001[Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Hey. Hey. Hey. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] Heat. Heat. [Music] I'm going to call the meeting to order at 4:30. Um, I need a motion to adopt the agenda. >> I move to the adopt I move to adopt the agenda as presented. >> I second. >> All in favor? >> I >> motion carries five to zero. Are we doing this? Yep. Okay. >> Nope. Okay. Um, I'm going to make a motion to go into executive session for um items three and four. three um executive session pursuant to ARS 338-431.03A1 for the purpose of discussing discussion or consideration of reviewing the superintendent's performance goals for and um item number four executive session pursuant to ARS 38-431.0388 38. A public body may go into executive session
002for discussion of school safety operations. >> Second. >> All in favor? >> I >> Did you vote? >> Oh, okay. I didn't hear you. All right. Um, all in favor? Uh, five. Motion passes. 5-0. Okay. [Music] [Applause] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Hey, Heat. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Applause] [Music] Heat. Heat. [Music] down. Heat. [Music] [Applause] [Music] Heat. Heat. N. [Music] Heat. Heat. [Applause] [Music] Heat. Heat. N. [Music] Heat. [Music] [Applause] Heat. Heat. [Music] Heat. Heat. N. [Music] [Applause] Down. [Music] Heat. [Music] [Applause] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] Heat. Heat. [Music] [Applause] Heat. Heat. [Music] [Applause] [Music] Heat.
003Heat. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] Heat. [Music] Heat. Heat. Heat. [Music] [Applause] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] Heat. [Music] Heat. [Music] [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. N. [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Applause] [Music] Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] to reconvene our meeting at 5:30. Would like to invite Vivian Fardo to come up and help us
004with the pledge. >> Whenever you're ready to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. [Applause] >> Okay. Um before we start I would like to welcome everybody and I would also like to um announce that um Dr. Wyman was selected to be the Horus Man League um superintendent of superintendent the as a 200 the 2025 champion of public education for his unwavering commitment and tireless advocacy for the advancement of public education in our community. So I would like to congratulate him on this awesome accomplishment. You can give a speech if you need to. >> That was great. >> He knows if I do that, we'll be here for next year. >> No, no, no. Yeah, we're not doing
005that. You're right. Um, okay. So, um, that being said, we're going to go to 6.1. Approval of the meeting minutes um for the regular board meeting for September 10th, 2025. >> I move to approve the September 10th, 2025 regular meeting minutes as presented. >> Second. >> All in favor? I >> I motion carries five to zero. Uh 6.2 approval um of the minutes for the executive session for se September 10th, 2025. Did anybody have any issues on that one? You have any questions? Okay, I will take a motion. >> I move to approve the minutes of executive session September 10, 2025. >> I second. >> All in favor? >> I I motion carries. Five to zero. It's coming. There we go. All right. So, um, we'll move on to current events. Uh, the superintendent report.
006>> Thank you, Madam President, members of the board. Uh, let's see. At CCS, Mary Wyman received a $1,750 grant from the Peter R. Marshall Foundation Pathways Club grant. Uh it's to help kids uh overcome their internal barriers and foster belonging, recognition, and success in everyday school lives. It's used in the art class through service learning. Uh it was done last year and again this year. So congratulations there. The fall orchestra uh for CHS received their highest rating ever at when they were at the Camp Verie High School Uh orchestra Festival. They received a rating of superior. Uh and so that set a new a new record. Uh and they've been having a successful um fall season so far. Down at CTA, they had a great first quarter. Uh few campuses, the first few campus fundraisers
007brought in over 6,000 to the PTO to support uh the campus in the classrooms. Student council was elected. Everybody's gearing up for as this will be a reoccurring theme throughout the uh u report about trunk or treat events. Um, and teachers had a blast with their rock paper scissors competition as we finished out the quarter. Uh, Simington had a a great uh September also uh learning a lot with uh uh the kindness fundraiser challenge and completing acts of kindness while raising funds to for the school with families and friends supporting them. They also continue to work on the 15-day challenges in their PLC's. Um, and they enjoyed the spirit week in the caramel apple bar uh for the sweet thank you for the staff. They also had uh their community partners helped them out with
008a handles ice cream night. Um, and so just a very good uh month for Simington. CMS had success both in and out of the classroom. The boys and girls, boys baseball and girls basketball each went second place in their leagues while Shayen Heyman and Trendan Lee captured first place for cross country. And in social in academic social studies, teacher Anakah Amiker was honored as one of two statewide winners at the Arizona Financial Literacy and Economic Education Conference. And then as part of their constitution day, they welcomed the panel county judge Daniel Washborne who uh spoke to the kids. The Harmon Hawks had uh have a whole bunch of plans for this month in October. They have uh October 13th to 14th, Queen Creek Water Department will p will partner with fourth and fifth grade classrooms
009for our water, our future. PBIS uh whole school rewards for the first quarter breakfast uh picnic on October 20th. They'll have their second annual color run on the 23rd. Uh that's sponsored by PTSO. Proceeds will go to the accelerated reader program. Red ribbon week is 27th to the 31st. Uh they'll also have a trunk or treat on the 28th. Let's see. Uh ranch had a great start to the year, end of the first quarter. Um looking forward to a great second year and a huge thank you to all the families and vendors who showed up to join them in their annual steam nights. Had nearly 200 visitors enjoying the engaging in activity fun and fun activities at the booths. Um and they are also getting ready for their trunk or treat event. Ellsworth is promoting
010kindness uh wrapping up uh the week before fall break with a start with Hello Week promoting kindness, inclusion, and connection. Their first honor recognition assembly will take place uh this Friday to celebrate student achievement. Sixth graders visited SNEP Farms uh for forces in motion science night and October 23rd they will host their STEM night and trunk or treat. Also, uh the marching band this past weekend was at Verado High School and scored the highest uh score the at the competition in visual performance and musical performance categories and they finished second overall in competition. There were two other ones I just wanted to highlight for the high school. We we hear a lot about kids um and there's a lot of you in the audience when you sit and think about kids, they're your kids and
011they're amazing. And so what we had at the high school this past month, we had two situations where kids took a little bit extra time to help people out. And that's what I think sometimes we forget about just how good our kids are and not just our kids, but kids all over the place in terms of helping kids out. So the health students recognized uh for their community impact because they had a uh they helped vital high school blood drive and they got the challenge bronze award. Um, so the it was part of what they do within their courses anyway, but it was a commitment to the community to help out in the community with um with a blood drive. And then the football team, uh, Coach Hogland and Coach Claire along with nine other
012athletes went up to Globe to help out with the recent floodings and to help out uh, their clean up clean up in Globe. And and again, that's those little things that go unnoticed by lots of people. Um, and if you really take a moment and look and see, we know, I've been doing this for 40 years, we know how good our kids are. We know how fantastic our kids are. We know how fantastic your kids are. Sometimes we just forget to say thank you to those kids for the things they do. So, just wanted to spend a little bit of time and thank those kids for what they did for our community. So, thank you. That's all I have. [Applause] So, we have um school and staff recognition. I think that is with uh Mr.
013Quinn. >> It's okay. You're gonna you're going to be all right. >> Uh Miss Loretta, my admin assistant, was nice enough to say she was going to come make faces at me this year again. So, really appreciate that. Keeps me on my toes. Appreciate that. Um Madame President, uh uh members of the board, Dr. Dr. Wman, Miss Judy, and community members. Thank you so much for coming here tonight um and joining us. Um Ranch wants to showcase something. We're actually starting, we actually started earlier today. Um we're starting something called our explorations class and there's a short video that um I'm going to have uh Craig play in a second, but it was a very exciting first day. Um, I loved just my phone just kept vibrating, vibrating, vibrating with pictures and and texts and
014everything about how good the first day went. So, we're really excited and seeing how we can uh build that momentum because this is very new to us. And so, I'm really excited. But, uh, Greg, if you want to roll it. Starting this quarter, Ranch Elementary students are beginning an exciting new adventure called Explorations. Explorations at Ranch transforms traditional learning by integrating real world applications into classroom content. This unique approach is designed to foster lifelong curiosity and ignite a passion for learning by connecting academic standards to practical skills. Here's how it works. Our teachers select a personal craft, skill, or passion to build a series of activities that engage students in learning tangent to the core curriculum. It's a chance for teachers to share a hidden talent and for students to grow as lifelong learners by
015seeing the application of what they learn in their core classes. In today's educational landscape, connecting classroom learning to real world experiences is more crucial than ever. Explorations addresses this need by making student learning engaging and relevant. Through this program, teachers foster a unique project-rich environment where students expand beyond the curriculum while still aligning with state standards. The excitement at Ranch is growing. This initiative aims not just to educate, but to inspire and propel students into the future where learning has no boundaries. Here's what students are saying. [Music] Thank you for your support. We look forward to building this initiative going forward. And remember, it's a great day to be a road runner. [Music] She helped with the implementation our explorations class by being on that committee as well. She dedicates her time as the uh
016ranch stucco adviser helping build our student leaders and she's valuable member to both new and veteran teachers alike. Her kids adore her, her teammates look up to her, and her entire community holds her in high regard. Ranch is without a doubt a better place because we have her. Congratulations, Mrs. Taber, and thank you for everything you do for us at Ranch. Judy always makes me very nervous about these apples, so I'm going to be very secure in how I hand them to you. >> They're heavier than they look >> that, too. But I think Mandy wants Thank you. [Applause] Um, I also forgot to mention I um tricked everybody that I'm going to talk about tonight to come tonight. So hopefully I don't get in too much trouble with them. Um, but my uh my
017next person I'd like to recognize um Patricia Chapman um was an absolute and is an absolute hero to our school in the lunchroom since she joined us at Ranch. Uh first quarter this year was particularly difficult as we were working to try and fill the open aid position with the right person for quite a while. Um we also have a much different lunch schedule this year than in years past which is different for everyone at ranch. However, during that time uh Trish was the lone consistent presence in a role in area that needs that. She oversees our lunchroom and playground management and procedures and she provides so much support to us all as the leader in those areas. uh day after day she steps up and handles every s uh situation with professionalism and respect.
018She has been a great welcoming she has been great welcoming our new aid and make sure that she's ready to go and continues to run a tight ship with her. And if you watch her in action, you'll see how how well she redirects student behavior, maintains order, and does so with respect and care for all the students. Uh thank you Trish for your commitment uh consistency and care for our students so that they feel safe and happy and welcome. And you are extremely valuable and we're so lucky to have you. Thank you. [Applause] I'm very particular about flowers and so I was looking at flowers but I was like I'm going to go chocolate. So hopefully everybody's okay with that. Um I'm going to continue that theme of kind of that quiet strength. Uh my
019next Blue Apple recipient I feel is the embodiment of quiet dedication. any shift to the landscape or obstacle to education she tackles with remarkable composure and expertise and how many times she has to deal with me with things. I mean, she's amazing um to have that patience with me. She has been an invaluable asset to all our teachers and teams. She has been a huge support for me as I navigate different initiatives and most importantly, she has been an ultimate support to so many of our students who struggle. You quickly recognize the powerful influence she has when you see her work with students. Her impact is not limited to just quantitative data, but instead uplifting qualitative data as well. Uh she provides differentiated and tailored support to our students to best support a mentality of
020practice and improvement in their own learning. She offers encouragement and strategies that build their confidence to tackle their content and content and she acts as a major catalyst to their success. Thank you, Cheryl, for everything you do, for the tireless efforts and dedication to you offer to our students. You are a fundamental reason we have so many students overcome challenges every day. Thank you. And she wore a matching shirt. Good job. >> Good job. [Applause] Last, but certainly not least, I'd love to uh take a moment to recognize a a ranch volunteer. Um she's actually in the back row taking notes because I told her she needed to come for work. Um because she um I told her that we were going to be talking things at this board meeting for her um position. Um
021so Vanessa is um partners with us as a community partner. She works with panel county. Um she's helping our StuCo and Mrs. Taber spearhead our red ribbon week this week where or this year we're making it very studentled, student focused and everything. Um and she's been invaluable in that. But even with that as her position, I can't tell you how many times we see her at events helping out. She always jumps in um supports our PTO, our campus events um and everything of that nature. She's always a presence there with her kiddos and uh we absolutely love the um spirit and uh gumption she brings to everything that she does. And so um I felt bad because I was sitting next to her and I saw her see taking notes for her her jailb meeting
022and everything and I was like oh hopefully she doesn't get mad easy. But uh thank you Vanessa for everything you do for us at Ranch. >> You have to come up. You have to come up. Come on down. >> Thank you. Thank you. Thank you. All right, we'll move to student of the month. >> Good evening, Madam Chair, members of the board, Dr. Wyman, and our community. Um, this is always a favorite time of our meeting when we get to celebrate our students. And in October, our theme is on problem solving. And so you're going to hear a lot of testimonies of students that are really wonderful problem solving solvers in their in their school. We're going to start tonight with comb center for success. Is Logan Wilson here? Come on down here, Logan. And
023stand next to me. I'm gonna share with the audience a little bit about problem solving. And then after that, I'll have you go right across the room and you'll receive a certificate and and medal. So, let me tell you a bit little bit about Logan. Since his freshman year, Logan has met every challenge at CCS with perseverance and resolve. As a senior, he is on track to graduate and is in his final year as an EIT student studying diesel mechanics where he receives top grades. >> Good job. His focus is to get a job and finish classes and graduate on time. He has proven to staff at CCS that there is never been a class or a challenge that he could not meet. So, congratulations. >> Congratulations. Good job. [Applause] >> From Combmes Middle School.
024Trey Lipford. >> Did you not do high school? Here's a little bit about Trey. Trey puts immense care into his work at school and is not one to make excuses. He is a problem solver because he is always figuring out ways to meet deadlines and do his best work. While others may have reasoned why something can't be done. Trey is all about how he can accomplish something and regularly checks in to make sure he's on target. It is clear that when he is trying to figure something out, he is organizing information with an approach and a plan. Congratulations, >> Trey. Trey, what house are you in? >> What color is that? >> Okay, I'm green. from Combmes Traditional Academy. Leo Leo Kylois. [Applause] Here's what CTA has to say about Leo. Leo is being recognized
025for his problem solving abilities. He works well with others, show great teamwork when faced with difficult tasks, participates in class discussions, and faces challenges with confidence. Leo is a shining example of how hard work and a positive attitude can lead to success. He is a role model for his classmates. Bill, congratulations. [Applause] Next from Ellsworth, Isaiah Danisac. All right, we will celebrate Isaiah at Ellsworth at a future event from Harmon Agnes Perez. [Applause] Hi Agnes. I'm gonna tell a little bit about what you've been doing. Okay. At Harmon, Agnes is a hardworking and dedicated learner who consistently puts forth her best effort. She is kind and respectful to everyone in the classroom, setting a positive example for her peers. As a sore student role model, she demonstrates responsibility, perseverance, and leadership. She is committed to
026doing everything she can to achieve success. Congratulations. Next from Ranch Elementary, Julian Carell. [Applause] Julian is a shining example of hard work, kindness, and perseverance. In the classroom, Julian shows strong problem-solving skills by trying different strategies, using tools when needed, and never giving up when faced with a challenge. Even as a first grader, he thinks creating creatively and carefully about solution. What stands out about Julian is not only his dedication to his learning but also the wonderful way he treats others. Congratulations. And finally from Simon, we have Jameson Gutierz. All right, Mrs. Lopez will find the time to celebrate Jameson future event. Um really great testimonies by all of these of these students about these students and with this month being problem solving, I think we're in good hands with our future generation. >> Okay,
027we're going to give you guys um a couple minutes. If you want to take pictures, you can go ahead and do so and we'll get about five minutes and then we'll continue with the board meeting. Um, governing board members, does anybody have anything to to talk about? You guys think you guys good? Unless, you got something. Okay. Uh CHS had their HOCO week and it was exceptional to see our new adviserss, Mrs. Peak and Mrs. Faster. Um they really stepped up and have done an amazing job. There was an outdoor movie on Monday night. They had daily lunch activities, pep rally, and then it was the second annual uh homecoming game festival and tailgate. It was a great success. Lots of booster clubs benefiting from that as well as our friends from CMS that came
028over. and then of course the dance uh to culminate everything. Um also I was able to have the privilege of attending the Kowanas Club of Queen Creek and they did a student of the month where they gave awards to several different uh middle school and high school students from both Panal and Maricopa County. Um and it was really great to see CMS and CHS students that were honored there. Nice. Okay. So, we're going to move on to public comments. We do have a short video for you to watch to because I just don't want to talk about I don't want to say it anymore. So, we now we have a video. This is a time for the public to comment. The board invites the viewpoint citizens throughout the district and considers the responsible presentation of
029these viewpoints vital to the efficient operation of the district. Members of the governing board may not discuss items not on the agenda and will be limited to directing staff to study the matter for further consideration and possible decision at a later date. The board therefore establishes the following procedures to receive input from citizens of the district. Any individual desiring to address board shall complete a form and give this form to the superintendent prior to the start of the board meeting. The board president will keep each speaker to a 3minut time limit. Questions or comments on matters under legal review will not receive a response. Members of the governing board may not discuss items not on the agenda. Personal attacks are discouraged. At the conclusion of a call to the public, individual members of the board
030may respond to any criticism made by an individual who addressed the board. The expectation of the governing board and district is that everyone treats one another with respect and that the speaker presents their viewpoints in a civil manner. If than 10 individuals request to speak, the board president reserves the right to limit individual speakers to 2 minutes and set a time limit to the call to the public session. I think all right. Okay. So, um let's see. The first one I have is Grace Hannam. >> Definitely not as tall as everybody else using this thing. Hello, Dr. Wyman, Madame President, and members of the governing board. My name is Grace Hanam. I am here today to talk about an amazing woman named Linda Collins, aka Coach. I want to open up this dedication with a
031quote. We live in a world in which we need to share responsibility. It's easy to say it's not my child, not my community, not my world, not my problem. Then there are those who take the need and respond. I consider those people my heroes. I feel this quote explains Coach Collins perfectly because she cared about her athletes deeply. She took the girls with no spark, guided them to finding their light. I had the pleasure of not only being her assistant coach for three and a half years, but also being her captain and athlete. She took me in essentially. She showed me my potential and fought relentlessly for me to become who she knew I was. She has a gift of seeing people's potential and helps guide them to their future. Like me, for example, after
032graduating her program, I went on a cheer for NA and work as a summer cheer camp instructor for years. Without her help, I'm not sure those opportunities would have been a reality for me. As a cheerleading instructor that has traveled to countless schools and worked with hundreds of coaches, Coach Collins will be irreplaceable. No one ran a program and cultivated team culture like her. Her attention to detail in almost every aspect was beyond anyone I've ever seen. She came to practice with innovative ideas to help her athletes set goals and achieve them. Coach was hard on you, but for a real purpose. She was dedicated to strengthening her athletes and make them the strongest on campus, but most importantly, she never stopped thinking about her team. She poured countless hours into them and it showed.
033I'm beyond grateful for Coach Collins and thank her for building the Col's cheer program from the ground up. The light the life skill sorry the life skills she has taught me and many others will be carried on by all of her athletes. She has touched hundreds of people's lives and I'm so grateful to call her my coach for life. >> Good job. >> Thank you. >> All right. >> Um next I'm going to have Hannah Hannah Lwig. >> Hello Dr. Wyman. Madame President and members of the governing board, I'm here to speak about someone who didn't just coach a cheer team. She changed lives. She changed my life. My cheer coach gave more than just time, energy, and love to her team. She gave us herself. She gave me a future, and more than that,
034she gave me a family. I grew up in a very broken home. Addiction, instability, and pain were part of my everyday life. My father was a heroin addict and I was helping raise my younger siblings and barely holding myself together. Before I joined the cheer team, I was going down a very different path. My freshman year, I was sneaking out and breaking the law just to cope with the chaos in my life. But everything changed my sophomore year when I moved to Combmes and joined the cheer team. That's when coach came into my life. And coach did not tolerate anything that lacked integrity. She held us to high standards and expected us to carry ourselves with respect and discipline. You had to be on time. You had to earn your spot. And she taught us
035that you weren't doing things the right way, you'd be doing them again and again and again. And she expected her cheerleaders to lead by example, always. I was very impressed with her because I never experienced someone like her before. I shaped up quick because I knew she was serious and the cheer team was not something I could afford to lose. It was my structure and stability. Coach saw something in me, not just as a cheerleader, but with someone with heart. In high school, I was coaching a special needs cheer team at Combmes. And then I went to my undergrad in psychology. She saw saw how much I loved working with people with disabilities. And she told me I should go intern with her daughter in Utah. She said her daughter worked for a company that
036supports people with disabilities. But what I didn't know at the time is that her daughter basically owned that company. That decision changed my life. I went for a summer and ended up staying there for years. I lived in her daughter's home, but more than that, they became my family. They gave me stability, love, men, mentorship, all the things I didn't grow up with. They didn't just open their door. They opened their hearts. Until last year at 27, I still lived with her daughter. And that's not just a temporary arrangement. That is the home coach gave me. And it wasn't just me. Coach has done this for so many girls over the years. When someone couldn't afford cheer, she found them a sponsor. And more often than not, no one knew, but that sponsor was her.
037She never asked for recognition. She just wanted every girl to have a chance. She taught us values that shaped our lives. Show up early. Work work harder than the person next to you. Nothing is given, it's earned. She believed in creating strong women who knew their worth and never relied on short co short shortcuts. Coach didn't coach for the money. She spent more on gas than she ever made in pay. She coached because she was always a girl. There was always a girl who needed her. And at one point, that girl was me. Because of coach and her family, I have a master's degree. I have a career. I have a home. But most importantly, I have a family because she gave me one. And I am who I am today because of that. She
038is more than a coach. She's a lifecher. She's a woman of deep integrity. And I will carry her lessons with me for the rest of my life. I truly don't know where I'd be without her, but I wouldn't be here. And I'm forever grateful. >> Okay. Next is Sarah Hargus. Madame President, Dr. Wyman, members of the governing board, I'm here to talk about today Linda Collins. She is an amazing person, which we've heard. Um, I want to tell my story. When I first met her, it was the summer before my freshman year. I had been cheering for about five years and I went to this USA clinic and she worked with me and I'd had a lot of coaches at that point, but I've never had a coach and left leaving that clinic like wow.
039She truly cares. She really spends time on each athlete and when you're with her, she makes she makes sure that you get through the day. Um, if it wasn't for her, I honestly would not be where I am today. I would not be in front of you guys speaking. Um, she she pushed me on and off the mat. Uh, she taught me how to work hard. She taught me how to be responsible. She taught me discipline. She taught me how to show up for things on time. Even if you didn't want to be there, you show up. She taught me management. And she just showed she truly cared. She was someone that you could come to and she would always be there to listen. My junior year, I was getting bullied pretty bad. Um, I
040had girls take pictures off my Instagram and make a fake Tik Tok account pretending to be me. I had text messages that I was receiving from an unknown number saying very, very horrible things. The one person that was always there was coach every single day checking in with me, making sure I was okay. And we made sure that we got to the bottom of it. And she was just amazing. I've never met any other person that will care for somebody like that. And I feel so sad for the next generation of cheerleaders that they're not going to get experience somebody like this that truly cares. It's not somebody that you get. It's a once in a-lifetime kind of person. Um, my senior year I was happy to walk away with cheer winning uh state and
041it was awesome. That moment with coach and my team is priceless. Um I there's just no honestly she is just somebody that just goes so above and beyond to make sure that her girls are okay and when she invests time in you she really does. As you can see we have so many people that care about her and many more that could not be with us tonight. Thank you. Uh, Lauren Miller. >> Hello, Dr. Wyman, Madame President, and members of the governing board. I'm Lauren. I um just want to echo the words of the girls before me. Um, everything that they've said about Linda is true. And um, on my way here, I was kind of thinking about what I wanted to say about coach. And I was trying to think of something arted and
042funny. Um, and I called several of the girls I did cheer with in high school, which was almost 10 years ago, and they all had like different things to say, but they all said the same thing that they didn't think that they would have done the things they've done um in their adult life if they had not had her as a coach. Um several of the girls on our cheer team um when I was in high school didn't have the best home lives and I that was included for me and I didn't always want to open up about the things that were going on at home. But um something that I always appreciated about coach was that she was a constant um that she knew made sure that we knew that she was a safe
043person for us to go to um if anything was going on that we needed to talk to someone and she always made sure and made it a point to check in and make sure that we were safe in whatever circumstance we were in. um she always reminded us of our worth and how um not to take anything less than what we were worth and she always made sure that we knew that we can do anything that we put our minds to. And I something I really needed in high school was just um to have fun and to forget the things that were going on in my home life. and she all those memories were put together because she was mindful of everybody on our team of everybody um and all of her athletes. And so
044all of the fun karaoke Christmas parties and car washes and selling oranges on that we picked from her yard. Um all those core memories that I made as a teenager that honestly shaped me into adulthood were because of this woman. and I will just always be grateful for those memories and for the person that she is. And yeah, thank you. >> Thank you. Um Melissa Connley. Hello Dr. Wyman, madam president and members of the governing board. I'm here to talk about Coach Collins. Coach Collins has truly been one of the best people to ever walk into my life. Before joining cheer, I was suffering with the new loss of my dad and got into some new addictions. Coach Colin Scott allowed me to join onto her team when I was not at all in great
045shape mentally or physically, and I will forever thank her for that. Throughout my first season, I worked hard because I thought cheer was the place I could let everything out. But it wasn't just cheer. It was coach. She was always there to listen and give the best and most honest feedback because we all need someone who tells us what we need to hear. At the end of this season, we had some people leave, but coach stayed there helping us, making us stronger every day because she knew who the hard workers were. My second season, I heard false things and I would try and fight them off with everything I had. But obviously, people want the drama, not the truth. I told coach about it and she told me something that changed how I saw the
046situation. She told me to keep letting them talk because people who actually want to be there will show up and work hard no matter what they hear. I continue to work even harder for myself, but also for coach. I spent breaks going to anything cheer related when we didn't have any practices. Coach helped make me into a hard worker and helped me find my love for cheer. I wish coach knew how much she flipped my life around. When I sprained my ankle in the beginning of cheer season, she sat by my side talking with me until someone came. And I know she thinks I was crying because of the pain. But I was crying because I was scared of the thought not being able to practice. But coach made me less scared. She texted me
047every day after telling me how to care for it and asking for asking how I was. I still came to practice because I enjoyed those 10 minutes talking to coach about everything before school got out. Coach taught me how to be a hard worker. So, I showed up and continue to do my own workouts. And when I was healing, she was there to help change some things around so I could slowly get back into practicing. To me, one of the funniest things were not being able to help people put things away at the end of practice. But on her own, she would set out her own chairs and she would try and help with mats. And when we would take them away from her so she wouldn't hurt herself, she would just tell us that
048she's not no weakling. I really >> want to be stronger like her. I want to be an honest person like her. I want to be that hard worker like her. I want to change as many lives that she has. She will forever remain as coach in my eyes no matter what. >> Your time is up, honey. But good job. Thank you. Okay. And then I have Lily. Lily D. Hello. My name is Liliana Derkwiler and I was coach's 2025 captain. First off, I'm not very good at talking in front of people, so bear with me. I struggled with writing this and I waited till the last moment, like I was finishing it while they were talking. But to put the impact that coach made on my life into words is so difficult because she was
049all the things I needed growing up and was not only my cheer coach, but was also my mentor. She was a friend and she was the parent figure that I desperately needed. I come from a broken home and I was taken away from my mom who was a drug addict and abused by my dad throughout my high school years. Cheer became my escape and gave me a coping mechanism. She truly cares in ways that I haven't seen before. She not only wants the best for the team, but she wants the best for each individual. Of course, coach can be very hard on us and maybe not the nicest at times, but I feel like she gave me exactly what I needed to become as strong as I am today. I could feel like I could
050talk to coach about anything and she would never make me feel judged or make me feel embarrassed. Growing up, especially without a mom during your early teenage years, it's very hard to adapt to that young woman lifestyle. And I feel like she did more than help walk me through all of it. She watched me get my heart broken over and over again. And even though I want she say I told I even though I wanted her sorry, even though she wanted to say I told you so, she would just hug me and tell me everything's going to be okay. She stayed with me through million times of changing what I wanted to do with my future and trying to find the person that I wanted to be and who everyone else wanted me to be.
051I felt this admiration towards her because she was such a strong woman with the same past as me that I knew it was possible to get to that point. She was truly one of the most caring people you will ever meet. She tries to act like she's all tough on the outside, but on the inside she's this marshmallow. All the things she does behind the scenes that people don't even know about. The ways that she devotes her time to not only the sport, but to the people is truly amazing. Although she's done, and Lord knows it's been a long time coming, she is also one of the funniest people you will ever meet. At first, I just laughed at her jokes so I wasn't embarrassed, but then she actually would say something funny. I am
052so honored to have been one of her captains and one of her cheerleaders. She is truly the reason I'm standing here today and have all the plans that I do have. She pushed me that even college wasn't the route for me that the military was going to be. Coach will always be a part of my life in one way or another and I wouldn't want it any other way. So, thank you so much to Coach who truly impacted my life and taught me what love should be and how I deserve to be treated. She always said, "If you can get through my program, you can get through anything in life." And boy, was she right. And I wouldn't have it any other way. Thank you. >> Thank you. >> Okay. Thank you, ladies. We're going
053to move on. Um we have um a consent agenda. Is everybody um have you reviewed the consent agenda? Do you have any questions, comments, concerns on this? >> No. We're all good. If nobody has anything, then I will take a motion. >> I move to approve the consent agenda as presented. >> Second. >> All in favor? >> I motion carries five to zero. That brings us to our action items. Um 10.1 discussion and consideration of approval of changes to the policy as recommended by ASBA and policy advisor 915 second reading. So do we have any um questions, comments, concerns on this um policy? If not, then I will take a take a motion. I move to approve the policy changes as outlined outlined in policy advisory 915 as presented. >> I second. >> All in
054favor? >> I motion carries 5 to zero. >> Yes, Diane made it up. It wasn't up. >> There we go. All right. Moving on to 10.2 Two, discussion and consideration of approval of the release of the RFP for a K5 ELA program adoption. The CIA is in full force. All right, there. There it is. I wanted to come up here and pretend that um having Peter present the Blue Apple Awards was just a ruse to get him here. Try to embarrass him. But but I didn't have that. But I will say that since I have the mic, even though it's not related at all to this topic, just a reminder that it is principles month and we have these amazing principles. So, even though there's nobody in the audience, >> they are a great group
055to work with. They love our kids. They work their butts off. >> Yeah. >> So, I appreciate you even though there's nobody here to applaud but us. >> We do appreciate. >> I'll work on the chocolates. I'm very particular about flowers. >> All right. So, the uh curriculum update here. Uh this should be very very brief uh because the uh the update for this month is just related to where the clicker is uh related to the formation of the committee. Um so just a reminder that we are at that stage of the curriculum adoption process to select our committee members. Um coinciding with that will be the um RFP being sent out. So Karen Finn has been working on that and getting that out to our vendors as we speak. There's a lot of This
056is a very busy graphic. I apologize, but I wanted to to kind of give you a little bit of a a representation as to um who has asked to serve on our committee um and how we distribute that representation over the entire population. So excited to say that we had I think 43 folks um reach out with interest in being on the adoption committee. Um so this is kind of the breakdown of those individuals. So you can see that we have representation from every campus. Um including some community partners. Um some community members that are not directly affiliated with campuses and some that are. Um we really try hard to keep that as representative as possible of the overall populations. It's never quite perfect. We always have some campuses that might be more interested than
057others. Um, sometimes that depends upon whether or not you got a bunch of new teachers on that campus who don't feel like they're ready to jump into an adoption process or you have more veterans. Um, but I think overall we we have a pretty good representation. So those bottom two lines there that you see um represent so example for CTA. CTA has 12% of our overall student population in the district. Um 16% of the committee is made up of folks who are affiliated with CTA either as teachers, administrators, or parents. So balances out pretty well. um over the course of of the um overall time frame there. So um again, we have I think four community members who have signed up to participate um and so we're excited to join have them join the process.
058Um similarly for our world languages, obviously it's a much smaller group. We only have two languages that we currently offer, French and Spanish. Those are 712 offerings. So it's only a grand total of four teachers. So it's a much smaller group. Um, we did have some community and parent interest as well. Um, had actually a couple parents reach out who were interested because they thought it was a dual language adoption. Um, so we had to clarify that with them and make sure they understood and I think at least one of them said, "Oh, never mind then." But, um, still excited that they reached out and wanted to be a part of that process. So, um, that's kind of the general breakdown of those of the committee. Um, once we closed the committee invitations, um, an
059invit I could speak at the moment. Geez. Um, we sent out an invitation to those folks giving them the dates for the meetings, um, and making sure they were aware of that. Uh, the request that we make to folks who are going to sit on the committee is that they attend all of the sessions if possible. If they can't attend all of the sessions, that's okay. We still take data from them. Um, and when we come to ation and our K3 reading is just under 1%. These are in line with what we had in the prior school year. If we look at pages 3 through six, it covers our classroom site fund, unrestricted capital, federal age of that could benefit from so that when we're making decisions where this all makes sense to me but
060there are other times when I am emailing Dr. Wyman with a lot of questions and I just I would like that. >> Yes, there are a lot of nuances. I am more than happy to sit down with anybody who would like to review that. Uh let me know when it's convenient. I will ask for some patience in October and November. October we have these reports plus we offer have our Medicaid filing for the quarter and for the annual period. So there is a lot of reporting that I have to do between October and November. Um but I'm certainly willing to carve out some time and and meet with you whenever it's convenient for you. >> Thank you. >> The other cautionary thing I would tell ask the board, there has been some recent reporting um
061relative to excess dollars that may be uh held by uh traditional public schools. Um, and those the the reporting the reporting doesn't tell the full story. Uh, so for example, some of the numbers that that Julie presented, um, it's an that's an amalgamation of all the money that's not spent in public education, but you can't spend it and give it to other districts. So, for example, if we have bond money, um, and we aren't going to spend it all in one year, you're going to sit in your account as excess money. You can't legally turn around and hey, we'll give it to QC and see if QC wants to build something because their voters didn't vote for that money. When you do 301 money, you can't take 30 money one money that was allocated to
062this district and give it to another district. So, the reporting was led to believe that I believe the number was in the $70 billion range of excess money that was held by traditional public schools. Um, when you take a look at these numbers, make sure you understand that there are there are budgetary balances in many of the lines when you look at the budget, but they are restricted by law or by policy or by the feds and how it can be spent. And it's not a case where you can take all that money, put it into one big stew, and then redistribute to everybody else in the state. So, some of what Julie can talk about might be able to address that. But I I just caution you because I know there's a number of
063things floating around in the last few I'll say months or so about traditional publics uh and not all the reporting goes to the level of detail or accuracy that's possibly needed. >> Do I have one question? You said that it should have been just 2025. So is it >> FY25? Yes, ma'am. >> So we don't do the 202425. Is that what you're saying? It's 2425, but when it said FY202 24, it should have said FY20. >> Okay. I just want to make sure that our motion is correct. Yes. 2425 school year. >> Right. And we do school year, but the FY is the fiscal year. >> Okay. All right. So, we're good. All right. Do you have any other questions, comments, concerns? If not, I'll take a motion. I move to approve the 2024 2025
064annual financial report and school level reporting financial reports as presented. >> Second. >> All in favor? >> I motion carries 5 to zero. >> I will need your signatures before you leave tonight, please. >> That's fine. >> Okay. uh 10.5 discussion and consideration of approval of the 2526 governance team handbook. >> Uh this is just an annual thing we bring forward. It's the document that determines how the people up on the das here work together. Um there's no changes other than name changes as different people have come on board. Um but wanted to bring it forward so at least it was uh adopted. It may be something that you may or may not want to utilize when you have discussions in the next couple months with with potential candidates. Um, so I just wanted to
065to make sure you're aware of it. Um, and that we approved it and unless there's questions, I would move to pass or motion to pass as presented. >> Okay. Do you um have time to peruse it? If you have any questions, comments, concerns about it? >> No. If no, then I will take a motion. >> I move to approve the 2526 governance team handbook as presented. >> A second. Which one did we pick? They both said it at the same time. Who'd you pick? >> Okay, Diane's fine. All right. Um uh so she's our second. So all in favor? >> I motion carries. Five to zero. So we have 11.1 discussion and information on student achievement October report. >> All right. Good evening, Madame President. Dr. Wyman governing board um principles and colleagues. So tonight
066I have some information on our beginning of the year student achievement um some of our testing data to review for you. Um one of the things to note is that the information we're going to present is from the very beginning of the year. So the students take these assessments um starting that second week of school. So really that first month of August is where this information comes from. So the first group of assessments we um assess for our K8 students are our fastbridge universal screeners. Those are in reading and in math. And these are multiple different assessments. So this is kind of a snapshot for you of some of our grade levels and some of those assessments and that information. So what we have here is just the proficiency level at the beginning of the
067year. So this is students who are coming in to that grade level um with foundational skills that um put them on track to receive that grade level information. So this is those foundational skills of early literacy um and reading that they would need to know to be successful in their grade level. And then this is a comparison from those students that took this assessment last year to this year. So you can see um in some grade levels we have students that are coming to us uh with a higher proficiency than the students the year prior and in some we see that they're coming to us with a lower proficiency than the year prior. This includes all of our students. Um one of the things we've made a big push for this last year um and
068starting this year is to really include all of our students in assessment. So, all of our special education, our self-contained students all participated in our assessments as well this year. Um, just to make sure we had a good baseline information on where they are. We do have a few schools that are in uh school improvement and support for students with disabilities. We wanted to make sure that we are capturing how they're performing as well. And then we look at the cohort data. So, these are this the matched students, if you will, from one grade to the next. um it does include students that have come and gone through that time. So it's not exactly onetoone on our students, but it is the same students moving through. And as you can see here, there's um much
069more proficiency in our students that have remained with us um than some of the students we have just starting with us at the beginning of the year. And then this is our math beginning of the year information. So again, foundational skills in math to prepare them to receive that grade level content. So some things about fact fluency um early numerousy skills those are the things that are assessed here and then again that comparison from how they are coming to us at the beginning of the year from last year's students to this year's students. So again kind of a mixture of students coming in uh in some grades more prepared and in some grades not as prepared. And then again our cohort information is here. I'm going to apologize that that last column is grade. There
070should be numbers there. Uh I will fix that for you and I can send that to you. But as many times as you look at it, of course there's going to be an error. I apologize for that. Um and so again, this is our math. Um and so math is continuing to be an area of focus um for us. As you can see, that is a little bit less proficiency um in some of those areas than in reading. Then the other assessment our students take um in third through 8th grade is a practice test that is aligned to the end of the year state test. So this is meant to be predictive of student success at the end of the year. So in the be we take it three times a year in the beginning
071of the year. Um it is measuring their proficiency on those end of the year standards. So um proficiency tends to be lower at the beginning of the year, but as you can see here from last year's students entering to this year's students entering, we have seen an increase um in where our students are at on that assessment. Um there were some changes to uh correlation of um the proficiency bands on this assessment. Illuminate did a new correlative study and so um we did adjust that this year. So, it's a little bit off because of last year's bands to this year's, but overall our students are making some good progress here. And then when we look at our match students again, you can see all of those areas are still showing an increase. So, our cohort
072of students are coming in at the beginning of the year uh ready to receive that next grade level material. And then in math, this is that same information last year to this year. um students coming in at the beginning of the year, their uh proficiency and again predictive of their end of the year success. So if they were to take that state test uh at the beginning of the year, this is about um what we would expect our percent passing to be. And so now we have the the rest of the year to continue to grow that. And then again our co cohort comparison. So students from the year prior to this year and and where they are. So again you there um is some positive here and even the negatives that we do see
073are much smaller than the other group. So that's positive to see that as students are staying with us. Um if they are losing they're not losing um nearly as much. And then our science test at the beginning of the year. So this is something we implemented last year. It's uh predictive again of the state test in science at the end of the year. It's only given to uh fifth, 8th and 11th graders. Those are the grades that are assessed by the state. So, um, again, you can see our proficiency from last year to this year. Um, and so we are working to integrate this into some of our instructional practices in science. Um, as you can you'll see at the end of the presentation here. And then in high school 9 through 12, we um
074have implemented some new assessments. uh this year we did not have a really good way to assess students proficiency on grade level standards um in the high school level over the last few years. So we have created assessments that mirror what we do in our third through 8th grade. So they take an assessment at beginning, middle and end of the year along those state standards to see how students are doing. So um you can see our prof our percent proficiency so far um in reading is on uh the left and math is on the right. I will say that for math um while those proficiencies are lower, most of the math content is brand new. So students have not learned any of those skills yet coming into those grades. That is a brand new content.
075So um that that is why some of those are lower. Whereas with our ELA students, um those standards tend to build over time and tend to have um some nuanced changes. So um those proficiencies are coming in a little bit higher. So overall, we have a lot of things that we are continuing to work on. I won't read everything to you, but some of our big um focuses have been again on that 15-day challenge planning, understanding standards, and really making sure that we are addressing the standards to the level that we need to. Really focusing on our tier one instruction. Um our leaders at our sites are doing a wonderful job in including that in their PLC time um and giving teachers opportunity to collaborate around that. Um, we're continuing to build that into our
076professional development as well. Our professional development we just had, uh, focused on that 15-day challenge process and the understanding of standards. And so, we are going to continue to strengthen and work on those things. We've also continued to strengthen our intervention time with several of our sites um, making some shifts in how that works. And so, we're excited to see how that continues to impact our data in a positive way. Any questions that I can answer for you so far? >> You guys have any? Do you have any questions? >> How do these numbers compare to other schools in our area and nationally? >> So, is this if you have, for example, I'm just picking one of the random numbers here. So, you have nth grade reading percent passing 47.6. Is that kind of a
077little bit of the norm if you were to go into Queen Creek or do you know what I mean? Is that what you mean? Because when you first look at these numbers, it's kind of >> some of them are like, "Oh my goodness." Yep. >> This isn't good. But but maybe that's a good Do you know what I'm saying? >> I know what you're saying. So with particularly with the high school, there's not um a good assessment system that is consistent across all high schools. That was part of the reason um we wanted to implement something is we needed to get an idea of where our students were performing in grade level standards and part of that is because at the high school level the state only assesses in 9th and 11th grade and so
078um those assessments are not in every grade. So we didn't really have that information. So that is um something unique I would say that we we are using here that I wouldn't be able to necessarily compare to other districts. some of the um other assessments that are nationally used we can compare but um the 9 through 12 is not one that we have that ability to do. >> So what about the others? >> Yeah, so most of them our students are um I would say middle 50th percentileish. We're we're we're right around kind of that middle area. Um there are some grade levels in some areas we've made significant growth in the last couple of years. Um and I'm happy to share that longitudinal data with you too if you would like to look at
079it. And there are other areas we're continuing to grow and work on. One of our challenges right now, and part of the reason the ELA adoption is coming forward, is because the curriculum that we have currently is no longer approved to be used by the state. And so we need to get them something more updated, um, with the these current standards that they're able to teach from. So, um, we're working through all of those processes to to build up those scores. But I can definitely share that information. >> Um, I have a question. So sure >> I'm obviously you just said something about our current curriculum and so moving forward into adopting the curriculum. I would like to know when the teachers in the classroom teaching and they do a formative assessment with our curriculum
080>> but then they turn around and they go then they do the fastbridge >> um assessment. Is the fast bridge um assessing those standards or is it oh here's these standards and some other ones that we haven't covered yet? >> Yes, good question. So the I'll talk about both the assessments. So the fast bridge I'll talk about in a minute but when they give an assessment on a standard in their classroom in a CFA um that is right geared towards the standards they just taught maybe one or two of them. The AASA practice test includes all standards that would be assessed at the end of the year. So it is possible that they have not yet covered some of the content on that assessment. Right. >> So yep, that is possible. Um it gives us
081some baseline information of what students are coming to us knowing about that standard from prior years um and gives us a jumping off point, but it does include content they may not yet have taught. So like there's there's definitely a possibility that oh um I took this fast bridge and yes I I I taught all of these things but oh that standard I don't teach till the very end of the year. >> Absolutely. Yep. That's absolutely possible. >> So then that's going to throw off data. >> It does. And so that does sometimes skew things when we see lower um st some standards you can immediately look at a grade level and and see that lower score and then when we look at our unit maps we can definitely see that hasn't come up yet.
082So that is part of it. Um the fastbridge screener is the universal screener and that is not necessarily standardsbased. That is those pre- reading and pre- numerousy skills. Right? So in our younger grades, those do correlate very nicely to standards like in kindergarten letter naming and letter sounds. Um but there and there are some fluency standards across all grades. But those skills are really meant to tell us if our kids are on track to be ready to learn at grade level. And so those are kind of those prefoundational skills that we're building. >> So I just maybe moving forward as we look at the curriculum maybe we look at that as well. I don't know. Yeah, definitely there are some components. I'm hoping I'm not on the ELA committee, but um when we look at
083those foundational skills programs that that's also included in that adoption to help build on that um fast bridge and and pre-iteracy skills for sure. >> Okay, thank you. >> Any other comments? >> Anything else? >> Okay, thank you. >> We'll move to 11.2. Um discussion and information on 2526 district student enrollment numbers. I know you sent those to us. So, if there's any questions, I'll be more than happy to I mean, we're we're holding steady and uh Dr. Fountain's comment to me several times if you track trend data that we go up and down about the same across every year for the last five or six years. It's it's almost uncanny how close the numbers are. Obviously, a particular school might go up more or down more in comparison, but in total numbers, our K6
084numbers trend about the same and have trended about the same from whatever your starting number is at the beginning of the year each and every month. So, and and we're hanging on to that same pattern. >> Okay, thank you. Um 11.3 discussion information regarding ASBA bylaw recommendations. Okay. So, for this just some background information. You'll you'll have to vote on it next month. Uh just so everybody understands and explains because sometimes I think with some things with ASBA we get just a little bit confused on some of the issues there. You need to be remembering that ASBA is a member organization and we are a member of that organization. Uh ASBA has bylaws just like we have policies. Just like you have several different agenda items in here that says we have to change the
085policies. U in our case we change policies based on statute changes. In the case of a member organization, you will have members of the organization coming in through and saying as a board, they have a board for ASBA saying, "Hey, we think this bylaw should be changed for this reason or we think that bylaw should be changed." And so what you're doing with this one, and that's why it's your thing, it has nothing to do with with the superintendent, is that they have their board representing all the boards that are part of ASBA across the state. and they say, "We believe we need to make these changes because it'll make the organization as a member organization more effective." So, that's what the bylaw changes are about. They're they're summarized in there. You guys can take
086a look and if you have a question, please ask me. I'll reach out to ASBA if I don't understand it. But, it's really so that you understand. It's just other board the the overall board reflecting from boards across the state to say, "How do we fix our bylaws?" Just like we say, "How do we fix our policies?" And this is what they recommended. Right or wrong, good or bad? That's where the vote comes in. Some boards may disagree with some of the changes. Other boards may agree with it. So, when they get done with their vote, it'll either pass or it won't pass. The way it'll work is next month you guys will have to motion to approve. Uh give Judy permission because we have to submit from one person. Um and if you say
087yes, then Judy will go in and say you all voted yes to change it. If you say no, then you'll go in and say no. And then we'll find out. I think usually at the December conference they'll tell you whether the the bylaws passed or not. >> I see. Okay. Okay. Any questions on that one? You have you have a month to look at them. Okay. Um 11.4 discussion consideration of changes to policy as recommended by the ASBA and policy advisor advisory 917-958. The first reading. Yeah, this is just first reading and it's it's part of ASBA's change to the policies that we've been talking about. Remember we did section A, section B. This is now ENF. It's primarily E more than anything else. There's nothing per se um uh substantive in the changes. It's
088more we're going to move this from this policy over to this policy so we can get rid of this policy now. We want to add to this policy. So there isn't anything that's radically different other than we're going to place things in different policies. Therefore, if you're used to looking up one, you may have to look up a different one. But the content, because it's defined by law, is still a content. Um, it's just a matter of we think the heading's better or we think it fits better in this policy versus that policy. That's ASBA's work. Um, and uh, their attorney or KOSA, which is the Council of School Attorneys, have reviewed it, would agree with the changes. So, you're just going to see a lot. Just know when we get to section G, section
089I, and section J, those are the three huge sections within the policy manual because that's personnel, students, and instruction. I'm not sure how they're going to push this forward. So, you may not see me bring this kind of change forward for a couple months because I think they're trying to figure out how do we take G, which is all the stuff for personnel, and put it into something that's manageable. And so, I don't know if they're going to split it into two or three or they're what they're going to do. So when we get it, I'll let you know. But but this is ENF. So take a look if you have questions. Be more than happy to answer them. [Music] >> Okay. Anything? No. Okay. Then we'll move to 12.1. Um any requests for future
090agenda items? No. Okay. So then I'll make a motion for us to adjourn at uh 702. >> Second. >> All in favor? >> I motion carries five to zero. Even with a uh