001Hey, [music] hey, hey. >> [music] >> Heat. Heat. [music] >> [music] >> Hey, [music] [music] hey, hey. >> [music] [music] >> Heat. Heat. Heat. [music] Hey, Heat. >> [music] [bell] [music] >> How? [music] >> [music] [music] >> Heat up [music] here. Heat. [music] Heat. >> [music] [music] >> Hey. [music] Hey. Hey. [music] >> [music] [music] >> Heat. Heat. Are you [music] heat? >> [music] [music] >> Hey, [music] hey, hey. [music] >> [music] [music] >> No, no, no. >> Okay, I'm going to call the meeting to order at 5:30. Um, I need to a motion to adopt the agenda. I move to adopt the meeting agenda as presented. >> I'll take a second. >> I second. All in favor? >> I motion carries four to zero. Here we go. Okay. All right. So, um we need
002to hold on. We're gonna we're going to do um the pledge of allegiance. And I would like to invite Ember Elwood to come up and help us start us off. All right, >> please join me for the pledge of allegiance. Ready, begin. I pledge aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Well, Amber, I think that was the best leader that we've had so far. >> Good job. Um, so we need to do um bear with us because we have a new system, so we're trying to look at all of it. Um, so we need to um approve the meeting minutes. Let's approve the ones for um the October 8th uh regular board
003meeting. Is there any questions on those meet minutes? Does anybody have any questions? Okay. If not, I'll take a motion. >> I move to approve the October 8th, 2025 regular meeting minutes as presented. >> I second. All in favor? >> I motion carries four to zero. Okay. Then we have um let's see approval minutes of executive session on October 8th, 2025. Any questions on that one? >> No. >> Okay. Take a motion. >> I move to approve the October 8th, 2025 executive session meeting minutes as presented. I second. >> Okay. All in favor? >> I motion carries four to zero. Okay. All right. So then we have um a special board meeting on October 17th and I will take a motion if there's no questions. >> No questions. >> I'm motion to approve the October
00417th, 2025 executive session and special meeting minutes as presented. Second. >> All in favor? >> I motion carries four to zero. >> All right, then we have one more. [laughter] We've been busy. Um a special meeting um November 7th. Any um questions on that one? >> If not, I'll take a motion. I move to approve the November 7th, 2025 executive uh session and special meeting minutes as presented. >> No, it's okay. Did I say it wrong? >> No worries. >> Hey, we >> we can wing it. We're professional, >> too. Look at that. No, >> we'll need a second. >> I second. >> Okay. Did you get that second there? Okay. All in favor? >> I >> motion carries four to zero. All of that in in a month. We did good. Okay. >> Uh
005so we are going to on to current events. Dr. Wyman. Thank you, Madam President. A lot of good things happening in the district uh uh in the last month and actually upcoming uh for the next couple weeks before we hit Thanksgiving break. Uh talked about it before, but would again once again want to recognize uh the business uh department and Miss Stone and her team. Uh they received excellence in financial reporting. Again, this is the 11th straight year. This is an award that's uh given out on uh at the national level that just talks about making sure that we are uh taking care of the business and the counting of all the tax dollars that we get. And so we're appreciative of the efforts of um the finance department uh business department and everything they
006do. So thank you very much and congratulations. Combmes FFA. Um Bailey Bonner uh represented the district at the Arizona State Fair and her and her goat sinko had outstanding showing earning reserve grand champion market goat champion intermediate showman and intermediate roundroin champion honors. So that was a great uh job by her. Uh other areas that um the high schools uh are shining in is Aubrey Bower's addition to earn place in the Arizona Allstate Dance Ensemble um which is a huge honor for uh Aubrey and she will be dancing with other dancers from our other schools around the state representing the best of the best. And then on the October 18th 19th, CHS Rush Dance Company attended Soulto Soul Dance Convention uh where they were training with top industry professionals and uh they as a group
007won the solar recipient of the studio distinction award and Mandy Toba earned a convention scholarship for next year's event and Haley Pedrosa and Jessica Hansen each received $1,800 scholarships and an invitation to join join Soullight program. uh football team has the first uh playoff home playoff spot tomorrow night. Uh they are playing I believe it's ALA Foothills West if I'm correct on that. Um but also in sports you have uh Joe Bush qualified for the state playoffs in badminton. The marching band uh has a competition, state uh championship with Abotaa uh this Saturday at uh Glendale Community College, but in the past two weekends uh they have placed second in the division uh for the Arizona Band and Orchestra Association semi-finals uh achieving their highest score which they beat the next week um in placing
008second in the ABA finals. So just overall the band's doing an outstanding job. Trap and SK took the state championship, the 2025 fall state championship. Um, and Logan Bradford earned high male shooter runners with impressive 23.9 out of 25 average. Uh, he defended his state title. And Ashley McHugh was named high female shooter with a 22.6 out of um 25 average. The uh CHS media uh classes for the second consecutive year took home uh prestigious awards from the Arizona Intercolastic Press Association uh at their fall conference. They brought home 11 superior, nine excellent and seven honorable mention. Six of the seven awards earned uh by the newspaper staff ranked superior and that represents over 150 state national awards since 2017. At Harmon, they celebrated Red Ribbon Week, um enjoyed a variety of engaging learning stations
009to promote healthy choices. They had a very successful annual trunk or treat event with over 250 participants and they recognized the veterans at a program uh on last Friday or excuse me on November 10th uh on Monday uh thanking them for their service as did many of the other schools. Uh CMS has math champions. They took first place at the Central Arizona College Middle School um competition beat 12 other schools. Uh Nick Nickia, I know I just butchered that name tremendously. Ubisoy and earned first place and Ali Meyer and Logan Carlson also got first place as a team. Rya Beckworth and Ethan Henry got second place. Uh they also are hosting the first ever uh they're in a new league and they're hosting the first ever mid-season wrestling tournament and the drama uh club at
010uh uh CMS is uh performing uh Beetlejuice at the performing arts play. Ranch H has had a great group of student student leadership showcasing talents across the grade levels. They sixth graders in the EYC students performed respectful and heartfelt performance honoring nation's veterans and heroes. Uh student council took the lead in organizing a highly successful red ribbon uh campaign and they've been uh organizing implementing daily activities for students to provide our students with not only talented but responsible for active leaders. Uh CCS and I'll uh I know we're going to do a presentation tonight. CCS is celebrating their A letter grade. And before I forget, the high school is also an A. And you had B's at uh at Harmon and a B at CTA and a B at Ellsworth, a B at Ranch. Uh
011C at Sim or C at CMS and a B at Simington. Overall, our letter grades were 3.11, which is the highest we've ever been. I know Dr. Fountain's doing a presentation tonight, but I know there's you won't be here, more than likely those in the audience when we get to that point. So, we do want to celebrate uh the good things that are happening with the letter grades. Um, but they also worked with CTA on their fifth annual BU door decorating contest and it's a great relationship where the CTA kids come over and grade or judge the doors for CCS and the CCS kids judge the doors for the CTA kids. Uh, then they topped it off with a morning flag ceremony where uh the CCS dancers and Mrs. Schaer and Dr. Ghoulsby did a
012little dance performance to Men in Black. So that was a [laughter] well, she skipped out just she was trying to hide. Um Simington uh had their annual chili cookoff on the 22nd. Uh they also did Red Ribbon Week and their first annual fall con uh fall annual fall festival. Each grade level hosted fun boost and our amazing PTO provided food and treats. Uh they also did uh with the sixth graders a a egg drop challenge that the kids did a fantastic job with. And student council hosted two Halloween dances. One for the K through2 students during the day and then another one for the three three through six students at night followed by the annual holiday parade. CTA had a very successful trunk retreat event that brought on over 200 community members and featured 17
013decorated trunks from local partners including Encantara, PCSO, Peterson Orthodontics, Dave and Busters. They also had a heartfelt Veterans Day assembly to honor the brave men and women who served uh and who served and are serving our country. It was a great uh celebration of community gratitude and patriotism. and Ellsworth uh is is having on Thursday the 14th a Ruby W Ruby Bridges walk to school day. Uh families are invited to join them in one of the three neighborhood parks in Pan Creek South and walk to school. Um they're also looking at on the 19th uh hosting the uh first reading across generations, gratitude through stories. And then they're very pleased and I know there will be a bigger honor a little bit later in the year, but we just want to do a little bit
014of a shout out to uh the Elizabeth Oliver family. She lives near Ellsworth and she walks by the school on a occasion and sees the kids and has been just so impressed with the school and she gave the school a $7,000 contribution uh that's been used for PBS store, manipulatives, learning tools for the classroom, uh addition to the school garden, personal care items. Uh and so just a whole bunch of things that I know that uh Mrs. Dunker and Ellsworth are extremely uh thankful for her generosity and so we just wanted to recognize and I know Mrs. Dunker will recognize her at a future board meeting a little more in depth but so that's all the things that are happening right now. >> Okay. Thank you. Um so then we have school and staff recognition.
015Miss uh Shannon Schoffner. >> It's okay. Are you We were wondering if you were going to show us our your dance. >> Uh that's an absolute no. Listen, nobody compete with uh Pat. She could take it serious. Sorry, we had a little accident outside. Uh good evening, Madam President, Dr. Wyman, members of the board, Miss Judy, and all of our amazing community members. CT is excited to present tonight. Um we always think about those employees and and things that we're doing on the campus that really highlight what's happening. So, I chose two employees um that are working really hard to highlight and support students in our K through 2 grade. So, um he's going to play that beautiful bean footage. Yep. I take no responsibility for the quality. Heat. Heat. [music] [music] D [music] [music]
016just to highlight that a little bit. Um, Mrs. Wood, who is our tech teacher. She also partners at Simington. And Mrs. Gonzalez, who's our first grade teacher. Those were our lovely first graders. Um, one of the things they're doing is she's teaching them how to use the mouse. That's why they have their fingers up. So, she's trying to teach them how you click click really fast. So, she runs through what she expects from them in that program first before they get to go to the computers. And then they get to use Learning.com to work through areas to get better at their literacy skills. um whether it's letter, sound recognition, reading, writing. So that's a great program that she does and she took it upon herself to really identify that kinder through second grade really needed
017some help to support what's happening in those lower grades. And so she does a lot with learning.com to teach the kids. I love when you get to see little Miss Molly there typing with two hands because that's one thing Mrs. Lwood's really trying to promote with them is that it's not just finger pecking. it is two-hand typing. And so she really pushes them to do two-hand typing. And as you know, for the littles, it's really hard to get their fingers around that big old mouse. Um, and we recognize that's old technology to us. Well, to them. Um, but for us, it's really important for those kids to be able to navigate that um, technology. And so, Mrs. Lwood makes sure to do that. She also uses a program called Freckle because she identified there were
018some other areas in literacy that our students could advance in in order for them to move independently through a program. And so, um, it's really helped promote that reading and that literacy, those early skills that kids need to cement before we move on. Um, so that's something that she is working on. Yes, it's always trickery. I'm always surprised they believe us. Oh, I see your daggers, Mrs. Gonzalez. It's okay. Um, so tonight, um, I would like to highlight those two. Um, first up, I would like to highlight Mrs. Lwood. You can come on up, my friend. [applause] It's okay. I'll stay on the other side of the podium. Look, you got all the gess. >> I thought I was gonna >> I did not eat your crumble cookies. And then you get those and then
019some more candy. Oh my god. >> I know. >> You get to stay right there. >> Oh, you want to take a photo now? >> Don't be angry. >> Come on up. Yes, I know. I had to trick her husband to get here and the kids and how are we going to pull that off? Um, so one of the things that Pearla was one of our parents and it took me a while to convince her, I'd see her in driveline and I'd be like, "Hey, you want to come back to teaching?" No. Hey, want to come back to teaching? It was just over and over and over, right? And you get repetitive about, "How can I get you here?" So, we ended up having this part-time technology position open where we had to share a
020campus. And we convinced her along with some of our other colleagues who helped me. we convinced her to to come back to the classroom and try that out first and see how that works out. So, she did and she has flown. She helps um Mrs. Betaglia, who's our lead, she has been a godsend to being able to identify skills, identify areas that kids need help in, be a go-getter. I know at Simington you're there at the end of the day and she jumps right in and just does whatever needs to happen. um she's somebody that we can rely on in the morning. The kids see her in the first thing in the morning at our campus. So she gets to tell them all good morning, welcome to school, great to see you. So outside of
021all of that, plus she's an amazing advocate as a parent. Um so she always wears that dual hat to tell us like what's going really well as a teacher and what's going really well as a parent that you would like to see changed. Um they own their own company and so they donate to our school a lot. They um for trunk or treat, they'll go pick up my big spotlights for me. [laughter] Yeah, lad has to help me do that. So, it's just been amazing to have her on the campus and make her um she jumped into the classroom so easily and she just ran with it and the kids respect her. She has great control over the classroom, but she makes it fun and the kids get involved. And so, I really just appreciate
022all of the things that you've done to support our classrooms. Um, and you hold high standards for our kids and I always appreciate that. Um, yes, I do appreciate the collaboration that you do with our younger grades. That is important to me. Um, but I really do appreciate you coming back to teaching. [applause] I do I do. You're right. You're right. Um, Miss Gonzalez, she is my first grade teacher. Um she taught kindergarten for us for years and then when we um reduced in numbers she agreed to go to first grade. Yeah, you do. You teach first graders all day. Come on up. So, that was a big jump because not because she couldn't do it, but her preference is kindergarten and so she really loves it. However, she knew what skills needed to come
023into first grade and so she knew what those first graders were doing or those kindergarters were doing so that she knew how to just run with those first graders. Um, so she too holds very high expectations. She is not what you would expect as a typical kinder where they talk and you know that cutesy little voice that's her partner. Um, she is a very high expectations and she talks to them like they're little adults and it's amazing because the kids respond. They respect what's expected in the classroom. Um, she is part of our leadership team. She is honest to an amazing fault. Blunt forward. If I need an answer and I go, "Hey, Erica, what do you think?" Nope. Don't do that. No. Don't lower your standards. No. Expect high things. So, she is just
024somebody that I can bounce ideas off and really get that support of what it's like when she does 15-day challenge. her team takes it serious when they do PLC. They take their notes on our PLC form and they make it serious about what's the data, what's happening, what do our kids need. Even though she doesn't have a partner in first grade and Kinder doesn't have a partner because we have one in each grade, they work together to really identify what is it that our kids need even though we're not in the same grade level and what can I do to modify that to make these kids successful. Um, she she is a reflective teacher. you know, we we take things serious and when we've done something to offend somebody or hurt somebody's feelings or gave
025the wrong impression, she is not afraid to have that difficult conversation with a parent um or anybody else. And so, she's always super um open about how can I get better, even as a veteran teacher. So, that's why I wanted to highlight you as one of our employees of the month. >> Nice. [applause] >> Sure. There'll be no witnesses for that. Um, ah, this one, my friend Kaden. Where's he at? Come on, Kayen. Oh, over the summer. You can't eat all your candy right now. >> Whatever you do, >> Miss Elwood has your candy >> and your cookies. >> You sure? Let's take a picture. Okay. So, over the summer, Sean and I were doing hiring and we needed a new name. Kaden's name had popped up a couple of times. And we as principles
026talk all the time about who we see in the queue and hey, have you interviewed that person? Hey, have you interviewed that person? And I told Sean, I said, you know, sometimes people with no experience, you want to give them a chance, right? We were all that person. Kayen came in just like that, happy, excited. Um, we sat down and we talked. This was Kaden's first interview. It was his first job. >> And I remember when he left, Shauna was crying and I was like, "What's the matter?" She goes, "I just I I don't even know how to sum that up." Like, he is the most honest and open and just blunt about what he thinks is going good and what he thinks he could get better at. and he doesn't even have any experience.
027So, how does he know what he needs to get better at? I said, "You're right. We're going to move forward." So, we called Kaden and she goes, "Put it on speaker." And I said, "Hey, Kaden." Talked to him a little bit about the interview and I told him I wanted to hire him and he said, "Wait, you're offering me the job?" And I was like, "Absolutely." You remember that? >> Yeah. And I was so just I knew right then and there that this was the right decision. Kaden is, even though it's his first job, Kaden knows how to take responsibility. He sees a problem out on the playground. He will try to solve it himself. He will come up and ask us, "Hey, here's what I did. I think I need some help with this
028grade. Nope, I think I got it. I'm going to do this grade." I said, "Okay." Um, he quickly sees things and how they operate and he just jumps right in. He loves to work, but he's also very honest. Don't leave the donuts out cuz Kaden will take them all. He loves sugar. And so he does. I have to embarrass him. But um I just I I can't say enough what it's like when you see that employee that has no experience and you think, gosh, what do I do? I'm going to give him a chance. And Kaden was one of our top picks without experience. And I trust him a thousand% out there with the kids. So that's why we are honoring Kaden as um one of our employees this month. >> Nice. [applause] I did.
029>> Yeah. And you can enjoy your soda rush. More sugar. Um, and lastly, our volunteers for the the month. Um, if I could have Andrew Collins and Summerzillis come on up. They are from Costco. Andrew is one of the managers. Summer is a trick of all trades. She's their admin assistant now. Sorry. >> I know. I'm really sorry. I know. >> I know. >> We like it. >> Um, so I would say it's not only for our campus, but um, one of the things that Costco does is they do a reading program for schools. And when I was working there, Andrew approached me and he said, "Hey, we got to do this reading program. Would your school be interested?" I said, "Absolutely." We threw it together >> just like that. >> We threw it together
030just like that. And we knew that we were kind of behind the ball, so we just we threw it together. But oh my god, the volunteers that came out because around December um and they're on at CTA students are in kindergarten are already reading. So Mrs. Allison's always looking for people to help like who can read with the kids cuz I'm running out of time. like they just want to read, read, read. So, we they purchase the supplies for you and they bring all of that material. The the tutors come, we set up a schedule. They come um and they sit with the kids. So, we picked it again this year and Summer's now my our helper organizer. She's going to jump on that for us. Um and so, I also want to figure out
031how we can expand that to some of our other campuses because it's amazing. Anony's about 72. I'm lying, but he feels 72. and when he walks into kindergarten when I'm like 2'2, they just thought he was amazing. Summer came in and volunteered. It was just awesome to watch the kids get so excited about are the Costco employees. Are they coming today? Are they coming? Um so they really love it. Not only do they do that, but Andrew and them are really good about um offering us gift cards and stuff when we need donations at our campuses, if we're having an event, um all of those types of things. I know he helps out at they help out at Harmon for their program that they have where we can give to families that are in need.
032So Costco does a lot for us to help us. And so I just wanted to recognize you guys for doing such a great job. Andrew, we're going to kick this reading program off like nobody's business this year. So thank you very much for that. [applause] It's great. So thank you very much. I appreciate you allowing all of that time. Sorry, colleagues. >> Okay, we'll we'll uh go into student of the month. Madam President and members of the board, families, students, colleagues, tonight we're looking at adaptability and uh we're going to be hearing about some great work that students do that are going to be honored tonight when it comes to adaptability. So, when I call your name, students, you come up here, join me right here. I have a short uh testimony that I'll read
033about you and then I'll have you cross the room and get your certificate and medal. So starting from uh starting with the Combmes High School uh to Aua Deo, let's go down to Combmes Middle School. Isabella Fishell, come on down. [applause] So, let me tell you a little bit about Isabella first. Goes by Izzy. Great student. She is always working hard and sudden changes never affect her. She always steps up during homework home room and as a student council leader in the school as well as a leader in her classes. She is more than willing to step up and to help students with work without even being asked. Izzy is a model student who easily adapts to any task given her. Congratulations [applause] from Combmes Traditional Academy, Lily Stanley. [applause] Come on up, Lily. Lily
034is being nominated for her adaptability in school. She has blossomed into a fantastic young lady who has overcome many things to help herself get the best out of her education. She takes deep breaths, rolls with the punches, asks the question she needs when she needs for needs help and to better understand something. And her teacher reports Lily Lily literally works harder than anyone else. Congratulations, Lily. [applause] from Ellsworth Elementary, Valerie Crockett. [applause] Come on down. So, here's a little bit about Valerie. Valerie demonstrates respect for technology by consistently navigating to the correct designated school websites. She ensures digital safety by handling the computer with care, always using two hands for secure transport. Her focus shows her engagement as she diligently completes all assigned tasks. Well done, Valerie. Good job. [applause] from Harmon Elementary, Maddox Bell.
035[applause] Come on up, Maddox. Maddox has shown tremendous growth in his ability to think critically and approach challenges with determination. He consistently demonstrates perseverance when faced with academic and social challenges. During classroom activities, Maddox approaches difficult tasks with patience and focus, often using strategies he has learned to find effective solutions. Well done, Maddox. [applause] from Ranch Elementary, Isabella Kaparon. [applause] Isabelle shows adaptability by staying positive and flexible when things change in the classroom. She adjusts easily to new routines, works well with different classmates, and tries new activities with a good attitude. Isabelle also shows adaptability by being resourceful and adjusting her materials. Her flexible attitude makes the classroom a happy place to learn. Thank you, Isabelle. Congratulations, [applause] And finally from Simon Elementary, Violet Cotton. [applause] Violet deserves to be student of the month for
036November. She is a perfect example of what it looks like to be adaptable in kindergarten. She adjusts to new routines and procedures in the classroom and is flexible when things might not go according to plan or how they typically may be. She has a calm demeanor and brings a breath of fresh air in the busyiness of a kindergarten class. Violet, congratulations, [applause] >> Dr. Middleton. Dr. Middleton, did we have anybody from Center for Success? >> I'm sorry. Did we have anybody for comb center for success? >> Not not present tonight. >> Okay. Thank you. >> And those who aren't present, the schools will be sure to find a way to celebrate them. All right. >> So, one more hand for all of our students of the month. [applause] >> We'll go ahead and take a
037few minute break before the meeting continues. You can take pictures and you're more than welcome to stay or leave. Uh after the break, we'll come back in about three three to five minutes. When you came in, you stood up. >> [music] [music] >> Hey. [music] Hey. Hey. Heat. [music] Hey, Heat. >> [music] [music] >> Hey. [music] Hey. Hey. [music] Hey, hey, hey. [music] Heat. >> [music] >> Hey, [music] hey, hey. Heat. [music] Heat. [bell] >> [music] [music] >> Heat. Heat. N. [music] >> [music] [music] >> Continue [music] our meeting here. So, we're at 5.5. So, we have um governing uh board member um reports. So, um do you have We'll start down at the end. Do you have anything? >> No. Melissa? >> No. >> Okay. I have um one I think that um I
038know that the FFA kids got their pigs, so they're at the land lab right now. That's kind of cool that we have that land lab that they can do. Um we are in the process of the uh superintendent search. So that has been interesting and um going smoothly I think. So um I'm pretty pleased. So you got anything? Uh Combmes High School had their second annual trunk or retreat. Very successful event. Um afterwards it was estimated there was a survey that went out uh to participants. Um between 55 to 60 trunks were there. um close to 60 vendors on the football field for a farmers market and feedback that we were getting is that there was between four to 5,000 people that attended the event. So, it's a huge event. Anybody that went, thank you
039so much. Um it's a great community event for the school and then it's just great for the boosters and others. Um so, that was a hit. And then football, um as Superintendent Wyman had mentioned, headed to the playoffs starting tomorrow at home. And then we also have two new coaches that joined the C CHS cheer team and they are headed to regionals and state in the next couple weeks. So that's pretty exciting that they were able to kind of not skip much of a beat and then just keep going um because it's all about the kids and the students. So that's exciting. >> I want to say one thing I forgot to say. Well, I uh have been walking almost every night and the band is out there practicing their little booties off. They are
040doing such a great job and the football player. So, it was neat to walk around the truck, but be able to hear the band like we were dancing to the band while we were walking and um see the football players. It's It's just awesome. >> Nice. I like that. >> Okay, so we'll move on. Um public comments. Any public comments? Okay. Um then we will go on to our um consent agenda. Uh we've had time to look over our consent agenda. Does anybody have any questions on that? No, >> I don't have any questions, but more of just out of um transparency and disclosure. I did ask several questions um regarding some of the expenses. Uh and the answers that I got back were uh great. A lot of things are being paid for through
041boosters or student club funds. Um, but I just think it's good for us to ask the questions and make sure that that things are good as we move forward, seeing as how the bond didn't pass. >> Okay. All right, then. Um, if uh there's nothing else, I'll take a motion. This will be weird. Okay. >> So, I move to approve the consent agenda as presented. >> There you go. Okay. Um, second. >> Second. All right. All in favor? I >> I motion carries four to zero. Does Did we have a motion in there? >> Yeah, it's right here. >> 71. >> Okay, I see. All right. I I was all the way down at 73. Okay, here we go to um 8.1. Discussion and consideration of approval of changes to the policies as recommended by
042the ASBA. Yeah, these changes are to to section E and F primarily E actually of the policy manual. Uh it's just part of ASBA's um consolidation and movement of uh movement of different portions uh from one policy to the other so that they can streamline it a little bit. There is nothing uh naturally that's brand new. Uh it's really just uh placing different uh policies uh or ports parts of policies or regulations in better locations. So unless there's specific questions, I would recommend approval as presented. >> Any questions? All right, I'll take a motion. >> I move to approve changes to district policy as recommended in ASBA policy advisory 917 through 958 as presented. >> I second. >> All in favor? >> I I motion carries four to zero. >> Dr. Pton. Okay. So, 8.2.
043Dang it. This keeps going up. >> All right. This one's pretty brief, but um we have an opportunity to apply for a grant through AD. Um it is the ninth grade on track to graduate multi-year grant project. So, it's a little bit different than some of the ones we've seen in the past. Uh Dr. Goulby at CCS is currently participating in a similar grant project um that's targeting nth graders. and we are doing some similar work at the high school at CHS um for 9th graders that's not part of the grant project. Um but this is a new opportunity as you see it's a multi-year grant and the way that it would work is that they would fund us on a per pupil basis based on our ninth grade cohort count um with our estimated
044roll up for each year. So simple math, if we say that we have 300 nth graders this year and we anticipate 300 nth graders for the next four years as well, um then we take that amount um I believe the grant amount is $150 per kid for those five years. So ballpark for us as a district. It's about a $200,000 grant opportunity. Um it is a competitive grant and one of the stipulations is that the board needs to um sign off on the intent to apply. So, we're bringing it to you tonight um to share that information with you. Um and then it is kind of in part on a first come first-s serve basis. So, we're trying to get it in quickly. So, we've kind of got the grant written, but we're bring it
045to you tonight. Um basically, those funds would support a variety of programs. Um some of that being outside of school work, um PLC work that allows us to fund teachers to work um on planning or prep time to do additional work. um diving into stuff over the summer, things like links crew that really promote our nth graders. The whole purpose and goal is to ensure that students who come out of nth grade are doing so um with the full number of credits available to them. Um that's something we've struggled with a little bit in the past. So, it's really a great partnership between CCS and CHS. Um I think of it in education ease is kind of tier one, tier two. Dr. Goulby does an amazing job with those tier two students that aren't successful
046at the high school. But we also want to make sure that we're tempering that pipeline down and giving those kids the best support at CHS so that it's fewer kids that are needing, you know, that more intensive support. So really supports both of those programs to make sure that our nth graders are off to a good start so that they graduate on time. Any questions? >> No. >> There's no questions. I'll take a motion. I move to approve the intent to apply for the ninth grade on track to graduate grant program. >> I second. All in favor? >> I motion carries four to zero. >> Okay. 8.3 discussion and consideration of approval of ASBA bylaw recommendations. >> Again, this is just changes to uh ASBA's bylaws. um they're being brought forward based on uh input
047from school districts across the state. Uh it really has to do uh just like we operate as a board up here and you guys make decisions. This is just really dealing with ASBA's board. So they have a board that's representative of school districts across the state. And so they're just talking about things like who's eligible for office, what are some of the meeting protocols, what's some of the representation, what's the executive uh uh uh the executive of the organization's oversight, what about committees and leadership. So it's really just prefuncter things for how they operate. Um minor changes to what they're already doing and again based on um recommendations from uh school districts to the executive board for these changes. So, I'll leave it up to you uh relative to whether you want to approve or
048not approve, but uh just my review of it, it's it's nothing major. It's just minor changes to the organization and how they run their meetings and and who gets to talk and those kind of things. >> Okay. Um any questions? All right. Um if no questions, I'll take a motion. I move to submit our approval of the Arizona School Boards Association proposed bylaw changes as presented. >> I second. >> All in favor? >> I motion carries. Four to zero. >> It's okay. >> Yeah, I did. Uhhuh. >> Okay. Now we're down to the I don't I don't like this side thing. It keeps like messing. We're getting used to this and it's I'm not particularly fond of the change. Okay, here we go. Um, information discussion items 9.1 information discussion of K5 English language ELA
049adoption rubric. >> All right, good evening again. And I shouldn't say again because I forgot to say good evening last time, but good evening, Madam President, members of the board. Dr. Wyman, and of course, Miss Judy. Um, this is the update as promised for the K5 um ELA and world language adoption requests. Um, this is part of our curriculum and instruction plan and our overall adoption schedule. Uh, just as a reminder, we are on that phase of the process where we have submitted or the RFP has gone out. We are currently receiving materials. Those are slated to begin being publicly displayed on Monday of next week. Um, which is perfect given that there's a superintendent search and hopefully we'll have lots of people here who get to start seeing them. Try to figure out where
050we're going to put them with all those people, but we'll figure it out. Um, so we have those materials coming in and the purpose tonight is just to share with you all. It's not very conducive to slides. I apologize, but you have the full um rubric in your your documents as well. But basically, the committee got together. Um we had some folks from the community, some administrators, coaches, and educators who got together and talked about um what were the most important things to them when looking at a K5 ELA adoption. So those that you see on the screen right now where they're tier one, their must-have um core adoption elements, this next set looks at um the must-have for um the core adoption or a standalone supplemental. So in the ideal scenario, we would have
051a singular adoption that would meet the early literacy components, some of those science of reading pieces. Um we know that sometimes those core adoptions don't have all of those components. So we've kind of set it up where we can go either way. If we find a core adoption that has all of those elements, we would do so under one umbrella. If not, we would score them separately and look at bringing to you a core and a supplemental adoption proposal. So that's why it looks a little bit different for um the ELA piece. And then we have our our nice to haves and our bonus to have. You can see some of those pieces, you know, kind of dive into things like student consumables being a that's really nice if we have that, but it's not
052a it's not a [clears throat] deal breakaker. Um wanting to make sure that maybe it's crosscurricular or it has some small group stuff built in. really nice to have those things, but if they don't, it's not going to be a deal breakaker for um for the ELA adoption. Did a similar approach with our world languages. Um one of those top pieces of course is always alignment to standards. Um you can see these are some of their musthaves. um things like some of those cultural pieces that come with world languages, wanting to understand the um the culture of the language or the the countries that represent that. Um thematic vocabulary, some things like that. Um and they're nice to have u some simple things like skits or role playing. Um some digital gaming activities. Those are
053kind of some nice pieces to have. And then they're bonus to have, you know, things like music that really kind of enhance the overall experience. but if it's not part of it, they know they can supplement that with other resources. So, um it's really um a great process. I'm proud of the work that the committee did. Um I know board member Horn got to kind of observe during that time period. Um it's really interesting to hear what folks have to say. Um and I was really proud and I want to emphasize that it was really wonderful to get some community members out. That's not often the case. It's often hard to get that. Um, I'm going to knock on wood and hope they they stick with us through the process because it's valuable input. Um,
054and I think it's just a really great chance too to open our doors a little bit to the community to understand um that we take the integrity of our processes very seriously. Uh, that we really want to have something that's very transparent and so folks know the process we go through to make sure we select something that's really best for kids. Um, so it was great to have them there and I think we got some good information out of it. Um, so the next meeting or the next report will be December 10th. We'll share with you the selected V vendors for review. So we'll bring all of those vendors in. We go through the first scoring process. Um, we look at who do we want to know more from? Who do we want to hear
055present? As I've probably shared before, we do it intentionally that way. Um, because let's be honest, at the end of the day, these folks are salespeople. They're good at it. So, we review the materials independently first and make sure that the the quality is there and then we let them come in and share with us all of the cool aspects. Um, sometimes that's some of those upgrades and whatnot that may or may not be affordable in the process, but it's an interesting uh part. So, we'll share with you on December 10th which vendors we're going to bring in for the review. Um, and then the first read would come to you all in February um with the input from the committee about how they scored them, what qualitative and quantitative data they have. um and
056what our recommendations might be to you as the board so that you can make a decision. Any questions? >> I I have a question. I saw that you guys had there was something on there about small group breakout, that sort of thing. Is there anything in there for the gifted like to elevate the curriculum if they need >> I'm trying to remember the full rubric. The differentiation in general is something that we've been talking about. Um, even aside from this particular adoption, it's something we're looking at bringing some additional training in for. It's definitely something we need to address as a district. Um, not just for our gifted learners, but also for our EL students. >> I think I saw something in there for the EL students, but I was just I didn't I didn't
057know if I missed it for the gifted there. >> I I don't remember it 100% if it's in there. I'd have to go back and look, but but that's definitely typically any vendor that's going to program for for ELS is also looking at differentiating for students with disabilities, gifted learners, all of the above. >> Yeah. Okay. Um, any other questions? >> Okay. So, it looks like you did 9.2 as well. Yes. >> Oh, look at that. >> Look at you. So, then we're good with those two. 9.1 and 9.2. Is that all you had? Um then we have um Combmes High School Coyotes of Distinction 9.3. >> All right. I'm going to stay up here in case there's questions, but really this is the work of the high school. So I'm going to stand aside
058and let those folks come up and share with you what they've been working on. >> Good evening, Madame President, members of the board, Dr. Wyman and most importantly, Miss Judy, who keeps us all in line. Um, I I'm not here to talk with you about the Coyote of Distinction. I'm here to speak with you about how we got here and who helped us to get there. Um, the Coyote of Distinction was born out of a conversation that included myself, Dr. um, Fountain, Mr. Scraggum, as well as the counseling team. And what it really birthed from was the recognition of we see the amazing things that our students are doing which was mentioned at the opening of tonight's board meeting and we want to make sure that we are honoring be of above and beyond what
059accolades they get from outside um entities that recognize them for their achievements but also we want to recognize them for those achievements. Those achievements are achievements that help us to have them career and college ready on our campus, which O by the way helps our CCRI indicator points and O helps us to achieve our letter grade of A. So we want to recognize them for those achievements and Miss Peterson has led the way through these discussions and the many many drafts of the coyote of distinction. I mean, imagine listening to me, John Scroggum, and Dr. Fountain in regards to let's tweak this, let's tweak that, let's adjust that, we need to remember this. So, she has led the way in all of those things, and I wanted to publicly thank her for all of that
060hard work and dedication as we honor our students at Col High School. I am a lot shorter. Um, Madame President, school board members, Dr. Wyman, Miss Judy. Yes. Uh, it's really an honor to be here tonight to present this program. Um, we are on draft 12, if that gives you any indication of how many times we have gone over this program. Um, [clears throat] it started within our department, an idea that Principal Loft has brought to us and, um, bloomed from there and we worked really hard to make sure that everyone's input was there. And then when we thought we had the finished product, we presented it to our staff and I believe three more drafts, three more drafts came from that. Um, so Coyotes of Distinction. The why behind it was just as principal
061Loft has um mentioned, we want to honor our kids. They are hardworking. Uh oh, I went too fast. Um, they are very hardworking. They are really good students. They're really good kids. they are a joy to have in campus on campus and in our offices. Um, and a lot of them do a lot of things that they really don't get the recognition for. So, we wanted to uh come up with a way that would not only maintain our CCR points and maybe even increase them, but to recognize that our students are still more than points in a spreadsheet. And so, our department looked into school satisfaction indicators. Um, and when a student is satisfied with their school, they have academic excellence. Um, they're prepared post-secary, they have school culture. Um, one of the one of
062the examples I always use is I have cousins who graduated from Mesa High. They're in their 50s and they're still jack rabbits. That's a culture um that we don't have quite yet. um something we want to work on and a positive social experience by focusing on the CCRI portion and the school satisfaction indicators. We believe that it would impact our students in a way that creates a ripple effect across the community. Um we want to see it in their homes in the community. We want to support school and district goals. Um and we want them to be happy. Excuse me. And um by doing so we want to reduce absenteeism which is a problem across campuses across the country. Um we want them to we want them to shoot for academic success and we want
063them to increase and improve in everything that they do. In a nutshell our program is three levels bronze, silver and gold. And each level is um designed I don't know why that keeps going is designed for school satisfaction, academic excellence and it um supports many areas in the portrait of a graduate and most of all is open to all students. Um the kids were really excited when we presented this. Our seniors are scrambling right now and I want to make it very clear that we have done things um to help support them in earning that. The ASVAB is normally a junior test. We've opened it to some of our seniors and we're working with them so that as many as um want to achieve this can um bronze level. We want them to do their
064ECAP uh education career and action plan. This is done through our coyote connect. [laughter] My clicker is haunted. Um in their coyote connect class in school links. We want them to participate for two years. It can be any club, any sport, but we want them to participate. Um we want them to attend our next steps expo. This is a big college and career fair that Miss Chardos puts on. It's actually tomorrow night if anyone wants to come and see it. Hint hint, wink wink, nod nod. Um really amazing work that she does. And then we want them to complete one of the following. They can do two years of a consecutive or two consecutive years of a foreign language, uh, two years of a fine art or two AP courses as long as they get
065a C or better. Or they can complete a career in technical education program, do the state skills assessments, um, and earn their industry certification, also with a C or better. As you can see, some of those go to points, some of those go to experience. We're going to see if it stays. The silver level, they're going to do everything within the bronze level, but then we're going to ask them to take the ASVAB and it's not going to stay. And they're going to get a 35 or higher. That's points. We're going to ask them to complete the free application for student aid, the FAFSA, which is points. But then we're going to ask them to do something else. um they can do an additional two years in a foreign language or additional um two years
066in fine art or AP with a C or better or they can do an additional CTE class. Some of those are for points, some are for experience. They can also do work study internships, externships or work-based learning hours, 120 within the class. And then for gold level, they would complete silver. And then we would ask them to choose two or more of the following to complete. Uh, advanced placement scores are three or better. ACT scores, um, I'm not going to read those off. SAT scores, those have specific numbers. Those numbers come directly from the CCRI form. We want them to look into maybe uh, earning a diploma seal. Right now, we have biiteracy and fine arts possible for our students. Uh, Miss Kachinsky is working on bringing personal finance and civics literacy. We want them
067to try and complete six college credits in a dual or concurrent enrollment class. They can do that through our senior English dual enrollment, which is English 101 and 102, or they can use our partnership with CAC to do concurrent enrollment through early college. They can serve as a state officer in a student organization or they can complete 120 hours of community service. And this can be done over the four years. So, it's 30 hours a year. It's very doable. So, what do they get? You know, kids are about what they get. And when Miss Loftess first brought this to us, she says, "What do they want? Pizza." And we said, "Nope, they want cords. They want bling for graduation." So, if they get the bronze level, this is just an example. Um, a pin to
068wear on their gown and then they would be um given a designation next to their name in the program. Um, I grabbed them. Yeah. If they did silver, they would get a cord like this one. Um, still shopping for color, but I like the red and the black ones. Um, this would be instead of the pin because they would earn that next level worn at graduation with also a designation next to their name. Should they get gold level, this is what they really, really want. Um, and thanks to Mr. Scrogum for finding these. Uh, this is the stole possible. Um, Miss Loftess really liked the sea with maybe distinction on the side and they would get to wear this. Some of them would have multiple stoalls so they could layer them in a very fashionable
069way. Um, and we already have, I think, four or five seniors this year that will earn the stole just this year because of the things that they've done. >> Yes. >> Um, the kids are very excited for these things. So, next steps. We've already done a staff roll out. Um, our biggest concern was ensuring that the teachers understood they didn't have to do anything. Um, we want them to present the program. We want to promote it and we want them to provide any um, proof when necessary. That's all we're asking of them. The student roll out happened in Coyote Connect in October. Um, it's quarter 2. Principal Loftess will be sending out a parent email with a very similar um, presentation. And then Mr. Scrogum is working with school links to get the form in
070the system. Until then, we have found several ways that we can track things through school links. And then we do have paper applications available. I did bring some tonight. I'll give them to Miss Judy for anyone who would like to see that. Um but they're on our information board outside of our um our offices. The response from the students has been very positive. Um we're very excited. um can't wait to see as this program grows and expands to even more students. Any questions? Awesome. Thank you. >> I have I just have a more comments and feedback as opposed to questions. Um I really appreciate the vision and the effort behind the Coyotes of Distinction um program. It's really clear that this initiative was created to obviously recognize excellence and build school pride. Um, the framework
071is thoughtful. I do think that it could benefit from a little bit of flexibility as well as inclusion of our diverse student population and the many variations of success that are out there um to truly motivate all students. Um, during high school, I this is just my my personal belief. We should be able to encourage exploration and celebrate achievement without limiting students through overly narrow requirements. Um, potentially boxing them into school system measures, taking away their freedom to become excellent at a custom experience at Combmes High School. There's one Combmes upcoming senior senior graduate for the class of 2026 that has already earned early admission to Brigham Y Young University, Arizona State University, Northern Arizona University, has received a $24,000 ASU scholarship, has maintained an above 3.5 GPA, has served for two years on StuCo,
072completed 10 athletic seasons, most of which as a four-year varsity athlete, is on track for the Arizona Art Seal as a multi-instrumental musician playing piano, organ, and guitar, planning a community music event for his capstone project. He's also earned 10 college credits. I think six was the requirement on there um by junior year from local community college, Chandler Gilbert. He has been accepted into ASU's College of Health Solutions for a Bachelor of Science in Kinesiology as a pathway to becoming a doctor of chiropractic medicine. Yet, under the current rubric, as I understand it, and please do correct me if I'm wrong if I'm misunderstanding because it's new. And so, I I may be misunderstanding, this student would not even qualify for the lowest bronze level because he didn't take the ACT, the SAT, the ASVAB.
073Many of those tests are no longer required by the universities that he was accepted into already, BYU, ASU, NAU. Um, he wouldn't attend the career night since he's already committed his path and accepted into the ASU college for that path and didn't complete the FAFSA because his scholarships are already covered in full for his tuition. Um, the state's accountability system measures schools, not students. And and I get the idea behind it. Um, but when those benchmarks become so rigid for the individual requirements that we have students like the one that I just described that that's a pretty accomplished, decorated student and they can't achieve based on that the bronze level. Um, I I I just have a little bit of a concern over honoring diverse paths just maybe a little bit more. I know you've
074already gone through 15. I think Dr. Fountain was joking, but behind her he said, "No, I think it's actually 13, 14, or 15." [laughter] It's 12. Um, to perhaps take a look at that for some of your other students. Um, I I also have a concern about the practicality of implementing it um and tracking such a detailed program, significant staff time, uh, with tighter budgets, and given the fact that 80% of colleges now are test optional or test blind. Um, I I I get it the ACTs and the SATs, but when you have students that are clearly doing a really great job, but then they h what's in it for me. Do you see what I'm saying? Like when you have to explain to a student when they're learning algebra or algebra 2 or trig
075and they're like, I'm never going to use this. And you're like, you're right. You're never going to use it, but you have to do it. Um, it kind of comes back to something like that. And my my concern is maybe pushing away some of those students because they're required to go take all these tests and you know attend all these career nights. Um so perhaps maybe just some small adjustments uh to make a big in impact and shifting some of the and requirements do this and this and this and this to or requirements perhaps um and using existing frameworks like national honor society uh and just ensuring that we're celebrating every student's unique path to success. >> I would like to address three of your questions. Um, we would be tracking this through student link
076or from school links. It is a studentled program. Um, it's something that I have taken on even with all of my additional duties because it is a labor of love for me and I want to see our students succeed. I want to see half of them stand up and be recognized at graduation wearing a white stole. Um, it is for all students. If a student has a question about if something can count, he can always come talk to me because the counselors have been given leeway over this program. And if we can find something that's comparable, I have no problem signing off on that. Um, what was the third one? >> Or yeah, there's a lot of ores in there. A lot of ores. Especially if you look at the gold level, it's not and
077and and the gold level is all ore. You only pick two. >> Okay. I do believe that even our um self our sped students some of our self-contained higher learning sped students would be qualified for this >> even if they don't take the ASVAB ACT SAT >> because we have been given some leeway to work with that and we and as I mentioned the seniors this year we know it's going to be tight for them we didn't get to roll it out until October just simply because we were still working on drafts and um that came with the knowledge that we were going to do everything we could to help those that wanted it um but those that want have to speak up. >> I think that's fantastic. I would just encourage um sending that
078messaging out and making sure that the students understand that um and that the parents understand that that there's there's options. Just come talk to us so they don't just give up. >> Thank you. >> No, I mean I think that's you've said it well. Um, I mean, I think that there, whether we like it or not, there's some components that exist within this framework that are placed upon us by the state. And yes, some of it is intentional to try to ensure that we maximize our CCRI points. It's not my favorite game in education, but it's a game that we all are forced to play. It does impact our letter grade. Our letter grade impacts being able to attract good students and good teachers and administrators to our district. So, some of it were playing
079the game. You know, some of those ASVAB pieces, those FAFSA pieces, even under those circumstances. Um, I get it. Lived it as a parent, too. My child wasn't going into the military. They um already had their scholarship aligned. I filled out the FAFSA because it helped the school, you know, and so um but they do have some leeway. Um the joke I made behind her shoulder with version 1314 is I expect we'll have new versions. Um and that was an extensive part of our conversation. I don't want this to be a set in stone document. we're going to learn. There's going to be new opportunities that come up and new pathways and so I'm sure we'll be tweaking it as we go, but I think it's a good launching point to um really recognize students.
080And the significant piece for me, and it's it's in the the write up on the um agenda item, but for me, it's really a lot about helping kids find I kept saying it's about helping kids find their tribe. Kids need to find their tribe in high school. And then these far smarter folks said, "You mean their pack? We are see." And I was like, "Oh yeah, that makes a lot more sense." So, it's about finding their pack, you know, and so encouraging students to do two years of a sport, two years of a language, two years of a CTA, get get in with some people who can become your pack and will encourage you to be there. What we know is we see a lot of kids that kind of bop around, they they do
081a sport, they hop into one CTE class, they never finish it, and then by s junior year, they're kind of in the wind. And so, it really is, I think, trying to do some of those pieces, but we're going to learn. We're going to adjust. I'm excited to see what it turns into. And the final stole. You'll have to show us the final stole selection. >> Obviously, you guys put a lot of work into this and I This is This is great. Good job. >> It's Jolene. Jolene, everybody. [laughter] >> Okay. 9.4. Um, your uh CIA monthly update. >> Are you tired of me yet? Sorry. Christine Murphy gets to do professional learning first. Madame President, Dr. Wyman, Miss Judy, members of the audience, um I'm here to share the professional learning. I was like
082I was going to share something else, but your to your point, um Madame President, in the ELA rubric, I did look because I was like, if we forgot something, that's not okay. But in the part where it talked about differentiation, we did put EL and gifted learners. >> Um, just to clarify that point. >> All right. Thank you. >> Yeah, I was like, I need to double check that. So, I wanted to make sure. So, professional learning wanted to report on the October 6 professional learning day that we had at the high school. Um, this first piece is related to the K12 um group, but our focus in this group was the 15-day challenge that you've heard about here and there um tonight and in the past. Um so based on that, the resources that
083we gave them to support them, this was out of a four. Um their rating of the resources, the session modeling, instructional delivery methods because we're always trying to model what we would hope they would translate into their classroom, and then their comfort in implementing into their learning environment. And these are um a little bit lower. We've been above the 3.5 normally, and we know that this is still new learning for them. So, we weren't surprised by this, but we we were excited about was the um qualitative feedback. So, we gave them a checklist. It was a laminated checklist, and they were very much appreciative of that because it sort of summarized the steps. Um we have a book that we're using as our resource, but this was a double-sided laminated piece, and they really appreciated
084that. Um lots of great discussion around DO and the level of the standard. they gain gain more clarity on the 15-day challenge steps. And um one of my favorite pieces of that third bullet is interpreting the standard. They don't always interpret it in the same way. So having those discussions and really coming to consensus on what that standard means was really important for our teachers and they felt like it was very helpful to work with other campuses, especially that elementary level where they don't always get to collaborate. Um then our student services, they had different groups. We had goal book running for our um special education resource and self-contained teachers. We had FBA and BIP which was related to behavior programs for our counselor social workers. Um and then our psychologists and SLP teachers worked
085on some different things. So their sessions, their feedback for the same topics was a much higher um rating. They were more intentionally focused on their groups which they've been asking for for many years. So, we're glad to see that that's been beneficial for them. And then this is their qualitative feedback. [clears throat] The first one was our speech and language professionals were able to use a new resource Canva to make some materials for their students. And then that FBA bit process that our counselor social workers went through and then the goal book. And then the the bottom piece was our psychologist implementing what they learned in that FBA session. So overall, we felt like it was a successful day and had some positive feedback and we're taking that into our next steps. So this was
086October and November. Um to speak to that idea of differentiation, we're focusing on supporting all learners and looking at our subgroup data. So we're focusing on language specific ways to help our teachers give all students entry points into content. That's our focus um next Wednesday. And then in January, we're going to continue that 15-day challenge. Um, in October, we really focused on standards and understanding the standards. And in January, we're moving into the second half of that challenge, which is assessments, planning for instruction, and planning for intervention. Um, but the big focus is on that tier one instruction in the classroom. So, what questions might you have related to professional learning? >> I don't have any. >> Thank you. Okay, good job. >> All right, on the um assessment side of things, um Dr. Wyman
087shared some of this information on the front end, but this is our annual report on our AD school letter grades. Um so those have been released for this last year. Uh the scale scores stayed the same from AD this year. So these are um a carryover from the prior year. Um, as you can see, they're a little bit different for the K8 campuses, the high school, and then comb center for success. Um, so those fall under a little bit of different parameters, [clears throat] but but very similar in terms of their overall scoring. Um, lots of data on here. I won't bore you by talking through every piece of it, although I love the data and I could talk about it for a long time. Um, but I'm going to highlight a couple of pieces
088in here. So those top two categories, the proficiency and growth are the two major indicators that we look at for student performance in any school. Um proficiency I really equate to that measurement of um kind of those carryover skills. Um really those those higher level rigor components um that's a piece that we've been working on as a district. Those typically are our lower scores, not just for us here in Col, but any school. Um we tend to do well in the growth. Um, as you can see, schools like Harmon got the full growth points. Um, but what we want to do is start to move our students where they're they're starting at a higher level so that the proficiency score is growing and then that growth score comes along with it. Um, one of the
089things that you'll notice, um, we're kind of all over the place with our EL proficiency growth. Um, so we've been working on that model the last two years. Um, ideally you would see a 10 out of 10 on each of those. Um, a lot of that speaks to the assessment itself. If you've never been exposed to the Azela to the language assessment for our second language learners, it is not an easy test. Um, it's very unique in its nature. It's very intimidating for a lot of our language learners. So, we're really trying to work on helping them practice those skills and being intentional with their targeted time so that they're developing those skills to do their best. Um, we occasionally see some data come out of that that has some really interesting anomalies where students
090perform really well in three categories and not the fourth, which is kind of weird. If you're developing language, you're typically developing it in all areas. Um, but sometimes it just speaks to their nervousness of the test and some of those elements. But it's definitely an area of focus for us as we want to continue to improve that. Acceleration and readiness looks at year-to-year growth. It focuses primarily on those third grade students. We can get bonus points for some things like improving chronic absenteeism, which I think all of our sites did. Um, if we perform at or above the state level on the ASI test, you can get bonus points. Um, and then we get bonus points for being at or above the state level for inclusion with special education. So, those are some points that
091kick in. They're called bonus points because they get factored in after the percentage score. So, if you were a 70 out of 100, then you're going to get those three bonus points that actually be a 73 before they do the math the division on that. So, that's why they're bonus. Um you're going to see there some total scores along the bottom and I've highlighted in green um some of the celebrations there. Um so you'll see that um CMS is is moving forward. Um we're getting there. If I were to to pop back a slide, you would see that we are looking at a 72 to be a B school. Um they are at a 69.58. So we're steadily making progress. We're super close. Um, in fact, if I went back and and talked about that
092focus on EEL, those six points would have easily pushed them over the top. Um, we did make a staffing change with our middle school where we have two onampus teachers, um, two of our very best teachers in my opinion, who are taking a period out of their schedule from what they would have normally taught. Um, and they're working with our EL students because we know those relationships are super important in middle school. So rather than sending a teacher over for two periods a day, we have CMS staff that are taking on that challenge and working with those kids. So we feel good about the uh potential impact there. Um you'll see at Ellsworth um solid growth there. Um they are still about 7.75 points off. Um but they were previously a C. They have moved
093up to a B. Um Harmon you can see had some tremendous growth especially in their growth score. U moving themselves to a B as well. and then the be at at ranch and Simon. Uh you'll notice the asterrices next to ranch. One of the options that we have is to appeal a letter grade. Um as you can see ranch was 0.57 points from maintaining their A letter grade that they received last year. >> Um we are appealing that. >> Oh, good. >> Um and we're appealing that because and some of our continuing board members I think are aware. Um we had a pretty significant amount of turnover in our third grade at Ranch last year. um somewhere in the ballpark of 12 to 14. I forget the exact number, Peter, but uh different educators touched
094those two classes over the course of the year. Um we had a teacher resign. We had a long-term sub come in that didn't work out. It was there was a lot of um a lot of issues going on in that grade level that really impacted the students ability to learn. Um if I were to break down their data, which I'm happy to do for you in another time, but you would see that the the performance in grades four, five, and six looks significantly different from third. Um, so that's the rationale for the appeal to say if we look at the school collectively and we take that anomaly out of the equation, they would have the scores to continue to be an A school. They may or may not grant that appeal, but but we have
095filed an appeal um and asked them to look at that subda. Um, you again you can see that we have many schools doing some solid things with growth. Um, those are your overall grades. So Col High School, Combmes Center for Success are both A schools and both A schools for the first time. So, we should give them a definitely a round of applause. [applause] Comb's Traditional Academy, Ellsworth, Harmon Ranch, and Simon are all at a B. And give them a round of applause, too, because they're doing amazing work. [applause] And CMS is getting there. We're almost there. Uh they they are staying at that C for this year, but um I I feel like we're super close. Um for CHS, this is some of their data broken down. You can see positive growth in their
096proficiency score. That's really the most important one to me because that means that we're really improving the overall rigor of of the learning. Um solid improvement on their growth score, their grad rate. Um grad rate is a one-year delay. So when you look at a grad rate improvement, you're actually looking at a grad rate improvement from the prior school year. It's one of those wonky things they do with the data. Um so it's always a little bit of a catch-up. Um you can see that the college and career readiness points, they went from 15 to 15.4. So we nudged that a bit. Um but there's 20 points possible in CCRI. So there's another 4.6 points available. >> The So tell me where um this where the ASVAB and the FASA fall into which which of
097these >> that's part of the CCRI. >> Oh okay. >> So students participation in a variety of things ACT SAT CTE completer courses ASVAB FAFSA they have a whole slew of things. Their participation earns a variety of points. Okay. they have this super complex but actually rather archaic right >> Excel sheet that we have to use. Um and if you do the math on it really there's way more than 20 points available. So it's not like every kid has to do everything. Um but they're in essence they're easy points if we if we do the things. So if we get more kids taking the ASVAB as an easy example, we get more people doing the FAFSA, we get kids through completers and CTE, those points are going to go up. So it's helpful to us
098in the overall equation. Yeah. >> And then their bonus points, but again, celebrating their A. And then CCSHs. Um, so you've got your academic persistence score there. Um, theirs is calculated a little bit differently. Um, they get a score for their credits earned. Um, their grad rate, which Dr. Goulby does an amazing job with. Um, they have a different scale for their CCRI, but some similar components in there, um, that Dr. Goulby and her team have been intentionally targeting. You can see there's 35 points available for the alt school. Um, so things like um jobs and and working in in those work study pieces are great for our alt school kids um because they get some CCR points and some real world experience um and they've done an amazing job there too and celebrating that
099a as well. I always like to give a little bit of context um and some comparison. So this is what it looks like for some of our surrounding districts. Um, you can see a variety of districts, but some of those closest to us, Koolage being a C, Florence being a B, Apache Junction A C. Um, I do put the charters on there as well. They're a little harder to nail down because some of them are a little bit sneaky with how they name themselves or they work under different umbrellas. Um, but I'm usually able to to pinpoint kind of those that are closest to us. So when you see Ben Franklin and ALA, I've targeted those specifically near us, not necessarily the entire institution because they're spread out. Um, but you can get a sense
100of comparison. Mesa, I believe, is going to be a B. At the time we did this, they were unreported because they still had some stuff. >> What's a U? Like this is new down on the alphabet. >> They've announced it as a B, but at the time AD has not I think. I think they've got some schools under appeal that they're working through. So we expect them to be a B. I like to give a little more detail. Um, so I calculate it as a GPA because I think it's helpful. Um, because when we look at a B and a B, sometimes it's not really the same. Um, I think what stands out here when we look at this data is that when we compare ourselves to the other public schools in Panol County, um,
101Col is rocking it. Um, and I think we should be very proud of that. We're not where we want to be yet. Um, these folks are amazing. I want to give them a ton of credit because they work their heart and soul out to try to improve things and grow for their student population. Um, our principles, our teacher leaders, our instructional coaches, the teaching and learning team. Uh, this is the stuff we live and breathe. Uh, we laugh together, we cry together, sometimes we get mad together. Um, but we keep pushing to do better for kids. And so I think we're we're really starting to get there. Um, couple of of areas to note, you'll see Legacy QC and Legacy Santana and Ben Franklin. Um I mean I always give the full story. Um those
102were all B's last year. Um so they have improved for some of our surrounding um charter schools. So that's worthy of noting. We have historically been very competitive with Happy Valley which is you know right adjacent to us. Um and still I would say we're outperforming them. Um it was a rough year in Apache Junction. You can see that there. So again for for a traditional school district in Panol County I think we're doing really really well. Uh, I have that asterisk on there because if the appeal were successful for ranch, uh, that would be a 3.25 is what the math would work out to be. So, um, you know, we're getting pretty competitive with with some of our neighboring districts. I'd like to see us above a 3.5, but we're getting there. Um, to
103give some historical context, this is what it's looked like over time. So, if you go back to 2018, our GPA would have been a 2.14. Um, 2021, you can see grayed out there, that's the lovely COVID year where there was nothing. Um, and then in the last four years, we've gotten to a 2.57, 2.71, 2.88, and then that we'll call it 3.13 to 3.25 depending on how that math ultimately works out. So, I'm proud of the work that our sites have done to really continue to grow year after year. Um, where we're headed next. So, we always do a comprehensive review of the data. Some of the stuff that I've already shared with you is are the elements that we look at targeting. Where are we doing things well? Where do we need to continue
104to grow? The PLC focus is a huge piece for us in helping our teachers with a higher level of intentionality in their instruction. Understanding the standards better is huge. Um, additional supports for subgroups. Um, I did not put that on the slide presentation tonight. Um, but we did have four schools that were under uh comprehensive support for our subgroup data, specifically our students with disability. Um, that started about four years ago that we were put in comprehensive support. Um, as of this year, um, two of those four are exiting. So, they've made enough growth to exit. Um, and when I say enough growth, I want to quantify that to say that we were sitting in the 8 to 10% range for our students with disabilities. Um, in terms of their passage rate comparatively, um, the
105sites that are exiting are now 25 to 35%. Again, we're not satisfied there, but we've made, you know, two and three times the growth in the last four years. So, um, we're really proud of that. The other two sites who are still in comprehensive support, um, one of them is the middle school. Their data is super steady. They've been sitting kind of at the same number for a while. Um, and the other one being Ellsworth is inching closer and closer. Um, there's a good chance in the next year or two they'll be in that same boat where they'll be able to exit. Um, you can go back into comprehensive support. So, it's not a yay, we're done. We're still focusing on those subgroups to make sure our students needs are being met. And that was
106a lot of information, but do you have any questions? Um, do you guys have any questions? Do you have questions? I don't have any questions, but I just want to say this is awesome. You guys finally get to come up here and give us like some good news, right? And how you guys just really really the PLC's are obviously working, but I have to give it to our teachers and our students for really putting in that hard work. So, good job. >> Absolutely. [applause] >> Okay. All right. So now I don't know how to get back to this. Okay. So 9.5 um discussion and information of the but all right I don't know how to get back from >> here. I thought I'm going to try it. >> I forgot there's one more piece. >>
107This is a really easy piece but um we bring to you annually um any updates to our course guide so you're aware of any changes we might be looking at. I'll start with Combmes High School. Um, just a reminder, this is our course guide review process. So, we review alignment to standards, historical course enrollment. Um, Miss Kachinsky works heavily on this on behalf of the high school, working with department chairs about any changes that we need to make. Um, John Scrogam's usually involved in that process as well. Um, if there's any updates to CTE and what that looks like, and then we bring them to you. So, just a couple of small tweaks this year. nothing changing in English, social studies, or on the electives end. Um, for science, uh, we have physical science in
108the books. We're going to sunset that. Um, by sunset that I I mean we're going to remove it out of the course guide, we would leave it as an approved course from the board. Um, but currently the way that we're structuring the course sequence, it's it doesn't fit into that. Um, that's largely because of some changes we made last year to ensure that our kids were getting biology and chemistry before they had to take the 11th grade assessment. our previous structured pathway, we sometimes had kids not taking those classes until after they took the state assessment, which is obviously a disadvantage to both of us because they didn't have the content and material covered in time. So, we changed that. Um, and then we removed we're removing AP biology from the 10th grade sequence just
109because there's a conflict in the scheduling with what they would take first. still available to them. And just like Coyotes of Distinction, the counselors can override that if there's a special circumstance, but for the most part, we're not putting 10th graders in that course that's an 11th or 12th grade course. Um, for math, we're monitoring AP Calc and honors pre-calc enrollment. Um, those are two classes that compete with one another. So, we don't really want to take one off the books, but with the current size of the high school, um, they're kind of competing for the same group of students. Um, so we're leaving it in there, but we're just kind of paying attention to what that looks like and do we want to go one direction versus the other. And then advanced algebra and
110trigonometry is shifting to a matt 406 trigonometry and algebra. It's really semantics for the most part, but it has to do with um a lot of students perception of that course is that it's more complex than it really is. Um, and it is a pathway for college credit. Um, so we're we're adjusting that to better align with students who are collegebound um with that class. So it's really just a shift in the naming of it um and how that pathway would lead them to future math opportunities. When we look at Combmes Middle School, um the only changes we're looking at, uh we talked about this last year and decided to give it a shot this year. So two new courses, a coding two and a graphic design two. Um we've been growing that program. We're
111not sure if we'll have enough students for those to make um but we would like to offer them to students as another pathway on the electives side of things. And then comb center for success. Um this one is the most fun and complicated at the same time. So we utilize as our learning platform. So basically we bring to you everything that's inuity. If I listed them all for you, we'd be here all night. Um but there is a link in the agenda that you can check it out. But we basically use their full course catalog. Dr. Goulby does an amazing job in making sure that it meets students needs and aligns. Um everything in there is, you know, NCAA approved. It's college appropriate. Um one thing that we did add this year that I'm super
112excited about and I I'm hopeful we can continue to grow. Um Dr. Goulby and I have been talking the last couple years about wanting to get languages for our home center for success students. Um that's a bit of a challenge if you don't have a certified teacher at the high school. Um, we had one teacher who took on that challenge because they have some language abilities, but it's not necessarily their area of expertise. Um, and so starting this semester, our middle school Spanish teacher, Mr. Castruda, um, is taking this on as kind of a side piece. You approved the stipen for that a while back, and I think he's had nine students this semester. Um, so we were able to offer nine kids an opportunity to take Spanish who didn't have it before. Hoping we
113can continue to grow that. Um, would also be an ideal target for some of our other students who have lacked language access. um specifically some of our seminary kids who have that period that they take out of their schedule. So it makes it harder for them to have options um they would also have access to be able to take that Spanish class as a remote class. So trying to grow those elements a little bit but all the CCS stuff is is in there and if you have any questions I am happy to answer them. Um, okay. Middle school, walk me through this. The graphic design, how I know that we have very successful graphic design courses at the high school. So, how does the middle school, how does that play into the high school? >>
114It would just better prepare students for those opportunities. Um, you know, I think you can think of it just like you would a like the middle school does an intro to Spanish class. We also do a Spanish one class. I would say that our current coding and graphic designs are more of like an intro and this would be more like that first real course in it. You know, for kids who have shown some um some proficiency in that and want to dive a little bit deeper. Um I think if anything it would have a positive impact on our high school courses by getting kids ready and and bringing them in. >> So they would still have to start from ground zero when they [clears throat] get >> this is not a high school credit course.
115It's just a more in-depth opportunity for student. >> Is there an option? I mean, if if it gets better, is there an option that they can start doing that CTE at the middle school? >> I'd have to defer to John on that. There are some opportunities, but it it has to do with >> some of how it's funded and the right >> some of those pieces, but >> yeah, I just know that at the high school that that that's >> it's really it's a really good program. He does a great job. >> So, Sure. Okay. >> Thank you. >> Okay. So then we have um discussion information um on the 2425 district enrollment numbers. >> So you got the report last week uh on enrollment. So if there's any questions, be more than happy to
116answer the questions, but again it's just a continuation. We're we're a little bit above what our projected was for the but for the the building of the budget. Again, it's that's ADM versus uh student enrollment. Um but uh just if you have any questions, be more than happy to answer those. >> Hearing none. any on there? >> Okay. Uh, in terms of the policy change, again, this is just the first reading, so we'll bring it back next month. It's really just a minor change uh to clean up uh uh some of the language uh they had it duplicated in in the policy. So, it's a very minor change that just takes out the duplicate language and just keeps it in one spot. So, unless there's a a burning question, we'll bring it back next month
117for approval. >> Okay. Then on 98, so just a little bit on on that again, uh as we move forward to um January 1st, uh we have a state statute that requires us to increase uh the minimum wage. Um and so we've received information that the minimum wage increase will be 45 cents. Uh if you remember when we look at or if you don't know when we look at our and this is for support staff when you look at our salary schedule for support staff when I first got here it was about 11 or 12 districts in the east valley that did a study to see if we could get on par with uh other states in the country and and we couldn't because the gap was too great. Um and so the recommendations for
118what the the um schedule would look like, the salary schedule would look like just wasn't realistic. At the same time, between that review and the um some of the issues with the budgeting the previous decade, what had happened is you had crunched the salary schedule down. And so what normally would have been A through let's just say S, you had wiped out row A, B, C, D. So you had people getting paid for jobs that were of less skill level almost the same amount as someone who had a job that had a great skill level. And so what we ended up doing was creating a three-prong system to stretch out that salary schedule again so that those that had to take class as an example to become a mechanic would see that they would get
119paid higher. And we've been able to do that uh ever since I got here. with this new increase, we cannot fund that salary schedule the same way that we have the last few years. Uh it's just not financially doable. Um, so what we're going to recommend in December is to come back and and we take it to the board in December because of the way this the way this uh pace cycle works in Panal County, we have to have it approved at December because it actually starts for us the last week of December. Uh because we'd run a Wednesday a Thursday to Wednesday pay cycle in Panol County. Um and you can't set up two systems to pay people two different amounts. So we actually have to pay them the beginning of or in the
120last couple days in December. But we will do a 45 cents for everybody. Obviously, if you're on the bottom of the salary schedule, meaning brand new, you're going to get percentage- wise a slight increase versus if you're on the far end. It is going to compress the salary schedule a little bit, but the the cost associated with it, we're we're looking at approximately for the rest of the year 71,000. Uh so for a full year 143 if we were to stay with the salary schedule that we had and and fund that appropriately uh we would be running somewhere in the 250300 range and we just don't have that kind of money at this point in time. So uh they are mandated to get a raise. This will continue to not have to collapse any any
121um rows. Um but it will continue to be an issue. Uh the other issue that I bring up every year just so people are aware that law there's two ways to calculate inflation. One of them is called CPI, consumer price index. The other is GDP, gross domestic uh price. The CPI compared to the GDP has run like this historically since the 40s. And so CPI is higher. The problem we have is the minimum wage is calculated off of CPI. the 2% increase that you get as a school district on your base support level is calculated off the GDP. So, we're losing ground every single year on this particular issue. Um, but it's not open for discussion because it's part of uh what's in statute. So, just wanted to give you a heads up. We have
122a way to fund this. Obviously, we look at 71,000 for the rest of this year. That includes benefits. Um, over a full year, it's 143, but we need to understand that we will project uh a year from now. So January of 27 that you're you're probably looking at at least a 45 cent increase again. Uh and so it's it's an ongoing issue that that we don't have a choice in the matter, but there is a there is a impact to the district. So just wanted to bring it to your attention. I'm more than happy to answer any questions, but we'll bring them back with that recommendation. Um just so we don't crunch the salary schedule too. >> Any questions on that? Okay. >> All right. It'll come back next next month. So if you have
123any questions you can >> you think of anything you can do it then. Um 9.9 discussion and information regarding the school facilities division preventative maintenance reporting statement. >> Madame President, members of the board, next month um you'll be presented with a one-page statement regarding our preventive measures that we take. um that's distilled from multi- pages of review that we we go over and we submit to the state and u and they review if they see an issue then they would come out and do an inspection as well. So I'll have that for you next month. Um, I do want to share as a side note that um, Bobby Anderson for years had been submitting um, to the school facilities division a request for funding. they have x amount of dollars each year to help districts
124with certain needs and uh every year um the district has not received the funds but have moved up on u on the list and so I would say last summer the word was they're out of money but recently Dr. Dr. Wyman had gotten word and he said, "Josh, why don't you give them a call, see where we're at?" And so I talked to our liaison and sure enough, the of the five projects, we have two that will be funded, a roof at Harmon and a roof at Simon and I think the other three look promising. So, um, there's some good news in that. So, any questions? >> I No. No. Okay. Good job. >> Okay. discussion um and information regarding the 202526 superintendent evaluation. >> Uh just a couple things that'll that'll happen at the
125next meeting in December. There a couple things I wanted you to be aware of. Uh Miss Wanganger will give you the form for on uh tomorrow on the 13th. uh you can take a look at it and if you go ahead and uh fill it out and return it by December 1st then she'll calculate what you guys write down and then the discussion will be based on on the way you you rated that that form. So nothing major but just wanted to give you especially the new board members who not sure of how the process is we'll just consolidate all the different ratings and and come up with in executive session whatever the the valuation piece is. >> Um I have one too I have another question. Are we we're supposed to do the board
126evaluation too, right? >> Uh what we're looking at with the board of there's no statute like in the case of the superintendent evaluation, the statute says it has to be done by December. There's no statute about board evaluations whatsoever. It's it's not in statute. And so, uh with everything going on and the number of meetings you guys are having and all that and the change in in leadership, my thought process would be to talk to you guys, which we can do right now. I was going to do in December, but talk to you guys and see maybe that's something that you want to do with the new superintendent at the board retreat in June as some districts have been in do the actual board evaluation in June, not in December. And that way you guys
127can have a conversation about your how you perceive yourself to be with the new superintendent and then you can talk about that person and you guys as you move forward. And so my thought process would be move it out to uh June as part of the and and as a reminder I think the request from the board members was that we would collapse uh this is also for the uh leadership team. We would go ahead and collapse the retreat into the same day as the June board meeting. We would go ahead and and come in at 8:00 in the morning. I'm picking a time. It may modify a little bit but we would do the retreat throughout the day and then and it may be 11 o'clock or whatever. We have to figure out the
128agenda and then roll straight in. So the board retreat would end. We try to time up the board retreat to end at 5 4:35 and then you'd go into the June [clears throat] board meeting. That way we're not for the leadership team. You got a couple extra weeks where you don't have to worry about a meeting that you may have to come back for. So that's the intent as of right now. Um and you would just kill two birds with one stone and instead of coming back uh the next Monday or or whatever to to hold a retreat. So that's one we're working on and as a new person comes on board we'll we'll continue to have that conversation. >> Okay. So the board evaluation. >> Yep. >> So you're thinking your thought to do
129it on the retreat? >> Yes. >> That's fine. That's the end of the year. However, um as we move forward, it really is going to be it needs to be at the end of the year because you might have new board members in January when it comes next year >> and and we can put this in December if you want. We were just trying to be >> cognizant of what all the meetings you guys have and everything. >> I appreciate that. So, we just we probably need to think about that. I it's fine because we won't have a um >> any new board members come this next time, but then it would be like we'll have a six month then and it'll be another board, but it needs to be done at the end of
130December. But I get I get what you're saying and I can work on that. We can work on that. Okay. >> Y >> um and then last thing I have is discussion information regarding the capital bond election results. Just a couple things. We'll go into much greater detail. Um, but we did fail the bond. Uh, I have not seen the canvas results as we talked with leadership this morning. Um, going into the initial drop uh on the the 4th, we were down 419 420 votes. Uh, with the drop on Wednesday, we actually were down 500 votes. What I can tell you is the numbers that were presented, they may have changed a little bit, but not significantly. 70 racing basically 75% of all the voters for 50 plus. So whatever you do in the future,
131you have to un lessen until the growth of the community as such and the number of people's kids that are going to our school inc our schools increase that will still be what you have to overcome no matter what you do because you had like I said 75% of that vote um in there we thought we got in and and talked to some of those communities but you know again what you do and the conversations you have um make a difference uh does don't necessarily going to make a difference when you get into the voting. So, where do we go from here? And that's really more of the point uh of of that issue. What we've done is we've run some initial projections. And again, these are very very initial projections. But if you go
132ahead and say we know that schools um have to receive legally the lesser of 2% or inflation. Well, inflation is going to be greater than 2%. So, we would anticipating 2%. What that 2% is applied to is what's called the base support level. So the base support level, my numbers may be off a little one a little bit, but I think it's $5,113 and some odd cent. So if you apply 2% to that, next year's base support level should be $5,200 and some odd numbers. I I can't remember off the top of my head. So if you apply that in a perfect world, we actually come out 140,000 to the good. But now you have to sit and figure out what's going to be your anticipated enrollment. If we look at Bram's report, he's the
133one that's the demographer works for applied economics. His report would suggest we're going to be down around 60 kids. Okay. So the the question we always have is what number are we really going to be down and how do we estimate that to the best of our ability? Um and so one of the questions I'd like a little bit of direction. It's uh I said today Julie and I thought today it was 30,000 but it's actually 15,000. Do we talk to to applied economics and do we get another result another report this year? Normally you do it every two years and so we'd be up for a report uh from Rick and so they could do a report and come back to us in probably February if we got it on the December board meeting.
134It would take till I think February to do it just to get an idea with all this growth what does it look like? what and they tend to give us stable and trend. So what does it look like from trend data in terms of the number of kids? What does it look like if we stayed stable? They'll do whatever we want. I think my first year here we asked them to look at it. What if we had a 10% growth or a 5% loss? So [clears throat] they'll play the numbers however we want to play the numbers, but that will give us maybe a little bit better not only for this upcoming year for the next year. But if you count for a 60k loss, okay, and then you start to say, well, are we
135going to give a raise or not? So, in best case, worst case scenario, however you want to look at it, a raise is going to cost us approximately $500,000. Based on a meeting we had today with Chyros, we don't know what the insurance increase is going to be, but based on some statistics uh and our our cases that we're dealing with, um I think it's uh conservatively enough to say we think it could be as much as 12%. So if you plug everything in and you say we're going to give a raise and we're going to pick up all the insurance cost and we're gonna we may have to look at Dr. Fountain made a presentation on on curriculum. Do we do curriculum? What what do we do with curriculum? How expensive is curriculum? What's
136the final pricing? You're probably looking at a cut that we're going to have to make of somewhere between a million and 2 million. For perspective, that means we're running in the neighborhood of 25% cut in the last three years. That's significant. So, what we will do, and you'll note that it is November, and we're already having conversations with the leadership team, and so how we move forward with what we're going to do and how we're going to do it. Nothing's off the table. Everything's on the table. There are laws related to some of the ideas that may be on the table. You'll be getting more information over the next couple months. Um, but I do want you to understand that it is significant in in in nature of what we have to do with the
137cuts. we want to look into um a year from now. Obviously, I won't be here, but the same situation occurs. If if the numbers change and with all the homes being built, if we get more kids and we flatten out, then it's one scenario. If you don't get those kids and you still see a loss, then it's a different scenario. Um and so we're we're looking to project not only for the upcoming budget year but but the next year uh with uh however the superintendent new superintendent's name that we want to bring that person on board to understand what the conversations are so they're looped into the conversations that that we are having. Um again it is um it is not going to be an easy thing by any stretch of the imagination. Um we're
138not unique. U Phoenix Union passed their bond uh but they're not doing it for any esco piece. So, even though they got good money to fix up their schools, they're cutting 160 uh positions next year. Um, and so I talked to Florence superintendent [snorts] the other day at a meeting I was at. He's got to cut four and a half million. Talked to superintendent over on the west side of the valley. He's got to cut $2.5 million. So, we're not unique by any stretch of the imagination. Um, but it is it is a difficult situation. So, I I I would be remiss if I didn't at least come to you and let you know um that that's the repercussions. Um and so we will roll up our sleeves um and we will come up with
139the solution because the law says we have to have a balanced budget. So we will have a balanced budget by the end of the spring. But uh just know there will be some very very difficult decisions that have to be made and we'll be informing you and informing uh staff all along the way what that means. I don't think anybody has to panic just yet about what does it if I lose my job. Um let's give us a little bit of time to take a look. We'll communicate um and we'll let people know what's going on. Uh again, the election was just a week ago. Um but note that we uh as I told the the team, I was at a play. The first half it was a very good play, but the first half
140was better than the second half because I looked at my phone at intermission. And so the second half, the brain starts warring. So we're Julie and I were meeting Wednesday morning with some of these scenarios to say, what does this really mean? So, we're we're looking um but there's some time, but I do want to at least express to you that that it is a significant impact and we'll have to do the best we can with what we got. >> Okay. With that being said, I guess we will um I will make a motion to adjourn into executive session um pursuant to ARS 15-843 pupil disciplinary proceedings student expulsion and or readmission. >> Second. All in favor? >> I that's at 7:25. Have fun guys.