J.O. Combs Regular Board Meeting 5/13/2026

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002Woo! [music] >> [music] [music] >> Woo! [music] Hey >> [music] >> We are going to start our uh I'm going to call to order our study session um at 4:45 and I need a motion to adopt the agenda. I make a motion to adopt the agenda. >> I'll take a second. >> Second. >> All in favor? >> I motion carries four to zero. >> It's okay. We can wait. Okay. Yes. Yes. There you go. All right. So um on our first uh agenda item would be the budget proposal. >> Thank you, Madam President. Uh I'll go ahead and just it's easier for me to talk this way to you guys. Uh what we want to do uh for the next 45 minutes until the regular meeting starts. If it doesn't take 45 minutes, that's okay.

003uh we just want to talk about the recommendations uh for next year's budget. Now, in some cases, there's some action that you've already done and so I'm going to have some things in here just more for the the public and or employees to understand that that these are things that are going on, but collectively they make up the total budget and so we just want to make sure that everybody understands what's going on. So, first of all, anytime we're looking to uh do a budget, uh we have a set of goals to set up our budget. Um, and by state statute, the very first goal that we have to have is you have to balance the budget. So, it's non-negotiable. This isn't uh places like Washington DC where you just print more money. Um, it's

004school districts in the state of Arizona. And so, therefore, we must have a balanced budget. That budget would start in July and end in June. So, we're coming forward to you with the recommendations which will then be pushed through on a number of different agenda items previously or in the future. And then uh Julie will come to you in uh July with a public meeting that says this is what the budget's going to look like. And then in the second meeting before July 15th, you'll have to approve that budget. And then that's the budget that would be adopted for the school year. What we do the m the major area that we're going to have to build on for any budget in Arizona actually across the country is what's your student enrollment. So as you

005remember we had a analysis on a demographic and enrollment by Mr. parameter in applied technologies, excuse me, applied economics u back in January. And so the number that we're going to go ahead and use, I'll give you in a second, but it's based on that assessment that we had Mr. Brammer do. To the extent possible, we want to protect staff and students. Um that's always been our goal. Uh they're who we're all about. Uh but we also have the realities of what a budget looks like in the state of Arizona. And then we also want to make sure we're meeting priorities of what we think's most important when we build um a budget. Those priority areas. The one thing you will know notice uh last time I presented some of this data to you underneath

006this particular heading. I suggest that we might not be able to make all of those priority areas. Since that time, I think that was in February. some things have come in that put us in some ways a little bit better than we were before. It doesn't put us in great uh position but a little bit better. So I've taken that um piece out because to the extent possible we have been able to work to to go ahead and meet all of these priorities. Again obviously back to protecting staff and students retention and recruitment uh of staff and students is critical for what we do. Any way we can remain competitive with neighboring school districts for salary increases trying to fix up our facilities to the best of our ability. Obviously, the bond didn't pass this

007past November, so it makes it a little bit more difficult, but we still want to work on that. And they want to support student behavior, whether it be discipline, mental health, or testing. And we must obviously with our staff continue to work on uh making sure there's professional development for them, uh both from the ter uh standpoint of new curriculum or just from strategies and interventions that we use in the classroom uh for um our teachers. So, how are we going to build the budget for next year? As of right now, we're projecting based on uh Mr. Bramart's analysis a loss of 608 uh next year. Again, for a reminder, uh 60 a.m. is average daily membership. That's not the same as 60 kids in the in the classroom. The numbers are a little bit

008different. Uh it's just a minor difference, but uh it's ADM is average daily membership. How many kids you have in a school for the 100 days? So if a kid goes for a full 100 days and stays with us every single day, then that would be 1 ADM. If they're there for a portion of the 100 days, then that would be fractional. So it may be a 0.9 or 75. And that's where the numbers get a little bit different. So it's not one for one. That budget projection, the reduction of that alone is going to cost us over a million dollars. So, when we go to build a budget, before we even start with anything else that we may want to give staff or any uh projects, we're a million dollars um behind the eightball.

009The projections, just so you're aware, right now, 2728, another slight loss. Then we start to see gains in 2829 and 2930. Now, that could change. We're seeing some housing developments. Uh if you've been down by the olive mill, that one's moving a lot faster than maybe initially anticipated. Um, and I think that one's got 700 homes coming in. Now, we're not seeing necessarily a lot of families with little kids uh in those homes. Um, but we are seeing, I think, with that um subdivision there and and there's a couple other um uh apartment type complexes or those uh lease um apartments that are coming in. Um we could be seeing 8 to 10,000 kids over the next 5 years or 8 to 10,000 homes over the next 5 years. Whether that translates into kids or

010how many kids, we'll just have to wait and see. But we may be at the position where we're kind of bottoming out. I don't think we're going to come back like some districts with hyperrowth, but we will come back with hopefully a little bit of growth. So, first recommendation is to go ahead and provide a salary increase for our staff. What that salary increase would be would be a 1% increase that would be applied to the base salary. The total cost of the increase uh with benefits. So when we calculate uh what um salary is uh when we do our our budget, we also include benefits. So you may see on our salary schedule, for example, I think our teacher starting salary is somewhere in the neighborhood of $54,000. By the time you throw in

011all the bennies and everything that we're responsible for, that number is actually closer to $70,000. Okay? Okay. So, we take in health insurance and um uh social security and FICA and all that other stuff. So, we would anticipate that that increase will cost us $300,000. You will note that we are not sure what the minimum wage increase will be in January of 27. That is a minimum wage increase that's mandated by law. We would anticipate that it would not exceed 100,000. And I say that because there's probably two or three different ways that you can give that increase. And until we know what it is, it will come out in uh generally it comes out in August. Um we would start to look at what those numbers look like in August with an anti anticipation

012of what it would be like uh in terms of a recommendation for we we'd come to you in December. Um and then the it would take place starting in January. Extracurricular stipens we would ask to be frozen. And so when you take a look at that, you're looking at for the certified staff $240,000. support staff is nothing because we won't know about that till January. And then the exempt support and administration would be approximately 30,000. I think it's important that people understand that some people might say, well, what's 1%. I know it's not a lot, but I think what we've tried to do in the district for the last seven years, and that's all I'm looking at. I'm not going to deal with time uh years before my time. We have tried to make sure

013that we do the most we can for our staff and every little bit helps. Um we wish we could do more but the reality is we do what we can do. So you can see when you take a look at this like for certified staff the total increases over that seven years has been 31% 31.8% on an average of just short of 4% a year. I'm not going to go through the whole thing but you can see support staff administrative staff and certified instructional staff too with Essers. Again, that was money that came out of the COVID and we just I just put that down there so you could see that again they were onetime stipens went for a couple years then the money ran out. But we want to show you how we tried

014to make sure that we um provided additional funds for our staff uh even when it was onetime monies that we knew we couldn't bury into the operational uh expenses because we wouldn't be able to support it in the future. With the extracurricular, we have had to to um uh freeze them the last couple of years to make the budget work, but you will see that when I first got here, the extracurricular stipens were calculated off of 43,000. So, we made the move in 2223 to put it with what the base was, which was 50,000. And so, we have had an increase of 154% 15.4%. We're probably more tightly aligned with surrounding school districts relative to extracurricular stipens than some of the other ones. But this is just designed more than anybody else to understand that

015our goal is always to help our staff. That's what we said one of our priorities were. And although 1% this year may not be a ton, it still is uh uh you can see over seven years. With your support, I know it's not all of you have been on the board the whole time, but with your support, we've been able to do that for our staff. So, so the first recommendation would be that pay increase. What you'll see on the agenda tonight will be the pay increase, the recommendation of the pay increase, the 1% um and changes to the salary schedule uh that reflect it. Um once you approve that, we will actually make the the changes throughout the entire system. And then in the June 10th board meeting, we'll actually bring you the people's

016names plus what their increase is. And then we will release the addendums to their contract the day after the board meeting in June which they would then sign and that's how they would get their 1% increase. Health premium recommendation. I'll go through this relatively quickly because you've already made uh the approval of this recommendation. And again, more than anything else, this is what's made the total uh district budget be much more amunable. We are looking at what we thought would be a 12% increase. So, we went ahead and went out with um uh to check other possible providers and we switched from Kyros to Asbait, which are two providers that are utilized throughout the state for insurance. And we're seeing uh a savings of $200,000. But you have to understand that that savings combined with

017what we thought the 12% increase would be, which is $300,000, really gives us a net savings of $500,000. So, when you take a half a million dollars and say that's a savings uh for insurance, uh there was no choice but us to change. I know change is hard. I know that depending on who you use as your primary care that there could be concerns about who you might um have to switch to and whether your doctor is covered. Um but on the whole, this will decrease basically all the all the medical plans. There may be one or two little exceptions. uh dental premiums will increase and that's because we're going from two to one. So we had a low dental uh provider last year. This year we'll only have one provider. Health savings plan um

018is decreasing a little bit. The match because the cost is lower. Um and the uh life insurance will remain the same. Again, very similar to look at what the packages have been over the last number of years. um you will see a decrease in the cost to the district because we pick up the uh insurance for all full-time employees only the employee. If they want their spouse or their family to have the coverage, then they have to pick that up. But obviously, if we're seeing a decrease in the cost of the premium, then we're going to see a decrease in the cost to our budget because we don't have to pay as much for those uh for those employees. Um and so it'll last but even with that decrease so the 563,000 the health premium

019increase um uh area that 563,000 is what the districts picked up even including this decrease. So last year if you looked at the number we were at 700 plus thousand of what we paid between 20 and 20 uh 26 for health premium increases. We'll still continue with unemployment insurance and then we just talk about what our entire district benefit package uh contains. And please stop me if you have specific questions. I know some some of this the main area that we're going to have to pick up um savings for the district is position reduction. We're going to need to pick up about 1 point just short of 1.4 million to the extent possible. We tried to minimize the impact on existing employees. There's been a couple situations that that quite didn't quite work out, but

020the goal was to minimize impact of our existing employees. We still built all of our budgets on what you guys have approved as our student teacher ratios for all the classes. Um, and then uh we're looking at I'm going to give you an exception to this so that next year if something happens, you're not surprised by it. We say no exceeding of approved FTE. What that means if we have to pick up sixth so we have a teacher at the high school or the middle school that has a prep period. So they're usually teaching five fifths. If we say we're going to ask you to teach you the sixth period, it's called six fifths. The issue that's there is as right now there'll be no six fifths. Now if for some reason we can't hire

021a position over the summer, then yes, there may be a six-fifth next year because we have to offer the courses. We will take a look at how many kids show up on the first day and make adjustments within the schedule to see what we can do for teachers. But so when you see no six fifths, understand there may be uniquenesses. We also have a couple uh situations like with our trainer which we do give an extra fifth two-fifths there because the amount of hours that are put in by that individual at night and on the weekends and over the holidays. But as a general rule, we're we're going to try to eliminate the sixth just to just to do a savings. >> Do they for when they if they do six fifths, do they get

022an additional um additional increase in their pay? >> Yes. What what a six-fifth is is the cost is is one one of your salary. So we calculate your salary and then go 150. We add it to it. We do it both. >> In some cases what we'll do is we'll do it for the fall semester and then if we can hire somebody at Christmas then they wouldn't get it in the spring. In other cases they would get it both fall and spring. >> Okay. >> So when you take a look at that $1.4 million um you will see a couple asterisks and stuff. The employee group reduction we're looking at uh 266 for administration. Elementary teaching positions are 224. Middle school 196, high school 345, counselor and social workers 280, and support staff 175. >>

023And this is all through attrition >> for the most part. Yes, there may be one exception in there, but for the most part, it's through addition. When I say attrition, please understand that may be a retirement, >> right? >> That may be somebody that left us to go take a job somewhere else. Um, but but there was not a termination of a of a position in this case. >> Okay? We try to break it out so you can see what it looks like at the individual schools and the district office. I only highlight the district office um as that number is slightly higher than it would be when you look at the 280,000 that goes to counselors, social workers and and SEI teachers. They are spread out across all over the district. So to try

024to calculate the 0 2 over this class and or of this school and the 0.1 over here and the 04 over there. Um it's just easier to say we know that that 280 is going to be spread around all the sites. So even though district office looks a little bit high, please understand in some cases the sites will actually um see some changes in the way they operate. I know there's always concerns about administration and so the reduction in administration at the high school will be a reduction of an assistant principal position. We will move the dean at the middle school up to assistant principal. So there's a slight increase there. We will go ahead and move the coordinator position to title two and CIA. That basically means that it's no longer being covered by

025the maintenance operation portion of the budget, but rather by title two. So it becomes a capacity in and m and again this budget is the maintenance operation budget. When you look at grants from the federal and state level, they're they're excluded out of this budget because they have their own budget. >> Um I have a question. >> Yep. So dean to assistant principal reasoning for that >> just given the um the situations down at the middle school and the number of kids and uh >> are they taking on more responsibility? >> Yes, they'll be in they'll be in there throughout the entire year. As right now it's not a full-time position. So, it' be full-time position to help out during the summer for planning and getting ready for uh it'd be no different than what

026you would have um at um at the high school in terms of planning and and preparing for uh the middle school. >> Okay. >> The uh department position CIA, there'll be another reduction of another position. That one's uh still up in the air exactly what it's going to be. We know uh and and Mr. Hogan has been part of all of these um conversations. So this is not my budget because obviously I'm not going to be here but please understand that this has been in consultation with leadership with um cabinet with Mr. Hogan as we talk about the things we need to do. Uh HR will not be replaced. Uh CIA will pick up um oversight of that much like um HR right now is picking up oversight of facilities. Just a slight different adjustment

027of how they're going to who's going to take a look at what the facilities it says to be determined. Um we are looking at two or three different options. We have talked to SSC as a possible option or to replace the person. At this point in time, no matter what we do, we'll be revenue neutral. So the reason I'm putting it up here is that it will be revenue neutral. Otherwise, we can't make the budget work. And so the the question is we have some additional meetings coming up [snorts] um just to make sure that we're all very clear on what the numbers would look like. Um, we're pretty close, but there's a few questions that have come up. And rather than trying to push it through tonight's meeting, we will make sure that we

028uh work it through over the next couple weeks and then we'll finalize what we're going to have for you at the June 10th board meeting. Some operational efficiencies that we're going to have to recommend. We're looking to make some recommendations for what you would call stipens or extracurricular savings of of just over $62,000. First one, we would eliminate athletic coaching stipens. Really, most of those eliminations are we have a structure that has varsity, junior varsity, and freshman. In many cases, our programs no longer have enough kids to go ahead and have both freshman and JB programs. So, we can eliminate a a coaching position because we've eliminated basically a team because there's um uh not enough kids for the team. That would include, for example, football or basketball or [clears throat] volleyball, those kind of

029sports. Last year, we looked at eliminating swimming, and we needed to do it because of the cost. This year, we're going to look to eliminate um three different actually four different programs. Um it's three areas, but it's four teams. Uh the tennis program, we have not actually had boys tennis for the last two years because nobody's come out. Um and we have two, possibly three girls that come out for tennis. So, we're going to recommend elimination of the of the tennis program. Girls soccer has lost participation to the point where it's not sustainable right now. And the girls golf program has the same issue. And I'm going to address an issue about this in just a second. So, if there's a concern, if you'll let me get to the next couple slides and we can

030come back and talk >> and then when you're done, let me know because I would love to ask you a question. And then we're going to reduce elementary chair, excuse me, department chair at the at the secondary and elementary level given the smaller class, excuse me, smaller school size. In some cases, we don't need to have as many um individuals that um in terms of department chairs because we have smaller groups. If if you have one department or one grade level for two or three grade levels of elementary, do you need three grade level leaders? No, you could possibly get by with two. So, that's what we're looking at doing with that. Okay. So, see if I answer your question, Miss Horn and >> um [clears throat] I would like to backtrack because I think

031it'll help make sense of my my questions and concerns here. Um I brought this award here. Um at the end of last school year, there were only two returners to the boys varsity golf team. And this award here was presented at the banquet this year for the boys varsity golf team. And it says, "Honoring the player who went above and beyond to grow the program, support teammates, and leave a lasting impact on the team's future." And it's called the Builder Award. A high school senior at Combmes High School sat in Coyote Days. If any of you are familiar with Coyote days, um, set up his own booth, set up his own signup sheet with a pen. Golf is not the most popular. Like when I was younger and Tiger Woods was really popular and everybody

032wanted to be on golf. Um, it's not the most popular. He recruited from within his school 12 people. So, there were 12 boys on the boys varsity golf team. Um, I I do not agree with removing any of those sports programs. Um, I I don't support proposed approximately 62,000 reduction through eliminating um any coaching stipens um anything that's close to the students. And I don't just mean in the classroom, but anybody that's been here for any of the board meetings where we have that moment at the beginning where we can share some things where we we've attended games or we've attended this last week I went to both CTE and senior awards. Um I'm a firm believer in not only strong academics. That's a keystone to this school, but the pillars that help support that

033keystone are athletics, fine arts, and CTE. and those are hills that I will die on. Um so as of right now with it as proposed I would personally and I can only speak for for myself I would be a no vote on the budget with those items being removed. Um we have the top last year top number two or three in the entire nation girls golfer at our school. She's now playing at GCU this year. Had we have done this a few years ago, she wouldn't have come to our school and we wouldn't have had all of that recognition. These sports programs, the CTE program, the fine arts program, we need to do a better job of telling our story and selling it because this builder award that I mentioned, while they only had two

034returners that were going to come back, that student, that Combmes High School senior knew that he had to go out there and he had to sell it and he had to market it. And so we need it. Gone are the days of build it and they will come. I grew up in Arizona in the Kyne school district and I went to a Kyne district school. Gone are those days. And so we we need to work together the school board, the district, the school sites to help them utilize those coyote days. And so whether that's getting this senior and saying, "Hey, what did you do? How can we implement that with all of our clubs, with all of our sports?" Because these aren't broken programs. And I know the girls that are currently on that soccer

035team. and I know their families and I know the coaches. And so I would venture to say that there's some fat that could be cut elsewhere instead of doing anything that would take away from these students. >> And so a couple things I'll go ahead and I'll respond to that because um my wife's sitting in the stand in the audience and she'll laugh because I've been told throughout my career he doesn't care about sports. He's a jock. He's not a jock. But that probably the most apt opposite description of who I am. That's what my whole life's been. same point at the very beginning of this conversation I said by law you have to have a balanced budget and so when you talk about fat we've cut 25% of this budget in the last three

036years 25% of the budget I would guarantee and ask you to go to your business and ask your business to cut 25% off of their business or go to your business and ask that they cut 25%. So when we have these hard decisions, I don't come here with great glee in doing this. What we've tried to do, and the reason I put these next couple slides up is you'll see up here, we added flag football in 2025, which is for girls. We added badminton in 2020, which is for girls. We added esports in 2020, which is for boys and girls. We have tried to expand what we could offer. We have gone from 1500 kids at the high school to,58. Something has to give. if we don't have enough kids. I've been told my entire

037career, run it like a business. Well, a business says if people aren't going out for the event or the area, then we have to make the cut. Now, if you guys >> Why are they not? >> Is it because they don't know about it? And and so I will be the first to tell you that I as a parent was volunteering at Coyote Days. And this is to my point is that these programs need more support and the staff needs more training and so they need to be >> help. Let's help each other and say, "Let's walk through it. Let's make sure that all of the teams, guys, you need to know that this year is make it or break it. Put up a booth in Coyote days and sell your team because why do

038we have three people in the marketing department? Like there's other places within the district that are farther from the students and farther from the >> So we're on very clear. Or it could be if you're from 1500 kids to,58 kids, you do the math. If we want to have 16 programs and divide it by 1500 kids and we want to have 16 programs and divide it by thousand kids if the kids are not there. Now what you'll see in not just here I've been in five six districts in my career certain people come in and they're kid magnets and they'll take a sport or a program and they'll run it up and there'll be a bunch of kids. When they leave you can drop off because the next person's not a kid. the girls soccer

039team had girls on the soccer team this year. And two of the times that they were not able to play and participate was because they had ineligibilities. That's when we as the adults here need to rally around them and teach them. We're going to help you pass your class. And that's unfortunate that we were not able. We had to forfeit and we couldn't play those two games, but we're going to help you pass your class and we're not going to get rid of the program and we're not going to do these other things. >> And so, >> I just don't think this is the best way. And you can disagree and everybody else the other three ladies can disagree. And so very just so everybody's very clear. You guys can say no and that's fine.

040We'll come back. But that means the $62,000 is coming from somewhere. >> It's coming from somewhere. Absolutely. But it shouldn't come from in my opinion that >> but I would just be very cautious about what you say with fat because when you cut 25% of your budget, you're past cutting in the fat. You're getting down into the bone. And so just know that whatever the decision is, when we go back to some of those other priorities we talked about, those priorities might get lost because all of a sudden someone that does something else for kids, but maybe people don't know about that is then going to be the one that gets cut because this is not a zero- sum game. And so someone's going to lose out something. And I keep putting up here if

041you look at the number of sports when we talk about kids and how many sports we had back in 1920. We had a girl 11 girls sports, 12 boys sports. You can see for most of the seven years we've had more girls sports than boys sports. So we're actually in compliance with Title Nine. Now we're back to where we're equal. If you look at the number of teams, we still have more girls teams than boys teams. It may be that there's too many teams and not enough girls >> or we're not letting them know what's available. No, I'd say there's too many teams and not enough girls. >> It's okay to agree to disagree. Thank you. >> Um, so do we have like a place like, okay, if we're going to have a soccer team,

042how many kids do we need to make that like to make that program go? Do we have >> Yeah, Mike. Mike has it. I don't have it in front of me. And I >> because we also have the middle school team, >> right? >> And all those girls that are now at Combmes Middle School and they find out that we don't offer that here anymore, where are they going to go and how's that going to affect our budget and our bottom line? Like I say that I mean that's your choice. I'm going to give you our recommendation as leadership and our recommendation as as cabinet. And if the answer is we don't like that and if the direction here in the next 15 minutes is to say no, we don't like that that's fine. But

043just understand it's not like that's fine. We're going to go add 62,000 back into the budget and then we're going to come back to you guys with a budget that's not balanced. And so I will come back with something. Mr. Hog and I will come back with something, but just keep that in mind that the 62,000 is going to have to be cut from somewhere. And so if so, we have a timeline. If you don't agree with that cut, just understand we're running into a time crunch by June to get the proposed budget finalized. So I'll ask you the question at the end when I get done. You can give me direction. >> Okay. Can I can I finish what I was saying, please? So, let's say that this year soccer doesn't have enough girls.

044So, maybe we just don't get rid of the program. We just suspend it till the next year to when there can be enough. Or when do we say like how many kids on the tennis team will constitute having a coach? I mean, I don't know if three >> I I think that we pay that would be that's like having >> like a personal trainer, you know what I mean? That >> I I just think that we maybe we need to see like how many kids actually come out and maybe we just suspend it for the year and then bring it back if they can get more people. I know that's what at one point they did with Palm, >> right? >> At one point that they they had enough girls and they they did Palm,

045but then the next year they didn't have enough girls. So then it it kind of went away >> and we can do that and that's not a problem. But you understand that goes in the budget. Can't sit here and say that's not in the budget while we make that plan. And so again, there's going to have to be a cut somewhere else. >> Are these things eliminated forever? No, they're not. >> Okay? >> Just like with flag football, we didn't have girls flag football. When we had I don't know how many girls came, but just say 30. 30 or 40 girls came and said we wanted to flag football. Then Mike went ahead and we went ahead and contact the AIA and we had football. if you had a hundred girls come out for soccer

046or want to play soccer and come to us next year, then we figure something out and put them in. But right now, we're not seeing the number of kids coming out. So, I'll ask you at the end so we can get through so we don't run out of time. >> Okay. >> Um what direction you guys want me to do and we'll we'll adjust accordingly. >> Um technology, these are more backend stuff that you probably won't recognize or see um because they're just ways that we're moving around and changing different software programs to go ahead and do a savings in the back end. So that's 73,000 in savings. A lot of it has to do with Cisco, which is a backend stuff. Craig can go in detail if you want it, but it's just a

047way for us to go ahead and make sure that our our um the backend stuff that we're doing is uh being utilized to the format that we need to. We will continue to build the budget with a million dollar contingency. Uh for some people maybe in the audience that don't understand, a million dollars sounds like a lot of money. For our business, that's about 3%. If you're in the private sector, you run somewhere between 8 and 10%. So although it seems like a lot of money, there's a lot of different things that could happen that we need to have a contingency for so that we could address. So when you do the overall math, we said that the 60 students lost was a little over a million dollars, but when you add everything up of

048what you're trying to do, we needed to find a million7. So, you got position attrition savings and recommendations of 1.3, technology savings of 73, transfer positions to Medicaid uh at 200,000 and extracurricular savings at 62,000. So, we're $16,000 ahead. I know Miss Taylor, you'd ask me the question, so I'll just answer in and to keep with brevity in the time. The Medicare, what that is is school districts across the country get money from Medicaid for working with students with disabilities. We have done a very good job of increasing and there's specific rules you have to follow to get that money. Uh and so we've done a very good job. Jen Corey's done a very good job uh up in special ed to go ahead and make sure that we're accurately accounting for all the work

049we do with these kids because we've gotten extra money. We have extra money available. We will go ahead and move some people from um M budget over and getting paid out of Medicaid. That's what that 200,000 is. So that would leave us at about 16. And [clears throat] with that 16 overage, if you re go back to revisit the athletics, um, it takes you down to about 46,000 that you need to, >> right? But please understand that when we build the budget, there's some good news and bad news. I was on a call today. It seems to be across the state that you're seeing more and more people show up for interviews. There's more and more quality. Anytime the economy gets tough, you have more and more applicants for positions. The problem is many of

050those applicants come in with experience. So that 16,000 as we speak right now is potentially not there because we're looking to do some hiring for some of the positions that we're talking about. They're coming in at higher than the people that are leaving us. So in fact that 16,000 I didn't change it today because I just talked to Julie today is not necessarily 16,000. I'm not saying we shouldn't do what you want to say but but I want to make sure that everybody's clear that a little simple move over here is not always a simple move. this society in this country tries to go ahead and do very simple solutions to very complex problems and so we just have to keep that in mind. I will bring you a balanced budget based on what you

051tell me. But I just want you to be aware of that. So I will finish with two things. Any questions? But also if uh you just need to give me direction to say if you want me to to readjust the 62,000 then give me that direction. You're not voting on anything, but you're telling me as direction and then we will go back and we will look to see what we can do with that. >> I can't speak for the rest, but that is what I would like. >> What do you guys have? What? What? >> Well, tonight we're on 10 two the things that we're going to vote on don't relate to what you and Lisa and the conversation. So, >> the one area that it might would be the salary schedule for extracurricular, right?

052>> But we would just bring you back to salary schedule in June. Okay. those back back in or you could table the when you go to approve the salary schedules, you could go ahead and approve all the salary schedules except the extracurricular salary schedule and >> bring it back in. >> Do you guys have any any direction for him that you >> I I mean I'm okay with it only because I know that it's not cut forever. It it doesn't mean that it's cut forever and we're never having it. What I feel like is to your point, the junior high, if we have a bunch of girls that are into soccer, then hey, then we're gonna have to come in strong and have many there so that you can rebuild that program. It doesn't mean

053that it has to be cut forever. It just means you have to rebuild. When I was here, when the school opened, I mean, we didn't have enough kids to do anything hardly. Um, and we didn't have hardly any sports, but we built it up. So, I mean, it's it's not cutting it forever. It's just we need to do what we need to do. So, I'm okay with the way it is. >> Diane, >> well, I I agree. I'd like to look into it because I having gone to the award ceremonies the other night with the CTE and then to see the kids in the arts and the sports and how important that is. And considering we're looking to draw people to the district and not send people away, I'd like to give a little more

054consideration to that. But I'm I'm ready to go on the other things on 10 10.2. >> Looks like you have two requesting to take a look at the 16. >> What I'll do is this. We we'll come back to you and and Shel, I know you want to say something, but I just >> No, I'm good. >> What I'm going to say is Well, then what I'll do is I'll give you two options next time out. And one of the options is still going to be what's on the table right here because I can't come to you with one option and then have the same conversation on June 10th because we're running we're going to run into a problem with the budget that we have to approve by July. Okay? Okay. >> But I'll give

055you two, might be three. I don't know what they are because I haven't given any thought. >> Sounds fair. >> And then we'll go from there. >> Sounds good. >> Okay. >> Thank you. >> Just make sure. Uh yeah, we'll take a break and we'll reconvene in eight minutes. Okay, we're going to go ahead and reconvene for our regular session. We'll go ahead and say the pledge. I pledge algiance to the flag of the United States of America and to the republic which stands one nation under God indivisible with liberty and justice for all. >> Okay. Going to go to um board meeting minutes. uh 6.1 approval of the minutes for April 8th uh 2026 regular board meeting. Any questions on that? >> Um if you don't, I'll take a motion. >> I move to

056approve the minutes for the March 4th, 2026 regular board meeting. >> I second. All in favor? >> I motion carries four to zero. It's stuck. >> Yeah. >> Oh, nope. It went away. >> Oh, should it be? >> Oh, it came back. >> Mine isn't coming at all. >> Mine isn't either. >> Yep. >> Yeah, mine didn't work. >> And mine went all the way to the bottom again. Okay. 6.2. Approval of meeting minutes, April 8th, executive session. Any questions on that? >> See, mine says March. >> Yours says March. >> She did. She said March 4th. >> I said March 4th because that's what it says on my thing. Sorry. >> I need to go. >> I think we might need to resay it. >> Well, we'll we'll revote on the 6.1. Okay. Um,

057approval of meeting minutes April 8th. I regular board meeting. So, >> I move to approve the minutes for the April 8th, 2026 regular board meeting. >> I second. >> All in favor? >> I >> motion carries four to zero. So, we have 6.2. >> Melissa, maybe you're on the wrong meeting because it motion is >> You are >> accurate. >> Yeah, it says it says May. Diligent. They're great. Um, okay. So um approval of minute of meeting minutes April 8th executive session if any questions if not I will take a motion. >> I motion to approve the April 8th executive session meeting minutes as presented. >> I second. >> All in favor? >> I motion carries four to zero. It's not even coming up on ours at all. >> Okay. with me. Thank you. >>

058All right. Okay. So, then we go to um current event 7.1 superintendent report. >> Yeah. We'll do this a little bit out of order on my superintendent report because the way we're going to recognize some kids. So, number one, I would let you know about multicultural night at Ranch. It will be held tomorrow night, Ranch Elementary from 5:00 to 7:00. Every classroom is participating in transforming the school into a spectacular world map of discovery. Uh there'll be uh stuff to eat, amazing exhibits, and the history of countries uh around uh from around the continent. Um we'll also uh at CTA, they've been busy with the district. They won the district battle of the books competition. Uh their team will represent the district in the regional battle. The annual spring festival hosted and sponsored by Peterson

059Family Orthodontics was amazing and brought many Santan Valley community members to the campus. Uh each uh grade level participated in a night stepup event where they visited the next grade level to hear about expectations from students and teachers. Survivor themed teacher appreciation um week was also held. Um let's see. The Hawks uh had a a busy month over at Harmon. Uh they enjoyed family literacy night at the tail end of April. Mrs. Dunkey put together eight different game learning stations and were able to host a fun giveaway for the students. Kinder was an exciting opportunity for future students to explore the amazing things happening at the kindergarten program. They held their first annual art show May 5th or they will no May 5th and librarian Mrs. Ramirez let the students choose their artwork and also

060they raised $1,700 during Hawk days and those funds went to a former Hawk that was graduating from the high school this year and the winner of that scholarship was Olivia Booze. Um and so they have they have supported a graduating senior uh from Harmon Elementary for the past 10 years. Simington uh has third through sixth grade students uh completed their state testing. I want to recognize the K2 students for their keeping quiet and supporting the testing students during this time. Uh they had a fun spirit week and a color bubble run which brought everybody together. They also had their second annual career day uh giving students the opportunity to learn about a variety of of careers. Let's see. Ellsworth ends the year with a color run. Um the color run brings students, families together and

061funfield schoolwide celebration to close out the year. Uh through the events, the school raised over $11,000 to support students in school programs. On uh tomorrow, what's day? Yesterday, excuse me, May 12th, Mrs. uh Ellsworth held Mrs. Brown's tea, a special event where students share shared and read books that they had written and celebrated students creativity, literacy, and accomplishments. Uh they're looking at a multicultural fair tomorrow night from 4 at 4 4:30. Uh that's a a long-standing tradition at Ellsworth and they wanted to congratulate Miss Susan Flora, Ellsworth kinder prep teacher for earning a four-star rating through Qualities First. CMS congratulates Gracie Brazil for earning first place in 2006 or 26 Arizona Law Day contest for in the sixth through 8th division. Gracie receive a new iPad compliments of Apple and the honor highlights your creativity,

062critical thinking and excellence uh academic excellence. The esports team at the middle school captured first place in their league competition and the team successfully competed against 82 schools across six states for their success. And this was written two days ago. So the boys middle school team had advanced to the championship game, but Mrs. Ridge told me today that they won the championship. So they won that competition >> at CCS. Um they're getting ready for graduation. They want to thank uh Miss Mary Wyman for student success completing three community service projects that met guidelines and expectations for the Peter R. Marsh Foundation's grant program through their hard work, creativity, and commitment to giving back to the community. They that earned them recognition and a grant award uh to support their projects. Um CCS is extremely proud

063of the accomplishments and positive impact they continue to make in the community. The outdoor education class also enjoyed a trip to the Boyce Thompson Arborum. Students spent the day hiking, exploring Arizona's native landscapes, and learning more about conservation and desert environment. Mrs. Edwards and Mr. Van Wagan were the sponsors, and we're appreciative of what they did with the high school. I'm going to read a couple things, but then we're also going to have a special presentation of some students. Uh 10 CT medical students travel to Tucson in April for state competition, and the Combmes nurse assistant program received the highest award. the platinum chapter. Uh med sports medicine students Payton Everett, Delaney MSAS, and medical assisting student Lee Batabu all received sixth place in the public health. Uh and Haley Pedrosa earned 10th place in

064health 10th place in healthy living. The esports team for the high school is also very successful even though they graduated um their entire team last year. They matched last year's playoff success and is number one ranked team in the state. The JB team consistently second or third in Phoenix area competitions. Team captains Ethan Matthews and Braden Bean provided outstanding leadership uh for the sports. Uh the girls team made uh the soft state softball tournament and lost in the first round in a hard-fought game uh one to three. Um KJ Snyder, freshman pitcher, was named player of the year for the East Sky region. And in the boys track team, Brandon Branson Moch made it to state in the javelin for senior night. I know Miss Horn made a reference to it, Mrs. Taylor made a

065reference to it. Uh 41 academic letters, that means a GPA of 3.7 or higher. 18 fine arts seals, almost 2.5 million in scholarships, and 22 Coyotes of Distinction awards uh were handed out at that evening, and four students were recognized for their enlistment in the armed services. Let's see. Two of the seniors at the high school will continue uh their athletic careers. Uh Khloe Gonzalez is committed to play volleyball at Chandler Gilbert Community College and Heather Joe Bush will continue basketball at Park University in um in Gilbert, I think. And then Miss Jessica Ferman and Combmes High School was the winner of the 2026 Diamondbacks and University of Phoenix teaming up for education grant. It was a $4,500 grant from the Diamondbacks Foundation and the University of Phoenix uh that would be used to repurpose

066former computer lab into a STEM lab for all students. Miss Ferman plans to give the students hands-on experience with things like 3D printers, electrical circuits, and create a space where students can explore and tinker with technology and concepts to learn and grow. Um she will receive recognition at the May 22nd Diamondbacks game prior to the start of the game. And then uh Mrs. Loftess has a special presentation from two or three groups of students. So I'd ask Mrs. Loftess to come up with uh the teachers and students. It just didn't like you and I'm standing here so technology does not work for me. Um, good evening governing board members, Dr. Wyman, Miss Judy, our fierce leader. Um, as well as the the constituents and our audience tonight. I am excited to present two specific programs

067that have worked diligently this past year to receive honors. I'm not going to talk about them because they have all the information to share. Miss Spock, Shan, Danny, and the Math Challenge Club and their achievements this year. Thank you, Mrs. Love this. Good evening, everyone. My name is Sonia Bhakshani and I am honored to recognize two outstanding students from the Max Challenge Club at Coms High School. The Max Challenge Club was started during 2024 2025 school year to encourage the student to strengthen their problem solving skills and confidence in mathematics beyond the classroom. Since then, students have shown great enthusiasm and dedication. Today I am proud to recognize Drexton Claire and Emma Brighton for their exceptional achievements in prestigious mathematics competitions conducted by the center for education in mathematics and computing at the University of

068Waterlue Canada. Brexton earned a medal in the Ka mathematics contest in 2026 and previously received a medal and certificate of distinction in the Pascal mathematics contest in 2025. Emma earned a medal in the ferment mathematics contest in 2026 and also received a medal and certificate of distinction in the kle competition in 2025. In addition, students from the Max Challenge Club earned multiple medals in the competitions conducted by Central Arizona College and the Scottsdale Community College. These accomplishment reflect their hard work, presence and the true passion for learning. As a teacher and the club sponsor, it has been very rewarding to watch student grows grow in confidence and challenge themselves academically. I would also like to thank our administration, colleagues, parents and students for supporting the Max Challenge Club and encouraging opportunities that help student grow

069beyond the classroom. Braxton and Emma, congratulation on your outstanding accomplishments. We are very proud of you and look forward to your future success. Thank you. I want to take this opportunity to thank Miss Box Shandi for reinvigorating the math challenge club on the CHS campus. She stepped up two years ago and said, "Hey, I want to start a math club." And has taken hold and taken students to competition time and time again, both in-person competition as well as online competition. And these students would not be competing at this level without her leadership. and I'm very grateful for that. On that same note of leadership, I would like to invite Mr. Taylor and Mr. Shrill to share about the achievements of our news media students in their recent um competition out of state. >> Good evening.

070Uh my name is Brian Taylor. This is Paul Triel. He's my emotional support buddy tonight. Uh thank you guys for the opportunity to hear about the exemplary accomplishments from the a select number of students that represent our news media outlets on campus. Uh we have three uh we have the epoch yearbook responsible for putting together the annual book uh the rundown television production staff and then the combs courier which is our campus newspaper. Um, in last month we traveled to Minnesota where these guys got to deal with some like below 20 degree weather. A little out of the ordinary for them. Um, but while we were there, they had the opportunity to compete uh at a national level against over a thousand students. Um, and so I'd like to take the time to recognize their

071accomplishments tonight. Uh so to start um last year's yearbook staff uh we have Natalie Nash here to represent them and their work. Uh the yearbook from the 25 school year was entered into a best of show competition uh for which they placed ninth nationally uh for the quality of their yearbook. Would you guys like these guys to stand? >> Yes, please. >> Natalie, go ahead. >> You can bring them up. >> They can come up. They can come up. We'll take we'll get a picture afterwards. >> Okay. Thank you. >> Stand right here. And then uh we had two students from our television production program uh compete in broadcast news packaging where they had to show up at 9:00 a.m. for a press conference, be given a topic, and then they were tasked in six

072hours to go out in downtown Minneapolis, uh find people to interview, find a story to produce, and turn that in in a very short deadline. Uh and so representing the team of Mason Lrod and Hoody Larios, we have Hoody here. Uh they received the recognition of excellence for a news package that they produced about art in downtown Minneapolis. Uh and then lastly, we have two people here representing the newspaper outlet. Uh first we have Claire Hollum. Claire Hollum. Uh, in a similar competition to what the boys did for broadcast news packaging, Claire had to attend a press conference and then write a feature story uh, related to the topic in a very short period of time. And she became the first reporter in school history to earn national recognition for her writing. Nice. >> And

073then I'll acknowledge while she's up there too, she was also a national champion sports photographer last year as well. And then lastly, we have a young man who's a freshman in our program, Anthony Gonzalez. Come on up. So Anthony actually uh placed twice nationally while we were there. Uh he earned superior recognition as a firstear photographer. Um which places him in the top 10% of contest entries in the nation. And then additionally uh he became the second consecutive national champion for sports photography while we were there. >> Nice. >> An amazing accomplishment for >> Thank you guys. >> Um are we going to get a quick picture while they're bundling up? I just want to denote how much work it takes to excel at this level and the leadership that it takes from the staff

074to present the opportunities for our students to achieve. So I cannot thank Mr. Shrill, Mr. Taylor and Miss Box Shawn Danny enough. Good evening, members of the governing board. Tonight, we are proud to recognize and honor our retirees for their years of dedication and service to public education. A career in K12 education is more than a job. It is a commitment to students, family, and community. Each of tonight's honores has made a lasting impact through their work. Whether in the classroom, classrooms, offices, transportation, food service, maintenance, or support roles. Their contributions have helped shape lives and strengthen our schools in countless ways. Here are our honores tonight. As I call your name, want you to come down and we have board members who want to give you a token of appreciation and then similar to

075our students, we'll have you stay in the middle and take a group photo. So, first we want to recognize Naen Menddees Hifford. For the last two years, Naen has served as the structured English immersion teacher for CTA in Harmon. Next, Katherine Holmes. Katherine started as a substitute teacher before teaching second grade at Harmon for three years. Mary Wyman. Mary has been teaching and inspiring comb center for success students for nearly five years. Dona Gil Dona retires after six years as a kindergarten teacher at Ellsworth and we are happy that she will continue to substitute next year. Elsa Atando Harmon was privileged to have Elsa for six years working as a pair professional. Sherry Heath. Sherry started at Combmes in 2019 working as a teacher at both CTA and Harmon. She will also be substitute teaching

076next year. Dr. Gregory Wyman. After after 40 years in public education and seven years at Combmes, Dr. Wyman is looking forward to retirement. Patricia Ferguson. Patricia started at Combmes in 2015 as a paraprofessional. After 10 years of service, she's been enjoying retirement since January. >> Nice. >> Ann Madson An has an has devoted 11 years to Combmes High School serving as a librarian. And finally, Cheryl Morales. Cheryl is the reading specialist teacher at Ranch Elementary. She retires after 11 years serving our district. as they're getting their photos taken. On behalf of the district and community, thank you for your service, your professionalism, and the difference you've made and for generations of students. >> We wish you the very best in retirement and the next chapter of your lives. And this month for our students of

077the month, we're recognizing them for communication as we look at the portrait of a graduate. We're thankful for the Combmes Education Foundation as they provide the medals and certificates. Students, as you call your name, I'd like you to come stand next to me. There's a nice testimonial that has been written by your school and we want to read that about you and then I'll have you cross the room and be greeted by our board members. So first from Combmes High School, Jacob Mary many goats. So we can celebrate Jacob at the high school in the next few days. from comb center for success, David Miranda. So, David has been part of CCS and their community since middle school. He has shown tremendous growth academically and as a leader on campus. He is not shy about

078expressing himself. He brings energy and humor to the campus, often making others laugh while also building friendships and supporting his peers. He has also learned perseverance in his growth as a guitar player and his focus on schoolwork. Congratulations. Go right over from Combmes Middle School. Quinn Forny Quinn is a true beacon of light at the middle school. What sets her apart is her exceptional communication with unwavering honesty and sense of fairness. She possesses the rare courage to speak up when something isn't right or needs improvement. She possesses poise, speaks clearly, and expresses genuine enthusiasm as seen in the middle school's TV and film class. She is also very considerate to all and helps her peers who struggle to engage. Congratulations, Quinn. Next from Combmes Traditional Academy, Symphony Garrett. Symphony. >> So, Symphony has amazing communicate

079communication skills in kindergarten. She is a top leader in her class, actively participating in class discussions and group work, shares her ideas, but also demonstrates how a good classmate listens to others. She knows how to express her thoughts and feelings appropriately, advocating for herself when she has a concern. While she possesses a wonderful confidence, she is the first to help her peers when needed. Congratulations. Oh, great. Let's see. I think Jacob is in the audience. So, Jacob, do you want to come on down? Come on over here, Jacob. Welcome, my friend. Jacob consistently demonstrates strong communication skills with both peers and staff. He has expresses he expresses himself, asks thoughtful questions when he needs clarification and participates positively in his classes. He is always willing to help others and contributes to help create a positive

080classroom environment. Congratulations. right over there. From Ellsworth Elementary, Rosalie Sanchez. All right, Ellsworth will find a way to celebrate Rosalie in the coming days. from Harmon Elementary School. Hennison Connoisseur Tennyson. Tennyson is being recognized for his communication skills as he is a student who has demonstrated growth in verbal, written, and interpersonal communication this year. While Tennyson may face challenges, what stands out is his ability to grow in communication while in different settings in school. Tennyson, your growth matters, your voice matters, and we celebrate the perseverance you show each day. Congratulations. from Ranch Elementary School. Tate Williams. [laughter] Hi, Tate. Tate is participating in his second year in the preschool program at Ranch. He has demonstrated significant progress with his language skill skills through the use of the touch chat communication system. Tate carries his device

081throughout the day, and has learned to communicate his ability to count to 10, become more interactive with peers with comments like, "That's cool." or letting others know that indeed he likes Chick-fil-A. >> No, >> I do too. Tate is motivated to learn and his verbal communication skills have soared this year. Congratulations, Tate. >> And from Simon Elementary School, Charlotte Wilcut. Hey, Charlotte. Charlotte is being recognized as an excellent communicator for her ability to share ideas clearly, following directions, and speaking with confidence. She pays attention when her classmates speak, and responds to their ideas with respect, helping create a positive learning environment for everybody. In her writing, Charlotte works hard to organize her thoughts and takes pride in her assignments, always giving her best, she sets goals for herself and stays focused, and she'll until she

082reaches them. Keep up the great work, Charlotte. And let's give one more hand to all of our students of the month. Um, we're going to go ahead and take a short break. Those that want to get pictures can and then we'll move on to about five minutes. >> [music] >> Heat. Heat. N. [music] >> [music] [music] >> Heat. [music] [music] Heat. >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] [music and bell] [music] >> Heat. Heat. >> [music] [music] >> We're going to go ahead and um continue So, we're at 7.5 governing board members. So, if you guys have anything that you would like to share, I know that Do you have anything that you would like to share, Diane? >> I'll just make it real quick that I had the opportunity to

083attend the CTE and the high school awards at the at CPAC uh the last I guess it was last Monday and Tuesday. very impressive, very encouraging um to see those students see how excited also their teachers and the principles and um to receive their awards and to give those kids a moment to shine. Um hard work ethic obviously and to see them get scholarships and awards. Um I'm just hoping next year when I go that the CPAC is full and there's not a seat open in the house because it was really amazing to see. So it's so important the CTE program, our sports, our um fine arts program um as well as the academic ability of our students. So it was wonderful. >> Just really quick, the um excellent of awards for staff. I was

084able to attend that and that was phenomenal. Um we have so many talented and g giving people here. So it was really nice to see. Um, I was able to attend almost every single track and field meet both home and away. Um, for anybody that was here earlier, uh, during our study session, I'm a huge proponent of academics, athletics, fine arts, and CTE. Um, very proud of our boys that went to state. And I, and I can't remember if it was mentioned, but Branson, not only did he go to state, he got second at state, and he's now going to all state. Um, so that's really exciting. Um, I, uh, I was honored and privileged to be able to attend for the second year of a row in a row CTE awards, um, along with

085Miss Taylor, uh, as well as the senior awards, which she was at as well. and um having students of my own, my own children that attend Combmes High School um and serving the community on this governing board, I am I will sing your praises forever. The CTE program that we have is amazing. Um I am so proud of these kids. Um, I worked for over 10 years in broadcasting here locally in Arizona. And to see what they're doing at the school site, um, with the teachers that they have and the students, hands down, just so impressed by them. So impressed by them. Um, and and all the kids, everything from a science uh, to sports med. I have a student that's in the sports med program. I mean, just so many amazing things that we're

086doing. Um, and then the senior awards, how well-rounded the Combmes High School student is. And going back to my comment earlier, because of that keystone of strong academics and those pillars of athletics, I see some I think soccer. My my eyes are going the older that I get, but I think some soccer girls in here. Um, and I'm glad that you're here tonight. Um, our athletics, our fine arts, and our CTE program. I'm very proud of all those awards that we saw this last week. Um, we just need to tell our story and we just need to uh let our community know how amazing we are because we see it. The ones that show up to those awards ceremonies, we see you and you're amazing. Thank you. Um, I had the honor to well, it

087was fun. I don't know how honored it was, but um the three of us went to the um Department of Education for uh board members with uh Mr. Hogan. It I have to say that for all the years that I've been on the board that that was probably one of the best conferences I've been to. It was great. Um learned a lot. Um so that was fun. Um I think that every board member that that is a board member should go to those to that one specifically. Um we are one board member short this time. Um Mr. Steven Ray is no longer going to be with us. He he um chose to uh step down due to some um conflicts of interest. So, he won't be there. And we've um reached out to Joe Bashard

088and she uh is not going to replace him uh at this point. So, um we will wait for elections for the board that seat to be filled. Um with that, I think we will move on to um public comments. We have a short video to watch. This is a time for the public to comment. The board [music] invites the viewpoints of citizens throughout the district and considers the responsible presentation these viewpoints vital to the efficient operation of the district. Members of the governing board may not discuss items not on the agenda and [music] will be limited to directing staff to study the matter for further consideration and possible decision at a later date. The board therefore [music] establishes the following procedures to receive input from citizens of the district. Any individual desiring to address the

089board shall complete a form and give this form to the superintendent prior to the board meeting. The board president will keep each speaker to a 3minut [music] time limit. Questions or comments on matters under legal review will not receive a response. Members of the governing board may not discuss items not on the agenda. Personal [music] attacks are discouraged. At the conclusion of a call to the public, individual members of the board may respond [music] to any criticism made by an individual who addressed the board. The expectation [music] of the governing board and district is that everyone treats one another with respect and that the speaker presents viewpoints in a civil manner. If more than 10 individuals request to speak, [music] the board president reserves the right to limit individual speakers to two minutes and may

090set a time limit to the call to the public session speakers. So, we will be doing two minutes. Um, if we can't um if our little timer doesn't work, then um Miss Wanger will give you a heads up when your time is almost up and then we will um let you know when you're done. when your time is up. So bear with me because um some of these names are a little hard to read. Um so first we have Kendall Barab. Good evening board. Good evening audience. I am Kendall Barup and I am a 15year-old on the girls soccer team and I do not think it is right for you guys to cut out the girls soccer program. Me and the other girls here representing along with the whole team have been working very hard

091this season and there are a lot of incoming freshmen. Even if we didn't have much this year, there's no guarantee that we won't have more next year. And I believe that this team, as I said, have worked extremely hard. We've had practice every day for at least two hours. We've communicated with each other. And our amazing coach, Coach Decker, along with our assistant coach, Coach Hogland, they've shown us things I haven't seen before. And I think that the girls soccer program should continue and not be cut off because there are a lot of girls out there like those two three with the shirts on. They would really like to do something with soccer in the future. And I believe that girls combs high school soccer could guarantee them maybe a scholarship or at least more

092time to practice soccer to continue to get better. And I believe cutting it out of the high school would be not good in my opinion. I'm sorry. >> You're fine. You're doing great. But I really think we should just keep it in because there are a lot of opportunities that could be for these girls and for our seniors. We have an upcoming senior right there with the blue shirt. I love you, Natalie. She has a lot of opportunities in the future and I know she can do a lot. So, I believe that we should keep the girls soccer program in and not cut it out. Okay. Is this Mary? Yeah. Okay. Do you want to come on up? Um, Dr. Wyman, members of the board, fellow members of the Com community, good evening. Thank you

093for giving me the opportunity to speak. My name is Mary Barup. My husband John wanted to be here, but he's home with their sons Braden and Braxton, who are also students in the Combmes community. We just heard about this for the first time today by an email from Coach Decker about the Combmes soccer program being eliminated from the high school. Um, I felt compelled to appear before the sport to express my concerns. I've also spoken with other parents who were not able to attend due to the short notice. Our daughter, Kendall, is a freshman on the soccer team. She loves soccer. She's been playing since she was four years old. She's been playing multiple seasons during the year from Gilbert to Globe to Mesa here at Queen Creek and Santan Valley um since she was

094seven years old. And she's loved playing for Combmes whether it's middle school for both seventh and eighth grade year, also in the high school as her freshman year, and she's looking forward to playing and continuing even into college. Um, she wears her combs colors at practices for her wreck team, which is in Gilbert, and doesn't care who the other schools are because she probably represents being a coyote. And she dedicates her time at not just playing, but being a leader and a team player because she knows that is what playing soccer is. It's fun, but it's also a group project. Like more than one person gets involved with it and is affected by it. Soccer is a game of passion and joy. I mean, kids don't start playing because they are involved with NIL or

095anything like that. They want to play because they have fun. And for girls, it helps our daughters develop into leaders and team players. It stimulates the mind and body while creating emotions that will help them face life with strength, determination, and confidence, especially in this everchanging terrifying world that can be absolutely amazing. In conclusion, real fast because I know I'm running out of time. Um, Mia Ham, who was one of the first faces of American soccer and the person who inspired me to play sports growing up, said, "Somewhere behind the athlete you've become and the hours of practice and the coaches who have pushed you as a little girl who fell in love with the game and never looked back. Play for her." Members of the board, these young women play for Combmes. I'm asking

096you, play for them. >> Thank you. >> Great. Um, Shelby Decker. Okay, bear with me. Um, good evening members of the board. My name is Shelby and I'm the head girls soccer coach at Combmes High School. I'm here tonight to express my concern regarding the proposed decision decision to cut the girls soccer program. School sports are about more than just wins and losses. Programs like girls soccer provide students with opportunities to build confidence, discipline, teamwork, leadership, and lifelong friendships. For many students, athletics create a sense of belonging and motivation to stay engaged in school and both academically and socially. Cutting this program sends a discouraging discouraging message to the young women in the district about the value of their opportunities and participation. These girls deserve the same chances to compete, grow, and represent their school

097with pride. If we cut core programs, what will make students choose Combmes over a charter school or another district? I'm disappointed to find out about this matter. I found out from one of my players today. Excuse me. I has the I as the head coach was not notified that my program was even up for debate. I'm committed to my program tonight. I called out of work to make sure that I was here today. Um, I want to set a good example for my girls. So, I am here. Um, this season I had a baby and I was back on the field coaching less than a week after giving birth. 5 days postpartum, I was coaching my girls back on the field. Sorry, I lost my squat. Um, the girls deserve a committed coach. We have

098spent the last few years rebuilding our program. cutting the girls soccer team would be teaching these girls that it is okay to just give up and their their dedication has not mattered. I understand the difficult sorry I understand that difficult financial and administrative decisions sometimes must be made but I respectfully ask the board to consider alternative solutions before eliminating a program that positively affects so many students and families. >> Unfortunately, your two minutes is up. >> Thank you for your time and consideration. Develin Rice. Good evening, members of the school board, administrators, coaches, parents, most importantly, student athletes. My name is Devon Rice, proud father of three daughters that played and currently play at Combmes High School. I'm here today to speak against pro uh the proposal to eliminate the girls high school soccer team.

099For many people, soccer may look like just another sport, but for the girls who played, it's much more than a sport. Soccer teaches discipline, teamwork, leadership, resilience, confidence. gives these students a reason to stay engaged in school, maintain good grades, and be part of something bigger than themselves. Taking away girls soccer would just not remove a sport. It would remove those opportunities. For some students, soccer field is a place where they feel accepted, supported, and motivated. It's where their friendships are built, where leadership skills are developed, and where young women learn how to handle pressure, setbacks, and success. These lessons last far beyond high school school and high school sports. Girls athletic uh athletics also matter because representation matters. When schools invest in girls sports, they send a message that female athletes are just as

100valuable. deserving and as important as anyone else. There's also academic and personal benefits connected to school sports. Student athletes are often more likely to stay involved in school activities, maintain eligibility through grades, build habits that help them succeed later in life. For some players, soccer may even open doors to scholarships and college opportunities. I too understand the financial and administrative decisions sometimes have to be made, but removing these opportunities for students should be the last option, not the first. Thank you. We have um Diane Stewart Inklinkhart. Good evening. My name is Diane Stewart Inglehart. am a proud educator with 25 years in public schools and a clinical social worker with 31 years of experience. I am appalled, saddened, horrified by what has been shared with me by Holly and Maxelina. I have met with this

101family and will support them in understanding their special education rights and advocating for their daughter's educational and emotional safety needs. I am asking the Col school board to continue to ask hard questions of the administrative staff at Cols High School and to truly listen to students, parents, and community members so that no student ever experiences this kind of failure and empathy, safety, ethics, and legal responsibility. Again, on January 6, 2026, a student disclosed to a school social worker that a male student touched her private parts in a hallway at school and that she did not feel okay about what happened. At that moment, student safety should have become the number one priority and mandated reporting laws should have been followed immediately. Multiple district personnel became aware of this incident, including the social worker, assistant principal,

102principal, district leadership, and superintendent. As educators and mandated reporters, our duty is clear. We listen, we protect students, and we report appropriately. What happened here raises serious concerns. Police should have been contacted immediately. School personnel should never contact their own investigation involving sexual allegations or ask a child to demonstrate sexual behavior. Safety plan should have been created. Special education staff should have been involved immediately. Teachers, security staff, and all relevant personnel should have been included in the investigation process. Most concerning, the parents were not notified until the child arrived at home. The parents contacted police first. According to records, the incident was reported to the Department of CH Child Safety instead of law enforcement. Even though this was a student on student sexual allegation that falls under police jurisdiction, as a clinical social worker, I

103am deeply concerned about the apparent lack of understanding regarding mandated reporting laws. >> Unfortunately, we're out of time. Thank you. >> Proper procedures. Since I am out of time, I will submit this to you because I presented for three minutes. Thank you. >> Thank you. Holly Elena. Good evening, governing board members. We are Holly and Maxelina and we are here tonight as a parents of a special needs student. We are deeply disturbed by the superintendent's recent letter describing our daughter's reported sexual abuse incident as mutual physical displays of affection and stating that the behavior does not require a duty to report because every high school has this happening and Combmes does not call home about it. The characterization does not align with the facts. First, our daughter immediately sought help from a school social worker

104and expressed that she felt violated and unsafe. students do not seek out mental health professionals because of mutual affection. Second, despite initially questioning our daughter's credibility, a district social worker ultimately contacted DCS. That action alone demonstrates that a trained professional believed there was enough concern to escalate the matter. It is difficult to reconcile that with the district's statement that there was nothing to report and no reasonable suspicion of harm. Third, the forensic detective assigned to this case brought forward charges of forcible fondling. Although the county attorney declined prosecution, that does not mean the allegations lacked mer lacked merit or that the conduct was mutual. Prosecutors declined cases for many reasons, including the difficulty of securing a conviction beyond a reasonable doubt. What matters is that trained law enforcement professionals believe the evidence warranted criminal charges.

105Additionally, the other student himself acknowledged in writing that he groped her, [clears throat] that he touched her inappropriately, that he touched himself, and that he tried to get with her. And those are his words, not ours. We are also deeply concerned that our daughter's cognitive disability appears to have been minimized in evaluating what occurred. The district stated her disability was considered only for supportive measures, not in determining whether the interaction was welcome. Finally, the district appears to rely heavily on incomplete video footage while discounting a student. >> Unfortunately, you're out of time. >> Yeah, >> thank you. >> Noah James Markham. Aloha, Miss President, and to the rest of the Combmes board. I would like to talk about that we need to make sure that we are talking about DEI in our public schools here.

106Diversity, equity, inclusion. Even if the Mormons don't like it at school, the Mormons need to learn that DEI matters at school. Also, I want to make people with disabilities get their accommodations at school and should never be refused just to be able to learn at school as a person with a disability. I know what it's like to have a disability my whole life and hear my mom complaining to me while I went to Gilbert public schools that the teachers just never listened to her and she had to fight for accommodation just to learn at school. That was not okay. ESA vouchers. Superintendent Tom Horn. It's a shame in Arizona and a shame that we can't have them in public schools in Arizona. So hopefully one day we will be able to get these vouchers so

107public schools districts doesn't have to go what my district had to go through and shut schools down because of the ESA vouchers. Go Tempee. We also need to make sure that we educate people about the Japanese concentration camps are right back in our backyard of Arizonans. Sports matter. I was number one at Campbell Valley Coyotes High School and Gilbert public schools for most of my high school years with the disability. That's a fact. Sports works, especially tennis. Mahalo and thank you very much for listening to me tonight. >> Thank you. All right. Is it Anger Hubert? Did I say that wrong? I probably butchered it. Sorry. Good evening, governing board. The fact that I have to drive over 25 miles from my home tonight to essentially get crayons out and explain to you why this

108situation is deeply inappropriately is honestly beyond me. I'm speaking tonight regarding a publicly known incident involving a special needs student and the district's handling of that situation. The district leadership that defended the handling of this matter by minimizing the contact and arguing the mandatory reporting obligations were not triggered. Under the closed touching of a student's vaginal area is not normal public display of affection in a school setting or anywhere. That is not harmless teenager behavior. That is not kids simply kissing in a hallway. And that should never be normalized inside a school environment. What concerns me more is how this child has been instructed to handle the situation afterwards. The student was told to email the other student and explain to them that they don't want to be touched that way. Inappropriate. That should never

109happen. In fact, if we were in a workplace environment, if a woman reported inappropriate touching, no professional HR department would tell her to go email the person that touched her and explain to them their boundaries. Why are we asking a child to do that? especially a special needs child, the respons the responsibility would immediately shift to authority to appropriately handle this situation. Why did that not happen? So why are we expecting for this child to do this to for herself? And not just any child, but a special needs child who may be more vulnerable to pressure, confusion, manipulation, and the desire to feel accepted. That vulnerability matters. Many special needs children desperately want inclusion, acceptance, mainstream peers. That makes it harder for them to recognize inappropriate behavior, harder to process social pressure, and harder to

110advocate for themselves in an uncomfortable situation. That is exactly why adults are supposed to step in and protect. >> Your time is up. >> Well, it's okay. >> Thank you. >> Okay. Thank you. Thank you. Okay. Jason Smithson. I'm the father of a seven-year-old child on the autism spectrum and a special education advocate who regularly travels to Washington DC speaking with members of Congress on disability rights and special education protections. Sexual assault allegations involving students, especially students with disabilities, must be handled seriously and lawfully. Superintendent Wyman, you stated, "FAPE and IDEA prevent the district from releasing information regarding the victim's disability. That is misleading. FAPE and IDEA do not prevent relevant information from being shared with law enforcement during a criminal investigation, especially when that information may affect how a vulnerable child is interviewed and

111protected. The district's responsibility was to protect the child, not to protect itself. The moment this alleged assault was reported, law enforcement should have been contacted immediately. Arizona law is clear that reporting only to an SRO does not satisfy mandatory reporting requirements. Instead of trained forensic professionals handling this matter, the victim was questioned internally. The school social worker instructed the student to write an email to the accused student while district staff internally discussed whether the victim was exaggerating. That is deeply inappropriate. Then comes your Title 9 investigation. The public deserves investigations that are truly independent and free from conflicts of interest. The district chose law firms that have existing ties to their own district that violates Title 9 federal civil rights law. And after the investigation, the family then received communication threatening academic consequences because the

112student had missed too many days of school. Think about that. A student reports a traumatic incident, the family raises safety concerns, and the district's response is to pressure attendance through threats about credits and absences. This is not traumainformed leadership. That is institutional self-p protection. This board has a choice. You can continue to try to contain this issue internally or you can do the right thing and authorize a truly independent third-party investigation while placing all employees who violated the law on administrative leave pending the outcome. >> Okay. Josh Middleton Thank you for the opportunity to speak this evening. This is my last board meeting here. I want to make take a moment to sincerely thank the governing board uh for the opportunity to serve Jolmes. I'm grateful for the trust and support you and Dr. Wyman

113have placed in me. I also want to thank Dr. Wyman. You are the ultimate professional. I'm grateful to have worked alongside you. I didn't think I would miss being a superintendent as much these last two years, and I know I'll be a better one because of you and my time here. Let me close with three simple thoughts. First, thank you again for the opportunity to serve this district and community. Second, I depart to my next endeavor, pleased and confident in the work that has been done here and relationships built along the way, including each of you and the JOM's leadership team and the entire staff. And third, after 41 years in education, including 30 in leadership, I would be remiss if I did not share one timeless lesson. There will always be outside narratives, speculation,

114and distractions. You cannot do this work by chasing noise. You do it by staying grounded in your values, focused on what matters, and committed to doing what is right, even when it's not easy. I'll be cheering for JO Combmes and its continued success. Thank you. Thank you. Okay, we will continue with um uh item number nine, action item, the consent agenda. Does anybody have any issu any um questions on this consent agenda? Comments, concerns? If you did not turn in a slip. Did I? Oh my gosh. I am so sorry. You're right. Go ahead, honey. >> Um, I would be talking about the soccer budget cuts. Firstly, I would like to thank all that are here supporting me. My name is Natalie Rice. I am a junior at Combmes High School and next year will

115be my fourth and final year playing Combmes soccer. I have grown up around soccer and I've been playing since I've been three years old. I started playing club and it really impacted me in many ways. The bond between players, the responsibility that I have learned and the joy it has brought me in many ways. But something that unexpectedly brought me the same amount of joy was playing school soccer. With many different personalities, school skill levels and goals amongst the team. School soccer has taught me leadership and definitely patience. But those friends I have met through school soccer. They are often joining the team not just because it is an off season because of their club sport, but for a better high school experience, and most importantly, a community of girls that always have their back.

116Creating discipline and accountability often happens later in life, but I have noticed it on and off the field recently. [snorts] Um, it is mandatory to keep your grades up and have good attendance, but what Coach Decker is and what Coach Decker is constantly preaching at us girls to represent your school even when you're off campus. Coach Decker is a fantastic coach and most importantly a great role model for my teammates and I constantly looking out for us and being the tough loving role that that benefits that benefits us all. I'm asking you reconsider this destination this decision and work with students, parents and coaches to find another solution. Thank you. >> Thank you so much. Sorry about that, Natalie. Okay. Okay. Okay. So, now we'll go ahead and move on to the consent agenda. Any

117questions, comments, concerns on that? If not, I will take a motion. >> I move to approve the consent agenda as presented. >> I second. >> All in favor? >> I motion carries four to zero. Okay. All right. We have some action items here. uh 10.1 discussion and consideration of approval of the 2627 salary increase presented by Dr. Wyman. >> So this is just approval of the 1% increase that I talked about at the study session before the meeting. Um so I'd recommend approval as presented. >> I move to approve the salary increase for employees as presented. >> I second. >> All in favor? I >> I motion carries four to zero. >> 10.2 discussion and consideration approval of 2627 salary schedule and stipen schedule. >> Again, this is uh aligned with uh the presentation earlier

118this evening. I know there's questions about the recommendation on the athletics. So, you can do one of two things. You can either go ahead and approve as is and then based on whatever the option is in June, we would bring you back another salary schedule that would be different or you can go ahead and approve all the salary schedules except the extra duty stipen salary schedule in which case it' remain the way it is and include the the particular sports that that we talked about and then depending on what we bring to you in June um it'll be whatever it's brought in June and then and then you can figure out where that goes from there. >> Okay. Um, I think I'm okay with approving everything but the um about but the sports duty >>

119extra extra duty >> duty stipen. Yes. And then we can we can table that part until next time. >> Yep. >> I agree. >> Okay. Agreed too. >> All right. So if anybody wants to make a motion for that. >> So the only one that we would be withholding is extra duty stipen schedule sanction. >> Right. So it just it would sit exactly the way it sits right now. So all the sports that we currently have will remain in that extra duty stipen uh schedule until the decision is the final decisions made most likely at the June 10th board meeting. >> I'll motion to approve the 2026 2027 salary schedules as presented with the exception of the 2627 extra duty stipen schedule proposed May 13, 2026. Correct? >> I second. >> Okay. All in favor?

120I >> I motion carries four to zero. 10.3 discussion, consideration or approval of combined resolution affecting county treasure transactions for the fiscal year 2627. >> Good evening, Madame President, members of the board, members of the community, colleagues. Okay. Action item 10.3 is the annual renewal of the combined resolution with the Panal County Treasurer, which provides services for investment, warrants, warrant signatures, fund transfers, and our Treasury Agency service access for the school district. It's a service they provide for us each year. If there are any fund transfers, which we've never done, um those authorizations would be limited to Mr. Halgan, our incoming superintendent, and myself. Are there any questions in regards to this agreement? >> Do you have any questions? >> No. Okay. Um, no. >> I'll ask for your signature after the board meeting. Okay.

121>> I will take a motion on that. >> I motion to approve the combined resolution with Panel County Treasurer as presented. >> I second. >> All in favor? >> I I motion carries four to zero. 10.4 for discussion, consideration, adoption of 262 2526 expenditure budget revision number two. >> You just can't get rid of me. Okay. Action item 10.4 for is to comply with Arizona revised statute 15905 which states that a district will complete its physical final year expenditure budget revisions and the governing board will adopt no later than May 15th and we will upload to the um superintendent of public instruction no later than May 18th. The 2526 annual expenditure budget revision 2, which is attached to this agenda item, will carry us through the remainder of this school year, which is June 30th,

122and the incumbrance period, which will extend until August 30th. This revision is subject to the July 2025 authorization of expenditures in excess of monies budgeted within the M sections and subsections as long as the total budget is not exceeded. Changes from the September 1 revision to this revision were primarily with the M budget within page one. Our ADM, which we recorded a slight increase of approximately 12. We were budgeting 3,515 ADM, we are showing right now 3,527. Sorry, I left off the decimal points. with additional carry forward that the state identified for us. Some increased ADM, some FY26 state aid allocations, our increase in our group B weighted averages, which is usually our special education students, our gifted students, free and reduced lunch. All of that combined to increase our budget of just over $950,000.

123Our unrestricted capital, which is c found increased just under $50,000. All pages did reflect slight changes that were differentiations between the function code or the option codes for our account code which identified where we needed to budget within the numerous numerous Excel spreadsheets that you were able to review today. Are there any questions in regards to this budget? um indirectly. So, um as we are preparing for the budget to be represented to us, um taking into consideration not removing any of our athletics, um or stipens, etc. Um, with our 2025 2026, I I personally would like to see the total athletic fees that were collected by all teams, including esports, football, etc. Total stipens paid out, total tax donations, you can go to that portion of the website and you can pick a team, cheer,

124soccer, etc. $200, $400. And then I would also like to see um a sum total of all of the students that participate in athletics and how that would affect our ADM if we didn't have our athletes. Thank you. Does this >> in regard to the budget discussion? >> Right. This is the for the 2526, right? This is for this year. >> This is for this year's budget. >> That's what I would like to see that for because we'll have that information. correct expenses. >> So, are you are you saying the proposed changes are for next year's budget um >> reflected upon information from? >> Yes, I can gather that for you and and bring it to you which would impact laterers. This is this year's budget. >> We do have to have this accepted by

125the 15th. So, I can get you this information, but I can't >> since you're Yes. Since we're on that topic, I just would like that since it's related to it, but ma'am don't want to impact this. >> Yes, ma'am. I can do that. >> Okay. Okay. All right. So, if we don't have any questions about this item, I'll take a motion. >> I motion to approve the 2025 2026 annual expenditure budget revision number two as presented. >> I second. >> All in favor? >> I I motion carries four to zero. >> I'll need your signatures after the meeting. >> No problem. Okay. Um information discussion items uh 11.1 um CIA monthly report. Good evening members of the board, Dr. Wyman, audience members and colleagues. I'm here to update you on our professional learning that we

126had back in March. There's always a delay because of the turnaround time to gather all the information for you guys. Um so I want to celebrate all of these staff members um elementary through secondary who presented on this day. They facilitated sessions um for our whole entire district district-wide campus um sorry that's not the words I wanted to say. Districtwide staff attended sessions facilitated by these folks. So this is a great celebration that we like to do um every spring and it's our district showcase. Uh we had three choice sessions throughout the day and the quantitative data meant that um resources supported an understanding and implementation of the sessions that the people went to out of a scale from one to four was a 3.78. So people very very much felt like they could implement

127that. They felt like the sessions modeled instructional delivery methods and they also feel comfortable um implementing that into their learning environment. some quantitative or qualitative data. Just to summarize, um staff had a deeper understanding of um the legal documentation within their IEPs and 504s through the sessions they attended. Um they felt like they learned some technologies to streamline their classroom and they were really excited to implement those and they gained some e strategies such as thinkalouds and vocabulary walks in that first session. In the second session that they attended, um staff liked the sequential approach to reading that they learned from our AD partners. They also like u gained some resources for social studies and make connections with ELA. And um they learned about number talks as a low stakes way of involving all students

128in mathematical thinking and they appreciated the critical thinking they learned with Socratic seminars that was facilitated by a social studies teacher at our high school. And then the afternoon session that they attended, um, they learned some PBIS strategies that were given by some of our middle school teachers, specific deescalation techniques that they learned from our counselors and social workers that presented, and they prioritized um, learned how to prioritize problem solving and productive struggle in math sessions that they attended. Um, at the end of the day, we had some campus work time, and they found this time very valuable for those same areas that we talked about earlier. and some of those qualitative feedback pieces that they talked about. A summary would be they really enjoy that collaborative planning that we've brought into our professional learning

129days. They were able to create some assessments to target students that are struggling with specific standards. And I think that was specifically our ranch teachers that did that. Um, at Simon, our teachers celebrated talking about their 2 by10 strategy that they were going to implement, which is having two minutes for 10 days to build relationships with students. And then at Harmon, there was a modeled lesson by their instructional coach and their principal, and they learned about the essential elements of instruction. So, a really big day to celebrate all of our wonderful learning throughout the year. And moving forward, um, well, this is what we did in March. And then moving forward next Friday, we have Mr. Ray coming from Solution Tree to continue the work we've had with the 15-day challenge, which is planning for

130instruction, using our standards and assessments to drive our instruction. And then, um, we have new employee orientation that we're already organizing and including these different pieces into in July. And our back to school PD, I know we're just wrapping up one year, but we're starting the next. And we have our um new ELA adoption that was approved, the HMH for K5 as well as the 95% group for early literacy and the CLT um which is our world language training that will be coming and the 612 will continue their 15-day challenge planning and something I left off of there and our CTE folks are in the room. We just um finalized so that's why it's not on there. Um we'll do have we will have a specific session for CTE to continue growing their learning. What

131questions might you have with professional learning? >> Great presentation. >> Thank you. Thank you. >> 11.2 Curriculum um instruction and assessment. Dr. Fountain. All right. Good evening, [clears throat] Madam President, members of the board, Dr. Wyman and Miss Winger. Uh, this is just a continuation of our conversation in regards to uh the use of novels in our ELA curriculum. Um, mostly just coming to the podium to see what questions and direction you might provide. I know we've had a couple of different conversations since the last board meeting. Um, in essence, here's where we're at. We shared with you um that list of novels that we have to date. Um, we gave you multiple tabs there. That first tab is those historical novels, um, ones that were approved prior to most of our time here, except

132for maybe you, Miss Hargus. They're probably approved under your watch at some point in time, but before my time here. Um, I did highlight for you a couple of novels at the bottom of that list that we believe have been used, but I we can't find record of them being approved. So, we would recommend that when we get to the approval process, we formalize that just so we we have clarity for everyone. Um then you had another tab there on the novels that you approved as part of the adoption in May of last year. Um so that one I think we have good clarity on that piece as well. Uh then we shifted into the grade level tabs. Um those are the novels that are aligned with the adopted material. Um we have a little

133bit of ambiguity on where we were at on the approval process with that. Um, so I know that we have some belief that we approved those minus the PKed out ones back in May, but I'm not sure that everybody was on the same page with that. So, we just need to confirm that when we do the approval process that you're good with that list as is or you want to make any adjustments to it. That's entirely up to you. Um, then we provided the AP list and what's a very brief middle school list um, at the time being for uh, what we know has been historically used at the middle school. So, in essence, we've got I know we've talked a lot about and done a lot of work collaboratively on some of those statutes.

134Um, in essence, we have two major guard rails that we just have to stay inside. They're pretty straightforward. Um, the first one is that federal guard rail since just for fun, I thought I'd throw out there. It's a board vers of education versus PICO. It's a 1982 Supreme Court case. Um and that guard rail basically just says that the only one of the few cannot do for a governing board is that we cannot simply remove books because we dislike the ideas, social messages or political viewpoints contained within them. It's a first amendment piece there, you know. So we kind of have that federal guard rail on one side. Then on the state side of things, um we have ARS 15701 which says that we have no choice as a school district but to teach the

135state standards. um and that becomes relevant because if we were to remove the vehicle for teaching the standards, we would be in violation of that. So if we said we're going to remove this whole genre of books, let's say, and we are obligated by statute to teach that genre, then we would be violating that statute. So I'm not worried about that, but that's a guardrail on the other side. And then going handinhand with that is of course ARS 1602. That's the parental rights one. Um I think we've got great fail safes in place for that. Historically, we've been in a good good position with that. That's the piece that just simply says we provide alternatives and we educate our families about what we're using. Um, our recommendation when we get to that point next month,

136uh, is that we utilize a par a parental permission slip really for all novel usage. Um, I think it's, [clears throat] excuse me, best practice at the secondary level, um, where we more traditionally see something like a syllabus that we provide that on the syllabus at the beginning of the year. But I'm a dad, too, and I know that I don't remember what the syllabus said at the beginning of the year. So, I think it's still best practice when we get to the point of utilizing that novel that we send home that parental permission just as a reminder. This is a novel we're using. Um, and part of that ARS 1602 is that alternate text. So, if you as a parent choose to opt out of that, we are obligated to provide an alternate text

137that has equality in terms of the rigor and experience that the student would get from that. So, we really just have those two guardrails and then the beautiful thing is you get to decide everything else. Um, so when we get to that point, whether it's June or July of this coming year, um, we'll take your direction on that comprehensive list. I think what's going to be great in that is that we will have a fresh list from the current sitting board. We're not going to we're not relying on too much historical information there or we've always used it and we just assumed it was okay. You know, we're asking you to refresh that list. give us a clear, clean, concise usage in 2026 so that we can provide those tools um for our teachers. So

138what questions might you have or what direction do you want to provide teaching and learning so that we can prepare for that next board meeting? >> Okay. Do you have any questions either? >> No. do home. >> I do. >> Um first of all, thank you um everything that you have been collaborating with your team and with the board and superintendent Wyman and um our incoming Mr. Hogan. I appreciate you and you've been doing a great job. So, thank you for that. Um I do want to see if as we're moving forward, I did [clears throat] remember I gave you a cough drop like a year ago. >> I don't have my personal. >> You owe >> me [laughter] Um, bear with me. I apologize. [clears throat] Um, I would like to see some additional

139columns added to the Excel spreadsheet that you sent out. Thank you for sending that. Um, it really does help to kind of put everything together for us. Um, so that we're able to identify and notate any material that would necessitate. Um, I understand that you're hinting at doing like a blanket coverall to the parents at the beginning of the year, whatnot. Um, but controversial, social topics, sexual, ideological, violent, profane, vulgar, religious, or otherwise relevant content pursuant to Arizona Revised Statute 15-113, 15-711, 15-102, and the Arizona Parents Bill of Rights that you alluded to as well. um so that we know this book fits that bill where we might run into some trouble. Right. A simple mark in a column for that I think would be would be helpful because I don't think any of us

140up here have read every single book that you send to us. >> One of the pieces that's in our our planned um presentation to you. One of the things that we've been working on is trying to gather some information about this is the easy uh one for my brain. You know, similar to the motion picture association, right? you know, so we have EGP, PG-13, etc. Uh, so we've been researching what's out there that we might be able to utilize um that we can do from an independent source or multiple independent sources. That way, it's not me or you or one other individual saying this is what's in this and I I decide whether or not you decide whether or not it's divisive or sexual innuendo or whatever. Uh, so we've been working on that piece

141to include that as part of that document. So that is part of our final plan. >> Perfect. We're on the same page again just like last month. All right. In addition to the parental rights notification column or whatever you end up titling that, um, at least entertaining, not necessarily saying that these are musthaves, um, but age appropriateness. And so we'll use Hunger Games for example. That's a Lexile. I think was it like 720 offhand? I don't have it in front of me, but it was a lower lexile. [clears throat] But the high school is able to use it and go much deeper. um where kids are more developmentally able to talk about dystopian and they can take it to a whole other level right at an 11th grade level. Um so age appropriateness versus Lexile

142>> right >> level. Um viewpoint diversity. So do we have all of these books that are just giving one viewpoint of the world or or are we evening the score a little bit? >> Right. And I think that's [clears throat] going to be >> that'll be a tough one. that's going to be the most complex one because I think any >> as it stands now any novel in essence is taught in isolation. Um I see that as being a greater concern with the core curriculum and we've tried to address that in the core curriculum. >> Um >> so we'll have to talk about that as we move >> and maybe that's like mapping it out and when they have assignments trying to >> equal it out a little bit. >> Yeah, I think it's just

143going to come into play. >> It'll prepare you for approving history curriculum. So that's going to be fun. never [laughter] >> um in my retirement somebody >> all right and then standards um alignment which I do you already have I don't recall >> I don't I don't think we have that on our draft column um and I think the Lexile level was already on there correct so that was all I had unless anybody else after doing their due diligence I had something to add >> I had um so I understand like I I researched the ones that um were in pink And um at first yeah at first glance it's it's a little little much. Um how how are these books being used? I mean is it like are we doing like a book study

144with the whole class? Are we or is it like um hey you you need to read uh you have you you need to do this book study on your own and these are your options. I I just don't understand like how how are they going to be used? >> I've developed a a sympathy cough now. Um [laughter] I I think there's a variety of ways they could be used and I don't know how much we want to get into the minutiae on that. I think the goal and intent is that you as the board give us a direction on a comprehensive list and it could be used in any of those ways. So it might be that I'll use my favorite example. We're going to read G Great Great Gatsby as a class, right? We're

145all on the same novel. Um it might be um that we're teaching, you know, this dystopian theme and that could be one of these 11 novels and we're asking students to choose any one of those 11. Um which could then lead to conversations about the best Lexile level, appropriateness of the material. we're just seeking the theme in that. So, it really could be a variety of different ways that we're utilizing it. Um, I think that's the overarching goal is just to make sure we have a good library to choose from that you as a board are saying whether a teacher's teaching this in its entirety to a class, they're teaching chapters out of this, they're teach they're putting it on the shelf as a pick one of these books that no matter which way we're

146using it, the teachers feel like they have that that green light. um because that's been a big piece of the hesitation that we're trying to avoid. You know, can I use it this way? Can I not use it this way? Um so I think the I think leaving it more broad is our better approach on that. Um we can certainly give some guidance with some of those columns in terms of um which standards it aligns to what grade levels it's most appropriate for. Um, but I think that could be a great example. Like if let's just say for for giggles in 12th grade we're doing a we're ending the year with a choice novel. Well, maybe I'm reading something that's outside of the scope of that, but I'm following that parent permission process and the

147parents saying like, "Cool, this is a really up here novel and I want to see my kid challenge." Or maybe it's down here, but it has this really cool theme that my kid's interested in. All right. You know, um, so we're just trying to leave some of those options open. >> Just a hypothetical. So, let's say that we're going to use one of those books as a whole class book study, but a handful of parents say, "No, my kid's not going to do that." So, now, how do we deal with that? Like, how do we isolate five kids? >> It's a great question. Uh, that that does become complex when we get to those points. Um, I think that we have to make some decisions on a case- by case basis as to how many

148kids or how great of a group are we talking about. I mean, to me, if you're getting to five, six, seven kids in a 25 student class, um, then we probably need to choose a different novel in general. Um, or we need to open up avenues, and this is where our teachers are quite skilled, right? We need to open up avenues for I'm I'm instructing you in character traits and you've chosen one of these three or four novels. So I can give the direct instruction related to those character traits and the assignment that you're doing or the reflection on learning is based on this book, this book or this book. Um our teachers are skilled enough to do that. It's definitely a heavier lift but they're skilled enough to do that. I mean, I would

149say that historically, unless it's something that's really on the edge. >> Well, historically, I mean, they haven't used those books yet, right? But in general, I would say the vast majority of parents if they're >> I think >> most parents, and I know at least I will say I feel this way. I think most parents, if they're properly educated about what's in the book and given that option to opt out, >> feel relatively comfortable. >> It's when they feel like it's snuck up on them that people start questioning, you know, any motives behind it. But if we say on the front end at the beginning of the year that this is a whole class novel, take your time, read it yourself as a parent, check it out as a family, make sure you're good with

150it. Um, I think most parents then steer into that parental right piece of um, and I know you and I, Miss Harus, have talked about this. I, as a parent, may not agree with the themes or whatever that exists in that novel or the ideology that exists, the historical context. I mean, we take that a million different ways. But now I have the right to be a parent and have that conversation with my child at the dinner table or wherever I do these things in advance to say, "Hey, you're going to be reading this book and it may be contrary to my beliefs, your beliefs. Um, let's talk about that." You know, let's open up that that conversation. If I don't want my kid exposed to that, then I have that right to opt out.

151And again, if we have a lot of opt out, we may have to go a different direction. So, >> I did have one more question. Um, thank you for reminding me when you were mentioning our amazing teachers that we have and how skilled they are. they are. [clears throat] I did see there were um the there was the past list. Um there was from what we had approved or not approved with the curriculum approval last year. Um there were some recommendations from the district office. Um and then I know there's been alluded to a committee and a way for additional novels to be added to the list. Um, I would like to see a way for our teachers, our skilled professionals, the ones that are in the classrooms teaching the material, teaching the novels. I

152would like a way to see them be able to expedite a process to if they have a novel that they think is fantastic to send that through to us, whether it's monthly, quarterly, it's on the consent agenda, it's an agenda item, whatever that may be, so that we can allow them as teachers um to enjoy the art of teaching. For sure. I appreciate you teeing that up because we've already talked about that. So, it's a good tea up. Um, our conversation has centered around taking that um that spreadsheet and those columns as we've discussed. And so, let's say the teacher brings a novel to our attention that they're interested in, we would come to you at the next available board meeting and say, "Here, here's the the name of the novel. Here's the Lexile level.

153Here's all of those columns that we've described." And then you as a board can either say, "Thumbs up. We're good with them using that." or we have questions. We'd like it to go through the novel review process. So, our intent is to give you two options there of a um you know, we left out a different one, Romeo and Juliet. It's a classic. I don't know why that wasn't on our list, but it's not. And we come to you and say, um Dr. Valenuela wants to teach Romeo and Juliet. And you go, cool, fine. Easy enough. You have that choice. Or you go, h I'm not sure our community is going to love Romeo and Juliet. Uh let's dive a little bit deeper. Or I've never heard of that book. Let's talk about it. Um,

154and then we can take it through that novel review process to go a little more in depth and bring you additional information. I mean, the great thing in 2026 is that whether we fully trust everything on Google or AI or not, it's pretty easy to get a good synopsis pretty quickly. Um, and if that synopsis gives us reason for concern, then we should do our due diligence and read it in its entirety and talk about it. >> When might the teachers be able to see that afforded to them? I think as as soon as we get through whether it's June or July and we're on the same page with with your existing list and the structure of that um it's it'll be really easy for us to put to I would I think we'll do

155it as a digital form. We can put together a real easy digital Google form that has and collects that same information and then we'll be able to bring it to you anytime a teacher recommends it. So that should be easy to do. >> So I think where I'm coming from I have three children. If two of my children that don't like to read came to me and said, "I'm going to read this book." I'd be excited. Um whether or not I agree with it, um depending on their grade level, especially the 112, um I would say go ahead and read it and then we're going to talk about it. See how we got I can I think we're pretty firm and strong in our household beliefs. So, I I I feel like as long as

156it doesn't break any um ARS, um then I I don't feel comfortable telling I don't feel comfortable saying no, we can't have this book. Um but I do think that you're gonna there's a there's a couple of them that are pretty iffy on those on on on that. So I think that I think our June meeting will be >> I think with the opt out letter that he's talking about that's going to go a long way and >> but I also think as a board if we set really good policy >> to give them direction then I think >> if they can work within our you know but I think as a board I agree with you maybe at our June >> we need to sit down and really make sure we've got policy to

157give you direction >> and we'll be in a good position that even if Let's go back to your example. Even if there's a novel in there that you say, >> I get the discomfort. If nothing else, we can flag that internally as a proceed with caution, you know, and let's have a conversation as a teaching team. >> I think there >> if we're if we're choosing that novel >> why, you know, and if there's a a strong reason, right? Um, I mean this is an easy opt out, but let's say and it's an AP book, like okay, like we go, but it's an AP book and we know the kids are going to be tested on that material and so we're the risk is worth the reward, if you will. Um, or if it's just

158an onle book and we say there's two other great options that we don't feel as dicey about, you know, then then why are we going with >> Okay. >> the one that's riskier, you know? I mean, >> all right. I look forward to talking about it in June. >> Yeah. >> Perfect. >> Sounds great. >> Great. All right. Thank you. >> Thank you. >> Okay. Thank you. Okay. Um 11.3 discussion information on the 2526 student enrollment numbers. >> You received a report from me uh I believe it was last week. Um numbers have or pattern I should say hasn't changed really that much and so if there's any questions I'll be more than happy to answer but otherwise it was just noted for for your information. >> Okay. I have a question. Um, is there

159a way I know at one point we had spoke and were able to pull up um what kids within our district are at this school outside of our district and what kids from our district are at this school. >> Um because sometimes when this conversation comes up, I know myself as a board member, I can't speak for everyone. Um I'm told, well, lots of people are moving out, lots of people are moving in and lots of people still live here. And so there are lots of kids within our community that are not going to our schools. And so I'm just curious, is there a way for us to get that report so that we can see >> Yes. >> how many kids are at this charter school. I don't even like saying their name because

160they're competition and which kids are at this school and which kids are at that school. Yes. >> Because they're not just all moving out, >> right? Yes. And no. if if they were part of our system >> then and if when they move they're supposed to go ahead that the the receiving school should be asking the sending school for information for the trans for the transfer the the the folder and so in that case we would know that this particular school asked information. If you have someone that's moved into a a home and doesn't ever start with us and just goes to another uh district then it becomes a little bit harder. There are some databases that are being produced um that will look at uh uh which kids are attending which schools based on

161on zip codes. Uh how effective they are. I'm going to give you an example a second. How effective they are probably depends on the database. There's a brand new one I just heard about today, but I don't know if it's any good or not. Uh I'll give you the example with ESAs. Uh ESA uses zip code data to figure out who's picking up u an ESA. Uh the problematic issue with that is as an example in our district, I'll round numbers, but we had 400 kids uh that were at one point two years ago, three years ago, uh receiving ESAs that that should have been attending our schools. Uh and so the way it's reported is 400 kids left the system, but the reality is those 400 kids were never in the system. Those 400

162kids have been attending a private school or homeschooled and and selecting an ESA, and they were never our students to begin with. So although it gets reported that 400 kids are leaving our district and attending another uh and taking an ESA, it's actually faulty data. It then jumped up to 800 just recently. But again, we're back to the same issue. If a bunch of those were homeschooled kids because we have about 400 homesooled kids are in district and they are now taking an ESA where they weren't taking an ESA before, then were they ours or were they not ours? And so so we there's there's some data there and we can track uh if you look at the demographic analysis that Mr. Bremer did in January, there are some tracking of data in there of

163kids going to different from zip code going to different places. But just be cautious that that depending on how that database is set up, it it may not have as accurate information. You may have a 75% accuracy. And then the other piece is as they move in, if they're never enrolled with us, then it becomes a little bit more difficult because we really don't know much about the kid and the family and so therefore it's a little bit harder to track it. >> Okay. Um 11.4 discussion information on not allow online charter school students to try out for intercolastic athletics and activities. >> Yeah, this is a an annual thing we bring to you. This is actually an AIA rule, not a not a legal uh situation. The AIA just uh requires that school districts

164determine whether a kid that's on in an online program whether they can go ahead and and play uh uh on your sports teams. What we have said in the past and which you've supported not only in this district but other districts is we have a online program. that online program is certified and approved to be a NCAA clearing house. Which means if a kid were to be in an online program and were to take a scholarship to uh an NCAA uh institution that the classes that they took in the online program would allow them to get in. There are some online programs that are not NCA clearing house approved. Therefore, if those kids were to go to that college to get a scholarship, they in fact may not be accepted because it's not approved. because

165we provide that option. Recommendation is if you would like to uh participate in our sports teams through the AIA, then you need to attend our online school. And so this is just uh to bring it to your attention next month would be the the voting on this. It's preunctry. We've done it every single uh we have to do it every single year, but it's just that idea that since we have an an online uh school that allows kids to graduate, allows kids if they wanted to or if they received a scholarship, they would still be eligible to attend that uh institution, then uh we'll ask you to attend our our online school and not take another online school and then come play our sports. >> Okay. Um to clarify because I know there can be

166some confusion. By definition, true homeschool students operating under a homeschool affidavit um have been permitted, currently are permitted. Um and so there is a differentiation between an ESA student, an online school student, and then a true blue homeschooler that has an affidavit. >> Right. And we're going to talk about that more effectively on the next next agenda item. But you're right and a homeschool under state statute a home a true homeschooled kid under state statute can participate in sports. Um this would be dealing with a the online. >> Thank you. >> Okay. So 11.5 discussion information regarding the potential to provide programs class and or athlet athletics to ESA voucher students. >> Okay. So for clarity u and I I gave you a lengthy uh memo that explained uh any number of the different positions.

167Again, this is discussion and next month or the month after you can decide what you want to do with it. Um, again, on a homeschool situation that's truly homeschooled, then those students are covered under state statute and they're allowed to play on our sports. The different the differentiation that confuses people at times is I've been homeschooling my kid, which happened, we have 400 kids in most of my time here. All of a sudden, when the ESA piece, vouchers came in play, any number of parents realized, hey, I can pull $78,000 on my kid, so I'm going to take the ESA dollars, but I'm homeschooling. Well, technically, you're not homeschooling them. Once you take the ESA, you're now a private school person, and that's where the different that differentiation changes. And that's a little bit of

168what we talked about in the last one. So, you have to keep that piece in mind. Are you talking about an ESA kid, whether he's homeschooled or goes to um Gilbert Christian or whatever, that's a private school person. I left a a memo or gave you a memo from our attorney and it's clear that that student that takes that ESA does become a private school student. Okay. Now, I'm going to step to the next part of this. The law is unclear and does not speak to if I am that kid taking an ESA, can I or can I not play sports? What this handbook says for ESAs at AD is you're allowed to use the money that ESA, so if a parent receives $7,000, you're allowed to use that money for sports. Kid could sign

169up for karate. A kid could play club sports. So the question that's now starting to come up in districts across the state is can I use that money to play sports? Okay. Now the secondary parts and I'm going to go to part three. The secondary part to that is that same question is now coming up with the ESA person that says, "Hey, my kid's taking um calculus. He's being educated at home as a private student because he's got an ESA, but I don't think either the curriculum's very good or I have the skill set to teach calculus. Can they come to your school and take a calculus course? Okay, the answer to that is potentially yes. And I say potentially yes because what's happening now is um I'll start with the money because that's the

170big one. What do you charge for them to play sports? And it varies. Um, you have programs that will charge you the same amount as you charge the kids that are in your boundaries and attending your high school. So, 100 bucks a sport, 75 bucks a sport, whatever it is. Um, or you have some uh uh programs or school districts, there's two that I know of, that it could be upwards of $2,000 a sport, a sport, not just football. It could be basketball, it could be volleyball. Um, and the rationale behind that is the cost to have that sport is significant. It's not just about for traditional schools. When we charge a 100red or 200 bucks a sport, we're losing money on the deal. Okay? By the time you go ahead and figure out busing

171and you figure out uh coaches and you figure out lights and you figure out all everything else, that's not covering our cost. We know it's important for kids, so that's why we have it. So you have to decide what's the appropriate cost if you choose to do that. And the difficulty right now is depending on who you look at. AJ just started one with 600 bucks a cost. Mesa and Bale are 2,000. I think Higgler one of those is roughly in the ballpark of a,000 or 1,200. So it just becomes some places they've said our community can't afford it. I'm aware of some rural schools that have had this conversation and they've come back and said we don't believe our our community can afford anything more than so we're going to keep it the same

172as what the rest of the kids pay. So that's up to you. The issue of the curriculum is a little bit more difficult because people are just starting to get into that. The highest I've seen and I haven't done an extensive research but just the highest I've seen I think is Daart at 1500 class. the problem that starts to come in that you're going to have to weigh or what are the pros and cons? So, if I'm going ahead and I am playing on the volleyball team and there's the six kids that can start and I've always played and done well and then all a sudden we have three private school kids come in and they bounce those kids out. Is that fair to our kids or not? Some would say, well, that's high school

173and those with a good enough play and those that aren't don't. If you go into the into the arena of of courses, what happens to the lead in the play? Oh, you're not good enough to be the lead in the play, but a kid that doesn't attend our school, but goes ahead with an ESA and comes to our school, bounces someone out of leading the play or first chair in in uh on the band. So, you have to start thinking about that. What happens if you say, "Okay, we're going to let five kids in to be in Calc, and so we now have a class of 30 kids." What happens when all a sudden a family or two moves in and they have five or six kids and now are we going to keep that

174class at 30 and deny those kids that are attending our school a chance to take calc or do we have to start up another class which may mean we have to get another teacher or pick up a six fifths. And so I just bring that up and I and if you can read over the the memo, this is again I'll be more than happy to answer questions, but the decision would be made in June. But I just it's never it's never as easy and black and white as everybody wants. There's it's not going to be a problem. And there'll be lots of people that'll sit and say, "Well, that's not a big deal." But I'm going to tell you right now, as was announced by Dr. Militin, this is my 40th year, and I've been

175in six different districts. It's never a problem till it's your kid. And then it's a hell of a problem. And so you just got to be thinking about, okay, we're going to do this, but understand whose kid may end up getting the short end of the stick. And whoever may be thinking this is a great idea one way or another may not think it's quite as great idea when that happens. So I want you to consider that and decide what is it we're trying to do. Are we trying to go ahead and entice and bring in kids that are right now being homeschooled or provide, I should say, getting an ESA but being educated at home. And those are kids we're trying to bring in, which is a legitimate solution to the problem. So, I

176don't want you to think I'm um not suggesting it is, but is that the purpose? Do we want to just be community- based and we'll take all kids because that's the right thing to do and want to take all kids. And so, what are some of those things that that you believe as a board are the important things that we need to do to allow for this to happen? Again, when you take a look, AJ started theirs. I think they're starting it next year. They seem to be they call it a AJUSD flex. They seem to be for the most part $600. I think when you get to little kids, I think when you get into the preschool program or one of those programs, they they drop it down a little bit. I'd have to

177look it up. Everybody else is a little bit everywhere. And I know Dr. Fountain had given an idea of what was occurring probably about a year ago. He looked up at Higgley and Gilbert and some of the others. So, we wanted to provide you with that information. ask any initial questions that you may have, but then we would come back next month and you would decide, yeah, we're going to let the kids play and this is what the charge is going to be or no, we're not going to let the kids play or yes, we're going to let them play sports, but we're not let them gonna because when you when you do the the core curriculum, just know that that means that if I can't offer music, but Ranch Elementary offers music, then does

178my kid come get to do music at Ranch Elementary? So the range of the core curric of the curriculum runs from kindergarten through 12th grade. The sports tends to be a middle school high school issue. But the other one theoretically I don't think you can just say well we'll let the high school kids come take the cal class. But if you're in fourth grade or fifth grade and you want to take this and I can't offer it. No, I don't think you can do that. I think you start to get into the potential not understanding what the situation would be of of um discrimination. So I would just be cautious as we think through this stuff. I would also ask irrespective of the questions that are made that are asked tonight that between now and

179June 10th if if you walk away and you think, "Oh, I hadn't thought about that." Please give it to us ahead of time because if we need to go ahead and check with our attorneys to make sure we're on the right path, um otherwise you're delaying this until the July board meeting and you got school starting in two weeks and you may have some families saying, "Well, what do I get to do? What do I get to do?" So be open to any questions. Any questions? >> I don't have any questions. >> Um, this is still going to be like a year-toyear thing, right? Just like the other what would happen >> online. >> Yeah. No, not necessarily. What would happen is because this would then be a fee because what we're really talking about

180is fees, whether the course fees or sports fees. So, what would have to happen is we would bring to you the the course fee uh extracurricular fee that we bring you every year and we would bury it into them. So in a roundabout way, yes, it's every year, but indirectly the notion is generally speaking, what's happened in that course fee, it's been a fun, oh yeah, we did this last year, so we'll prove it again this year. Oh, we'll prove it again next year. So I just caution you. It may be an every year thing, but it's also going to be designed because it's in the course fee um agenda item to say, hey, you're getting the same list as last year, unless there's any big issues, then we're going to probably move with approval.

181So, yes and no, if that makes sense. >> Okay. Is the ESA stuff um still like still into the there's still some things going on at the state, correct? >> Let's see. It's 7:30 and uh we do not have until midnight. Um we can talk about all the things that I think there's there's some significant issues with ESA. >> Yeah. I'm just saying that if we make a decision and we they haven't ma the state hasn't made a decision, I don't want to have to >> No. So that gonna be some the ESA issues with the state are really the handbook that's used that allows parents to pay for whatever it is they choose to pay for >> and then whether what they pay for actually meets the definition of the handbook and whether AD

182is um evaluating how the money is being spent and if it's being spent accurately. The cautionary piece for the legislature, if the bill didn't didn't get heard this year, is the legislature attempted a bill this year that said, "We're going to mandate that these kids are allowed to play in your sports and you can't charge them more than what you're charging your own kids." But that bill has not been heard. Never got heard and it's not going anywhere. Do I think it's going to come back in the future? Yes, potentially. So even if you make a decision that like AJ and say it's 600 bucks, if you're not charging everybody else 600 bucks, if this comes through, then you're going to be sitting there with a situation where you can no longer charge 600 bucks.

183You have to go back to what you're charging everybody else. So that piece, I don't know if that's the differentiation between AD and and the legislator, but but that could impact your decision, too. >> Okay. All right. Thank you. Um let's see here. 11.6 six discussion and information regarding the 26 27 board meeting dates. >> I would just ask that you take a look at those dates. Those are the ones proposed for next year. I think there's one or two adjustments because of of Veterans Day falling on a Wednesday that we normally hold a meeting and u and spring break and then we'll come back next month with your approval of those dates. >> Okay. Um 11.7 discussion information on the final pay of the schoolwide student achievement from Proposition 301 performance pay. >> In

184terms of that one, uh this is just to let you know that next month we'll come forward with the list of teachers that have met their goals. Um and we'll be asking for approval of the payment of of 301 for those teachers that have met their goals. It has to be done at the July or excuse me at the June 10th meeting because we have to get the checks out and so we don't have an option on that one. Okay. Um, an 11.8 discussion information on the final payment of administrative performance pay plan. >> Exactly the same thing. It's just tied with administrators instead of 301. >> Okay. Um, do we want to do future agenda items now? I guess so. Um, do you guys have any future agenda item requests? I think you already

185said yours, right? and Shel, we talked about maybe for our June retreat the agenda. >> Um, yeah, for the June for the June retreat, can is there any way that we could get the the agenda maybe a week before just in case they look it over and want to add something else? Okay, good. >> Just as a reminder, that retreat will start at 11 o'clock. Um, and it'll and it'll go till It may only make 3:00 or 4 o'clock. We will have dinner available reviewable because the board meeting will start at 5:30. Um uh so that if if you can't get home in time, you have a chance to get a bite to eat. Um and then the regular meeting will start at its normal time. >> Okay. All right. So 13 discussion consideration approval

186to move into executive session to discuss employee dismissal pursuant to ARS 38-431.03A1 03 A1 and for legal advice and con consultation with the board's attorneys uh regarding the EVIT lawsuit pursuant of ARS 38-431.03A3. So we need to make a motion to go into executive session. A motion to convene to executive session pursuant to ARS 38-431.03A1 03 A1 and three to discuss employee dismissal and for legal advice. >> A second. >> All in favor? >> I motion carries four to zero.