J.O. Combs Regular Board Meeting 08/13/2025

001Maybe >> okay. I'm going to call the meeting to order at 5:30. Um I need um adoption. I'll take a motion to adopt the agenda. >> I move to adopt the agenda. >> I second. All in favor? >> I I >> Motion does carry five to zero, but we're going to wait for it to pop up so we can vote electronically. That's fine. >> There you go. All right. Um we go ahead and um say the pledge. I 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. >> We have a we have a packed house today. That's okay because it's my people. And um we also would like to um welcome our new board member,

002Diane Taylor. So, So she is new. So bear with us because uh we have lots of things that she has to learn. So it may go a little slower on time. So that's okay. So we'll go ahead and um let's see. I need any questions on the minutes uh for the special board meeting 4.1. Any questions, concerns? If not, I'll take a motion. I move to approve the June 16, 2025 board retreat meeting minutes as presented. >> Second. >> All in favor? >> I Yes, we'll have one abstension. So, um, the motion will carry for and then one abstension. Okay. 4.2 two, approval um of the meeting minutes for the executive session for June 16th. So, I'll take a motion unless you have questions. >> I move to approve the meeting minutes from the June

00316th, 2025 executive session as presented. >> Second. >> All in favor? >> I motion carries 41. Okay. 4.3. Any um so uh we do need uh let's see any questions on that one. Regular board meeting on July 9th. >> If I don't have any questions, I will take a motion. >> I move to approve the board the minutes for the regular board meeting on July 9th, 2025. >> I'll have a second somewhere. >> Okay, Diane will second. Well, can she second if we're Okay, go ahead. Um, so all in favor >> I motion carries 41. Okay. 4.4 Approval of the minutes of the executive session on July 9th. We've been meeting like crazy man. >> I move to approve the executive session minutes for July 9th, 2025. >> I second. >> All in favor? I

004>> I motion carries 41. >> Okay. So, um we that brings us to 5.1 the superintendent report. >> Thank you, Madam President. Uh off to a great start for the new school year. Uh it's now into uh week three and a half. Goes by quickly. We want to uh um let you know about a couple different things. Our robotic club earned second place uh had a second place victory at the ARL qualifier number three just before school started. Uh it was total team effort and they want to recognize Aiden Galang uh Tannerit skitka and James Royce. Um they all did a remarkable remarkable job as a whole team and that's a different program uh than uh uh than the um I'm drawing a blank now on the name uh the esports. So this is a

005different program with different kids. Um but again it's robotics. Uh we will highlight uh you'll see that there's a business breakfast for um local businesses on the 21st and that'll be one of the programs that we'll highlight there so they can see how the robotics program works. Uh Ranch is up and running like all the other schools had a great start. They're working on their baseline data and um uh working to shape their lesson plans and teaching strategies for the year uh and and making sure that uh the families and everybody know that every day counts as we focus on attendance. The nights down at CTA had a great start. Um families were welcomed with a variety of community vendors and a and a gently used uniform drive to support students and parents in preparing

006for the year ahead. also launched the kindness fundraiser uh partner with the PTO. The seniors at Combmes High um had u their senior sunrise as they do every year. It was a great event, great way to start the year uh for a memorable year that seniors go through. A lot of good memories, a lot of laughter that was shared there. Uh the comb center for success had a very uh highly successful summer bridge program uh with six additional senior students graduating uh over the course of the summer. Uh that summer bridge program was funded from a grant that was designed to work with nine and tth graders to make sure they're on track to graduate. Um and then uh uh it was just uh overall a great way to um uh have the summer catch

007some kids up but also have some other kids um graduate. Simon had a great start um with the meet the teacher night um and the Boohoo breakfast for parents uh hosted by their PTO um student council has officers elected and the PTO also kicked off fundraising with a TAD to teach event teacher event. Harmon head to toe uh back to school was very successful able to help over 250 families with backpacks and school supplies. Um great support from the community. Uh social worker Tanya Thompson did amazing work to bring that. I happened to be at at Harmon for that uh night and it was amazing to see all that was there and the hard work they did to to really bring in their community and welcome their community. Um so we we appreciate that. Um,

008AZTE is a fellows program where that um, our high school uh, certified nursing assistant CNA teacher Christa Riley has been selected to to join the next cohort for the association of career and technical education of Arizona fellows program. So that's very prestigious uh, recognition for uh, Miss uh, Riley and so we just want to recognize her. We also want to take a moment. We received um I shouldn't say we uh Miss Stone and her department in finance received the uh recognition the certificate of excellence in financial reporting for the annual comprehensive financial report for the fiscal year ending June 30, 2024. Really what that is is just a recognition that we're doing what we say we're doing. We're following all the standards are expected of how we use public funds. Uh this is the 10th

009year in a row that we've received the award. So it's a tremendous shout out to Stone and then I'll read a little bit and then we'll have a little ceremony because I think most everybody's here for one thing and one thing only. So we'll go ahead and move on with that. Um what we do want to do is recognize the the Combmes Clay Crushers and and just a quick little background. Uh the program was started about five and a half years ago and I'll be honest, I've talked to a couple of the superintendents in the state. When they come to you and say, "Yeah, we want to start a shooting club on campus." I'm not so sure that's a good idea. Um but as we learned about the program and it's across the country and

010there's lots of different schools that are doing it, uh we went ahead and Mr. Hill really is the is a mover and shaker behind it. Uh and it's been a program that's been fantastic for kids. Um, we're three-time state champions and then we're here tonight to honor the the 2025 uh state champions and the overall state champion in Logan Bradford with 96 out of 100. Um uh and when we sit and look at that uh and you look at the breakdown where there's eight conference uh championships, three team championships, a runnerup uh state championship, three individual championships. But to me, the most impressive part of this whole thing is that we started with an original squad of eight kids and we now have 53 kids, grades 6 through 12. And I think what we try

011to do in this district is find something for everybody. And so when you take a program and whether it's robotics, whether it's esports, whether it's trap and ski, it's that we're trying to find those things that take your kids' interest and we give them an opportunity to shine. And that's what tonight is is an opportunity to say thank you to the coaches and to Mr. Hill, but also to recognize what a great program it is and what an outstanding job our kids did. So I will let I'll come up and help hand out some things. And I think Mr. Hill is going to be reading off some names and so we'll start the shing. testing. All right. Well, I'm gonna go ahead and throw away this speech because Dr. Wyman just said everything I was

012going to say. Really? So, I don't get to talk. All right. >> Yeah. So, we're gonna uh call up the students because I know a lot of you guys have been really hitting me at school about it and I've been teasing a lot of you about whether or not it was cancelled and such and such grade doesn't get one and everything like that. So, >> it was torture today. >> You guys all get one. So, we're going to start out. We're going to call the students up here. We'll start out with Tori Asith. >> Yeah. Yeah. Yeah. >> Yeah. Yeah. You're right over there. allian >> your individual state champion Logan Bradford Eli Britt I don't Isaac Buckles Um, we're going to put his on the back burner because he's not here yet. They're golfing.

013>> Aiden Champagne. And then his younger brother that joined us, Brendan Champagne. Ava Cruz. She's one that I gave a lot of kidding to, so she could not wait to see this. Tavia Crumb. This young man shot for us and now came back as a coach. Hayden D. Carlo, also a former state champion, Mason Lrod, Connor Fernel, Jade Green. She's not here. Another one I teased. Madison Inglefield. Wyatt Jacobs. Not here. Jaden MSAS. On a side note, Jaden's the first clay crusher to go to the national competition in Mason, Michigan. Keegan McConnell, Ashley Mchugh. I don't see Connor. We'll put him on the back burner, too. Give him a little bit. Nope, he's not here. He's golfing. Christian Muse, Lily Peralta, Adeline Quaid, another one I teased, Kylie Rutherford. Xandra Rosen, Cooper Standage, one of

014our seniors that it's that's leaving us this year. Matthew Swerks. It's Swerk. Sorry, I said your name wrong again. Four years and I still can't get it right. Christian Thomas, Tyler Wells. Scott Wing. >> Yeah. Jack Workman. >> He's coming. He's back there. >> Brock Ren. Okay, we're And now I want to That's all of our student clay crushers. Now I'm gonna call out the coaches. Uh Aaron Britt, not here. Anthony D. Carlo, not here. >> Adam Green, not here. >> Austin Gara, Carl Hargus, >> come on up. You need another one. >> Another uh former state champion and shooter of ours that came back to coach Walker Hargus. Coach McHugh, Coach Morgan not here. Coach Rutherford, Don Williamson, >> Josh Wing. Well, I want to do those. They're here now. >> Austin. Oh, it's

015just Austin. Just just Austin de los Santos >> and late getting here because he's golfing. Austin de los Santos >> and coach Mr. Carl Hillbody. >> Hold on. Hold on. Okay, two more. All right. Another senior that left us last this last year but came is coming back to coach. Connor Morgan, >> also FFA state vice president >> did you leave him in the car? >> Tucson. >> Okay. Well, then I'm just gonna announce his name. Uh Colton Morgan. One more. So you guys don't have to stay. You guys can go ahead and go. You can stay if you want. It's a great meeting, but you don't have to. I'm just going to give you this out right now. Now or forever. Hold your peace. Good job, Mr. State Vice President. Okay, we're going to

016move on to staff recognition. >> And I'd ask Karma Mkeley to come up and recognize her, a member of the food service team. >> We have all kinds of seats now. Is it on now? Okay. >> Yes, we can hear you now. >> Go ahead. So, Madame President, board members, Dr. Wyman, esteemed colleagues, and the rest of the audience that's left. And I have to say, what just happened is amazing. Um, guess who I have to share with you. I'm just going to get into it. Um, it's truly an honor to stand before you this evening and recognize an outstanding member of a food and nutrition department as a recipient of a blue a blue apple award. And I'm pleased to recognize Bianca Laguna, our kitchen manager at the Combmes Traditional Academy. Although she's unable

017to be here tonight. >> Oh, okay. >> Um, she shared with me that she had a family in need tonight and she needed to be with them. And this is one of the things I love about her is I believe the absence highlights one of the many qualities that she has that makes her exceptional. She comes from a very close-knit family. Um deeply dedicated family and that same spirit of care and commitment that she has for her family, she brings to the students at Comb's Traditional Academy. And that is probably one of my favorite things that I love about her is she's so genuinely a personal personable with them. Bianca treats each student with respect and courtesy and kindness and it is so cute cuz I have seen them mirror it back to her and

018she has shared me some just choice stories of how they just have such a good connection with each other. And I just want to share a couple unique things about Bianca that kind of ties in with what happened here tonight with your high school students coming back as coaches and reinserting themselves into this community because a little known thing you may not know about Bianca, she has been with the JL Combs District since she was in second grade. >> A school that she is now currently a kitchen manager at is the school that she was at in second grade. I'm like, did you ever think you would be the lunch lady in second grade? Um, she, another fact, this is just cool for me, but she was hired by the first supervisor, food service supervisor

019of JL Combs, and I've thanked that supervisor many times for hiring somebody so excellent. I'm like, if you have to leave us, thanks for giving us a great parting gift. Um, she's just I just have enjoyed working with her. She's so genuine when we made the decision to open up the kitchen at Homes Traditional Academy because before we were catering down the street from the middle school, she became the kitchen manager and she's been there for 10 years, which I think is amazing because some of the kids that she's had are probably in high school and some of them might even be graduated by now. She's the most consistent manager we've had. We've had managers that have been here for a while in the past. One of them just retired, but she's been at that

020school for the longest time in the district. So, so special for those students that they have the same kitchen manager year after year after year and she knows them. Um, anyway, that's just I'm kind of jumping around on my notes because that's what I do. But I love working with her and I am so pleased that she's here. This past year, I attended the national conference for um school food. It happened to be in Phoenix and the speaker at the time asked just for fun, how long have you been in school food? And we came from a range of the shortest person was two months. They were just brand new, drowning, trying to figure it out and learn it all. All the rules, all the regulations, all that. I have to do what? And then

021the longest person had had been in it was 62 years. And the audience, we all kind of gasped and the speaker had to ask her again. She's like, "I'm sorry. I don't mean to be rude, but did you say you've been in food service for 60 years? Two years or did you say you're 62 years old?" And she goes, "No, I've been in food service for 62 years." And she's like, "Did you start when you were two?" Because we're all doing in the math in our head. And I don't know where Bianca will go. She's very young, but she's amazing. She could be that person because she has such a heart for just taking care of the kids. And so I am so pleased that she's with us. And thank you for your time. >>

022Thank you. >> We're sorry that she wasn't being able to be here. >> We'll have Dr. Fountain come up for CIA. >> All right. that microphone right. Uh good evening, Madam President, members of the board, Dr. Wyman. Um it's always an exciting thing when you get to recognize some folks for the good work that they do. Um in the curriculum and instruction team, many of these folks we work closely with on a regular basis. Um we like to have a lot of fun on the second floor, so if you ever want to know where it's at, come upstairs. Um but we joke with each other. Um we laugh together, we cry together. Um but we are very much a family that works to support one another. Um, so I'm going to ask a couple folks

023to come up and join me. Uh, so if John and Jen and Christine will come up, um, I'm going to make them come help with this. But, um, if you follow anything that's happened in education in the last few years, and it's been, um, happening here in Combmes as well. You know, we've had to to really tighten things as some of the federal budgets and whatnot, um, have become a little bit tighter. And so many of these folks wear more than one hat. um they take on a lot every single day uh to make sure that the district keeps functioning and they do so with a smile on their face. Um supporting these folks is an even greater challenge um because anyone who works as or has ever worked as an administrative assistant knows that's

024a daunting job. Well, our administrative assistant serves not one, not two, not three, but four different people with four very different plates. Um and does so amazingly. Uh if you have been with us for a while, you know that we started something a while back called the instructional time model. We brought that to Combmes as a a means to um help with our attendance and our overall funding structures. Um so Lyanna thinks that she's here tonight because we're talking about ITM. We are not talking about ITM tonight. So sorry for lying to you. Um but we wanted to recognize Lyanna for all the great work she does. ITM has been one of the critical pieces that she's really taken on on behalf of our team and our district. Um, and she sends out a weekly

025report. She's done a lot with programming that report, trying to make it easy on teachers, easy on staff, um, to really get us the data that we need. Um, in case you don't know, all the roles of these folks behind me, um, John serves CTE and Lyanna helps with the grants for CTE and making sure we're compliant with those, getting all of that paperwork in. Um, Jen Hyam is supporting McKenna Vento. She helps with all the McKenna Vento paperwork, the compliance. She helps me with uh, federal grants. She helps Christine with um some of our MEP, some of our migrant and components there. So, there's a lot of different things going on for one person to take on. Um she has truly been, and I don't say this lightly, she has truly been a godsend,

026but we did not have her when I started in the district. Um in fact, we had an administrative assistant that unfortunately was going through some some things and not able to be here all the time, so it was a a lot when she joined our team. Boy, did it make a difference. So, we're very grateful for you. Sorry we lied to you. Not sorry we're embarrassing you. So come on up. Yeah, I know, right? Hey, sometimes. >> Good job. Congratulations. Do we have a volunteer? Okay. So, we're gonna No 5.3, no 5.4. Look at us. Yeah, look at us just scratching things off. Okay. 5.5 governing board report. Um Lisa um I was able to run into a Combmes alumni um in the community. Some of you may know him. He actually was part of

027the first freshman class at Combmes High School, which was then part of the first sophomore class, first junior class, and then first graduating class of Combmes High School. Um, his name is Don Nevett. Um, and upon speaking with him, he let me know that Coach Scrogum, which I did not know he was a coach, um, is the best baseball coach and mentor in the world. And then he also let me know a little bit of Comb's history which I I thought was really really cool to um find out about. So if you come in uh south on Ironwood from the 24 and you see that big comb sign on the corner and that really cool looking sea um it was his understanding that Mr. Scrogum. Coach Scrogum helped to introduce that with the baseball team

028and now it's something that is used and loved and adored by many in the community at Combmes High School. So, I I thought that was really really neat to learn about some of the it's a short history that we have so far here at Combmes High School, but it's a really great history. Um, I also was able to uh attend the StuCo color dance and they have a new adviser. They were able to get over double. I don't know what the final numbers were. They might have been close to triple. There were so many kids that were there. Um it was an absolutely successful event to have and it was just really great to see. Um I think sometimes high school students, teenage kids can get a bad rap um in society in general. And

029it was just good to see so many Combmes students having just good wholesome fun um on the practice field here at Combmes. uh the the Combmes Middle School girls basketball team had their first away game as part of the new Copper Athletic Conference and I traveled um out to go and watch them at Apache Junctions Middle School and they did amazing. They held the score tight. Um they were tied at halftime and they ended the game really close. So, Coach Chavez, Coach Chavez, hats off to him. Um, instructing and coaching teenage girls basketball is not an easy task and my daughter is one of them. So, um, hats off to him. He is so good with them and I'm so grateful for him. Combmes baseball um, shared the bus ride over with them. They won

030their game. Um, cross country at Combmes Middle School, they also won yesterday. So, lots of great things happening at the middle school. Um, also Combmes High School had their Coyote days, which was a huge success. So, just lots of good things all around. But I'm kind of I'm I'm wanting to find out how the board members and maybe you can help us since you have relatives on the team. I want to earn a belt buckle. I want to go shooting with them. If you guys didn't see the belt buckle up close, there's turquoise. There was It's >> It's beautiful. >> I want one. >> They did such a good job. >> I'm so proud of them. It was so fun to be there. And those kids have come. There's some of them that have never

031held a firearm before and they are they made leaps and bounds and it's and it's so fun for me because my son was the state championship. Um so he shot a 99 out of 100 and then now he comes back and and coaches when he can and my husband coaches and so yeah, it's really fun. >> And for anybody that doesn't understand when you say 99 out of 100, we're not talking about a percentage. Meaning he hit 99 clay targets out of 100. >> Yep. He missed one. >> That's really >> He was sad. >> Not an easy task. >> He was sad. So, but it was so fun to see those kids um actually when they they didn't just win, they spanked them. Like it was good. So, yeah. Anyway, um Stephen, you have

032anything? >> No. >> Okay. Melissa. Well, I was out. But since we're talking about Coach Scrogum, let me just tell you that not only did he do that, but he helped to build this school. So when there was nothing here, he came and built it. >> How old are you? >> Yeah, he's old. He's old. >> I see a shiny blue apple in your future. >> So awesome. Yeah, there there is um at the beginning I was lucky enough to be here and and work with everybody here. when we opened the high school, those kids are just I can't I can go on. I'm not going to say anymore because I'll be here all night talking about them. I'm just so proud of the class of 2012 and and those kids are fantastic. So >>

033sweet. Well, do you have anything to share, Diane? No. Okay. >> Right. Right. Right. Okay. So then um so that's the governing board. So, now we're going to go um on to public comments. And we have a short video that we would like to show only because um I don't like to read it. So, here we go. This is a time for the public to comment. The board invites the viewpoints of citizens throughout the district and considers the responsible presentation of these 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

034citizens of the district. Any individual desiring to address the 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 may 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 more than 10 individuals request to speak, the board president reserves the right

035to limit individual speakers to two minutes and may set a time limit to the call to the public session public. So, um the first one, Helena Combmes, come on up. And I think we have like a timer, right, that you set. Okay. I don't set it. Go ahead. So, first I'm I'm loud, so I don't know how this is gonna go. Second, I thought that I'd be speaking a little after we got into this. So, following all of the the accolades and the awards and, you know, everything that goes on in this community is really cool, but also emotional, right? >> Yeah. >> Um, so here to talk about um item 910 on the agenda 9.10 regarding books um offered at book fairs. Um, see already >> it's okay. Um, this is how passionate I

036am about this school district. Um, so we came to Combmes in 2022. Um, my husband and I both military veterans. We've lived everywhere. We moved here, bought a house sight unseen in Taylor Ranch for the community where we This is where we came back to, right? We've lived all around the world. Texas, East Coast, um the great South, Alabama, the worst, Puget Sound, Washington, sorry Seahawks. Um, we chose to come back to Arizona. We came here because we knew we had school choice. Choices that parents hold and that we want to continue to hold on to. I really apologize. It's been a really long day. Um, so to get to my point, um, because Arizona offers school choice, I want to make sure that everybody in our community remains in our community. All of our

037comb students stay in combs and everybody gets the same um family treatment that we got coming in as complete strangers to the area. We lived in Mesa the first time. Wasn't our jam. So, we came on down to Santan Valley and we would love to be nowhere else. Um my kids were both born in different states. My husband and I born in different states and again several countries and all around the world. Um, my kids have been, the oldest is a senior at Combmes High School. The youngest is a freshman at Combmes High School. The oldest has been to six different different schools in his lifetime following us around in the military. He loves this school. >> Um, >> You have 30 seconds, hun. >> Okay. Um what I want to say is um with

038this item book fairs though profitable there are other avenues. Um I'm also the general booster secretary the football boosters president. There are thousands and thousands of ways that we can gain funds besides bookf fairs and some of the items divisive materials that are being introduced. I know I ran out of time. You did so >> come back. Um but >> so >> thank you >> and thank you for your service. >> Yeah. >> Okay. We have um Michael Weey. >> Thank you. Good evening, uh Madame President, members of the board. Thank you for having me. My name is Michael Wei. Uh just wanted to quickly introduce myself. I know some of the board members, um and also members of the public. Uh I'm one of the local representatives for this area, uh legislative district 15.

039My counterpart, my seatmate is Neil Carter. And uh we're we're we try and make an effort to go to uh these public meetings that are within the district. And for those of you that don't know, legislative district contains tiny bit of Mesa, Queen Creek, and Santan Valley. And so um here to offer my services if you need any help if if if um in any type of situation. Um I'm here to serve you. They're here to serve you. And uh uh look forward to working together. Thank you. >> Thank you. All right. So, we have what's it? Consent agenda. Does anybody have any um questions about the consent agenda? If not, then I will take a motion for the consent consent agenda. >> I move to approve the consent agenda as presented. >> I second

040that motion. All in favor? >> I. Motion carries. Did you mo Diane? Did you vote? Okay. Motion carries. Five to zero. You're going to have to speak up. Okay. All right. So, then we have one action item. You're on, girl. 8.1 discussion and consideration approval of the fiscal year 2026 capital plan. >> Madame President, members of the board, Dr. Wyman, my colleagues who left me alone on the action item agenda today. In accordance with ARS 415741B, action item 8.1 is presenting the FY2026 capital plan for governing board approval and submission to the Arizona school facilities oversight board. We call it the SFOB. The capital plan identifies the current enrollment um that would be students that we have from other uh districts in the area and the projected average daily membership for the next 10 years.

041This information is used by the SFOB on the basis of requesting new construction funding. Based on our current enrollment projections, we are not exceeding capacity in any reportable category which they identify as preschool fifth grade, 6th through 8th grade, and 9th through 12th grade. So, no new construction uh funding is projected. Although this report is submitted annually, we do uh recognize that there is construction in the area all around us and we are monitoring our facilities and should there be any significant change to our district, we would certainly update the SFO. so that we can get in line for the funding and we would bring that information to the governing board. Are there any questions about the report? >> I did have a question um and I asked it uh of Superintendent Wyman and he

042was able to answer me and it made sense, but I just wanted to also ask it publicly just so that we're transparent and in if anybody else had that same question. Absolutely. Um that they can have that knowledge. Uh it was noted on here that there were 63 uh under the student count for Florence. most of the other districts it was zero one three and so I had asked if it was a typo. >> Yeah. Why? >> Um but it is in fact >> it is correct. At this time um students who are actually within the Florence boundary 63 of them are currently attending the JOME schools. The other districts that you might note that have a one or a zero. If they are on there and it listed as a zero that means last

043year we reported them as some being here. Um it could fluctuate during the school year, which it does. Um but one of the things when we prepare the report, they want to know how many we had in last year at the end of the year and then how many do we have now? So the report actually shows what we have in our open enrollment right now. >> Thank you. >> You're welcome. Any other questions? >> I don't have any. >> Okay. Thank you. We need a motion on this, right? Okay. Um, so I will take a motion. >> I move to approve the capital plan as presented. >> I second. All in favor? >> I motion carries 5 to zero. Okay. So now we have a lot offormational items. So 9.1 discussion information on student

044achievement 2425 district ELA adoption followup from the CIA I think I just got punked. All right, there we go. Um, good evening again, Madam President, members of the board. Dr. Wyman, um, when we, excuse me, when we completed our 612 ELA adoption last year, members of the board asked for a report back on a couple of updates, and so we wanted to bring those to you tonight as we had promised we would do in August. So, here we go. Um, so this is part of our curriculum and instruction piece here and u, Miss Jennifer Neans is going to come and assist in walking you through the timeline um, for bringing that adoption on board and then we'll cover a couple of other pieces. >> Hi, it's nice to see you guys again. Um, so as

045you know we did adopt a new 6 through 12 ELA curriculum in May. So, we've had a very busy summer break. Um, in June, our materials arrived and so we unpacked them and unboxed them. We worked hard, the CIA department worked hard to create our ELA curriculum maps. Um, those curriculum maps are not new, but they were modified so that they reflected our resources. And then the Arizona State uh Department of Education came out with six through well I should say three through eight but six through eight for me um essential standards. So our curriculum maps were updated with that. In July we had advanced placement training. So, we did adopt perfection learning and so I was on a virtual training with some of the College Board professors um and they walked us through how

046to use the advanced placement um resources. Then when all of our teachers came back, we had a full day of training and fun with our 6 through 12 HMH resource. Um, and we did adopt the additional component that was the writable to help with our writing. Um, so we had a training in the morning for our sixth through 8th grade teachers and then our 9th through 12th grade teachers. And then in the afternoon all of our secondary teachers were together for a writable training. And then the following day, um, I shared the curriculum maps with all of our teachers. And again, the focus for the curriculum maps is we're always teaching the standards and we use our curriculum as a resource to teach those standards. So that was my summer. I hope you guys had

047as much fun. So again, back to our curriculum maps. Um there was some question in terms of how teachers use curriculum maps. So we just wanted to provide some clarification for that. The curriculum maps are all aligned to our state standards. Again, we have essential standards from the state that are for grades 3 through 8. However, they're still essential in 9 through 12. So, we do um take those into consideration when we're working with kids. Uh vocabulary is an integral part of our reading comprehension as well as all of our knowledge. Um, so we made sure to have domain specific words and then also make sure that our curriculum maps outline strategies to help with determining context clues and the different kinds of context clues there are to support with meanings of unfamiliar words. Our

048resources in HMH support our standards instruction. And then we are also hopefully going to see a big um improvement in terms of transferable skills for our students. So our HMH resource has strategies called notice and note and those are strategies that kids can use when they're reading any piece of literature slash any piece offormational text. So, when we have kids who are grappling with a science text or a social studies text or a technical manual, we're hoping that the strategies that they're learning in ELA will then apply to the reading and the comprehension of those other technical skills. Um, we did want to make sure that our curriculum maps were balanced. Um, so our texts within the curriculum maps are the HMH texts and then if there was any kind of um texts that had

049a potential bias, we made sure to add additional text to supplement that. So, our kids will get a well-rounded I say our kids, sorry, they're your kids. um they will get a well-rounded uh perspective when they're looking atformational text as well as fiction. Any questions about our curriculum maps? The supplementation that you um just referred to, those are for the when we motioned to approve the curriculum on May 14th. Those are are you speaking specifically to the quote unquote items of concern >> or >> Yes. Okay. Perfect. >> So, there was one item that we talked about in the 10th grade curriculum that might have needed just an additional text to supplement it and balance it out. >> And then there were some others in other >> curriculum map um along with any kind of

050potential for sensitive topics. >> That's great. Thank you. >> Any other questions? Which brings us to um additional available texts. So like we discussed in May, our HMH curriculum, we voted to adopt the curriculum that were the texts that are in the books. Um and those are the texts that we use to teach the standards in our curriculum maps. There is an option or I'm sorry. Yeah. No, there is an option for the digital tech library. Um, those particular texts are the classics such as Robinson, Caruso, Jane Air, um, Moby Dick and those are all thematically aligned for the units. They are only available to the grade level that they are specified for. Um and then the way in which that works is those are only ava only available digitally. However, a student would need

051to know where to find the resource and where to click on the resource as well as to have the appropriate grade level. So for each student for each class I set the grade level that they are that they are allowed to obtain. Um, and then with that setting, there are only specific novels that are accompanied in that grade level. So, for example, our sixth grader, because it's a 6 through 12 adoption, our sixth graders would not be able to access any novels that would be aligned with the 12th grade units, and I mean vice versa, um, because that's not the setting for them. There are two ways to access these novels. The first way is um a teacher would assign them in the digital library. The second way would be to take out all of

052the accessibility for the novels and then the teachers would need to add that novel in one by one should they choose to make it available for novel choice. there is a list of the novels that are available on the digital library and that was that print out that has like the hundred I think it was a hundred novels um and so that >> but we have shared that with you previously. Yeah. What questions do you have for me? Anybody else like to go first? Go ahead. >> Um, so I had asked um many times to confirm that the only novels that they have access to are those that are listed as part of a lesson. when you're referencing a list of a hundred novels. When I went back and confirmed what novels also coincided with

053the novels that are listed only linked to a chapter lesson, I was told that those are not approved together and that there's a separate process for approving novels and we have not as a board approved a novel list. >> Correct. So, >> just want to confirm. >> Yes. No, you're right. So, >> no, it's all you. So, generally speaking, when we go through the adoption process and we share with you any of the included novels, um that's usually part of that process. If there's any novels that we want to review, we can do so. There's going to be a slide coming up for that process. Um we are currently working with the vendor on that. Um there's a nice they have a nice beautiful button in there to add something to a favorite. We're trying

054to work with them to get a nice beautiful button to add to a not favorite, you know, um because it would make the process much much easier. Um in absence of that, if we have any concerns about a specific novel, the process that Miss Deans mentioned is what we'd have to go through, which is to take everything out and put it in piece by piece, it's doable. It's just overly cumbersome. So, we're working with the vendor on if any concerns come up, how we go about that process. But there is an action plan in place. So, I was operating under the assumption that those included novels that are part of it, not the supplementals that we have to pay for separately, which we talked about, but those that are on that list, um, much if

055not all of which are tied to lessons were, as she mentioned, the classics that were good with those with the exception of one that I know we talked about. Um, if we have any other concerns about that, bring them to our attention and we can certainly address that. >> That sounds great. I appreciate that answer and and this will be covered um in our next presentation that you give momentarily. Um but to kind of prelude to that, I think this is a perfect example of why it is going to be such a great benefit to all involved um for us to have communication ongoing throughout um because I was the one um that mo made the motion even though everyone had their vote, but I was the one that made the motion. And so in

056a situation like that um if I had more clarity and not necessarily saying that's any one individuals or group's um you know fault uh but those kinds of things will be helpful having that ongoing back and forth and conversation to make things are really clear when we make the motions so that we can get you the things that you need. Thank you. Oh, yep. But wait, there's more. Um, so going hand inand with that, um, we have an established novel review process. So the novel review process serves in in two ways. So the first way might be that, um, back to board member Horn's statement, there may be a text that we're using. It's part of our adopted curriculum. I'll just pick Robinson Caruso for fun. And someone says, "Hey, I'm not sure we should

057be using Robinson Caruso." So, we would take it through the novel review process. There's a committee of folks that would meet. Um, we would all be expected to read said novel. We would have conversations related to its alignment to the state standards, curricular appropriateness, Lexile level. Um, so is this the the right novel for a 10th grader or an 11th grader, a sixth grader, whatever that may be. Um, and then whatever the the committee comes up with would then come back to you to the uh as the board to make a recommendation. So the committee read this novel, they feel like, yeah, we could take Robinson Caruso out because it has themes XYZ. Um, and instead we're recommending we supplement that with a different novel or we already have one on the approved list that

058does the same thing, whatever that case may be. Um or the other function then of the novel review process is that if along the way um because these adoptions are multi-year um teachers come and go, boards come and go. We have a process in place for um if a teacher says, "Hey, we'd like to read Robinson Caruso. It's not currently on our list." Same thing. We take it through a review process. We vet that novel um based on the content that's in it, the appropriateness, the alignment to standards. we come to you as the board and say hey we have a teacher who wants to add this to our approved novel list here's why we're making that recommendation or we bring it to you and say a teacher made this request we took it through

059the process we are not recommending it you know so same thing a very transparent open process um the goal for that committee is to involve educators within the district it's a piece just like our adoption process it's open to to members of our community parents to be involved in that to give their voice to that. Um, and much like we would with an adoption, again, it's only a recommendation, but we bring the recommendation to you as the board to decide how you want to pursue with that. Um, we just try to do most of that leg work on your behalf to give you that information. So, that process is in place um, and ready to go should it be needed. Questions on that piece? Any other overall questions? All right. and we'll transition to the

060next one. I'll pretend like I haven't already been up here. All right. So, intentionally wanted to then kind of shift gears to um some information and what will be coming as a future request to start a new adoption process for excuse me K5 ELA and world languages. So, for the sake of primarily our new board member, so this will be for you Miss Taylor because you haven't seen this before. Um but we have established an adoption schedule for the district. Um this occurs for two reasons. One of them being fiscal. Um curriculum is expensive and we need to spread it out over time uh to be able to afford those initiatives. And the other one is obviously teacher load and teacher work. Um particularly for our K6 teachers, which I understand you were a K6

061teacher, so you'll you'll appreciate this. uh if we go, you know, back-to-back years for math, ELA, science, social studies, um that's a lot for a K6 teacher to do. So, we intentionally have it set up, as you can see, in the um odd years are those core adoptions. Um and then in the even years are those ancillary or supplemental adoptions that occur over time. Um and then that cycle just kind of repeats. Um again, we're a little bit off cycle with the K5 piece of ELA. Ideally, we would have done that last year as an overall K12 ELA adoption. Um, we didn't primarily because of the financial component of that. Um, ELA is one of the more expensive adoption, so breaking it up over a couple of years was just a a more fiscally responsible

062way to do it. Um, normally we would bring to you a request for an 8-year adoption. Our intention for um the ELA for K5 would be seven years, hoping that down the road it syncs with the 612 and we have the financial resources to do that at once. If not, this is a working uh you know, living document we can revise. There were some questions in our last adoption process um from the board about kind of how the process works and maybe some desires to tweak some of those components. So, my intention tonight is to be able to walk you through what that process looks like. um some of our requests for the K5 piece and then at the end this slide's going to come up again intentionally to say here's some pieces that if

063the board has recommendations for different ways they want to do things. Um there are some of these elements we can tweak and change. There are some of them that are outlined by statute and we can't tweak and change because we have to follow the procurement law and public viewing and some of those pieces. Um but we'll kind of get into that. So, uh, the first step is to develop, excuse me, a timeline, uh, following the procurement guidelines. If anyone's, uh, ever participated in a curriculum adoption process, it is lengthy. It takes a great deal of time to do our due diligence and go through all of those materials. Um, especially when meeting some of those public reviewing guidelines. So, we have to do our part before we can even get it to the public and

064then the public has time and then we bring that feedback back into consideration. So, it's a thing. Um it's a great thing, but it's a it's time consuming. Um our goal is to create a committee um with many different members. Um so typically, like in this case, a K5 adoption, we're seeking multiple um grade levels. We're involving our special education teachers. Um we typically would have a principal, maybe two. We're a little small, so usually just one. Um instructional specialists may be on that, district staff. Um we always try to get parents. typically a struggle because of the time commitment, but um we love to have parents involved in that process. That's a great component of it. Um so we get those folks together, we develop that rubric. Um the rubric is intended to create

065the criteria to meet um state standards and instructional needs. Sorry, I can't get over this cough. Um the great thing about the rubric when we develop that, we share that with then with the vendors as part of the procurement process. The part I love about that is that many vendors depending on the process will self- select out. So sometimes you'll say, "Hey, we're looking for these specific things and a vendor will look at that and go, "Yeah, we can't meet those needs." Um, so like in this example, we might say, "Hey, we we want an embedded Phonx program." And if a vendor doesn't have that, they're going to self- select out. So it just helps us on the front end. Um, then Karen, Finn, and and Julie's department do their magic in all of the

066legal ease piece of the RFP. Um, so they send that out to vendors with the rubric. Um, and the 60-day public review begins once those materials are received. Um, we typically, in my time in combs, we've adapted the process of going ahead and and displaying all of the materials that we receive. Um, you can also wait until you move into finalists and then only display the finalists. Um, but I think it's helpful just to get all of the materials out right away to give the public a chance to completely weigh in before any of those decisions are made. Um, so that's how we typically do it. Um, committee then meets, reviews the materials to select the top vendors. Um, we do that intentionally because we want teachers eyes, um, committee members eyes, parents eyes on

067the materials. In the nicest way, I can say this without the salesman in the room because ultimately when we get to that vendor presentation, there's a little bit of salesmanship. So, we try to get into the nitty-gritty first of is this really a quality material um before we bring in the vendors. Then we invite our top vendors to present to us um that's our chance to ask additional questions. Um see what some of those programs are. I tell folks it's a lot like um buying a car, you know, and if you if you start with going and looking at the car, they're always going to show you the nicest model with all the features. So, it's better to go in and say this is the model we want and these are the features we want.

068um otherwise they they promise the world and and it doesn't work out quite that way. So we go in very specifically about what we want. Um they present to us, we make some recommendations, those then come to you as the board. Um and so when we get to this slide again, we'll talk about sorry some of the components that came in and some of the shifts that we might make if the board desires us to do so. Um I'm going to ask Leah to come to the podium and she's right behind me. uh the first two pieces under state statute and status updates. I'll talk a little bit, but I wanted Leah to share with you a little bit as our instructional specialist um for elementary ELA some of those requirements that are related to

069move on when reading and some of the specific pieces that we'll have to look for in a K5 curriculum. >> I'm not quite as tall as him. Hi, thank you for having me. Good evening. Um so our K5 adoption is slightly different than the 612 adoption. um only because we have this we have the move on when reading statute that we have to abide by. Um and part of that is choosing a researchbacked curriculum that includes the big five of reading which are phmic awareness, phonics, fluency, vocabulary and comprehension. Um and so that there's already a list that is given to us um through this through Arizona Department of Education that tells us what programs that we can select from. So our list is already slightly limited. Um and then we like to do, you

070know, the process that Dr. Fton went through um to look at what is going to be the most beneficial for us. um looking at those how we're going to address the state standards in the best way we can for our students. Um and then there may also be a supplemental component of that. So aligning with the state literacy plan, we also want to make sure we're providing systematic explicit phonics instruction. Um and we have found and not just our district but um many have found that those core adoption programs don't necessarily have a robust phonics program. So we have in the past and may need to also look at a supplemental program to address the phmic awareness and phonics instruction. Questions for me? Thank you. All right. So, this is what um just an example

071of what a a typical adoption timeline would look like. Uh so, we would usually start sometime September, October. Um walk you through those various pieces that we talked about. The first part takes a significant amount of time because that's that development of the rubric and getting everything out to the vendors. Um then things usually get pretty busy in January and on as we kind of get into the nitty-gritty of the process. I just wanted the board to be aware of that um because we are going to come to you in September and ask uh for your permission to move forward with the adoption process because if we don't get started, we run out of time. It just takes a long time to get through. Um and the fun Julie will appreciate the fun of school

072finance is that we have to have those materials, you know, received and inventoried before we get to the end of June. Otherwise, we run into fiscal year issues, all sorts of fun. So, we always try to give ourselves a little bit of a buffer to make sure that happens. This is an example from our math adoption a couple years ago. We like to do it in three tiers. Um a mustave, a nice to have, and I call it the cherry on top. So, and you'll see that the math is intentionally skewed to put more favor and more onus on those musthaves. So, basically, if you're a vendor coming to us with a curriculum that doesn't have a must-have, you're going to have a really hard time being a finalist. Um we get into the nice

073to haves, the cherry on tops. Those can be the difference makers, but really those must haves are the essential elements. Like I said, that's usually where vendors will self- select out because we describe it that way to them, too. And like, oh, you said it was a must have and we don't have that. Yeah, we're not even going to bother. So, it's helpful to us in the process. Um, this is just kind of a draft timeline um of all of those elements. I won't read through them one by one, but it's kind of a breakdown month by month what that looks like. Um, one of the things that we talked about, um, in our last adoption, if these are elements or there are elements in here along the way, um, that the board wants like

074progress reports on, um, we can arrange that and strategically place those on the given month's board meeting um, so that we can give updates along the way. So with that intentionality, I'm going to come back to this slide to say um if the board wants to give any direction on elements that they would like to see managed differently, um now's the time to give that feedback to us and then when we come to you in September, we can provide an outline that specifically highlights those elements that you want us to address. Get to my favorite slide, questions. >> Does anybody have any questions on this? Well, thank you for this was it was a very thoughtout um well presented presentation. I appreciate it and I look forward um to what I really do believe. I

075I honestly I think I have I feel so bad for you. I think I have a cough drop. >> That's all right. I got a mint in my pocket. I'll get it. The entire second floor is tired of hearing it. I've been coughing for five weeks. >> I've got recol. I can't do the woohoo or what what is the commercial? But I can hear you. I feel so bad. Okay. Sorry. >> Okay. >> Judy's embarrassed, but at least it's not a granola bar in my mouth this time. >> For Miss Taylor's sake, you missed that one last year. I was called to the podium. I wasn't ready for it. I was eating a granola bar. It was embarrassing. But we we get over it. We laugh and move on. >> Hopefully, it doesn't smell or

076taste like mom's purse. We all grew up eating things out of mom's purses. Okay. Um I I really do believe that this is going to I love all of this. Um and and a lot of it came out from what occurred dur during our last adoption process. And while that was kind of rough, um I think this is going to be really great. Uh I think it's going to be efficient, effective process and it'll bring out the very best uh to JOMO students, teachers, and community. Um, in reference to ARS 15721, the governing board shall enforce the course of study and emphasis on and select all textbooks used in common schools and purchase the textbooks from the publishers. require that all meetings of committees authorized for the purposes of textbook review and selection be open

077to the public as prescribed in title 38 chapter 3 article 3.1 per the May 14th 2025 board action to approve the grade 6 through 12 ELA curriculum. I'm just reiterating all of that just to ensure and a lot of it was already in this presentation but I just really want to make sure we're all on the same page. the following action items from that night's motion to approve. Just as a little refresher for all of us, as it's been a few months, um, and we also have a newly appointed board member. The board must be provided full access to all curriculum materials reviewed by the committee. This includes usernames and passwords to view curriculum online outside of the public viewing 60-day window. The board must receive timely invitations to all public committee meetings as we

078and the public have the right to attend and observe those meetings. Um that doesn't entail asking questions or interfering with your business just as everyone here is able to observe this evening. Um but they would have to fill out a public comment form and and so on and so forth. but to be able to observe. Um, regular checkpoint presentations, kind of what you alluded to and I was opening up here on this PowerPoint presentation, uh, must continue as they are in this evening's presentation to ensure a transparent, efficient path forward toward K through five curriculum selection. Um, and thank you for being on track um, in doing that. Some of the ones that I had already jotted down before uh the request just now for some of the others that are in here are revised

079timeline dates, list of committee members, rubric, start of materials review and vis vendor presentation dates and times. Um, lastly to just make sure that there is no ambiguity and and to just be really direct and really clear here, committee business, communications, conduct and meetings are strictly advisory. Board involvement in these committees as noted on May 14th and again this evening. This committee is not day-to-day administrative operations. This is something that's an advisory committee to the board because under Arizona state law, it is the board that selects the textbooks. It is the board that purchases the textbooks. To imply that it is in the reverse and that we are stepping on the toes of or uh impeding on day-to-day administrative operations is quite the opposite and it would be those not elected to this position to

080interfere with ARS law. the authority we as elected officials that are behind this deis with the exception of Dr. Wyman and um Miss Judy have taken an oath here as elected officials of this office to carry out such the statute is clear. ARS 15-721 grants the governing board sole authority and discretion to select curriculum. The committee, district, and superintendent do not have the authority to act beyond their advisory role and are not to overstep that boundary. Um, I do want to be sure that although I'm being very direct and clear in this that I have extreme gratitude and I do find it necessary to have the input of the teachers, the community, the administrators, uh, because they're the ones that ultimately are going to be carrying out this curriculum and utilizing it in the classroom.

081And so I find it I I I cannot express how much value I find in the role that they play, but we just have to be very clear on our roles. Um moving forward in regard to the initial phase in August um you already have listed on there go to the board for release of RFP um regarding form a committee of staff. I would just like for the board to be able to see um who's on the committee. Um for us to be able to see the rubric and then also I would love to see the answers on the rubric. Um that that'll help us when we're making our decisions any any one of us when we see oh that's not very important to them. Okay fantastic if you know >> um >> just a

082question for clarification. Don't mean to cut you off but I want to make sure I'm on the right track here. Um, typically we would wait until you give the thumbs up. So like in September you would say, "Yep, you're a go." And then we would form the committee. Are you wanting that committee to be formed in advance so that you have that in September? >> No, I was just going off of what was listed. >> I mean, this is a draft timeline that we're a little behind on just because of when the meetings fell, but Okay. >> Yeah. Don't worry about the month. Um, I'm just going off of that here. But if it ends up just want to make sure I'm cleared, we're meeting those needs. >> No, that's perfect. You don't make me

083regret giving you that cough drop. I'm just joking. All right. Um release RFP. I if we just had like a simple update on that, I don't think that's something that is uh necessary to be extensive. Um when there is an advertisement in the newspapers, I mean, even if it's just BCCing the board so that we kind of are >> aware and we know what's happening and when it's happening, so we're taking along for the process. And then some of these some of these other items. um anytime that there is a meeting, I I personally would like for the entire It doesn't mean the whole board wants to attend or would attend. Um but I I would like for us to be um invited to that public meeting. >> Just for clarification, so you know, if

084you go into the governing board uh in the board docs in the upper right, it says governing board with looks like uh a little picture of a the front of building. If you scroll down, if you hit on that uh particular icon, you'll see that what's listed on there is governing board, AI committee, bond committee, and curriculum adoption. So, it's already set up in the board docs that all those meetings are posted for any of those different things. And so, those are ones that we've done over time. Uh so, when we did the bond committee meetings last spring, we would post those on the agenda. So, >> before they take place? >> Yes, they have to be before they take place. >> And where's the public notice? So if we have individuals, parents, >> it

085it would be the same as what we do. We can modify it to make sure it's >> so they don't have to hunt and find it, >> right? What we would notice it. So if you go on to our website right now for the meeting today, it says it's a featured meeting and the meetings today, the same curriculum meeting would be on the website for board docs that says this is the meeting for curriculum. So you don't just see the board meeting. If any of these other meetings are there, you see them in the same in the same uh vein. We have historically put that um like on the banner piece. Um so like on the last adoption when we were at that point, we shared that with um our marketing publications folks. Um and

086we typically put that out um kind of on that banner piece as an announcement to the public with all those dates. So um I would >> and I appreciate that. I just as also as board members, it would be nice to just have a little like kick in the knee to remember on our website. You'll also see the public notice that we do have on our website. So there's multiple places that it showed up. Um we try to get the word out. Again, >> who hears it and how they hear it's different story, but we can go ahead and >> the only place that we that you um like let's say that they're doing the 60day review. Do you only do that on the website or does it go out any other way like social?

087>> I think typically we've done it mostly on the website. We can we can do it any way that the board, you know, wants to recommend >> or school newsletters. you know, the the caveat that's just so tricky for us, and it's same thing for a board member and a parent and really honestly any of our staff, um, is that when we put that out, one of the things we say is if you're going to do it, we really need you to commit to the full process because you can't really weigh in on one session or I only read one vendor, you know. Um, and that's just hard for folks. It's hard for them to take on that commitment. But um you know, I've been doing this now here and and in another district for

088the last seven years and um I think I've had threeish parents over those years. It's just it's tough for folks to commit to that. Um but we would love that um because I'm very proud of our process. I think we are super transparent. We follow open meeting law. Um we want to be held to the highest of standards because we expect that for our community. Um so it would be wonderful to have people get to, you know, truly witness that and get to be a part of it. um because I think sometimes there's feelings or suggestions of conversations that happen in those kind of meetings that don't. Um and so it would be great to have folks, you know, be a part of that. I just know it's tough for people to commit to that.

089Um including members of the board because many of you have daytime jobs and it's just hard, you know, it's just tough to do. >> That's fantastic. And maybe an even easier way for me and other uh individuals uh here can also weigh in. Um, but it might even be easiest to as you go through because there's kind of a moving target a little bit right now, um, is for you to present to us monthly, hey, this is what we have on the back burner. Is there anything of this you would like to have us present at the next board meeting? And maybe we take it meeting by meeting like a continually adjusting what we would like to do a pretty good job. Yeah, >> we try, but we are always open for suggestions. So, >>

090that's all I have. >> Anybody else? Okay. Um, >> I'm just going to recap for me just to make sure. So, >> you recap. >> In September, we'll bring it. >> And you got a cough drop. >> Yep. I got a cough drop. That's helpful. If you can figure out what's wrong with me, let me know because my doctor can't. Um, and then in that mix, uh, we'll come in September. We'll start the process. We'll bring to you those committee members. Um, we can talk then about some of those advertising ways. The other thing that wasn't brought up, but I just want to bring clarity, too, just to make sure um that we're on the same page even going into this process. Historically, we would come to the board at the very end of the

091process and we would make a recommendation. Um I feel like there was maybe a suggestion or a feeling last time that you wanted maybe a top three or do you want us to not rank them and just score them. Um that can also be a September piece if you want to think about it, but I just want to make sure that going into the process we inform the committee what the outcome will look like. Um we do score them. So typically someone naturally rises as a choice one, choice two, choice three. Um for the sake of of the entire um board, but mostly Miss Taylor is the new person. Um you know, one of the things that we always talk about in that process is that it's just a recommendation. Um, I always tell our

092committee folks that um, one of those pieces that I ask them not to think about, it's my job to think about and really Julie's job to think about is the financial implications. So, we wait until the very end and we say, "Okay, based on the quality of what's there, this is our top choice." Sometimes, I'll go back to my car analogy. Sometimes that means they picked out the BMW and I go, "Great idea. What's your second choice?" Because we can't afford the BMW. But we wait until the very end to really get to that point because we just want to look at quality of materials and appropriateness and we worry about the finances on the back end. So >> I I like the um the top three, but I also like the fact that you

093um that the committee gives us what their recommendation and why >> I'm thinking what we >> I found that to be very very helpful as well. I think what we'll focus on is a little bit more of the qualitative data for you so that we can present to you here's score one, here's score two, here's score three, but we'll give you a little more qualitative data about the rationale behind why it scored that way. Um, so I mean a great example, we go back to the last adoption. Um, the vendor that was number two that was not a popular choice even as our number two was in large part because they're a vendor that we've used for a different curriculum and some of our teachers didn't have the best experience with that. And I think

094that influenced the review, but I think that's good information for you to have. So, we'll do those things. Um, and we'll bring that to you starting in September. >> Anybody else have any suggestions on that? >> Okay. >> If you think of them, you know where to find me. I'm always here. >> All right. One more time. >> Second floor. >> You don't have to listen to me anymore. You get new people. >> Okay. >> And one of them is the >> Is this 9.3? >> Yep. >> Okay. And one of them is the one, the only >> John Scrogum, ladies and gentlemen. John Scro. >> Oh yeah. Oh yeah. >> Madame President, members of the board, Dr. Wyman, thank you for having me. I thankfully don't get to follow John, so that's great. Um,

095so I'm here to share with you um information on professional learning that we used to launch the year this year. So we had our new employee orientation. We had 40 certified employees attend this year. Um we focused on the first day our vision, mission, core values, um portrait of a graduate setting the stage for who we are here in Combmes. Um then we had some breakout sessions in the afternoon of day one. We focused on that vision, code and SOPs to really set up that nurturing culture in our classrooms. On day two, we worked on um vocabulary engagement strategies, scaffolding, and differentiation. And the reason we chose to do that is that's what our staff experienced last year in our PD. and we wanted to make sure that incoming folks had the same starting place

096with that information. So, we did that on day two. Our student services folks on day two were able to receive training in Synergy SE and specifically counselors and social workers worked with um Shannon to get information on what they would do in their role. And then in the afternoon, we were able to give them time on their campus to have lunch with their principles and get to know um their instructional coaches a little bit better. feedback from that um was really the narratives that you see here. They really enjoyed going through those instructional strategies, having those things to take away and use right away in their classrooms and they felt like they would be able to implement what they learned on that day. So, it was very positive feedback. Um continuous support moving through the

097year for our new employees is we move into the mentor mentee support which Jennifer Neans is taking the lead on that this year. So, I'm excited to see what that process looks like with our new folks. I know she's been in a lot of their classrooms and been supporting them already, so we're off to a great start. Our instructional specialists have been supporting with um the different programs that they support as well as content, and that's already happening. Miss Leah, you heard from today, has already been in classrooms helping with foundations with our new staff. And then our instructional coaches are living there, breathing it, living with our teachers, and working really hard already. And um that induction program will continue throughout the year and make sure our new teachers are supported. Are there any

098questions about the new employee piece? Okay. Then we moved into launching our year and this looked a little bit different this year without those esser funds that we had. So we broke it up into like a 90 minute session on one day and a 4-hour session on a different day so that we were keeping them from their campus campus the least amount of time if that makes sense. So we did this as a road show. So, our curriculum instruction and assessment team went to campuses and did professional learning for them on this first day. And it really was to launch the PLC again, launching what that looks like and kind of coming to consensus. And we had some really positive feedback on our quantitative scale of one to four, four being high. They really felt

099like the processes that we walked them through to come to consensus as a PLC and using the 15-day challenge which we had training on with Maria um Neielson in May and really kind of cementing that for them. They really had some positive feedback on that. And when we looked at the qualitative data, what was really exciting was even though some of the words here say that it was hard, it sort of made them a little bit uncomfortable, but then they got through it and came out on the other side, it really showed that we were trying to help them see that as a PLC, you don't always agree, but a lot of times you have to come to consensus and and move with the best foot forward. So, we had some really positive feedback from

100that day. And then the second day we had on convocation day. So we tried to they were already at the high school so we kept them at the high school and did professional learning after that. So again the least amount of back and forth that we could do with them. This was where what Miss Nevin talked about with the HMH adoption training happened. Um globally we did resource training. So with science, with social studies, with math, we made sure to bring that back for folks. Um Mr. Scrogum worked on the workbased learning program with our CTE folks and then again student services they really had some great data discussions. So looking at that data here um on that scale of one to four our HMH launch people felt like they got some great information. The

101comfort and implementation was a little lower but we tend to find that because it's new and people are uncertain. So, um, we know that and again, Miss Neans has been out on campuses working with our teachers. For math, science, social studies, again, we did the same thing. They had some really great feedback, which you'll see on the next slide about the unit maps that um, we've been working on and improving with feedback. And then again with John's session, a lot of super success. And I know he said those work-based learning programs are are getting in place right now and they're excited about that. And then again, student services felt like that time to work on data and really plan was beneficial to them. So those qualitative statements um these were reflected on our our um

102unit maps that we're working on. So they really like the new layout um seeing that progress on the preK to third. The focus was on those foundational standards and making sure teachers are looking at those when they're planning. And then again, that 15-day challenge and creating those um the work-based learning, I just keep celebrating that because John's been really working hard on that for a while. And I'm really excited that they're seeing the fruits of their labor. And then that bottom piece was that planning time from our student services. They were super excited about that. So, moving forward, um this is where we started. We have an upcoming Wednesday PL once a quarter. We pull our district together and do some professional learning. Um, I just put our core focus here. We do have student

103services having some sessions on these days, but our focus is on our writing block structure for K6 because that's built into their schedule this year. And then going through some thinking processes with our standards in 712. And then some things on October May shift. We're still in the planning stages, but bringing those thinking processes back in, maybe some universal design for learning, but really focused on PLC and the 15-day challenge is is really kind of our theme, if you will, for this year for professional learning. What questions do you have about those pieces? Okay, thank you for your time. I'll pass it on. Madam President, members of the board, Dr. Wyman and Miss Judy, thank you for um the opportunity to uh share with you uh some information that uh we received as a result

104of our student achievement from last year. Before I do that though, two things. Don never says a bad thing about anybody, so I'm glad you ran into him. Yes. Uh, and um, if if uh, when I was working for the general contractor building the high school, um, I knew I was going to work for the school when I was done with it. And um, the flag pole at the baseball field has a large globe on the top. If you were to open it up today on a on a little piece of paper, it says John Scrogum, the first varsity baseball coach at Com. >> I put it in there before I left. Um anyway, so um as a recipient of the federal Perkins uh five CTE grant, uh we are expected to meet certain performance

105measures. So at the beginning of each year, uh we apply for the grant. In that grant, we address each of these meas measures. We set goals and objectives. And so the data that you're seeing here for the most part are our 25 graduates. And there are eight performance measures that we're expected to meet. Uh the first one is our graduation rate. So these are students who took at least two years of the same CTE program um that uh were class of 2025. 98.6 of them graduated which is um several points above the state average overall graduation rate. Right >> John does that include um EVIT? >> No ma'am. >> Okay. Um this does align with uh your typical national statistics that CTE students do graduate at a higher rate than non-CTTE students. >> Okay. >>

106Um for the next three we we address reading, math and science. So our role in CTE is to support those core content areas. We try to do that through um integrating uh some of those standards into our content. Um, our teachers for the most part are not ELA, math, or science teachers. Um, but naturally there are things that our our students do in those classes that tie into those standards. And so our role really is more of of a supportive role. Uh, we met two of those three measures. As you can see, we did not meet the math proficiency measure. Um, so, uh, speaking with principal Loftess, uh, we brainstormed a little bit this summer about having some kind of collaboration with, uh, math teachers to see if there are some certain standards that we

107can specifically address and be a little bit more intentional there. The last four, um, placement, these are students that graduate and between, um, uh, let's see, August and December of following the year they graduate, they are either employed listed or enrolled. So, we had nearly 65 or about 65% of our kids that were at least in one of those three. Um, our non-traditional, these are students that are in a non-traditional program. So, a male and a typically female dominated and vice versa. Um, and we met that the criteria is not extremely high. We don't have a ton of non-traditional programs, but like our nursing or our medical assisting programs, which are traditionally female, um uh we would want to try to encourage males to to also consider those pathways as well. So, we met that

108measure. Uh the um industry credentials, this one we're extremely proud of. These uh 88 uh% of our students received an industry accepted credential. um and some of those um students received multiple. So, we're very proud of our teachers and the efforts that were made there. And then the last one is the uh state assessment that all of our uh concentrators take the end of their program and we had 86% of them uh pass the assessment. So, um overall uh we we met seven of the eight measures. Um, fortunately the placement has always been our biggest challenge because this is reaching out to students who have left us. Um, we try to track them down. It's hard to get those surveys back from them. Uh, so we already get uh knocked a little bit because we

109just don't get response. Um but through the efforts of our teachers and uh Miss Cabrala, she helps us as well, we able to track down enough students and and um meet that measure. Had we not met that measure, we would it would have been our third year and we would have been put on a directed improvement plan. So we avoided that. >> So So overall pretty good. >> Okay. Any questions? >> I don't have a question, but I have a comment. um when looking at the math proficiency and speaking to some of the mouth math help that might be available. Um I like giving shoutouts. I'm giving shoutouts tonight. Shout outs to you. Um Mrs. and and bear with me. I'm going to really try to pronounce her name correctly. Mrs. Bog Shandani, Mrs. B.

110Um she's doing amazing things with the mathletes and students at Combmes High School. Um, my son has her, adores her, um, really really likes her a lot. She is doing an impeccable job and and I just hope that this district does everything that they can to utilize her and not lose her because she's amazing and she could be a great resource. >> Sure. Absolutely. Thank you. >> Are we on to 9.4? >> Yep. >> Okay. Student enrollment. So, just a couple things on on student enrollment. You guys received a a memo from me. Uh I think it was last week. I'm not quite sure what day it was. Um that represented numbers in the district as of August 1st. Uh August 1st just happened to be a Friday the 10th day. So, we would have

111done the dropping of students uh on that day that had not showed up to our our schools. So, uh the two things I just want to real quickly just review the the pertinent numbers in that memo and then just ask you for some direction. So, in the case of enrollment on that first, we were at 3,661 students. Um, and that represents a year-over-year decline of 1882 students or roughly 4.7%. Now, that's year-over-year if we go year against the end of May. So, the beginning of the year against the end of the year, it's a little bit better running 95 students down and uh uh that'd be a loss of 2.5%. A couple things that you're aware of. Obviously, we built our budget on a lower number. Um, please understand that the difference between enrollment, which

112is the kids in the seats, versus ADM, which is average daily membership. And so average daily membership means were those kids here for out of the 100 first 100 days of school, what percentage of time were they here? So if a kid joins us 10 days late, we're not going to get a 1.0 on that kid because they were not here the whole time. So we're going to get fractional portion of it. If a kid was here for 10 days and then left us, again, that would count for us fractionally, but not very much. So the mathematics uh just to simplify it is that we say that whatever that number is of enrollment we would take a 100red off of that to start to give you your ADM. So if you take 100 off of

1133661 you're 3561. So therefore if you're comparing ADM of 3515 which is what we built the budget on against ADM for the first day we're off um or for the uh 10th day we're off 46 kids. Okay. We would anticipate I would anticipate um that we would be probably about spot on come about the hundth day for what we built the budget on. So there's not a lot of room for movement in there. We are seeing increased growth not necessarily translating to more kids in our system. Um and so uh in some cases there may be younger families with kids that are not yet in the system or you're having families that um don't have kids that because of the the price of housing. So we still continue to see and there'll be some more.

114We're we're anticipating um uh there's probably a half a dozen different building projects that are taking place. Um and so we're hopeful that we will start to see that. The one thing that we would like to bring you so first set of directions we'd like to bring you uh in uh September will be another study from applied economics uh Mr. Bremer, we do it every two years. Uh, and we would use that because he'll have the up-to-date data. Uh, if he can turn that information around quick enough, it may be something that you could potentially use when you're looking at the superintendent search, but I don't know that he can. But we would at least like to see what's the impact of some of the new developments that are coming in because there's some that

115were a little bit maybe accelerated um uh with um with some of the different subdivisions. Some look like they're a little bit delayed. So, we're just trying to figure out what that really what that really means for us. Um but again, I would think on the hundth day we'll be just about give or take spot on. Now, I watch the numbers every Friday. So if something good or bad is happening, we can more than be happy to to uh let you know about it. The second request I have of you is each month last year we gave you a monthly report. Um and that monthly report um tended to go comparison against uh May's number and and what happened and then what are dis what are the principles doing. The question is do you still

116want that report? Do you still want me to have this as an agenda item on every single board meeting? I think for the most part last year, there was very limited, if any, questions at all because you had a chance to review the report. Um, I can just tell you this is my seventh year here. I will say that as a general rule, there's a fairly tight pattern of what the enrollment looks like. Um, at the elementary level, for the most part, you see a lot of up and down, but overall you you're close to where you were before. Not significant difference. uh at the high school level uh both for uh CHS as well as CCS you see a little bit more movement uh you might see a little bit more movement into the

117alternative school as kids maybe don't have success um at Christmas time um but that's not unusual for any high school uh when you're older kids uh some of them quite frankly read the tea leaves and if they don't think they have a shot then they may step out um whether it be at the end of the fall semester or even going into the spring semester Um, but we can provide that. Um, just trying to figure out what you guys want. Um, and so I just put those two comments out and if you give some direction, then we'll do whatever is the board's uh, pleasure and whether you want me to do comparison year-over-year or year against May. Um, either one is just we need to know. >> Do you guys have any thoughts on that?

118>> I would like to see it continue. have we been doing it? I mean, part of the reason is because if we don't have students, I mean, ultimately at the end of the day, that's how the budget is built and that's the most important one of the most important things that I want to make sure that it's on everybody's mind all the time. >> That's fine. We'll go ahead and continue that. >> I think >> and and again, just so you know, the first month we'll start in September. the first month because of the memo just like last year. I just provided that instead of going to the principles just so you have the information but starting in in September for the we'll try to get it out right before the board meeting in case

119there's any questions that you want to bring up. >> I I agree. I think it's a really good touch point to constantly be aware of. Um in regard to the May versus July, those numbers do shift a lot. People a lot of people choose to wait to move or sell their home. Lots of different things happen. Um, so I do think it's also nice to have, okay, here was where we were at in May. Um, but then July and moving forward, we can still get that past update. Uh, but then kind of if we're comparing compare August to July as opposed to August to a number that we had last year. Does that make sense? >> I it naturally does that because the way the format is, you have May and then you'll have August

120and then you'll have September. So I don't we don't necessarily break out and say in ninth grade at the middle or at the high school we lost this many kids. But you can see very quickly that if there was 200 kids in the high school in August and it's September and there's 199 you know you know what the difference is. So yeah, it's in there and we will we will do it in that report. It is done by um district level and then down to each of the school levels. So each of the schools give you the same information. Okay, I'm gonna be devil's advocate here for a minute. Um, so I do think it's important and you send that out so that we see that you're going to continue to do that, which I

121think is important. Um, but I don't think it necessarily needs to be on the agenda every time. I mean, I think that if you send it out and then we have questions or we need to talk about it, then absolutely we need to talk about it. But I don't know that it necessarily. >> Well, if it's on the agenda, then we reserve the right to talk about it at that point. It doesn't mean that we have to every time. He we just it's on the agenda. We say, "Do you have any questions?" No. Then we move on. Okay. But we reserve the right to to to at least talk about it if we want to. >> I do like the fact that you I I like what you've done. Um I'm not necessarily um worried

122too worried anymore about the principles like their input on every little bitty thing, but if there's like a huge difference then I would like to have like just some sort of back like reasoning for like if you lost 50 students in a month like oh what happened? I mean that's the only thing I'm just looking for big things but you know one here one there whatever I I don't think that they have to have that much input on that. >> We'll make that adjustment and keep an eye on that. Anything else on that? >> Okay. So, yeah, I want to keep it on the agenda as well. >> Yeah, I got that. >> Okay. >> So, for emergency operations, just so you know, a couple different things. Um, the policy which is is available to

123the public says that we just have to talk to you about the about the plan. Uh, the public cannot see the plan. So, it's an executive content. So, you would have only seen it in executive content. simplistically, the bad guys don't need to know what we're doing. So, that's why it's it's an executive content. Note that what's an executive content for you is the the paper copy of it. We have a digital format uh for what it looks like. It's not been changed. We do have a couple uh because I don't know that we met and present it to you since January. So, we have three new board members that may have not seen it. I purposely didn't stick it into executive session uh this month because we have two executive sessions. So, but if

124you if you would like me to come back either in September or October, so we can show you uh as much as anything really the uh the digital uh piece as much as the the paper piece is not as important, but the digital piece will show you uh how we operate and how we're working with both fire uh and police and they have access to the same information. Uh so they can see real-time data of what's going on in our schools, including accessing um uh cameras as appropriate. I'll be more than happy to bring it to you. There's no substantial changes between this year and last year. The only real changes in the whole process are the typical changes that this person's left and so the new person's in in this position. So that they're

125they're picking up. So it's really more of a a changing of names for personnel than it is that there's any substantial uh change to any requirements at the state level um or anything like that. So um unless there's questions, it's it's pretty much the same as previously. I have a comment. Um, and this is just from the experience of my own children. When the drills are repeated, it would be nice to have them repeated at a different hour. Um, if there is a child that's at EVIT, just to be cognizant of that. But then, um, of equal importance is, uh, being aware of all of the kids that are in seminary. So if you run that drill at the school and they're at the seminary when the drill is run, >> they have no clue

126what to do if they're on campus because they were in the seminary so they didn't participate in the training or if they were in PE or certain classes. >> Yeah. So I'll just since principles are in here, they're listening. So we'll just we have to keep record for any number of different entities with the different drills we run. So we'll make sure we monitor them so that they're at different times uh during a given day. Um, we run our but our our fire drills by law have to be run once a month. Um, and the u uh drills associated with lockdowns uh are I believe it's four times a year. Um, so we'll just make sure that they're spread out accordingly uh so that we hit the different groups of kids and when they're in

127school. >> Okay. As far as um executive session um for it to be um the emergency procedures, I think we should do that considering that there are three new ones. >> So would you like it September or October? September. I don't care whichever one. >> Okay. I I'll just watch I'll just watch the agenda and see which Yeah. Yeah. >> Okay. Any comments or questions on that, guys? Okay. Okay. Are we ready to go down? Um discussion 96 discussion information of 2526 JOME strategic plan goals. >> So, a couple things on that. We had uh at leadership team meeting yesterday what you have on there. So, if you're taking a look at it, um any changes that came out as a result of the board retreat were done in red so that you could see

128the changes that were proposed uh and and are new. Um there was some discussion with one of the committees or excuse me, one of the goal groups that they wanted to eliminate um some of the goals that was what was in blue under number two. and the conversation that we had yesterday with leadership, we realized that maybe we don't want to change those. So, when I bring this back for approval in September, you will see some changes both in the sense that we're keeping some things in, but you may see some uh deletions. We haven't had a chance because we just talked about it yesterday, so I haven't had a chance to make all the different corrections. The other thing that you're going to see is significant changes based on the conversation coming out of

129the retreat. there was a conversation about AI and and what what's our focus on AI and what do we have in place that was a placeholder that I did for goal number four but the leadership team had not had a chance to see it. So based on the conversation with the leadership team yesterday you will see more substantial changes to that particular goal as we try to come up with a way to to take a look at what that what that looks like. So I I just want to give you the the heads up. So, if you try to look at it and compare this month to next month, you might see some substantial changes. Um, but it's just in those two areas, goal one and goal three, for the most part, um, you see

130the changes in red that are added and everybody's comfortable with those. It was just a couple questions on on goal two. and then the discussion of the addition of of what do we do with AI as a as a goal over the next few years. It's not going to be resolved um uh in one year with everything that's going on because it's changing too quick. Um but so I'm open to any questions you might have if you take a look at it, but I just want to give you a heads up. This is just a preview, but you will see some changes. Um and I'll try to identify those so that you can that you can see what the changes were. Um some of them are minor. You'll see in there a lot of cases

131it's changing 25 to 26. Um but then there's others that are a little bit more substantial. >> Okay. Any questions on that? >> Okay. Um 97 discussion consideration of changes to policy as recommended to ASBA. So this is our first reading. >> Yeah, this is just first reading. Uh again, these are changes that were established based on changes to the law in the last legislative session. Um so it's it's all legal uh changes. I would just ask you if you do have a specific question or concern. Please note that that the some of the changes there was three changes that we already took to you earlier. One of the examples was the cell phone policy and ASBA in that case was proactive because obviously school was starting and so even though um many of these

132laws do not take place until 90 days by law. They don't take place until 90 days after the end of session which is I believe 9:30. Um obviously we wanted to put a cell phone uh change in because we knew the law was coming in. it didn't make sense to say, "Hey, we're going to make this change mid year." So, some of these cases we put them in. So, if there's anything there that's a real issue, just let me know. Um, again, I will tell you upfront that it's the law. So, whether we philosophically agree or disagree, it really becomes irrelevant because it's the law. But, but I'll try to answer anything if you have detailed questions um that we can bring back uh at the next meeting. >> I don't have any questions. I

133just have a comment on PA913 policy JLCD medicines administrating medicines to students. Um just a little background. Um I work in marketing for a national nonprofit that primarily deals with individuals that have food allergies and anaphilaxis and I've also passed legislation here in the state of Arizona regarding stock epinephrine in schools. Um the reason for this change here where they have changed the terminology from epinephrine auto injectors to epinephrine delivery systems is simply because instead of just having devices such as EpiPens or AVQs, there is now on the market something referred to as Nephi. And you can inhale that. It's um something that you breathe in through the nose essentially. And so that's why the change is um instead of epinephrine auto injectors, epinephrine delivery systems because you don't inject that into the body. And

134so that might be helpful for those that have students in their schools that have food allergies and an >> flaxis. Thank you. >> Okay. Um 9.8 discussion information of the 2526 Jolome's Proposition 301 performancebased pay plan. >> Good evening madam chair and members of the board. Dr. Wyman, I come uh or the proposition 301 comes to you three times each year. Tonight is a item for information. In September or October, I'll be presenting and asking for approval of the plan and then later in the spring we bring to you those who are eligible and uh recommending those who would receive those funds. Uh this year's plan 2526 is uh that you have in your packet is what will be presented to the 301 committee on August 25th. It is the same plan as last year

135with one exception and that is the allowance of five hours from vector courses. Vector courses are those that are part of the safe school courses that our teachers are or all of our staff um take during the fall between July 1st and October 31st. It equates to up to um nine hours and they include things like bloodborne pathogens um boundaries u uh uh required reporting of uh to the state with child abuse um suspicion. And uh some of those courses again bloodborne pathogen um that might not be as relevant to the professional development that um was talked about earlier this evening, but there are courses in there that I contend very much do support uh teachers in the classroom. So what is proposed is that um while most teachers are able to get those uh

136professional development hours uh during the summer and during the PD days during the school year th this past spring we had um some teachers who they were just short of a few hours and so they reached out to uh my office and we want people to get this $800. And so I I did allow that. I I allowed them to use the vector courses. Now this year, the one thing we would change uh we would limit it to five hours at at the max because we want them to participate in the professional development that again was discussed earlier this evening. But for those who might miss or um just need a few hours to get to the finish line, we want to be there for them and allow that. So on August 25th when I

137meet with the 301 committee, uh that will be the one recommendation I'll make to them. Now what happens is uh and they represent the different schools. They then go back to their schools and it's it's a teacherbased election as to whether they accept this plan or not. And then um you know I imagine they will as they did last year. I will then bring that to you in the fall for final approval. Questions on 301. >> I don't have any. Do you guys have any questions? >> All right. um 9.9 discussion information on possible changes to course fees related to the ESAs. >> So what we have uh for those uh this is primarily it could be broader than this but I'm going to narrow it down just for the conversation. Uh you have some

138cases where uh homeschool students are uh selecting ESAs or vouchers uh empowerment scholarship accounts or vouchers. Uh the question becomes as a homeschool student not accepting a voucher, the laws are very specific that you can go ahead and participate in our sports and you can go ahead and pick up a class. The question that becomes in place if you accept the voucher is are you really a homeschool student? I know most parents may believe them though their kids to be homeschooled. In fact, they would be private school because they've received voucher money to homeschool them so they become a private school. The issue that seems to be coming up around the state quite a bit, I've had several conversations with with parents uh coming into this year is can we utilize and provide um services

139for kids that re receive ESAs and charge them for that. And um the answer is yes, you can. It's under the law. It could be extracurricular or could be a coursework. For example, if you have a high school student that's being homeschooled, the parent doesn't know or understand um trigonometry, could the kid sign up for a trigonometry class for us? They would not be our student and we could not pull ADM on them, but you could tuition them in to your school as a student, but then what's the cost? Maces come up, we we uh Dr. Fountain did a substantial amount of work on this and and maces come up with a system of of how much they charge. Other districts have just started to look at it. Uh Higgley's got a little bit of

140information on it. Some of the other districts haven't really weighed in, but it's starting to be a bigger issue. Um as we have this discussion, I just want to caution a couple things. How how do you determine how much the ESA should be? I believe Mesa's sports for football anyway, it's $2,000. I could be off on that. Um but I believe that's what it is. For a class, it ranged around 12 or $1,300. Okay. And so now the question becomes now my stance I'll be upfront with everybody. My stance is you took private dollars. Um if it's your choice for school guess it doesn't really matter. That's when you make a choice you live with it good or bad. The flip side of it is we talk about declining enrollment. Is this a way to

141get kids in? The thing we need to be cautious about because this is starting to gain steam is somebody sent me a newspaper article. It's more Substack newspaper article uh here in the state where the title I'm paraphrasing because I don't remember it right off the top of my head, but the title was um our public schools abusing the ESA program and char overcharging parents for services and yet at the same time complaining about what the parents are doing with their ESAs because there's been a lot of reports about the amount of money that they've held back or not spending or using for kids going to college and they specifically looked at um no charter schools alone where charter schools do the same thing but they specifically looked at Mesa Agraia Union Talison Union Yuma

142Union um and I think Daart and called them out based on the amount of money that they were charging. So it's going to be an issue that's going to gain traction and maybe not as simple as any everybody wants it to be. Let's just say we decide as a board, you say, "Yeah, we're going to go ahead and offer this opportunity to kids and we'll take it out of the sports realm, but we'll take that TRIG issue." And the parent doesn't have the skill set to go ahead and teach Trig. So, can we provide a kid to come in and take TRIG? Um, and so they come and take TRIG and we charge them whatever it is we decide to charge them. That would be the course fee. The problem becomes are they they're not

143our student. But what happens, and I don't have an answer yet. I know Miss Loit's in the back of the room and she may have an answer. Um, but uh, we've just been busy and I haven't had a chance to ask her, but what does that do for that kid when it comes to state testing? And if you're required to take the state testing, does that automatically change the notion of you as a homeschool, private school parent and whether you want them to take the state testing? if they're not required to st take the state testing or they are required, what does that do to our percent tested? And so if you have kids in the classroom um that does the test count or not test because they're not our ADM so they might not

144count but they have a test result and so now does that mean they don't count on our data so yet we taught them and that could be a positive or negative but if it's a trig kid there's probably a brighter kid. Um but likewise if if all of a sudden now we have enough of those kids you're now below the 95% tested that then penalizes us. So when we have these conversations I just want you to to be to be just a caution that we haven't even thought of all the different unintended consequence good or bad um that that this brings in. It's in in a simplistic world it's like well why should every kid have an opportunity to participate? Well let me ask you the question. Let's change it back to sports. Last time

145I checked, I'm an old coach. There's only one starting quarterback. So, when the kid comes in and takes away the starting quarterback, well, how do our parents feel about that? especially if the kid has never been in the system and you have a kid that's grown up in the system or what if you only have 10 kids or 11 kids on a basketball team and three of them come in and now they take away the opportunity of three kids in our high school to play even though they're technically not in our school. So you start to have these conversations of saying well just let the kids play or just let the kids take the class. It may get a little bit more complicated then when you start to figure out how much does it really

146cost you and say 2,000 for football. Does 2,000 really cover the cost of what it takes and what's the liability if the kid gets hurt when they're now but they're not our our kid because they're not on ADM and so what's the trust say about that? So, so I bring this for a for a discussion, but just note that what on surface may seem simplistic and a quick yes or no, we need to have and the reason it's a discussion item and not a action item is there has to be some conversation because it creates a potential set of issues that may be reflected. Now, if if everybody's doing it and we're the ones left out, then who's being stupid here? But I'm not in some cases where people think through all of these issues.

147We just had a short conversation within I can't remember his cabinet or leadership and all of a sudden what starts out as this size went to this size very very quickly and now trying to think it all the way through and figure out what does it mean um is an issue. So, I'm I'm open for a general discussion or questions. Um, but but I know Mr. Horn had asked about this and and so this is where it came from as we had a conversation, but it's it's much more convoluted than initially thought and and has some tentacles in there that that may make this thing uh into a 12 or 15legged octopus instead of just eight. >> Does anybody else want to go first? I don't want to hog the microphone. I feel like Okay.

148So, I actually have a lot of answers to some of the questions that you brought up. Um, conversely, I also uh met with several policy advisors um and elected officials down at the state capital a couple of weeks ago. Um, in the spirit of being transparent and authentic, um, I am a proponent of school choice. I am a homeschool educator of over a decade. Um, I have never accepted any ESA funds. Um, I went to go meet with them because I had uh issue with the way that the ESA funds are being utilized. Um, I feel like they are uh not being utilized properly. And so, as someone that also deeply cares about the public school system, I wanted to see if there was something that I could do about that. Um, in in my

149research, um, I've come to find out, as Dr. Wyman alluded to, that there's probably a much uh better way to say this, but it's a big hot mess. One big old hot mess, and the deeper that you get into it, the messier that it gets. um to answer some of your questions. So um there are students like mine that have never taken any ESA funds, not one penny of ESA funding. Um in I can speak to Navajo County. I can also speak to Panell County because we have resided in both of those and temporarily in Maricopa County for a little bit as a homeschooler. Um but I know more so about panel and Navajo. Um, in Panal County, you and Navajo County and Maropa County, you have to file a affidavit to um of intent

150to homeschool. If you're doing uh Prima Vera online or one of those other online schools, that does not count as a true blue homeschooler where um you are a true educator. You are purchasing your own curriculum. You are educating your own students. Um, and that is what I did when I came to Combmes. Um, when my oldest was a freshman, they did ask me, "Are you a a real homeschooler?" And and the question can be kind of it can catch you off guard because, you know, if you don't really know where the background is to that. Um, and so by Arizona state law, if you are a true homeschooler and you have an affidavit from the county, which I do because we've never accepted ESA funds, um, then your homeschool student is allowed to not

151only try out for all sports and clubs and athletics, they still have to make the team. They have to be good enough. They can't you can't require that they be allowed to be the starting quarterback. Um but they can try out for sports and beyond sports and they are allowed to take up to two electives. They are not allowed to take any core classes um now since the advent of ESA and how that's kind of changed into I don't know how the law has changed regarding the core classes but I believe it has changed um because now schools are um accepting other other districts are accepting ESA funds. Um, I spoke with uh the gal that kind of spearheaded she was um appointed to be the director of ESA funding. Um, and I was picking

152her brain and kind of finding out from a business perspective, how would this benefit us? Because if you go through McDonald's, Wendy's, Burger King, your favorite place that has fries, they always will ask you if you want fries with that. and I think they make a pretty good amount of money off of their fries. Um, it's something to consider this as an added income source and look at it in a business perspective in that manner. Um, she said that when I asked her about the other schools that were doing this, um, I actually heard a dollar figure for 2500 to play football. >> Um, there is another, she wouldn't tell me what school, but there is a school that is charging 2500 to play football. Um, so they can use their ESA funds for that.

153She said the most popular ones um, if you were looking at it as a um, supply and demand. And so if you want to make offerings, and not saying that we would, but just so that you have the knowledge um, of what homeschoolers with ESA funds are looking for, it is typically math classes, science classes, band, choir, and other electives such as languages. Um those were the big ones. Um let me see if there were some other questions that we had here. >> And then for clarification and I think it becomes extremely critical. I think we need to differentiate between homeschool and people that take ESAs. I I would not call them homeschoolers that take ESAs. If you accept an ESA, you are a private school student. And the law is very clear on homeschoolers.

154So you're right. Homeschool has been going on that's been going on for two decades about what you can do and what you can't do as a homeschooler. But this differentiation is a little bit different. And so when you accept that ESA, what do you what do you do with it? The law is clear. You can they can do something that's sports or courses. What's not clear because it hasn't really been discussed on a higher level is so what's the real cost and how do you determine the real cost? So, is it 2,000? Is it 2500? You're in small rural communities I'm aware of that they had this discussion. They went back to the same price as the rest of the kids in the school because the pressure would have been too great to charge that

155much for someone in in a small smaller rural school that cost. So, I I just differentiate because the homeschool is very very clear. You you have a lot of rights in homeschool. Uh, again, if you take ESA, I wouldn't call them homeschoolers taking ESA because I think back to your point, I think sometimes when people come in and they say, "What are you?" and they say, "Homes school." If you don't know to ask the rest of the question, then you're assuming they're a homeschooler and you're assuming a set of rules apply to them. And in fact, they may be receiving an ESA, and that creates an issue. So, I I think we really want to separate that. You could take it a step further because um somebody that is a homeschooler that's not this is

156where it gets remember we just or I just said it's a big hot mess and the deeper that you get the messier that it gets. So here's where it gets messier. You could use the exact same curriculum that I I purchase all of my own curriculum. I teach all of my own curriculum. I do not outsource um with the exception of originally I did allow my children to come and take electives here and now I have two full-time enrolled students at Combmes High School. And I'll get to that point in a second. Um, some another homeschooler, I'll just we'll use air quotes on this one. Another homeschooler, I don't take any ESA funds. I never have. another homeschooler that's using my ex mirroring me to a tea can take the ESA funds not go to

157Prima Vera or wherever online use my exact same curriculum and they can be reimbursed for or have ESA paid direct through class wallet as a vendor for their curriculum and so then technically they're they are the same as me but they're using the ESA funds so then going back to our policy that we reviewed and approved recently regarding starting if we would really like those kids that are taking an online school, we would like to convert them over to comb center for success. Should we decide to entertain this further? That would be where we could say, okay, you're taking ESA funds, do you use an online school? And this is where we have to start. If we're going to compete against the likes of the I there's like six or seven high schools that we're

158competing with that siphon kids out of the out of the area. If we're going to compete with them, we have to start looking at it as a business. And so that's when we would ask them just like um Mr. Fountain was uh Dr. Fountain was speaking to cars earlier and you kind of ask them a little bit more as the salesperson, right? And so we would say, okay, you're taking ESA funds, you're going to an online school. That might be one of our stipulations. I'm just throwing ideas out there. And that stipulation for you is a little bit different than the kid that's pure true blue homeschooler. You're taking an online class. We can accept you into our program if you agree to go to CCS. These are some of the things that we could

159decide and create our own policy for so that it benefits us in all avenues. >> And we want to be careful because I don't know this for a fact, but I believe I'm correct that across the street we're going to have a micro micro school. So, are we going to say no to a micro school that's taking ESA funds if they can't provide music, but they want to come across the street to ranch and ask that we provide music for those students that are over there? And that's that's where this thing become starts to become very very convoluted. We want to be marketing, but I will tell you that according to the records, our ESA students, I assume many of them are homeschool component doubled last year. So we had 400 and something two years

160ago that were receiving an ESA. We're up to 800 and something this year that received the ESA. So I just bring it up because and this is just a discussion area and you can tell us to go this direction or that direction, but I want to bring it up because I'm not ready necessarily even next month to bring back a recommendation because this thing takes off in a whole lot of different directions as to what's going on. And then again, um, is the perception that we're just getting greedy and we're taking advantage of of these ESA parents by charging them. Is it really cost you $1,200? Because I think that's roughly what makes me suspended. Is it really $1,200 for that teacher for one kid in one class >> or are you trying to figure

161it out because that's a sixth of what a teacher makes. And what's the formula? We played around with formula. Dr. Fountain's done a good job of playing around with the formula, but does everybody understand that if you already if you have 30 if you have a cap on kids and you take two or three kids and then a kid wants to come in later in the year, oops, there's no room in the class. So, do they not get in the class? And so, I just bring it up because it it becomes very, like you said, a hot mess very very quick. And so, we want to think this through, but we're getting pressure from any number of people already for this very issue. >> And I do have a few more an answers to some

162of the things that you brought up real quick. um homeschoolers, and I can't speak to some of the others that maybe take ESA. I don't know for sure, but if someone is a true blue homeschooler and has an affidavit with the county, um they are not required to take state testing. Um, but something that you could consider in policy is that if they if they for whatever reason are a homeschooler, whether ESA or not ESA, and we decide to let them take a math class, let's say here, um, you could decide in your policy to treat it similar to how some of the AP classes treat it where um, you take the test and it can count towards extra credit. you get credit for taking it, but the actual grade of the test won't count

163towards your grade, but that way you encourage them to take the test so that it helps us with our testing numbers if that was um to avoid any negative of overcharging. Um, one of the things that you might be able to do is look at comps in the area just like in real estate where you look at comps um and kind of compare. Maybe don't go for the highest ones so that you're not up there with the people that are considered taking advantage um but kind of decide based on that. >> Just so we're clear, comps in the area are Mesa and Higgley and that's it. >> Okay. I don't So there's not a lot of cost. >> They should charge more than a um community college. Do you see what I'm saying? Like if

164they could take it. I mean I think that we should look at that those numbers. I do have a question though. Does CTE classes and is that um included in those like could they come and do that as their >> potentially? I mean that becomes the whole conversation is as to is what you do. So, it is a recruiting tool, but I I'm just cautionary because we will be probably further out in the front and not kind of coming from >> we're obviously not in in any way, shape, or form to um pass anything at this point. So, I think all of those questions that you have, I think you should guys should brainstorm and then bring them back. >> Okay. >> Yeah. And I just have one more one more comment before we move

165on to the next agenda item. Um, something to think about as you consider this over the course of time until we meet again is that um, I did start off as an exclusive homeschooler. Um, and because there was the opportunity for my oldest to dabble in the local public school by taking electives and joining the golf team, joining the wrestling team, joining the track and field team. um he made connections and when you make connections with the school that you're attending, you be you learn to love that school and you learn to love those people and you want to be a part of it. Um and he grew to the point that now he is one of the star pole vultters for the track team. He's on StuCo. He's has been for two years and

166he now decided to transfer full-time because they are his people and this is his school. And so you also have the opportunity that if you draw them in as president Hargus was uh referring to with CTE >> and they come to love you we really all win in the end in that regard if they decide to >> and I think that'll be the issue is here's the pro here's the con and we think the pro outweighs the con or vice versa and then and we go but we'll we'll work on it some more but I just want to introduce it to you so you're aware of it so we continue have conversation. >> Okay. Um 9 uh10 discussion information regarding books offered or presented at the district schools for school book. >> So this issue

167came up uh from Mrs. Horn as part of the ELLL ELA adoption um uh in the spring. Uh had a conversation with legal counsel. The the conversation is is in some ways very simplistic. Uh you basically have two options. And when you have a conversation about um the bookf fair, you have to ask yourself um who's running the bookf fair. And if the if the book fair is being run by an outside entity, irregardless of who the outside entity is, then you have more limitations on what you can ask for in terms of information ahead of time because it's their bookstore. It's been no different than anybody else that's going to utilize our facilities that is an outside entity. Um, obviously with PTO, if they're running it, um, we allow the the, uh, facilities be

168used free because they're direct benefit to our kids. If it's a for-profit, then there's two two or three different levels in terms of, uh, community facilities. Um, and so the question of what books can be reviewed and can we mandate that they that the books are reviewed, given to us for review. The problem with that, as legal counselors let us know, is if you started to ask for that and you get it, then are they really the entity that's bringing it in? Are we now the entity that's running this um uh this situation? So, because you're asking for review and saying yes or no to to the different books. If we are running it, then yes, we can ask for the review and we can say yes or no to whatever book. The next question

169that'll come up. So, that's the first the first part. Now, in either scenario, when it comes to the books, if they're donating the books to a classroom or um the library, then we would have a chance and we would have a person process to review those books and we would look at very similar what Dr. Fountain before just look at it basically on appropriateness of age and and alignment to the curriculum uh to see that they're that they're appropriate uh for what's there. Now, the way the law reads and in the memo I sent you guys and sent to leadership, the law speaks to the fact that in terms of posting for the new books, library books, only applies to those schools that have I think it's certified library media specialist. I may be off

170on the title a little bit. In this case, we only have one of those in this district and that would be at the high school. So, we don't necessarily have to post those books. Now, we do have the laws that allows a parent to take a look at any of our curriculum and any of our books at any point in time that that they may. so desire. Um uh they are a fairly healthy fundraiser for our um for our schools in the thousands of dollars just so everybody's fully aware. Um and so then the question becomes um uh what the concerns are in terms of the the uh the books that are available. I know as Mrs. Horns pointed out there are some concerns in some places. Um I'm not sure what the concerns are

171with the actual titles of the book. uh we run in a real fine line here that this is what we're facing in this country. We have this half that wants this and this half that wants that and how do we figure out something in the middle or can we figure out something in the middle and what I find offensive and you might not find offensive or vice versa. And so we run into a little bit. We would hope that our parents would be actively engaged and would be with their kids and they would make some decisions uh with uh some of the books that that are looking at. I don't know the list of books that are of concern because I have not seen it yet. Um uh but um that's kind of where we're

172at right now. We do have book fair scheduled. Uh as I've uh communicated, they're primarily at uh parent teacher conferences. My confusion on that communication. It's for the whole week as a general rule. Um so that that kids can take a look, parents can take a look, parents can come in and and then help get the book. Again, the issue we'll run into is, "I think this book is inappropriate for the for the grade level." And the next person says, "I don't think it's inappropriate." We had an issue a couple years ago with color purple. We had a number of parents said, "I don't think there's anything wrong with what's in the color purple and being red." We had a bunch of parents that said, "I think it's objectionable that what's in the color purple."

173We changed the way kids made the choice at that level. That was a high school level on getting the color purple. We didn't necessarily get rid of the color purple, but we made sure we communicated more effectively with parents about um the content. I think relative to bookf fairs if we need to in a compromise that might be there if there's some concerns would be the communication with parents, but at some points parents have to take an active role in saying what's appropriate and what's not appropriate for my child to look at. But we have to be very very careful as to who's deciding for whom what they should or shouldn't purchase because we all have different views on what we should or shouldn't purchase. And it becomes a little bit more difficult if we

174have something that's egregious uh with uh content that is totally inappropriate for kindergarten through fourth grade. We're not going to let it in there because it's in totally inappropriate. Our problem is we have this gray area of what someone may or may not want and it gets a little bit more difficult. >> Okay, I have a question. When my kids were in middle or in elementary school, they had the option of ordering the books, right? With like they said, "Oh, you can order these books." So then you could go down and order them and then they could be brought to like so if I want if there was a if there was a book that was controversial that it didn't it wasn't at the book fair where the kids could buy it right there but

175they could order it. Do you see what I'm saying? Is that still the option? I don't know. That's that's not how it is anymore. >> If someone wants to come up and explain a little bit more you can help us out. That'd be great. >> You're saying I'm old and outdated. Sweet. Love it. >> I believe that yes, there are still some systems in place to order it that way. Um, one of the big reasons why being that um, if you've paid attention to books or anything else in the country right now, they've gotten a wee bit more expensive than they used to be. Um, so the um, most of our schools, now all of our schools right now I believe use Scholastic. So like there's a way to order those online. Um, so there

176is that that possibility. >> Oh, then it just comes right to them at home. >> No, I don't think it comes to them at home. I'm guessing it gets delivered to the school. Um, but there is a system in place to because one of the things we talked about was some of those parent choice pieces. So, there's a great way for us to um and Scholastic provided that to us. If you want to see it, I can show it to you. I've got it that ready to be queued up. But, um there's a way for us to put that out to parents so they can see what's in the book fair. >> Um in the wonderful digital age, it's not just that old color printout that you remember. >> No, I had to I had

177to fill it out. >> Oh, yeah. I remember. >> And then you cut it out and they took the slips. >> You had to check the box and then add it up. And half the parents math was not that good. >> That's right. Like they didn't know their math was not good. >> Yep. Um, but this is a little more digitized, if you will, which is kind of nice because one of the things that you that it provides is you can can click on a book and it will give you a summary synopsis of the book and then it will tell you um the age level appropriateness of the book. So, it's an 8 to2 book um and it will even get it even has a section that says um I remember the exact terminology

178but like it speaks to themes you know like oh it has let's say it's a book that's um wizardry in nature like it may have horror in it or it may have adolescent themes like it gives you some of thoseformational pieces. Um so again we can show >> is there a physical I've seen online pictures of it's kind of like a um popup shop Barnes & Noble type situation so they can actually look at physical books and shop physical books during school hours or can you kind of give us the day in the life of a >> book? Here you go. >> Okay. >> Technology is so cool. So this is just an example of what a bookf fair setup might look like. So they come on these carts, they deliver them literally. They're like

179pancake style and then you open it up and these are the books that would be in there. So as you can see um this is something we could potentially share with our families. So I can look peruse from home really with my child and we can have conversations about what what do you want to get? Oh, I really like this dog man big gym begins. I have no idea what that even is. That sounds funny to say. Um, but I'm I'm a fan of Dave Hilkkey. I'm assuming it's how you say his name. Um, and so you could have that conversation. >> So that's online, but it is also at school >> potentially. Yes. I mean, the existing structure is such that this is what's delivered. This is just a digitized version. So one of

180the things we've talked about is that we could put this out to our community in advance so the parents could have advanced conversations. >> Yeah. But online, does it have all that chachki crap to you? >> Oh, yes it does. you know, cuz that's exactly what the kids go to buy. That's all they bring their money for. >> It is part of what they buy. There is there actually is you can peruse through it will show you that some of the chachki stuff, too. Um, so this is a good example. There's also um if our tech folks want to go to that third tab, I mean, it's far less interesting. Um, but there's literally a full list. So, this is something that we can have internally. We could sort through how we utilize it. Um,

181but literally, these are all of the texts that are available. um tells you if it's a picture book or if it's like a preschool book or whatever the case may be. So, >> so if there's a hot topic on a book and we decide, hey, we don't really want it in like a physical form, but they can they can order it and it can be delivered to the school. Is that an option? >> I think that would potentially be an option. Yes. Um and that and that's not something that's necessarily new, right? >> I mean, I know we've had media techs in the past who if they felt like something was sensitive simply pulled it from the shelf. It's easy to do. Um, so we certainly have that option. I think we're just trying to

182think about how do we put guidelines and parameters in place, but also honor a level of parental choice. To Dr. Wyman's point, what I want my kid to read and what you want your kid to read could be different. So, how do we educate our community to know what's available to make those choices for their family in the best way possible? Um, I'm not suggesting we go to this level, but we could. I mean, we could go to, you know, a permission slip kind of level of want my kid to go to the book fair. I don't want my kid to go to the book fair >> because they can go to the book fair during school hours without their parent present. Right. >> Right. At the present moment. Yes. You know, and that is

183one of the things we do. So >> that's when they go get all the toys. And obviously the you know as we thought through some of those processes I mean I think the hard thing about that just thinking globally of all of our families you know our reality is we have many students who going with their family with their parents is not an option because the hours they work are such that mom or dad aren't going to be able to >> and they're usually at the at the parent teacher conferences right and they kind of go through them. Some parents are but not all. Not 100%. You know, there are some that are trying to >> I am going to date myself because I know that when I was in school, the big book was

184Are you there God? It's me, Margaret. And we all like took the book out to recess and we let the boys read it. >> Yep. >> And I think that but I think your your point, President Harus, is a good one. I think that we're trying to figure out how do we preserve that opportunity for all students while honoring individual choices of what's appropriate for for individual families. So, just trying to be transparent in what that would look like and set some processes in place to do that. >> Okay. All right. So, this is just discussion only. So, >> well, but >> any other Well, what else we have? discussion with a little bit of direction because as of right now we have the book fairs that are ready to go basically the week of

185the 25th through the 28th and so if if everybody's comfortable with what Dr. Dr. Fountain said as an example, then great. If if someone has if if the board as a whole has a real concern about bookf fairs in general, then you got to let us know because we we got some issues here. >> So, what's hard about it is that the parents that want to be as involved as involved as they want to be, there's that there's that avenue for them, right? There's other parents that aren't and then they then they get upset at the the the back end. So, are we here to help th those parents? I don't know. Like, are we there like, well, we we're going to do this all for you. Do you know what I mean? Do you

186do you understand what I'm saying? Um, maybe not. I don't that I think that's a fine line. I mean, if all that information is there for your parents to look at and see, I don't know. I think that they they need to do their homework. That's how that's my that's my two cents. you guys something to say? >> I think it's okay to move forward as we've been doing them. >> Yeah, I think it's good as long as we just communicate and then have that, you know, the accessibility to all of that so that they can see what's what and then they can advise our child. Don't, you know, you don't need to be purchasing these things or reading those things. I mean, I think that we have awesome teachers, too. Like, I think if

187there's a book there that that they're like, "Oh, wait a minute. That's that's probably not Maybe we should bring that to their attention." Like, maybe go to the principal and be like, "Hey, could we pull this book?" Because I'm not really sure that I'm comfortable with it. Don't definitely don't want a parent buying it for me in my classroom. Right? So, I think that I I do think we have some great teachers that can highlight that. You guys on on board with me? I see some shaking heads. >> Are we good? I mean, I don't know. What do you have? All right. I I love everyone's opinions and it's great to hear um what everyone has to say and the thoughts. I also appreciate Dr. Fountain um showing us kind of what it looks like

188because it has changed. I remember getting those little cataloges and I would go home and circle all the things. I am a book. Great. Yeah. Um, I'm also appreciative of the attorney's clarification regarding bookf fair materials and responsibility. Um, it's greatly appreciated. Raises important considerations for us as a governing board. Um, what it really speaks to is responsibility. Arizona law affirms that parents, not schools, districts, or vendors. Parents hold the primary right to direct their children's education. Under ARS 15-102, each governing board shall adopt policies to promote parental involvement. Section 15-102, section 4, subsection 4, requires procedures allowing parents to withdraw their children from any learning material or activity, including afterchool PTA or thirdparty vendor events if deemed harmful, including content that questions beliefs or practices in sex, morality, or religion. Subsection 8 requires recognizing

189parental diversity and developing guidelines to promote broad participation. Job's unified school district policy KB reflects these statutes recognizing parents rights under the parents bill of rights 1-601 and 1-602 and title 15. Sections E and F require that parents have advanced access to instructional and learning materials, whether provided by the school PTA or thirdparty vendors, a procedure by which parents or guardians shall have access in advance to the instructional materials, learning materials and activities currently used by or being considered for use by the district. A book fair soliciting to minors falls within this scope and must follow state law and district policy. When minors are solicited without parental involvement, a book for book fair becomes more than a fundraiser. Policy M13 affirms parents right to review courses of study textbooks, library books, and other materials under

190ARS15-721 and 15-722. Section H reiterates the duty to recognize diversity and promote participation. Unvetted or even vetted titles, especially from thirdparty vendors, can introduce materials conflicting with family values without parental consent. This also raises policy JJ E concerns as such events market to a captive audience of minors and function as student- centered fundraising when purchases rely on student solicitation. In the spirit of transparency and going in line with what everyone has given their feedback in, um I don't think that we should not have a book fair. Um there are, as we had heard in public comment earlier, um many ways to raise lots and lots of dollars. Um that said, I I don't think that we as a district should put oursel in a compromising um position uh for a bookf fair, but I think

191that there are some things that we can do so that we can still have the book fair, still raise the thousands of dollars that were mentioned, um still continue on somewhat as we have um and kind of meet in the middle as was referenced earlier. Um and and going back to Dr. Dr. Wyman and some others that created the word communication. Um, in the spirit of transparency, compliance, and respect for students and parents, what I would recommend is notifying parents, whether it be two times, three times before any book fair, highlighting the fundraising opportunity, an opportunity to come out and support their school, their district. also letting them know their rights, review opportunities, and the process for raising concerns about specific titles, whether that be contact the principal or contact the district or contact this

192certain email. Um, but to give them those opportunities, similar to what Dr. Fountain was saying, that he would also possibly be able to provide a link or other information so that the onus is on the parent to research that. What we are doing is we are making every effort to communicate so that we are respecting our parents' rights. Um, in preparing for this agenda item, I was reminded of one of my favorite uh Scholastic books. Um, I I I actually love Scholastic and I remember being a kid at school and and participating in the book fair. Um, I don't have anything against book fairs. Um, but as it was mentioned earlier by Dr. Fountain and I think we're all kind of aware, we live in a day and age where not everyone thinks the same

193and it can be um pretty divisive, pretty polarizing and what I may think is great as a parent, somebody else may not. Um, I was I I looked for one of my favorite books that I've ever read and it's not because um it's this highly intellectual book or it was just written so well. Um, I think it's actually at a fourth or fifth or sixth grade reading level. Um, but I got it from Scholastic back during the pandemic. I had heard about it and it is called The Boy Who Dared. Um, it is by Susan Campbell Bartletti. And um being someone that is a second generation MexicanAmerican, being someone that is a woman, being someone that is a member of the Church of Jesus Christ of Latter-day Saints, I come from a background where I

194do understand what it is to be marginalized in many ways. Um to understand different uh points of view, to see the excitement to read about someone that is like you in a book. Um I understand all of those aspects. And while I may not have the same lens as someone else because they have a different background and um different uh components that make up who they are, this book is about a story of someone of my faith that rose up and dared to stand up against Hitler. It's based on a true story. Um amazing story. And as a matter of fact, I would love to support the book fair. So, if somebody can get me six copies of those at their school, you let me know if it's Harmon, if it's Ranch Elementary, because I

195do personally love the book so much that I want six copies, one for each of my kids and one for myself. Um, so do do take me up on that. But I I I want to make it really clear that I I love book fairs. I think they could be a great thing, but I think it's very important that we're real clear here on respecting parental rights. And as a governing board, as elected officials, whether appointed or elected, and we are sitting behind this deis, um it is our duty to uphold Arizona state law as well as policy. And um part of that includes communicating and protecting the rights of our parents that bring their children to us. They are not our children. They are the children of those parents. >> And just for clarification,

196we do all that. And so even the communication of the fair now we can talk about we can do a better job of the fair but the parental rights that are in our policy the right to opt out of curriculum the right to provide an option an alternative model um for kids is what we do and for parents and so we have had parents that have opted out of uh any number of different curricular pieces. So, it's in our policy mandate, but we also follow it. Now, I can't sit here and tell you we know everything because a parent doesn't tell us there's an issue. We don't do it. But just for clarity, we have all that. We we modified the uh options for the I think it was 11th grade or 12th grade English

197to give exactly what you're describing, which we were providing information on what was in the books that the kids got to select from, but the parents didn't feel it was enough. So, we changed our whole process to make sure that we even gave more information to the parents so they could make that choice. So, I just just want to let you know that that that is our stance and that's what we've communicated. Um I again I can't go 100% because I don't know what everybody's situation is but but we do do that and we continue to we can continue to do better just like everybody else can and be more open but but we are following that parental rights within our policy and if anybody comes to us with a concern as a parent then

198we would honor their request to make sure there's an alternative assignment the child would be harmed relative to grade by it. Um and so we will work with any family relative to any of the concerns in terms of communicating more. Well, I wrote a note to myself to say we need to get a standard message out for the elementarymentaries that would include the information we need. Um uh so they're aware of it. Um so we're not against any of that. We'll go ahead and increase the communication. >> Just give me a rundown of like when you guys have a a book fair. I'm I'm sure that you send it out multiple times because you want them >> I mean >> it's to my understanding of principles you can shake elementary it's once a is it

199once a year that we're we do it we do it in the fall or twice twice a year. Okay. So is it on around both um parent teacher conferences? So we do it at at at the Thursday Friday or the week of right before uh Labor Day and then we'll do it again in uh February. I think we do >> is this on in newsletters that go home? um digitally and um hard copy or no. Okay. Right. Just digitally, not air copy. >> Yeah. Okay. >> But we can modify and add a link that would allow I don't know that we have the link, but we can modify and add so that they could do what you >> I would assume that if it's digital, they have a link. I would assume, but I don't

200want to be I don't want to assume. Yeah. >> Okay. >> Yeah, that's fantastic. And as we all know, anyone that has children, if you get a flyer, it probably doesn't always make it to the parent >> with the best of intentions. So, it's nice to have that digital as Yeah, there's a that I mean there's a how many how many emails go through that they don't look up either. >> I think going back to as long as we're making an effort on our part to where we can say that we've made every best effort that we can to communicate. I personally >> you guys probably are doing most of it maybe if you have the link. I think that'd be a great idea, too. >> Yeah. Okay. Um so I'm gonna go ahead and

201Are you guys ready to have a break? >> Okay. Um, so we're gonna, um, I'm gonna make a motion to go in executive session at 811 and we're gonna Everybody's going to take just probably a five minute break so we can and we'll meet we'll meet in there. Yes. Oh, no. Okay. Um, where is it? I recommend um that the governing board move to executive session at 811. I have to read that. Okay. For ARS 38-431 0 uh 3A 3 and four uh discussion andor consult consult consultation for legal advice with the board's attorney and or it's considered the board's position and instruct its attorneys regarding its position on a contract. That is the subject of negotiation intergovernmental agreement with EBIT. >> I second. >> Holy moly. All in favor? Hi. >> Hi. >> Okay.

202All right. I'm going to make a motion to approve action items depend on depend identified on superintendent search consensus document. >> I second that motion. >> All in favor? I >> I motion carries five to zero. >> She's going to vote. She's going to do our >> Okay. All right. So, I'm going to make a motion to adjourn our meeting at 10:54. >> I think we should wait six minutes >> so we can say we went to 11. >> I need a I need a second. >> I second. >> All in favor? >> I >> All right. >> It's only five minutes now. Too late. We We blew our