing some serious ongoing challenges. And I'm going to point out here where you're going to see some of that. And hopefully we can come come full circle in a couple different things. This revision before you um is a
049slight increase of from 79.5 to 80 uh million.4 we have an arrow on that uh I'm sorry the arrow should have been reflected on the budget balance carry forward. So you see the arrow reflecting 8.9 the arrow should have been at 7.8 But the reason we want to highlight that is because that's where you're going to see a significant decrease going into next year. Significant. And we'll keep you posted on what that a number will be into the subsequent year, but it will be significant. We just want to highlight how we view some of the revenue control limit, the district additional assistance last year compared to where we are this year. And the whole idea was try to keep the district whole as best as it could considering the declining enrollment. Uh this comparison is
050really on the capital side. Uh you'll see a slight increase there as well. And I say slight increase but this year's capital budget is less than where we were last year. And you can see the comparison on the left hand side. is 14.8 million. On the right side, I believe that says 13.2 or 13.3. I believe it was almost a year ago or so, we had a study session to talk about financial risks uh as a result of some of the things that were happening throughout the at least in Maricopa County. In uh 25, the auditor general labeled the district having some concerns or risk in these two areas highlighted. And when we had our study session, we projected that we would have a third risk that we would fall into a third risk category
051under financial position. Uh Mr. President, members of the board, I was wrong with that projection. While there's three, it actually hit the budget limit reserves. So, we we nailed the three, but it was in the wrong category. And we do believe that if you look at 25, where we had a 12.2 million carry forward, uh it's gone to now 7.8, you're going to see that number decline. The auditor general was warning you as a governing board because I know you received those emails from them within the last week or two or whatever it was letting you know that the district is increasing its financial risk and this is a third category that we've fallen into. The recommendations now and moving forward will be to ensure that the district remains financially solvent. I'm just I won't
052even read this to you. I will leave it up there for you to read to yourselves and I'm happy to answer any questions that you might have. Any comments from the board? Correct me if I'm wrong. The when the the state, you know, figures out our calculation because we're an elementary school, we get the lowest base level funding between a unified school district and a high school district. Is that correct, >> Mr. President? Members of the board, superintendent Jones, that is correct. There are different levels of funding depending on the grade levels that the district is serving. >> Now, as a board member, it is very frustrating, and I know this is outside of our group control. This is more of um an advocating issue, but I find it ironic that the the education setting
053that is tasked with setting the foundations for everything moving forward in that educational career of a child and we get the lowest amount to start with. So yes, but also no. I mean, as most people with with teenagers can tell you, kids get more expensive when they grow up. >> There's more there's more things that go into it, right? >> I mean, I I can I can entertain and and, you know, entertain most young children with with the bare minimum of thing like you give them a a cardboard box and some balls and they're be cool. Um, you give that to a 14-year-old uh high school sophomore and they are not so entertained. They require more expensive toys. So, uh, that's just part of the reality of it. You know, as as students grow older,
054there's there's more money that's involved in in educating the students. And, you know, it's it's easy. It's what I don't want to say it's easy. I said it's simpler to teach somebody things like basic basic math, basic reading skills, basic writing skills. But when you get into that upper level things, things become much more difficult at that point um to span out. But it is it is an overall funding issue with with with everything. And we are just in a place where um you know we we knew last year that we were going to end up in some auditor general risk assessment. We know this year we're going to end up on some auditor general risk assessment and we know next year we're going to end up on the same auditor general risk assessment. But
055every single time we're having more friends join us there. And that's not a great place to be. >> You know, Mr. President, members of the board, I I would say that the issue truly is overall education funding. I I think that the case could be made on a K12 uh K8 setting versus a 912, but at the end of the day, I think there's a common denominator, and that's uh there's a lack of public funding for all students in a K12 system in Arizona. And so, um I think we have to acknowledge that because we have challenges. I think a neighboring district, whether it's a high school or unified, will as well. And and so the bigger issue is that in Arizona, we're not adequately funding uh public education. I' I' I'd be happy to
056take any uh questions from the board uh on this uh because I do believe that these conversations will get more difficult. uh the pressures will increase uh but we do have a responsibility to ensure solveny not only from a governing board perspective but also from your administration. I think we've been pretty proactive in the past. We will continue to do so. Um, and that's the conversations that we're going to have. And for some of these reasons that I've mentioned are reasons why we haven't made recommendations in the past, nor will we be making recommendations in the future to add ongoing fixed expenses. >> Mr. Vargan, if you could um go back to the slide where you talked about um the increases, some of those things that we were seeing. No, go back toward the end.
057Unless I'm on the wrong slide. Keep going. >> Yep. The district continues to see incur fixed costs and staffing, special education, facilities, and transportation. I want to focus, you know, on our most vulnerable population is our children with special needs. And the state refuses, and I'm going to use the refuses because they have not yet funded that adequately. Um, we have contracted services. we have to pay um because we don't have you know staff. That's part of it. But also it takes a lot to educate children with special needs. That's why they have special needs and we they need different resources and that's where you say a huge cost for us. It's compounded by there has been somewhat of an increase in the need um a special ed children with special um needs in you
058know our enrollment but it's really not having those um speech pathologists or OTPs or you whatever we need resource teachers uh CCSC teachers whatever those things might be and we have to contract out those services um that that eats into the budget as as well as you will have students um that need to be in the most um restricted environment or the best environment for them. And that may not be in a classroom setting that we or many of the schools across the state are able to provide for those students and they go to an outside placement because that is where it's been determined that that child will be able to grow and thrive. and that's what we want. But at the same time, that is an extremely high cost as well. And we're not
059going to not place students where they need to be because that's what we do. We want to meet the needs of of the students, but we are not seeing from the state an increase in the allocation of special education funding, and that is across the state and across the nation. I believe in the summer. Mr. Bergen, will you not be back to D? >> So, I will be Yeah, I will be in DC in July again. >> Talking about the need for the increase of funding for special education populations. >> To to add to that, are we seeing a higher percent increase? I mean, because our our student counts are going down, but are we seeing a higher percent? And as part of that, because of some of our neighboring options choose not to accept
060students that have those needs that >> I think you have to look into the data. I'm going to say that that's not, you know, a contributing factor as well. Um, but at the same time, we've just seen somewhat of an increase in the number of students um that come with some special needs and they those services need to be met. those children when we know are with us and we've also been told they send them and this is Dr. Peterson and Carvia can attest to this. Um it was a couple weeks ago, maybe a month ago, that we received a student um that because you need to go to GESD because they have the best services. And so um we are known for the services, you know, of what we provide for student with special
061needs. So we have, you know, the overall increase. I'm not saying that it's skyrocketing. No. Um has there been an increase? Yes, there has been. Um and at the same time, you know, there is no increase in funding for for students which have high needs and need different services, >> right? >> You know, that's why they've been identified as children with special needs. And um it's great that we've been identified as a great place to serve children with special needs, of course. U but at the same time, we need to be able to have adequate funding for our students. Correct. I just had commentary. I just sometimes, you know, hearing about the budget and sometimes I feel a little hopeless. I can't help but shake that feeling. And there's only so many ways we can
062get creative as a board where I'm like, you know, at what point do, you know, h at what point does our creativity end and we have to start making harder decisions and are we like liable for like inadequate um you know care? Does that fall on us as a district? Does does that fall on the state? Is there like you know other routes we can pursue to you know get that um get that necessary funding to just provide basic um quality of care. Yeah, I yeah, I understand clearly what you say. We have these discussions all the time. Um, for example, when you're servicing, there are areas in which we can, you know, make um budgetary cuts, you know, that um you can cut staff, you can do a lot of different things. Um for
063children that with special needs, you have to service those children. Um so that's where, you know, the resources will have to go. If you look at transportation, we have the same with transportation. You know, we have high needs in transportation. Um, one of the options you would have to do, you are required to provide um transportation for children with special needs if it's as you know that as it's in indicated in their IEP, uh, you are not required to provide transportation for other students. So, you can say, well, we're no longer going to transport students. Well, you know how our district boundaries are. You know, we have Grand Avenue. you know those are you know that's transportation is expensive uh we have to contract out for that as well at times um but at what
064point then do you lose your students because you're not transporting them but as Mr. Veran said when you're looking you know nine years out yeah it's it it you know there's there will be you know sunshine after nine years out but right now it's making those difficult decisions on what do we do to still provide the best educational services for our students and really out there advocating. So I would say Mr. Hideo and as said board members really advocating just for more funding for public education. We focus on so many different things other than um the true funding we need for public education. >> Yeah. At the risk of sounding unprofessional like you know it's heartbreaking being a governing board member hands tied behind your back and being so limited in how being limited by
065the state and the federal government and how we can provide for these children. So you know I just feel a lot of intense emotions sometimes. >> Exactly. that that's why you serve. We wouldn't want you if you didn't have those emotions. >> Well, that's good because we have like no money to pay you to be here. So, you you have you're all getting paid zero dollars per hour to be here. I appreciate you. >> All right. Uh is there a motion to approve the FY26 revised budget? >> I'll move to approve the um expenditure budget revision number two is presented. I'll second. >> Mr. Harmio, how do you vote? I >> Miss Wilson, how do you vote? I >> Miss Bartell's, how do you vote? I >> Miss Pimentel, how do you vote? >> I.
066>> And the chair votes high. Moving on to the tail end future meetings and events. Miss Sagata Jones, what do we have coming up? >> Yes, President Martinez, members of the board, if you'll look at that schedule, we're on the board um next board meetings, we need to make some revisions. So the February 26 we will not have a special meeting at this time and so um the April 9th meeting we will not have due to NSBA. All right. And I know some are not here for quorum. So we're going to take the April 9th meeting. We will have the March 12th meeting. Okay. We will take um the April 9th meeting and put that for March 26th. Okay. And then we will have our April 23rd meeting. Okay. >> All right. Sounds good. >>
067Okay. Moving into the summary of current events. Miss Sigata Jones. >> Um >> could I put something on the uh request for the current agenda item? Yes. Um, I'd like a uh if we could do a report uh and discussion on um music in the classrooms. Um and I mean at each site and what kind of music programs are being offered? >> Yes, board member Wilson. We can do that. >> Okay. Any anyone else? All right. Now moving on to the summary of current events. Mr. Gata Jones. >> Yes, President Martinez, members of the board, I have um a graphic just to help me with my power um with my bullet points to talk about this evening. If we could get to that just can you blow that up because I'm like blind. Thank you.
068Um ju here are some of the things that have been happening I want to talk about. Um Kuanas Read around the world guest readers are are always out in our sites and and providing books to our kids which is a great thing. um the benchmark data you saw presented and as Dr. Peterson said it looks really really promising u for ASA and just um kudos to all of our um teachers out there and our leadership teams um the collaborative teams work work hard every single day and so um and of course our students and our families that support them. So that looks well. Um we did have our job fair. the job fair we did well, Miss um Valadez, we were able to hire some teachers out of there as well and across all categories.
069So, we've been to other job fairs and we currently believe now that all of our EA positions will be filled. So, that's we're excited about that. So, that's a good thing. >> Yeah, we we're excited about that. Uh we want to also acknowledge um Challenger School and Smith School because um the state department for accountability came during Azella testing and they wanted to make sure that we were in compliance with everything for accountability when we were administering the Azela test and um just incredible good things were said about both Challenger and Smith school. So Challenger and Smith, thank you so much for that. Um it is also u coming up. Our spring wellness fair is coming up. We're excited about that. Uh it's love the bus day tomorrow I believe. Um we're thank you to
070transportation for everything that they they do. Um it's we're so proud of our drivers. They're incredible drivers and u they come every day and you know just welcome our kids as they do. Um, also, um, I want to give you National Counselors Day. Our counselors are incredible and, um, we're happy that we have them and, um, they really help support all of our students. We know it's Black History Month and we are always proud to celebrate Black History Month. It's also healthy heart month. Happy to celebrate that. Um, Arizona Stateood Day, of course, you know, we all are proud to be here in Arizona. We had our regional spelling bee. Um, if you weren't here, you know what could go wrong did go wrong. It was nobody's fault. For some reason, our sound system went
071out, but I have to say educational services. Is Rebecca here this evening? We probably terrified her. Um, it, you know, it everybody did an incredible job making that regional be still continue to happen and it was great. So, that was a wonderful thing. Kindergarten, you see up there, kindergarten. We're excited about the Cano and Garden um registration kickoff February 19th at system of care and we have hund how many do I have mission >> 205 had registered already online to attend so we're excited about that yeah we usually average maybe six to nine to 10 at a site you know that comes so we're excited everybody is all in for that so we're excited Please join us. It'll be a good time. And thank you to our Gusta Foundation uh for helping us be able
072to do some of those things. Um so it's exciting. It's basketball season. Games are looking great. Thank you for all being there. We continue um to work with the city of Glendale and Glendale Police Department. We've had some things that we've had to work through with them and they've been tremendous partners with us. So we appreciate that. Um school facilities oversight board. Um SFOB, um Mr. Mr. Bergen and I went um back to the uh settlement hearing with them and we you know said what we wanted and um they listened to us and then we're scheduled again in March uh to actually meet again. Uh they know what our ask is and u they did listen to us. um they understand um we'll see what they will be able to do, but we will have
073another settlement hearing um coming up in March. Um meanwhile, we still did the appeal um in case we do have to go to um the court and that was filed in case that has to happen in April. But we're hoping to make some settlement hopefully in March with that and so we're excited about that. Um the other thing that and it was say say something week. Um, thank you to Erica for everything you did to promote that across the district. Um, that was wonderful for us. Um, one thing I I do want to talk about and um, you know, Mr. Barrian, thank you for your presentation and um, yeah, really you look at the decline and the decline is there and we're still going to do everything we can to increase enrollment and um, that's
074you see the push with kindergarten. We'll continue to do that. We have a heavy media um push and then we're hoping to do that. We have some new uh demographic data we're data we're looking at as well and we're um continue to do that. Um as it was communicated to you in the January board meeting after the re we said that after the review of the 100th day um we would look at the student enrollment data and we'd make a decision whether or not we'd be able to do um the stipens the retention stipens u for another year. Uh we had also previously shared during this process of looking at the decline that in order to to do that you know we'd have to meet the projected goal and that projected goal would have to
075have an increase of 700 students so that you know we could um have some flexibility there. Unfortunately we did not meet that goal. We were shy um some students of that goal. Um, I want everyone to know that we truly understand and support um the importance of maintaining highly qualified staff at all levels. Whether whatever position you you have, u, we are committed to that. We talked about that at the last uh study session. While it's extremely important for us to want to retain staff and reward our staff because we truly believe everybody needs to be rewarded. That difficulty is in balancing the decision with do you go ahead and give a one time because when you do and you saw the trajectory there, it really narrows the resources available for us in the next
076years and you see what it looks like for the next nine years. We have spent a lot of time looking at you know um you'll see we presented you with phase one we'll come back and present you in June with phase two we've looked at what we can do and then what again is that balance of you know how much can we narrow the resources that we currently have and so with that the decision has been made that we will go ahead and do a one-year stip for the 2526 year school year as a retention stipen as we have in the past through the tier 1 tier three. It will be done for the 2526 school year um because we truly value our employees and we want them uh to be compensated with that. We've
077also made with that we've also made the decision that you know you've known me well enough long enough to know that I want every employee it's important we all feel valued and so we will do as we had done a while back for the new employees um that came on board July 1st of 2025 and are still with us and and We believe we've retained them because we have people drop keys and leave and we will go ahead and be able to do a onetime $500 stipen to them as well. And so that but let me go back and say we all need to understand that when we do that it narrows the resources we have in the future. So I want to be clear again what I said and reaffirm what I said that
078no radical changes will take place in the 26 27 school year. But as you saw the information presented this evening when we go to phase two things will look different because unless we have an increase in student enrollment we have to make some very difficult decisions. And um we're hoping that we will continue to get an increase. We're hoping that we'll get a new school to help with that increase in student enrollment, at least a couple new schools, even though you'll know that building a new school is probably going to be two to three years out. But um meanwhile, um no difficult decisions are ahead of us. There's no way we're not going to have to make difficult decisions again. Again, we have to have an increase in student enrollment and um we will continue
079to share that information with you. As I said, phase two will be see will be presented in June. Uh I think that's when we have it down on our on our board agenda as for June to begin and talk about the the conversation. What does phase two mean? But again, no radical changes for the um 25 26 school year. I do want to say though there will be uh as there always has been program changes. We just heard about um the decrease in funding and we talked about special education every year depending where our populations fall and I'll use has you know as well we did with Horizon when we ran out of space there and we had to move one of our programs. um depending on space and how many um students we have
080in different categories, there is likelihood that of course we'd have to move some programs. That's not anything new for us. Uh we've done that throughout the years. And so we try to do that with as much minimal change as possible. But when we have growth, then we have to think about that as far as programs and where we can move students based on space and and where we're where where the students live and drawing them because we have transportation issues as well. How how far do we have to transport and how long are children on on buses. So uh with that that concludes my report. >> All right. Thank you. Uh we'll start with the governing board reports down on the end. Mr. Haramo, do you have anything to share with us? >> Um yes,
081that was a lot to take in. Um I started uh work recently in a neighboring public school district and I'm reminded of the hard work that you know a public school educators admin put into the every day. Um, you know, it's I appreciate I'm reminded of um just how much I appreciate what you guys do. Um, you know, I work with kids that have behaviors and sometimes I'm working with a teacher and then we end up working with admin. And so I I I know um what goes on intimately um sometimes, but I also want to remind folks um to know your rights, you know, as we see across the country. Um attend the know your rights training. make sure you know what to say, how to react in case um you know, certain events
082happen. And you know, thank you uh Miss Cindy uh Sagata Jones for for that announcement right now. That was huge. And we have to recognize that that comes with a lot of strings for the future. So, I appreciate it and I think educators will appreciate it. But I hope uh we all understand what's uh what'll come soon. Thank you. >> All right. Thank you Miss Wilson. >> Uh thank you Mr. Enavay for that great presentation on the benchmarks. Um so with that I want to thank all the teachers for all the hard work that you do. I know you work very hard with our students and um just you know know that we're always you know behind you and uh thanking you for that. And Mr. Burrian, thank you for the dire uh presentation, but
083I I think you know, you hit on the fact that it is um funding or the lack thereof. Um and you know, I I just ADM is a big part, but funding is a bigger part. And um as most of you know, I walk my dog a lot, so I often see my neighbors and um they're always asking me about things that are going on in the board. Um and the big question is always well you know what's what's what's happening in the in the districts you know that um you know there I see them closing schools and you know yada yada but um you know my answer is not just well it's you know we don't have enough young people moving into the neighborhoods but I always bring up the funding and I think
084you know you can do the same when you you are asked make sure you make that a big point that it is the lack of funding. Um, yeah, it's the ESAs and a lot of homeschooling. Um, but the ES ESA, well, that's a big part. Um, the lack of funding is a huge issue. So, um, with that, happy Valentine's Day to everybody and have fun in your classrooms with all the chocolate eating. And, uh, she's shaking her head now. And so, >> all right. Thank you, Miss Bartell's. Um, I was here for for the uh regional spelling bee and yeah, it was a little chaotic, but our superintendent was able to make the make people a little calm down, so that was good. But yeah, there were a lot of moving pieces and a lot
085of people working behind the scenes to to resolve the issues that we were having. Um, you know, shout out to our students, the three that represented it. They did it with great pride, you know, and a lot of courage because there were words that I can tell you from the audience I'd sit there and go, I don't even know what that was. So, I wasn't going to try to spell it. Um, and then just a reminder, you know, every day the teachers in our district, you know, you may not always see it, but sometimes we do. Um, we had food box distribution yesterday and we had National Honor Society students from Independence which were our former students that were there volunteering as well. So, you know, just know that you are making a difference every
086day and others are seeing the outcome of that work. So, thank you so much and have a wonderful Valentine's Day. >> All right. Thank you, Miss Pimentel. >> Thank you Dr. Peterson and Corva for the presentation on the benchmarks. I I don't think that it ever shows the true uh learning that's happening in our schools and I think that's unfortunate but our kids are learning and I don't care what a test says we know we see it everybody here affects it and thank you Mr. Vatagon. Thank you for the doom and gloom. It it feels personal and I think it is personal and I uh plan on going to the Capitol for uh a particular day and I will uh gladly advocate because I know everyone wants to hear what I have to say. But
087I will be the one to um say that because my son got help as a student with special ed that this is the specific reason I ran to be on this board. I want to make sure that not just every student but our special ed students need this assistance and their parents need this assistance and they don't know how to advocate sometimes and they don't know how to say thank you and maybe there's a parent out there that was where in the shoes that I was in. How do you thank your school district enough for doing that and helping your child succeed? And and there's some teachers that are still here with a district that helped me as a parent advocate. So that is why I ran. That is why I will continue to advocate
088because every child matters and when we're not getting adequate funding especially for our special special education students, it doesn't help anybody. Um, happy statethood day, happy love somebody day. I hope somebody is feeling the love from someone else, whether it's uh your partner, your children, your parents, your furries. Um I hope you have a lovely day and please be safe. >> All right. Thank you. Um ditto ditto ditto ditto ditto. Uh, thank you very much to our administration and our team for being able to convey what are normally very difficult things to understand and teach somebody how to understand those. Um, so there's a a lot of appreciation for you walking us through what those benchmarks mean, what those budget changes mean, and and help us make better decisions as a board. We're not up
089here because we're awesome educators, and we're not up here because we're school finance whizzes. Uh we're up here because we are members of the community that have an invested interest in seeing this school district succeed in seeing the kid next door being able to go to school and have a safe place to learn and be successful. Um and it is because of you guys and being able to to help us navigate through that. Thank you so very much. It is um I can't can't overstate enough how much that means to us. Um so thank you very much. Moving on to brighter things. Uh what's going on? Uh next weekend track meet. >> Yes. >> At Apollo High School. If you haven't been to the GESD track meet, oh my god, you got to go check
090it out because the families absolutely show out. Those stands are just packed with people. Uh Apollo usually has the snack bar open, so they've been selling nachos for a ridiculous amount of money. Uh it's a great time. The weather has been amazing and it's so much fun and everybody has such a great time. Absolutely go check it out if you can. Uh I I've made it I've been fortunate enough to make it for the past couple years and I have a great time every single time I go. Um other other things um March 3rd we're having our fourth annual Golfing with Gust event where we're doing a fundraiser for the Gusto Foundation. So all the Just Because awards, the little toy box and things like that. um all the the Southwest the $500 Southwest gift
091cards that go out at the beginning of the year at the big welcome back ceremony. Um those all come from Gusto who all gets their money from all of our vendor partners out there and the community that helps us raise money for that. So wish us luck for that. Uh we're hoping for a good turnout this year. Uh and then of course the big one coming uh Valentine's Day on Saturday, no work on Sunday. Uh that's all I can say. Have fun. Go out. Enjoy yourselves. Uh try something new. Go out and enjoy a new place. And >> yes, >> Boardman has his hand up. >> Oh, you want to finish? I'm finished. Okay. No, I I want I know I said I was I said a me I wanted to finish off my message.
092I know I said I was hopeless, but I just remembered that Mike um I was feeling hopeless. Mike said that under our revised budget we had 40 more students than what we anticipated right about and I I was just thinking I don't think that was by accident. I remember a few board meetings ago that Superintendent Sigata Jones and a few other administrations told the district like we need to be advocating for ourselves, you know, talking to parents, you know, bring in a positive environment. And I remember hearing teachers, educators, and administrators like respond well to that. So, I don't think that revisement with an increased 40 students was by accident. I think that is something like we kind of went over really quickly. Um, you know, so I think there was something positive to take
093from that. So I think we should continue doing what we're doing and um I think there is hope. So >> Oh, there's 280 kids signed up for kindergarten. That's that's that's good. That's good. >> So I will I will end on a quote from my elder child who'd send out to the family group text today and it says, "Life isn't bad. It's just difficult sometimes, but you have bright moments like this that make it worth it. So, thank you for making it worth it, everybody. And with that, is there a motion to adjurnn? Move to adjurnn. I'll second. >> All those in favor? Uh, >> have a great evening.