J.O. Combs Regular Board Meeting 07/12/2023

001foreign here as long as I went there within that minute okay um I'm gonna call the meeting to order at six o'clock I need a motion to adopt the agenda I move to adopt the agenda as presented second all in favor aye motion carries four to zero we are missing one of our board members um Miss uh Jen Tucker so she'll be here today yeah she's on vacation she won't be here we'll go ahead and do the pledge I pledge allegiance 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 okay um I need approval of the meaning is there any um questions on the meeting minutes from um June 14th that was our regular board meeting

002yes any questions on that Okay so I moved please okay can we do it yep go ahead I moved to approve the minutes from the June 14th 2023 board meeting as presented a second all in favor aye aye motion carries four to zero uh the meeting our board retreat minutes does anybody have any questions on that for June 19th okay then I'll take a motion I moved to approve the minutes from the governing board retreat on June Monday June 19th as presented second a favor aye I motion carries four to zero so we're going to go into a superintendent's report but I think he's just going to go right into our recognition yes due to the big crowd we have we'll go ahead and take a little bit out of order and go ahead and

003recognize some uh students first um we want to recognize the the CHS trapping Skeet Club there and state champions this year the club the clay Crushers was established three years ago two-time state champs this year for 23 we have the overall state champ is Walker Hargis with the 99 out of 100 score we also had a second and third place in the mail Shooters uh team placed first second and third with the female Shooters the year before we won State Indigo state champion was Hayden De Carlo um Team also plays second and third for male Shooters and team plays for second and third for female Shooters three times National Conference Champs individual overall Champion first second and third for male shooters for second and third for female Shooters and we completed the second annual homes

004yeah Combs clay crush and shoot in December and so we wanted to give a little bit of special recognition so I'm going to turn some time over to Mrs Hargis and Mr Hill [Applause] I talked to talk to the parents all the time uh those reviews family of ours uh the clay Crushers we started about three years ago uh right as covet hit and then thank you from Molly's uh custom silver so I think about the loss and you're supposed to hand it out I've taken over the show sorry uh uh coach Donovan Walsh is new to us this year but he run he runs our skeet program uh if you're not familiar with that there's trap and there's ski well there's a whole bunch of disciplines but what we compete in is trap hand

005ski um Skeets a little different than trap but uh he shot competitively for Wyoming um and college and stuff like that so he's uh he's a welcome addition to us for this year uh coach foot oh um so coach foot uh he stay up here I sorry we're gonna take scores and we have to submit our scores and Coach foot is always does the Varsity squad so that we have the same person always scoring the our best five Shooters at all times and uh I can rely on no cheating no anything like that so I always make sure that he scores our top five uh Shooters our Varsity Shooters uh coach DeCarlo [Applause] foreign [Applause] and then finally uh coach Austin a little bit about all these guys um coach Hargis and myself we take

006all the brand new kids um coach Hamilton is not here tonight but he takes all of our Varsity guys uh DeCarlo and Austin run with all of our JV Shooters and stuff like that and then uh like I said coach foot handles all of the um the scoring and stuff like that I also want to give a couple shout outs to our my booster club because I'm telling you right now without a solid booster club that we have right now it wouldn't be like this um Mrs Hargis is our booster club President we have uh our communications director miss Emily uh Angel back here Brendan her husband does all of our scheduling and everything uh and backs into all of our competitions and stuff like that schedules our shoots our practices and everything like that

007um we have uh Miss Reese Silver here Jamie retire yeah okay so Jamie sire and I talked to her her husband doesn't know it yet but he's coming on and coaching next year yep and then Lori too sorry Lori Morgan we do have a buckle from [Applause] Christmas we gotta organized chaos that gets us all together makes our family can you put your buckles open your buckles come on show them all is this your first time yeah yeah okay good job I usually don't win one two three [Music] okay so now we want to recognize the students that shoot um I want to start out with Haley linister come on up she's an original Haley is a is our one of our graduating seniors this year we only had two so we have an entire

008team coming back again but um she was an original an original gangster for us one of the traditional people um Emerson foot another Original Gangster ever since Emerson goes to school at Eastmark but shoots for us okay uh we're gonna go third place at State this year and he was the defending state champion because he won State last year individual state is Hayden De Carlo he was the high shooter overall for the conference this year uh second place at State and he he comes to us from Casa Grande Union High School is Christopher Reese thank you and then we have the last Original Gangster and the state champion shooting 99 out of 100 I can't believe you didn't get the other one but Walker Hargis okay and now in no particular order uh we're gonna

009have have come up Conor Morgan Eli angel [Applause] Colton Morgan for us is Aiden here no Aiden champagne uh uh is Dallin here all right Casey Brown come on up oh yeah uh from Perry High School uh Aiden luckridge [Applause] okay another youngster um from is it Santan Junior High Ben Olson our top female shooter for this year jade green [Applause] Michaela Abel incoming customers Matthews works steyron Smith thank you all messed up Connor fernell 's not here Warren Lamb coming to us from what what Junior High okay [Applause] Jonathan Burford not here and Noel Burnham thank you our national anthem at the uh State shoot and got fifty dollars from the high school trap Association did I miss anybody yeah yeah [Music] open them up 15 miles and then if you don't mind that

010I have one where you actually don't want to walk on for you and then go ahead and stay this over after you get so all the parents can also get it yes congrats don't stay there your parents go ahead and take a picture we all know the girls didn't out baby come on hey we're there buddy away okay I'm gonna say a couple things um I was asked to do this um so these these guys like they do a lot of practicing a lot they probably shoot uh for at least 400 rounds a month if not more and some of them shoot probably 300 rounds every time we practice every other week so they do a lot a couple of them are going to Kingman next tomorrow for three days and they're going to shoot

011700 rounds so they shoot a lot but I have one more thing to say is that we have a special person that we would like to honor he is um are kind of our Rock he he does um he keeps the kids in in line at school he does he may not have all the answers but he's gonna find him and he is our he social media blasts out everything people know us from all over the place because of him so we want to give a special thank you to Austin come on but after this I know you guys all have like things to do so you can bust out we're not going to say a word we're going to do like a two little two minute break and if you guys can open around

012and go for it I just want to say thank you thank you you're welcome tiger thank you thank you [Music] thank you they do great though they do great okay nope we take everybody now for at her so yeah it's really cool okay so we're gonna go ahead start it and you can do the superintendent report now thank you we went ahead uh just a couple things for the board just so they're aware uh the LG plants is expected to begin to be built in August or September of this uh coming up uh the initial focus is on two plants on about 330 Acres one of the plants will make batteries for cars the cylindrical batteries and one will make pouch-type batteries which are for more energy storage systems the cylindrical batteries are expected to

013come off the production line in I believe third and fourth quarter of 25 whereas the pouch batteries are more expected to come off and I think it's second or third quarter of 26 but just to give you a perspective it's expected that there'll be 3 700 employees for those two plants and so you should start to see more activity Hayden is already building the road system uh you're seeing Pecos come in to the west of Ironwood but it's scheduled to go between Ironwood and Kenworthy and Kenworthy is going to be extended so over the next two years you'll see widening of Germain extension of Kenworthy and then Pecos in for the whole the whole piece so I just want to bring you up update on that we we had a meeting relative to Workforce Development

014and what it may mean CEC was there Maricopa Community College was there uh evett was there Cabot was there ourselves were there so there's a lot of things going on within that over the next couple years and we'll have to see how it all plays out I also wanted to let you know about the Ed Foundation we're starting with our annual fundraiser drive again we do have a business breakfast on Wednesday the 24th starts at 8 o'clock and then we'll have a regular board meeting after that and then on the 22nd of September that's a Friday this year we do have our second annual Foundation golf uh tournament so those are a couple things coming up with the foundation again we would anticipate based on our conversations with generous fenders that we would have very

015similar in terms of the monies raised in comparison to last year maybe a little bit down for a couple reasons but overall fairly significant uh so we're pleased we we believe we'll be able to get that uh endowment started so that the foundation will be around for a long long time we had Camp scrubs again uh District CMS and Ironwood banner I had six students in years actually four students in there and so we continue to work with Banner the kids get a chance to see what hospital is all about what all the aspects are for Hospital the foundation has helped to pay for the cost for the kids combination between the hospital and and banner and so again another program that we slowly grow and I I bring that program up and I bring

016the Trap and ski uh program up because it's just different ways that we're unique in what we do as a district and in particular you can see that with the Trap and ski club uh we're building the program but we're also opening it up to other kids and not all schools or districts would necessarily adopt that philosophy in our philosophy uh it's really Mr Hill's philosophy was to to grow the uh grow the sport uh it's a very large sport around the country there's 200 000 kids doing it in in Minnesota as an example so it's starting fresh here and that's why we're opening it up so a fantastic program there a couple other things it is the start new teachers reported yesterday they did yesterday and today uh in the uh in the district

017new teacher orientation here at the boardroom tomorrow all teachers report they will be at their schools tomorrow then Friday and Monday will be the start of the uh #ford conference then on Tuesday that's where we gave them a teacher day so that was where we made a change where we said we would based on request that we would instead of doing a three day we'd do a two day and then the third day would be given over to them to be in the classroom and the principals have have made sure that there's no meetings uh district office made sure there's no meeting so it's a true teacher day in response to requests for time open houses will be next Wednesday and Thursday the district convocation is Thursday seven o'clock in in the morning you're more

018than welcome to come it'll have breakfast from seven to rough about 7 45 and then we'll start the program at eight should be done probably nine o'clock 9 30 at the latest that'll be in the CPAC and then 24th first day semester so we were going to have we invited new teachers but since I think they're all panicked about tomorrow they did not show up so we will dispense with the recognition of of the new teachers and move into the agenda have one new face up here though that we would like to welcome in timley Judy Wenger is going to be our okay so thank you Judy and for the blue apples this week or this month we recognize district office staffs I'll have Mr Dr Mountain come in for the I'll come up for

019the first one first I was hoping to go second all right good evening Madam president members of the board Dr Wyman and another welcome to miss Winger we're glad you're with us here uh so I was asked to present the first of our blue Apple Awards tonight and uh this award goes to someone um pretty obviously I think on the teaching and learning team that's why they asked me to come up here but we work in just a dynamic group of individuals that really truly give their all to make sure that our students and our teachers are successful if you were here the last two days you witnessed that in action as we put together our new employee orientation for those folks it was a really really good two days where our employees got a

020lot of of their foundational pieces underneath them to be ready to go and that will be coupled with the forward work on Friday and Monday and and so one of the the key members of our team that's a veteran member of our of our team really goes above and beyond on a consistent basis to provide to the teachers in our district and to help support really everything teaching and learning she's been a dedicated Combs employee for a number of years and so it's my honor to present the first blue Apple but I forgot to grab before I started talking to Miss Cindy Andrew so come on up Cindy [Applause] then for the second one uh Mr rudko couldn't be here but we wanted to recognize uh for our first uh blue apples we recognize individuals

021in the district office and then as we go through the school year we go to the different sites as well as the different departments like Transportation Food Service student services and those kind of things and so this year we're honored to recognize Connie Retton that's where the need not to know yes she reminded me on more than once she's in the third year with the district and uh really what we have more than anything else um I can I'm going to read you a little something that Craig said but what I'll say before I read what he said is uh the thing that stands about out about Connie to me is the smile and the laughter and the joy that she brings into that department it's infectious um once she's asked to do something she

022steps up to do it right away she has that smile and that affection is uh voice that says okay how can I help you how can I make it better how can I do what I what you need in order to make life a little bit better uh we're sitting here with probably 60 roughly new employees that means I.T has to run around to get all of them logged in get them their computers and it's done with a smile on her face she helps with the training of our teachers and the staff and again whenever there's a problem to be had she jumps in without even being asked to assist she substitutes with the needed extra staff when uh instances or situations come up just an amazing team player amazing member of the team and

023as Greg said the team would not be as successful without her so Connie come on up [Applause] okay so we don't have school or volunteer no student of the month any board members want to uh Report with anything no I had a conversation with someone today and we're in a location where I asked the question quietly I said I found out she has she's a co-parent Combs parent and her daughter goes here and so I said I'm on the school board what do you think of combs I did it very quietly because of the location now I wasn't going to just announce it right she kind of overwhelmed me with her response she had nothing but good things to say and it kind of you're kind of like hey yeah I stand a little bit

024taller listening to her because I was trying to stay a little bit quiet be respectful um but she was so thrilled with what was happening with she mentioned the drama and the band and she couldn't I was telling Dr Raymond about it that she couldn't say enough good about Mr Gibbons who is fairly new band teacher um so when you see him give him a little shout out I think he might be emulating the kind of feature that we would love to always fight for to be here with us the things I've learned about teaching is I can teach you and help you be a good teacher but I can't teach you how to love kids and it sounds and I felt like Gibbons loves these kids and so um it's nice it felt good

025yeah that was nice thank you for sharing anyway you got to have that good Converse awesome I love it okay um public comments not at this time all right so we have a consent agenda is any any questions on this consent agenda no all right I will take a motion on the consent agenda I moved to approve the consent agenda as presented second all in favor aye aye motion carries four to zero okay so we have some action items um so eight point one discussion consideration approval adoption of the uh fiscal year 23 24 District expenditure budget of course our new addition is um action item 8.1 will adopt the FY 2024 annual expenditure budget the proposed budget hearing and governing board presentation occurred June 14th the primary and secondary tax rates were updated on

026the cover sheet but no budgetary changes were made to the proposed budget that you are adopting tonight the budget will reflect 31 million 664 979 dollars for maintenance and operations three million seventy four thousand eight hundred and six dollars for unrestricted Capital are there any questions about the agenda are you good Bob I'm good my money man I already asked her my question all right yay okay any other questions no all right I'll take a motion okay so I move to approve the adoption of the fiscal year 2023 through 2024 District expenditure budget as presented second all in favor aye aye motion carries four to zero okay 8.3 um discussion oh two yeah a good discussion and consideration to authorize expenditures of money and money's in the excess of mno fund and Subs subsection as

027of fiscal year 23 24. boy it's getting tongue-tied there yes this is the fun one that everybody enjoys um it is the legal jargon so please bear with me as per ASR 15 905g and governing board policy dbj this expenditure budget adoption is subject to the authorization of expenditures of money budgeted within the mno section of the budget for any subsection within the section in excess of amounts specified in the budget however the total expenditures of the mno budget may not exceed the total budget for the physical year 2024. in essence what it's saying is the over 150 cells on page one of eight of the budget we can exceed any of those as long as we don't over expend the bottom line okay all right any questions all right I'll take a motion I

028moved to authorize the expenditure of monies budgeted within the mno section of the budget for any subsection within the section in excess of amounts specified in the budget for fiscal year 2023 2024 as presented I second that all in favor aye aye aye motion carries four to zero thank you I'll get your signatures after the meeting perfect it will cost you one of those subsections okay 8.3 discussion consideration for approval of qualified Educators for the Jo cones Unified School District 2324 state of Statute requires that evaluators are approved by the board prior to the valuation so this is just an annual event that we do you'll see 19 names listed we also have a couple more that will be brought at a future State because they're new and they they need to go through the

029training part of the approval is uh proof that individuals have gone through training that training could be through Arizona School administrators Association or Arizona Department of Education and so everybody that's on this list has done that so I'd recommend approval as presented okay any questions on the evaluator I'm just curious on the training is it in person or online uh it's varied I believe this year they're doing virtual but over the years it's just varied depending on on what's going on uh within it so I would say some of these people probably said in person I know when I did it I did a two-day in person other cases it's going more virtual in the last couple years okay any other questions all right I will take a motion uh I moved to approve the

0302023-24 JL Combs Unified School District qualified evaluators as presented second all in favor aye motion care aye motion carries four to zero okay um so 8.4 I don't want to get in trouble by Bob discussion and consideration for approval of 23 24 employee evaluation instruments so as part of the last year's strategic plan we decided to move forward with uh updating the certified administrative and classified evaluation instruments uh in doing our our research and looking around the teachers were already using strong and Associates we found that strong and Associates actually has a templated system that goes for all employees within a district and so we move forward with evaluation instruments that were related to all the employees the difference is strong and Associates breaks theirs down into six employer groups instead of three so for

031teachers the or the certified staff they break it out by teachers in one group and educational specialist in another group which would be your counselors social workers OT Sykes all those people then for your support staff they do paraprofessionals and then they do all the support staff and then for administration they do school administrators and then District administrators and with the review of the instruments they have been looked at by a variety of different employees as part of a community or committee work in the case of teachers and the leadership team in the case administrators and what we've tried to do where applicable is make sure there's alignment to hashtag forward what we're trying to do is if if we're going to do trainings for teachers as an example and talk about shared visions and

032codes and and learning walls and and those kind of things then it's nice to have them in the evaluation instrument so that when people are coming in to see what's happening in the classroom there's a direct connection between the valuation instrument and the and what we're trying to present as part of professional development we did that with the other some of the other groups too a little bit tougher to make some of those connections but where we have we could or where we could we did the other issue that will happen is this is the first go-around and there will be we will review it again this year to to update it and and see if there's more that we can do the big difference between what strong and Associates does and what we're doing

033is they use a two-tiered system and we modified to a three-tier system and the main reason for that is the two-story system was a standard so all six of these evaluation instruments are based on seven uh sets of Standards at the net at the national level and then they used to just under each of those standards put 10 15 performance indicators well that comes really hard when you have a standard that actually is broken down into maybe three or four discrete skills but you have to give one overall rating and so you end up tending to have to marginalize the rating to some degree because you're trying to cover such a broad standard so what we did is kind of like what we do in hashtag Ford we unpacked the standard and we said if

034there's four discrete skills let's take those four discrete skills out and let's rate each one of those we use the same rubric that is being used at the standard level and so nothing changes all the individual four let's just pretend there's for performance indicators are going to go ahead and get a rating and they will average out to give you your rating for the performance standard we then took all of those what we'll call Performance indicators before and made it as a competencies and all the competencies are designed for is people to go ahead if an evaluator is coming in it's things to look for but now when you have four discrete skill areas you might have a teacher or an administrator or a classified person that's doing well in two or maybe even three

035of the of those performance and cares but they're struggling in one area and now we can go rate them higher in the three areas that doing well and then rate them lower in another area and then have a conversation with them about what we expect them to do to get better and it makes it a little bit easier and you can get more specific into how can I make this employee improve in the job that they're doing and so we've done that throughout all of them we have handbooks for every one of the uh the employee group groups we're finishing those up what I shared with you to in the backup was just the standards the performance indicators and the competencies uh some of the handbooks because of the way they're written run as many

036as 90 pages so to try and load up all of those uh would have been I would be very very long so I just want to give you an idea of what the the standards were for each of the different groups the slide presentation or slide deck that's up there what will happen is the administration will get the slide deck for each of the groups and they will go ahead and present an overview maybe one slide deck because they're very very tightly aligned there's a few nuances but they'll present it to all of the staff and then they will have access to the handbook and it'll be up to them if you know whether they go through the whole handbook Page by Page by Page it's a little bit different in some cases because teachers

037have a much tighter set of rules under state statute for evaluations than a classified individual does Again part of that's related to whether I'm an Atwell employer not an Atwell employee but at least gives everybody in the district being evaluated in the same manner so I would recommend approval of these valuation instruments but I'm open to take any questions any questions okay standard to tell them what they're going to evaluate and give them a book right so just thought and maybe you've already thought of this just thinking about the professional development you're giving them is that professional development helping them to be successful at this instead of so because I've been in places where the only education you get on the valuation piece is after you've been evaluated it's too late right so if we're

038really investing our teachers the the beforehand stuff that I'm going to set you just like with our students right I got to set this teacher up for success I want to know beforehand maybe what they're deficient in so that I can support them in growing in that right and so a couple things um uh beforehand efficiency there is a self-reflection piece within it but in some cases since since especially for the majority of employees these are brand new instruments you're you're delayed in that but yes when we when as an example the new teachers uh training the I think was yesterday they went through specifically how to set up the classroom relative to a student-centered learning environment so shared Visions class codes Sops and all those terminal all that terminology is actually in the evaluation

039instrument so there is a dialogue that says as we're teaching you this for both these two days as well as the next two days we're going to come back and when we evaluate you it's going to be linked to the two and that's what we're trying to do because last year the evaluation system will end this way and we're doing hashtag forward this way and it kind of that that split look confusing us right that confuses its people and so we're we're trying to align it we would hope over the next couple years We'll add more pieces to the puzzle to align them even tighter but we had to just get the first one going and kind of go from there I think it just supports teachers when they they see the right leaders are

040supporting their growth I mean I think it would help with teacher burn I think it would it would help teachers say no I'm not going anywhere else because I know this district is committed to my growth right and if that being thoughtful with that and and is it specific with the with the the PD is it saying hey we're looking at these two or three different parts of the evaluation yes we're going to make our teachers good yep and that's that's the way it's set up and then and the beauty is and and then even the way administrators are going to be evaluated and the way support staff can be evaluated are all the same so the conversation goes across the entire district with the same structure in the same system disparate systems are despaired

041instruments for different employer groups which is what we had before uh yeah I have a couple of comments and questions one I really like the idea of breaking it into six different instruments for the different uh job titles and jobs in the district it makes a lot more sense than lumping things together so it's it's more specific and I really like that I also like that you have the seven although I'm looking at the teacher on the seven performance standards and under each one is a performance indicator so I really like the way that flows I do have a problem though with the number of performance indicators in the teacher assessment form um Jason you're a teacher so you're going to get a praise and you have 42 things that's what it adds up to

042that you you have to have a beating with your evaluator and present evidence of your performance in those 42 items it seems to me that that's way way too many but before you comment let me just tell you um when we were doing the asba experiment on the supervisor uh on this on the superintendent evaluation we realized it was too much when I worked for at T we went through a similar process we realized that's too much um my wife who is an HR professional and an executive her whole life when I showed her this she said it's way too much so I have a deep concern about what we're asking evaluators and teachers to do when all of the other instruments the most you have is 22 performance indicators with an education specialist and

043the least you have is 16 with not certain non-certified staff yet we're hitting teachers with 4 42 performance indicators that just doesn't sit well with me right and so what I would say is that that may be part of the adjustment but those 42 indicators were developed by teachers so the teacher committee came back and that's what the teacher committee requested there was probably I don't know Dr duplicitous and Dr Fountain there was probably a neighborhood of eight to twelve meetings that were held last year and so that development was based on on their conversations they're looking at their this whole structure them coming back now there may be a case and so I would say those teachers that were on they were representative across the district across disciplines across grade levels um uh that

044they may come back this year and have the very same conversation we're having which would be some of the adjustments that may take place but we needed to move forward with an instrument the one instrument that you must approve is the teacher evaluation instrument you don't necessarily have to prove the others but understate statutes you do have to prove this one and again because you know we talk about student choice and voice it's also teacher or adult choice and voice and so this was what they wanted based on again multiple meetings that's why it's in there but we may you may see the one next year coming back growing bigger growing smaller modifying language but that's why it's there it's because that was their their final product within what the instrument looked like and and

045doctors or doctor might be able to ask specific questions but they're the ones that led that so that's still in the meetings with with the teachers in the district what if any negative comments came up with regard to this because I got to tell you I just thought sitting well with me and is there a way to tell teachers hey we have to cut this in half yeah let's I'll run that again cut it in half I'll run up and try to help because I think it's I think it's being perceived as we're looking for 42 things and you must check all 42 of those boxes and that's not the case the conversation that was had with the teacher committee that I think was a very positive conversation was hey we have no problem being

046evaluated based on the expectations the goal and this is all part of that monitor framework too because we use the same terminology the goal is to be transparent in that and to say there are not surprises when we talk about one of those standards those competencies underneath are all just examples of what we're talking about in that so if you're not looking at some of those things it's just a helpful inclusive list to say to be very specific to a teacher what what the feedback was overwhelming with our committee was was just that piece of saying where they get frustrated is when an administrator comes in and evaluates them and says you don't do the thing well and Mr Beach says what's the thing you've never told me about it I don't know what the

047thing is and so the reason it's so comprehensive is the goal was to be able to say these are all the things that we say our teachers should do could we Pare that down a little bit and summarize it a little better we could certainly bring the committee back and do that but that was their goal and intention it wasn't to make it feel like an overwhelming list but it was to be able to say there's no surprises in coming in with some vague description of a thing you're supposed to do and to be very specific and have it very aligned to the work that we do as a district so it really was a very positive process it was a long process but it was a very positive process I'm sure we could bring

048some of those folks back to speak to that if that's are some of those points like subsections of that so let's say the thing right has like two or three things that show you're doing the thing and now we're counting those as four points exactly which should only be counted as one right right because as evaluator must say wow they did it they did two or three of I think this is a good example if I said I'm coming in to observe engagement in your classroom engagement might look like this this this or this okay so now I'm being specific about engagement and I'm not coming in and just saying I don't see engagement in your classroom and then the teacher says what does engagement mean you've never told me this is what engagement means

049these are specific examples so it is a desire to gain Clarity but we can certainly work on that and what you try to do when you unpack the standards is look at the key verbs within the standard and then differentiate out by the verbs so the verb so if I'm going to gather analyze and present if those are three key verbs in a standard then you're trying to break it out into the gather analyze and present but then there's a second part of the sentence that then says but when you do that we want you to do it for two different ways or three different ways and so it became We Want to Break It Out by gather analyze and present for part one now we want to gather analyze and present for part two

050and that's what happened you break break it out and that's what they went through to get to that for that transparency so I'm not again if I'm doing the Gathering but I'm not doing the analysis I might get two different ratings if I'm doing the Gathering and Analysis but I can't communicate and present it but that's why you have it but yeah I'll agree that there's a lot but that was based on their commitment let me just give you an example so performance standard one is Professional Knowledge performance indicator one out of that group is the teacher demonstrates an understanding of the adapted curriculum and related curriculum standards by providing relevant student-centered and modern learning experiences and then there's examples so if I'm having an evaluator come in and evaluate me as a teacher on

051that we're going to have a discussion or on that so now I'm going to have 42 of those similar discussions on all 42 of those performance indicators and to me it seems like a challenge totally understand that yeah I mean again the goal was to be able to say where are again our teachers on the committee Express frustration is that in some evaluation instruments I might say you do not have Professional Knowledge because there's one piece of that that you were lacking in and so rather than taking that one piece and dinging you overall the goal was to break those into those subsets to say you know this this this and this where I need you to work is this little one over here and the goal and I think Mr B really said it

052quite well the goal is teacher growth and we can't accomplish teacher growth if we speak in vague generalities and so that's kind of the back and forth again I'm not saying we couldn't summarize better or we couldn't cut it down more but the goal was to be able to be specific enough to really get to the heart of what the issue might be and not just say well all of that is part of being of Professional Knowledge and therefore if you're missing any of it we say you don't have it well that's true so so this instrument if and when approved will be used for this entire Academic Year correct correct okay so from an evaluator standpoint do all of these indicators make it difficult more difficult to reward the good teachers or reward teachers

053that are busting their humps we know that they're making progress I mean there are teachers that don't care we know that but there are teachers that are lacking a little bit but you can tell in their heart they're in the right place those are people we want to build those are the people want to does the evaluation piece allow evaluators to do that they're nodding I don't want to speak on their behalf but I'm going to say no I was hoping yeah but I really think that you're going to get the same response there in fact I will say we got the same response there from some of the administrators who served on the committee that you spoke of of teachers and I think it speaks to your philosophy as an administrator on what your

054goal is am I looking just to do this quick and dirty or am I really genuinely invested in teacher growth and development because if I am I need those pieces to be able to help teachers learn and grow does it create a level of cumbersome nature it does you know it's one of the biggest tasks I think that our administrators take on but I think it's also one of the absolute most important pieces that we do it's a long it's a lot we have to have a long Vision with it because as you build teachers and they stick around it builds a community to school then there's pride in the school then that impacts test scores that that says people are staying that that's I mean I think that's all the things we've had concern

055about a big piece of what we've tried to accomplish in the classroom setting and part of what modern teacher does with that transparent learning I was described but this way it's that shift of a teacher a student walking up to a teacher and handing out a piece of paper and saying is this what you want all of these elements that we've worked on with the learning walls and all of those pieces learning targets success criterias to say I'm going to tell you what I want here it is right here it's not a secret the answer is no longer a surprise in the classroom I'm telling you what it is I'm just helping you learn how to get there it's a very similar mentality with the evaluation piece that our goal is to be open and

056transparent about these pieces albeit maybe 42 of them these are things that make a teacher a really good teacher and I want to be able to have a level of specificity when I'm giving you feedback about which of those things I want you to work on now that's the job of myself under the supervision of Dr Wyman to work with our our building level leaders and help coach them on how do we give that to teachers because we all know that there's going to be that teacher that we look at and go holy cow they need to grow in 40 of those 42. and nobody knows we can't but we don't help anybody you got to pick one or two and then we figure out what those things are but we we at least have

057that knowledge so you want to run somebody off give them 14 things to work on yeah 40 things to work on they'll be out of here but if they got two things they see the growth and you can celebrate with them they're going to be here next year so when you're evaluating them and they say oh so in the first one there's an example of five so they get two of them so what do you say then like what does the evaluator say like right so you're saying they might have two they've done two of them very well okay I mean for myself and this is what I would coach I would say you always lead with a positive right you lead with the these are two things that you did really well um years

058and years and years ago I did a professional development with a lady and I've stolen the sermon I've used it ever since and she would always say you you the next step is so I always lead with the you did this really well you're doing this really well you're doing this really well the next step is we're going to work on this okay but hopefully the next time we have that conversation that's one of the use right and then and then there's nothing to do this yeah right but the other piece just the other piece is those five things are not this is not a checklist it's not like if you do four of the five you're going to be here you do two of the five you're gonna be here those are just examples

059of what could occur there could be other examples in there what's what's done is you have a rubric a four-point rubric and so you're really looking when you look at that are you saying and I don't have the rubric right in front of me are you are you ineffective are you developing are you effective are you highly effective the system is set up to be effective is the goal that you're shooting for you have to be a a plus teacher of the year teacher of the universe to be in the in the highly effective but so you're looking at that's that performance indicator against that rubric there are things that will jump out within that rubric and we give four or five it varies depending on which one they are to say yes I'm seeing

060those things in my class but or I'm seeing those things when I look at a teacher teaching but on top of that what I'm seeing in there is just good teaching as I stand there and look at it this is what I'm seeing in there so for that particular one I'm going to rate them as effective let's just say when I get to another one let's say five point or excuse me 1.3 I'm actually not seeing much of any of it so in that particular case we might rate you as develop developing or ineffective the cut the combination together will go ahead and give you the final score and so it varies the and even in the current system that we use uh strong and Associates Associates very much says remember those indicators or those

061competencies that we we're calling this year this is not a check the box and they must do every single one you're saying in totality am I seeing what I'm supposed to see and when I see these indicators along with other things that would give me um an understanding of it I will tell you as we make this adjustment this year for all of us in the valuation this will be a little bit of learning curve for us and we'll have to do some training on it because they're slightly different than they were before it's for the teachers pretty close for everybody else it's different and so we're going to have to work our through as our way through as we as we take a look at it it might be helpful just to see a

062final example of what it would look like so here we have this big thing in front of us but what does it look like in the end that might be helpful to see right and where I don't have them as right now we're in the process of developing uh the no well I mean yeah end of the year will be one that's filled out but we're we're gonna we're working on a a uh a sheet that is automated that the principals could go in and go ahead and make the checks on where these guys are based on the evaluation and excuse me based on the rubric and then you will see a summary of what's taking place and there'll be a point a place for them to also make comments those are being developed as

063we as we speak they don't develop those in strong and Associates so it's something we have to make uh we have a rough draft of it right now and we should have it done hopefully in the next couple weeks it might actually be a month a month but we'll share that with you uh when we get it done so you can see what the summary looks like so who else who else so probably in the neighborhood of 20 and not all showed yeah right right who was like you were were you the one that was like in like leading the conversation right son Santa was there and and again what the original intention was to make sure that all Sites were represented all grade levels were represented all pistols were represented so it was a

064cross-reference it wasn't all these from this site not from that site we split on the high school and middle school so that you had if you had the English and the math guys at the high school on there you had a representation for science and social studies at the middle school so there was representation across the board uh uh for that that's why I was purposely done that way I just I the representation but I sometimes when we get into those things the plan is already there and it's like hey this is our plan what do you guys think of it good okay cut right yeah so the starting point just for reference because we went from a two to three tiered system in the two-tiered system the rating would have been only on one

065standard so what whatever was developed and we say we're going to unpack the standards and you now have those performance indicators three four five six whatever it is that's what was developed the initial one it's for the the the template that they were given to your point Miss Argus was just that they just had this seven standards that was it okay now they were they went ahead and put meat on the bone so to speak to say when we unpack this standard how do we unpack it those become the performance indicators so that's where the unpacking went I didn't know it was that exciting but thank you okay so how do you guys want to proceed with this Bob what are you thinking um I think from what Dr Wyman said we need to approve

066a teacher instrument tonight is that correct well we have to have an instrument approved for a school year by law if we don't do it tonight then it kind of throws things a little bit of a tilt world because you can't present and by law you also have to present to teachers in particular the components of a evaluation instrument so now you could do it in August or you could do it in September but it pushes everything back and kind of throws in a little bit of a tilt world but if that's what the board said then we'll make adjustments and we'll bring something back at the August meeting and then we'd have to do adjustments from there we would I don't know how many of the committee are still with us in the districts

067and how many left so we'd have to recreate it and see what we got but uh in that case to be honest with you miss Hargis you have probably seen something that was paired down ahead of time and given to them as a possible solution because to try to go through the whole process to Pare down and say you're going to do it at the start of school and everybody's worried about starting school and we're going to take 10 meetings to do that it ain't going to happen so what will happen is we'll end up as Administration pairing it down and taking it for comment um so so if the decision is to do something different I can get it back here I hope by August but I can't promise you that but by September

068but it's going to have to be in a different different process than than otherwise because there's just not enough time not with everything that's going on and trying to get a school year started I have a question this is we talked about this at The Retreat is that correct and that the presentation I gave you showed you that maybe not all the detail but but I showed you that yes so this is just a little bit different format of what we saw correct okay so so I I mean I guess I don't have a problem with it because I'm I'm familiar with it so I'm not worried about it if that makes sense that's all so I think we still want to see the end result that we're like we want to see what it

069looks like what I'm saying is I think we saw we're seeing something a little different than what we saw at the retreat and I think that's what is causing like the so we should put more points on the rest of them like the leadership in the district I think what we're seeing is a lot more detail than we had seen before and I guess I'm not comfortable with so much detail and so many things to be evaluated that's where I'm coming from so how many more is this than has been before it's significant because before you just have the seven standards so all you were doing was judging the seven standards but remember if if you had all those components you had to make a wholesale conversation to say geez I got to give somebody

070a rating on a standard that actually may have five or six components to it and I just gotta lump them into one how do I peel out the one that they're really struggling with which is what we're trying to do as Dr font said get to that specific specificity to say this is where you need to improve as an employee and so in terms of that question automatically even if it's 16 or 24 it would have been double triple what was there before because and actually in the support staff one they used a totally different instrument so it didn't even have standards okay well I'll be interested how they all feel about it then I guess at the end of the year it definitely needs to be reviewed again then like come back and can

071the evaluation keep the motion with part of we want the leadership here to say what do you guys do your first um when is the first leadership when does the first like evaluation have to be done I know you have to do like so many so for clarity it's actually observations you have the observations and the the two observations under statute must be done uh 65 days apart you could do the first observation August 15th you could do the first observation uh November 15th you know you then you have to do your 65 days in between your next observation and then that's uh calendar days and then um you do your summative of all the times you've been in the classroom across the two formal observations and that summative is usually given out uh approximately

072in April uh and if you have someone that's on a uh a plan of improvement then you want to get your observation in early because a plan of improvement is a 45 work day not calendar day work day piece and so that's going to take you several several months to go through and so you there's a there's a little bit of adjustment in there but the key components are 65 days between observations and 45 days if they're placed on the plan of improvement those are what's in statute I was just wondering if we could put on like a future agenda item like hey in April we want to see we would like some feedback on this this instrument on how how these teachers and how the and how the evaluators felt that this instrument was

073working yeah we can do that I mean I'm still uncomfortable but that's okay don't let me hold things up okay so are you guys okay with that okay let's do that so then our next I would like it to be um I don't know what what month April like I think there should be a good chunk done by then so I just want to see like I would like some feedback on on how the evaluators felt it was and how the the teachers felt it was if it was too much if it I don't know they thought it was great because it was more detailed whatever okay all right then I will take a motion I'm not doing it I'll do it go ahead because he's gonna say no I moved to approve the 2023-2024

074employee evaluation instrument as presented second okay all in favor aye I I'll opposed I'll abstain okay ooh abstain it's a paper pose Bob yeah it's okay it's all right we'll let you oppose that's fine I'm okay I've registered my mind okay all right so three three two three zero one yeah three three zero zero one okay oh one all right motion carries three zero one so what okay right all right so discussion and consideration for approval of covid-19 mitigation plan for 23 24. in order to get federal funds there's a requirement that you bring the mitigation plan forward every six months uh through September of 23 uh June July of this year is the final time there are no absolutely no changes to it I will be honest with you so that you know up

075front we're doing this because the feds require it but I do not know when we send it to Ade what Ade will do with it I'm guessing the opinions of the covet mitigation plan might vary between the current Administration and Ade and the current administration at the federal level but we will comply with the federal level because they have more power and then we'll pass to Ade and they can do what they want with it but that way we have at least done what we're supposed to do so we continue to we can continue to spend the funds as appropriate okay has everybody had a chance with any questions any questions okay I'll take a motion I moved to approve the update to the district's 22 2023 24 covid-19 mitigation plan as presented second all

076in favor aye aye aye motion carries four to zero discussion consideration approval of updated 2324 certified salary schedule yeah the changes uh reflective and here are the number of days uh we had had a discussion with the board relative to the number of days 200 appears uh the way we are calculating it the way we're presenting it uh for a person from the outside they may think that that our salary is uh their salary is going to be divided by 200 versus what the standard is 184 187 and so we just made the adjustments in the number of days that are on the uh in the salary schedule and then we explained uh made some minor changes within the language of um contracted days and so that should give them a better understanding of of

077what we do relative to the contract it would be consistent with not all districts because some districts don't put any numbers on their salary schedules and others do so I looked at about um seven East Valley School Districts and some had numbers in and some didn't have numbers and to be quite Frank but based on your conversations this would be my recommended changes as presented questions no this is we're seeing this again because of the questions we have right before yes Greg I have a question maybe I'm not doing the math correctly but when you have the 181 plus the 3 plus the four you get 188 so I'm not sure how we get 187. shouldn't be switched to 180 not 181 I'm not sure where I thought I made the changes on that I'm

078not sure which so it should be 100 so if you go down to contracted days if you go down to contract to days you'll see 180 work days four additional paid work days plus three additional paid professional days and 10 paid holidays because in the paragraph that we're reading it says I I miss that I apologize okay so that's been 187 plus the 10 others get to 197. so you're looking at this paragraph for your motion right I was okay redone right uh well I don't know what what the actual no the motion doesn't need to be done because it says I was going to see what it says it says 187 right on the salary schedule so if you if you want to be if you want to make it perfect when you say

079the updates we're going to go to 180 and 1 and 187 instead of what's in there or you can just say as presented since we discussed it we noted the the change and the actual document reflects the the changes that we talked about that I just miss going back into the paragraph my apologies okay good okay everybody okay with that yeah because if you look at the salary schedule it says exactly what it's supposed to do okay all right I'll take a motion on this I moved to adopt the updated 2023-24 certified salary schedule as presented second all in favor I motion carries four to zero eight six eight point seven discussion consideration approval CTE 7th and 8th grade career exploration curriculum I don't know it's Dr fountain or Mr scragum either one of the

080two or both you get both of us we're going to finish it in I don't know about about six minutes we're gonna wrap up in adjourn I don't know 7 17 sounds lovely that's not happening now with the report well then I'll take my time all right so um we met our president to members of the board Dr Wyman uh we are bringing to you tonight a recommendation for a curriculum adoption for our career Explorations at the middle school level um this comes from an identified need at the high school level and then kind of a backwards design to address some needs at the middle school level so kind of have a two-prong approach here one a desire to increase electives opportunities at the middle school and support some of the initiatives that Miss Ridge

081is trying to accomplish there and also trying to set our students up better for Success at the high school level by giving them a chance to uh you know get that taste of a possible career pathway a little bit earlier on so that we can minimize the the number of students who potentially get to the high school try a CTE type course don't care for it try something else don't care for it and then don't ever get that completer piece so that's part of it and Mr scragam really kind of took the shot charge on this one and and went through the process with a very small team because it's a pretty pretty select group for this piece but again our curriculum goals are to make sure we have curriculum that's rigorous aligned to standards

082supports clear learning outcomes relevant learning experiences focused assessments and transparent learning um you've looked at this before the adoption schedule this really would have fallen primarily in our 2024 elective so we're a year ahead on it um but Mr scroggin was able to secure some Grant dollars to pay for this and so we worked on it this year Mr John that's president's rug I'm sorry my apologies oh president-elect oh I see that's right okay so um we had about a a four member five member team we included Miss Ridge and two of the teachers that will be teaching the course as part of this along with Dr Fountain and myself and um the purpose of this was to create an engaging curriculum for our seventh graders so that they can investigate some careers possibilities that

083are out there and then with the goal of using that understanding that knowledge that experience to start selecting High School classes with purpose with intent right so we went out and uh forbid for some curriculum that would meet some of the criteria that we had and we know them being middle school students that we wanted to make sure that it was engaging and in for it to be engaging it needed to be Hands-On that was a challenge for us we received I think seven bids most of those were textbook driven and that was the last thing we wanted for a seventh grader we found two that had Hands-On components one however didn't provide any materials supplies equipment so we would have had to go out and and kind of I guess piecemeal that together and

084then the one that we selected had the kits ready for us to go understanding the load of our teachers and some of these teachers that will be teaching also teach other content we wanted to make sure that it was um it was also convenient for them to understand the material and to be able to present it in a way that they themselves were engaged so we looked at those factors as we looked over the submissions this is the criteria that we kept in mind we wanted to make sure that the curriculum addressed the Arizona Department of Education career literacy standards so it is standards focused we wanted to make sure that there was a research based behind the the materials which we found it was um we wanted to make sure that it supported what

085we already do with our College and Career Readiness platform major Clarity or any platform if we decided to adopt something differently later it would still work with with those types of programs also we want to make sure that we have opportunities to partner with with Community industry and Business Leaders and this particular curriculum may or may not directly but the experiences that they have will allow the teacher to connect with industry in the area and tie those into the the student experience and then of course as I mentioned we wanted to make sure it was engaging it was relevant and that there were a lot of Hands-On activities for the students so we selected a a system it's called Mecca I don't know what Mecca stands for to be honest with you and I don't

086think they told us but it's produced by Oakwood Solutions also known as Conover and the the program is very user friendly both for the student and for the teacher it works well with major Clarity there's a built-in accountability so it's delivered electronically so the teacher doesn't have to go around and grade papers and so forth and so on um it's able the the activity not only do the students do it Hands-On but they enter the the um answers to the questions that go along with that activity into their computer and that information is relayed to the teacher so it's very uh time saving for the teacher and then again it's it's very engaging these are three samples of what it might look like so these kits are provided there are three levels so each student

087will do three different activities the nice thing about this is that it does address student needs so if we have a student that maybe isn't quite ready for the advanced level there are still still activities at the entry level and mid-level that they can participate in um you can see it comes in a kit the the budget friendly part of this is that to replace the consumables we can get at any hardware store so they're not we don't have to make a special order we can go down to True Value Home Depot and and replace those materials that doll head with the long hair is that true value well no but I don't think that's a consumable so so sure all right um and what we did is is we uh selected these work samples

088we tried to match up the best we could with some of the programs that we have at the high school of CTE programs that are offered at evit but we wanted to also uh we we want people to understand that we're not just looking at the Career and Technical education professions we want to make sure that students get to look at what's out there whether it's white collar Blue Collar new collar doesn't matter so we have to integrate this with our major Clarity and other components that we have in order to expose the students to plenty so this isn't all they're going to do the students will do um at least one activity every week or excuse me every other week it does take three days to complete one of the work samples so you're

089looking at every other week a student completing a work sample the other weeks I'll be working in major Clarity they'll be we have a program called take me which is free to us in which they get to listen to a live somebody from the industry it's kind of like a guest speaker only it's done digitally things like that it's awesome I'm sorry I like that I like that yeah and I will tell you that um there there are a few other programs out there but they just didn't fit in our budget and there's some really nice ones that you that we could set up at lab um but there the cost is just cost prohibited so uh we found this was budget friendly for for what we were looking for um so we are looking

090at this being a five-year adoption so we plan on using this for at least the next five years the initial cost is there it's 29.8 um fortunately we did have a grant that expires and so we that's why we rushed to I say Rush that we moved the timeline on this so that we can take uh advantage of those dollars moved with urgency moved with urgency thank you very much and um obviously the the issue is can we sustain it right and um Perkins Grant allows us to use a portion of our funds for career exploration at the middle school so um we can continue to to support the the system um so at about twelve thousand dollars that's estimated on consumable supplies uh the digital content and so forth um that's I think that's

091pretty much it you have any questions yeah I like it looks good great job good and I want to I want to thank Laura Laura is really excited about this it's always good to have buy-in and Laura was able to work out to where we have a special lab that will set these work samples up in Laura moved the furniture herself I love that he was sweating when we went to see her but she did she literally moved the furniture internet to another yeah did you get your steps in and so we're hoping to Market that on the middle school campus as well we've got kind of a special place for the students that they know that that experience it's great okay any um any other questions on this okay I'll take a motion I

092moved to adopt or move to approve the seven eight grade CTE career exploration curriculum Mecca by Conover as presented no second all in favor aye aye motion carry Sports zero uh our discussion item discussion and information on 23 24 District student enrollment numbers this is okay never mind yep student enrollment numbers okay so uh we're asked to go ahead and uh have a monthly discussion about student enrollment we've had conversations coming out of a couple different meetings including the um uh The Retreat about student retention uh and so uh in having the initial conversation I want to kind of lay the groundwork today's meeting uh principals myself have met regarding this will continue to meet regarding these issues uh but we will see a lot of volatility in our numbers uh over the next few

093weeks uh what you have right now is obviously people coming in and out we built our budget on four thousand and fifty two kids technically speaking right now we're at about 41 uh 20 or 41.25 but it's changing daily uh and the other piece that's out there that we have to wait and see is uh you have to do your first 10 days before you do 10 day drops and so that 10-day drop is August 5th and so um that will give us a better picture of whether we sit in higher or lower we could be up to 42 or 4 300 at the start and then all of a sudden we do drops and so felt like this was a better use of the time with the board today was to just give an

094overview in two different areas and then we would come back and and depending on any number of factors uh decide what what the conversation is on a monthly basis in terms of uh what we're what we're doing so when we talk about student enrollment tonight we're going to talk about two different areas we have data from Ade that is a new report that's coming out it's lags a year so you'll see it's 2122 data I would say when I give you that data that is probably reflective of what our data is give or take for the past decade probably to be totally honest um and so uh we'll talk about those numbers and what they mean and then we have 2223 details on student withdrawals enrollment our schools and that's what we pulled out of

095synergy so that's the data that our own people took a look at and and pulled out and so that gives you a slightly different picture it's not the same as the 21 22 data from Ade but you'll get a flavor of what does it look like in terms of a capture issue and what does it look like in terms of retention issue and please feel free to ask any questions as I'm as I'm talking so this report again is an Ade report and it provides to you that based in 2122 based on the data that Ade has we should have 9 100 9119 students in our district that would attend our schools absent any other schools that they could go to and so that's the starting point um and the numbers uh Bob you may

096look at them say they don't add up I agree but since I didn't do this report I Can't Tell You Why the numbers don't add up I can give you guesstimates but we don't really know but the it starts to talk about those kids that are intending and those kids are not attending uh to just get down to the the brass tax is they're sitting there saying uh 5 299 kids are not attending our schools that could be attending our schools so that 58.2 percent is right in line with what we've said in the past which is we believe that we're somewhere in this at 57 is it 58 is it 59 is it 56 it's right in that area we don't quite understand where 58 46 gives you a 46 capture rate so we're

097not sure what they were including in the capture rate uh the difficulty with this report is it stays at this high of a level it does not take you down to the individual kid level this is an Ade report and because of FERPA issues you're not going to get down into that level and so we've said obviously if you're at 58 of an open enrollment out of the district then that would mean the kids that would stay would be 42 so your capture rate is 42 this says 46 so I'm not sure if they're including some other kids that are coming to the system and we just haven't been able to find out what they had but I would say that those numbers again give or take are pretty consistent with what's been happening for

098quite some time I don't think there's new and they're Shockers I I give you this because this speaks to more the capture of the kids that live in our boundaries which is a little bit different than what we'll talk about in a second when you take a look at where the kids are going I again even here this can be a little bit misleading because of the way Charters example are done American Leadership Academy the way they've been chartered all of their sites are under one name therefore when you say 1257 that could be spread out over I think there's actually a fourth or a fifth campus that I missed that could be spread out of all five or four campuses I would say Ironwood has the most but I don't know what that number

099is based on on this because they they're the way they break it down unlike Legacy Traditional which that is the campus that is in Ironwood Crossing and then you'll see some other legacies so and quite frankly I don't know all the particulars because I wasn't here but that piece of property that we had hoped to put a school on in Ironwood Crossing you could see had we done that we would have had a school that was probably just about capacity within that neighborhood but but Legacy was able to purchase it from Fulton and so we didn't get it then you'll see regular school districts like Queen Creek and what their number is in some cases Ben Franklin is together I'm not going to go through each of these but you can start to see that

100you will see though there are 148 kids that are what Ade is designating as other and that just means there's less than 10 kids from our district in that school they did not list out the schools but they tell you where they're at the other piece you will see like America American Virtual Academy they do go ahead and go into aois along with Charters and there's also a private school I believe it's a private school in here based on title I will tell you that the difficulty in determining uh the different choices that are available for kids and families is significant I think I know the state pretty well and there's a whole lot of names when I did this report both sets you couldn't tell I couldn't tell you where they're at if you

101paid me all the money in the world they're just schools popping up everywhere and you'll see like kaffa which is DBA Learning Foundation so you got different names all over the place with some of these Arizona Preparatory Academy for the digital as an aoi but then you'll see down here you have a ASU Prep Academy which they have multiple sites that's why you have individuals that Montessori school I believe is a private school but I'm not even totally sure on that so I'm not going to go through each of these but at the end of the day there's your number 52 9999 so from a capture standpoint only you're losing roughly again is it 58 57 59 and that would be pretty consistent I would say for for quite a while in this district and

102so that's a different problem than one and before I go on this is the number of kids that we have coming from other districts into our district so if you were to look at the Florence unified report they would show that 339 of their kids left to come to jail Combs so they would just be the reverse of that so in this case we're losing out 52.99 and we're only pulling in 375. based on 21 22 numbers questions if you look at our summary of 2223 which is the data that we pull from Synergy the withdrawal summary uh the W's represent withdrawals that occurred during the school year yeses represent withdrawals that occur during the summer so last year from July 1 of 22 through the June 30 of 23 the withdrawal would have been

1031263. okay when you look at some of those numbers just to show you this tells you where they're going and so when you look at those numbers you're taking a look at really you have a transfer situation of in-state out of state or out of country so that would be W ones w21s and w22s then you have a situation where you have non-graduates you may have a non-graduate waiting uh for documentation you have a non-graduate that you got a documentation and and we don't know where they're going there's also a definition of non-graduate that's truly dropped out and then you have a non-graduate because they're replaced in the corrections facilities those definitions for those things are in-state statute and state requirements or State uh regulations and so that's where we get and then you have

104homeschool kids and those kids that may have passed away great question when um a student leaves Combs I assume their parent initiates whatever the contact and paperwork is do they give a reason and then that's how we get this data yes now in some cases the the difficulty we will talk to them and the principals can talk to this if you need to ask them but but we will quiz them as to where they're going uh uh situation in some cases they're not are we sure and so when you get a a w44 non-graduate awaiting documentation because we don't know where they're at once we get the receiving school if they go to a receiving school so if a kid says yeah we're going we're moving to New York don't know where in New York

105but we're moving to New York well we can't put them as a WR 21 because we're not sure what they're doing we know they're supposedly going out of state so you would put them as uh maybe a 20 a w-41 waiting when the receiving school when they land in New York wherever they're going to land and the receiving School asks for records then we would go back in to change that to a W uh 22 because excuse me 21 because they left State the same thing happens for kids internally well I'm moving to the west side okay so the West side's pretty big where sometimes you don't know until you get there and then we go from there so we also get kids in uh still working on it didn't get a chance before this

106number so even though we lost to 1263 we also got 647 kids in so the 616 and the 112 tell you the differential between the total loss and the loss during the school year so a good number of your loss is going to be July 1 to the start of school and that's because parents are deciding where they're going to go to school now the interesting piece with this is okay this gives you the numbers so 73 percent move somewhere else in state these other ones with uh waiting documentation is our next big one we want to take a look at and then again the the deceased or the corrections facilities are like one or two students homeschool is not a big issue right now at 1.74 percent that may change due to vouchers so

107that's something we're going to have to pay attention to but here's the interesting piece I only gave you the reason I only gave you as many as I gave you for where they go is they actually attend 306 different schools when they leave us that's not counting the the records that we're still waiting so that number could go up so one of the issues that we're facing is a societal issue that says we are a transient population and oh by the way if I don't like what I'm not getting I go somewhere else I go to a restaurant don't like the food there's six thousand other restaurants for me to go attend the numbers that you have up here and you see up here is roughly I think about 250 and these are all schools

108relatively speaking very close to our school when you look at ala Ironwood and Queen Creek High and Legacy Santan Legacy Queen Creek Chrisman Ben Franklin schneff Elementary all of these schools are very close by and so you get people that move all the time that for whatever reason in some cases their child wants something different it's the third quarter and they go try something different for the fourth quarter probably not the best expectation for your child but that's a parental decision and so when we look at the data and the tendons this becomes where our kids are leaving us we're still working on pulling the data that was where they're coming from so those I can't remember the number I'd have to go back a couple um the 647 we're still looking to see what

109schools they actually come from my guess is quite frankly it's very similar to these schools I think the movement in between schools in the in a geographic area is significantly different this number deals with student retention so before we were talking about capture now we're talking about retention it's a little bit harder to work on capture I'm going to use myself there's a family two doors down from us that attend one of the charter schools I don't know what their email address is so how do I reach out to talk to them about coming to our schools whereas in this case we have data and information on these families and so when we're trying to retain them strategies that we may look at or try to develop would be different than those kids that we

110don't have any idea because maybe they haven't been on our system for five six seven eight ten years because they started in a particular School charter other public and never came here so we don't have that data available to us you can't get into that data relative to the Ade report because again they won't give it to you so therefore whatever strategies you choose to use and whatever strategies we choose to use we have to look at retention and capture as two different issues and not conflate the two and so areas that we will continue to meet on with that with uh principles and Leadership that talks about both retention and recruitment will be retention of current students that's what we just talked about I think we need to be more aggressive in trying to

111get out of District students that may be a factor as an example with I'm going to give a specific example between here and AJ D.A shorten's put in a ton of homes it will be closer to come to Ranch than it will be go to an AJ School because the closest AJ school is Four Peaks which is on the North End of AJ or Desert Vista which is over towards Gold Canyon so what's the recruitment issue with those kids and how do we attack that now those homes aren't coming for a couple three years or actually they start building them now so maybe a year but but what's our strategies our processes make sure that we know where our kids are going and how we have the conversation with them we have to look at

112Future growth if you haven't been down to Wales Ranch they already have 15 homes that that have rooftops on them they're not ready to be occupied but they will be by probably mid fall semester uh and combs Ranch across the street is pretty much moving through their first phase if you look over here on Germaine and Meridian they are probably into another set of homes the apartment complex next to Safeway not the one that's age restricted that's up but the new one that they're going to put up it'll be up pretty soon so we're going to see an influx of kids and so we have to make sure we're ready to try to grab those kids depending on where they're at vouchers continue to play a big role if I can pull seven or eight

113grand and homeschool my kid I might choose to pull them out of a school and homeschool if I want to operate a micro School I could pull 10 kids into my front living room and I can make 70 to 100 000 teaching those 10 kids and oh by the way my brother spending money however I want because there's no restrictions on what I do with that voucher money so that is an issue that we're going to have to take a look at because that the number for homeschool is 1.74 percent but that number could potentially change because I think as the latest numbers 75 percent of all the kids that receive vouchers never attended public education in the state of Arizona so 75 percent of those are homeschool kids that are now getting money or

114they're attending private schools and we're attending private schools and now getting money to attend those private schools and then we have to look at how do we try to get back to 5 300 kids so we don't have those specific strategies there right now but that's what we're having the conversations for that's why we've already had a meeting we'll continue to have a meeting this will be part of the conversation piece on a monthly basis when we bring this to you to say what our numbers look like again are we talking about capture rate are we talking about retention uh and what are we seeing as the rationale so I'd open it up for any questions or any comments questions comments anything I think just makes it very clear what we're up against yeah so

115this is good information but we we need to focus on you know where were we last year right and where we where are we now you know so and focus on how can we make that number go up and that's what the August meeting will be like I say the main reason I didn't put that is the numbers fluctuates so much during the month of July it's a it's a moving Target to try to figure out where we're at when we do our drops on the fifth of I think it's the fifth of August I don't know what that Friday is I would hope by the by the ninth which is our next board meeting we'd be able to come to you to talk specifically what's our comparison year over year um and be able

116to look that was what's our right now our initial numbers uh would show that the number of kids that are coming coming in at the beginning of this for the first two weeks of this month versus going out is only a 20 kid difference right now so we had 20 we had X and I can't remember the numbers off to my head but I know it's about a 20 kid difference so the number of kids that have left us that are reverses that have come in and signed up for us and so we hope that over the next two weeks in the first two weeks of school that number will flatten out a little bit and we'll then we'll have a much better understanding of are we up overall are we down overall what's happening

117at school a what's happening at school B uh we're talking to uh our people that are leaving us uh trying to figure out where they're going and seeing if we can get them back in some cases you should have like Jason's Story this this there this evening uh there's people that think we walk on water with what we do and then there's some people that quite frankly there couldn't be a thing that we could do um and that would make a difference because they have a different belief system in what's going on and that's what we're going to try to find out in answer to your question Mr Ray about what's happening with our with our kids and where are they going and more importantly why so that if we know the why can we

118make a change and go ahead and come up with a different strategy and we're looking to see if we can develop specific action steps that we could do that we could come back and report to you to say this is what happened this is what we tried to do uh it was successful it wasn't successful or whatever it'll be good to see you next month so we want like like capture rate or or retaining I think we want both because I mean I think that we were capturing quite a bit it's that we weren't retaining them so I see the codes of where they're going but yes I would like to know why and if we have to address the elephant in the room then we address the elephant in the room and we figure

119out why and try to make those changes or and I also feel like that Mr Ray when he asked that principals know they take a personal I don't know uh step in it whatever they I mean when it's in front of your face every month you start to okay I think that I've talked to principals in Gilbert and in Chandler and they all are decide they all say that they have to do those that they have to they have to do monthly reports of why so I don't think this is something that is um I don't know uh unusual well unusual but I don't think it's something that like that we shouldn't be asking for um they I know that when our math was down we had our principles come every month and ask and

120say what we were do what they were doing um to make sure that that what they were doing to get their numbers up in math um so I don't think that it's any this is any different um I feel that this is that's this is our business our business is kids and if we don't have the kids we don't get paid and you're gonna you're gonna put yourself right out of a job so that's that's where I'm coming from I guess thank you you're much more articulate than I am good job oh God I mean we have people coming in I mean we definitely have people coming in so I think that's great we just need to figure out why they're going so okay thank you do we have what else do we have a

121request for future agenda items okay get my split screen up here because I was looking at my thing okay do we have any um requests for future agenda items will come back also with our uh with our achievement report we didn't do achievement report because we just got done with the retreat and we would have told you the same thing we did in the retreat okay anything else you got okay perfect all right I'll make a motion to adjourn at 7 44. second all in favor aye all right motion carries four to zero um