001present. >> Mrs. Stalard, >> present. >> Mr. Nielson, >> present. >> Okay, let's all stand for the pledge of allegiance. >> 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. All right, we're going to have a moment of silence. And if you haven't silenced your cell phone, I'm going to ask you to do that now. Okay. Do we have any board member statements? >> Mr. Seneros. >> Um, good evening everyone. Um, I just wanted to say today's election day, so I hope everybody had the opportunity to go out and vote, um, for the respective ballots, uh, propositions that are on their ballots. Um, and just also wanted to know for families that are
002experiencing difficulties related to the SNAP benefits that there are resources out there for you at your local food banks. Um, there are people out there to help you in these times of needs. >> Thank you. Um, I just wanted to review the things I've done in the past month. I was so excited to be able to attend um, Freeman Fine Arts Academyy's Hispanic Heritage Celebration. I thought it was great that we had so many students involved in just the celebration of Hispanic Heritage and the different countries and of our staff and our students. And I was also able to see the Freeman Fine Arts Ballet for Glory Co. um dance group participate in the Billy Moore days for Aendale as well as Estraa Vista's cheerleadings team. They did amazing cheers as they were going down.
003Um and so I was so glad to see Littleton Schools involved in our community. All right, moving on to number six, superintendent report. Good evening, Littleton Governing Board, staff, community. Over the last several weeks, a lot has taken place in our district. Starting at Freeman Fine Arts Academy, they held a Hispanic Heritage Day to culminate the end of his Hispanic Heritage Month. The highlight of it was their morning performances including folklorico and freeman fine arts dancers, musicians from Talison Union, speeches about influential and historical people from the Hispanic community and much more. It is always great to see our students shine on the stage doing what they love best. around the district. All of our schools participated in Love Our Schools Day and uh several schools participated on October 18th with others on October 25th.
004Schools painted murals, created designs on pavement and sidewalks, worked on their gardens, as well as other activities to add updates to their campuses with the help of community partners, family, students, and staff. We're very thankful for the support of our community partners and are always looking for more partners that would love to collaborate with ourmies and district. Another activity that happened this past month at each of themies was the annual trunk or treat. It truly was amazing to see all of the kids and staff in costumes participating in this yearly tradition. A special shout out to transportation department for their hunted bus that took place at Quinton STEM Academy as well as Haunted House at Little uh Littleton STEM Academy. And that one, the Littleton STEM, it was interesting. I walk through and you know,
005I never want to get caught off guard and get scared. So, I'll always make sure as I walk through and when I see people, I kind of stop and then I'll start talking to ask them questions because it catches them off guard, too. and so then I don't get scared in a haunted house. Um, we have some really creative and incredible staff within our district. Thank you to all of the time, effort, and care, and a little bit of spookiness that you put into events like this. Last week, we were able to recognize eight staff members that recently graduated with their master's degree from American Intercontinental University. This program is a partnership that the district has to provide staff the ability to enroll in masters and doctorate programs without the added stress of student loans
006when they are done. As we look ahead, we encourage our community to join us for upcoming Thanksgiving lunch happening at each of our campuses during the week of November 17th through November 21st along with the annual turkey trot. Please look for more information about your uh when your child's school will ha have these events. Each one of these are traditions that make the Littleton district a special place for all students and families to live in the Littleton district boundaries. In December, we will be excit I'm I'm excited to share about all the activities that are taking place over the next few weeks within our uh district as we continue to focus on building tomorrow together. Thank you, Dr. Levit. Um, moving on to item seven, district highlights. >> So, um, monthly we award several students
007on items, but this month is extra special because we have several other awardees that are going out. So, along with our monthly Kid at Hope and Treasure Hunter, which are sponsored by the Littleton Education Foundation, and if you'd like to donate to them, they do all of their proceeds do go back to our children and our students and staff in the community. But along with that, because uh last week, some of you may have noticed we showed our letter grades basically uh circling around our students state assessments. What we wanted to do is identify those students that sto scored 100% on either math, ELA or science. And so there were roughly uh just under 50 students that were identified. And tonight we will celebrate those students. Also, there were a large contingency of students that
008uh scored at the 99th percentile as well. And so those will be we'll show those names, but then they'll be honored out at the school. And then um finally we have our athletics awardees. So what I'd like to do is ask the governing board to stand in front of the the podium there and we will we will um award all of our students. We'll hand out medals. We'll cheer them on and we'll go from there. Ready? Okay, for our first award, kid at hope. So, it's our Littleton Education Foundation Kid at Hope. Mr. Man, if you'll come up and join us. Um, our students and staff when they receive this award, not only do they receive a certificate, they also receive a gift card for Walmart. So, something that they can just go out and
009spend and get something they enjoy. So, first person, Aiden Booth, come on up. [applause] >> [cheering] >> You can just hang out right here. Sir, we're going to brag about you. If you could stand right here and face everyone out there. >> Aiden is a true example of a kid at Hope through the behavior he shows in class, as well as the work ethic on his assignments and assessments. He is always respectful and kind to his teachers and peers. Aiden also takes the time and effort to understand and learn in class which is reflected in consistency receiving A's on his assignments and report card. So congratulations Aiden. We'll get a picture. Hang out right here. [applause] Is your your parent or your family here? Family here. You want to join? Come on up. Come on
010up. Congratulations. [applause] Got the most important part, your certificate. It's the good part. Next we have our treasure hunter which is Mr. Philip Prusa from Australia Vista STEM Academy [applause] Mr. Prussa tr truly embodies the kids at hope belief that all children are capable of success, no exceptions. His kindness towards staff and students creates a welcoming environment where everyone feels supported. Always organized and dependable. He goes above and beyond helping with technology needs, showing up even when not feeling well, and maintaining a positive attitude that lifts others. His strong rapport with students is evident as a pa as past students return just to say hello and his enthusiasm for afterchool activities shows his commitment to building meaningful relationships. He has a wonderful sense of humor and is deeply committed to the learning on campus and
011ensuring students get what they need. Mr. Puss's dedication, positivity, and genuine care make him a shining example of a treasure hunter and a deserving recipient of this honor. Thank you. >> [applause] [laughter] [applause] >> All right. Next, we have our our u academic awards and so I will send that over to Dr. Haye. >> Thank you, Dr. Lefi. Tonight, we're proud to recognize a group of exceptional students who have demonstrated outstanding academic achievement on the 2024-25 Arizona Academic Standards Assessment or DoubleA. Each of these students earned a perfect score on one or more portions of the assessment, an accomplishment that reflects not only their dedication and hard work, but also the support of their families, teachers, and school community. In honor of this remarkable achievement, they're being awarded the superintendent's academic excellence award. Please join
012us in celebrating their success and commitment. In addition, students who scored 99% on one or more portions of the assessment will be recognized at their school sites as star performers. At the conclusion of tonight's presentation, we will share a list of these star performers to briefly recognize their achievements as well. Students, I will have the first row stand when I come to the microphone and when I call your name, please come forward for your certificate and medal of excellence. The governing board members and the superintendent will shake your hand and then you will walk around the audience and return to your seat. I will call each row of honores the same and will follow the same procedure. Families, you will have an opportunity to take pictures with your child at the close of the student
013recognition portion of the meeting and President Soek will call for a short recess. Thank you for your patience. And without further ado, my first row and you'll give Okay. Um, first we have Pineal Agari. >> [applause] >> I will read the names of the students that are not here um just so they are recognized. Sergio Gavianis, Alana Alvarado, [applause] Madison Arpen, Maximus Awalt, Alonszo Baron, [applause] Mercedes Basera, Gia Ben, Allison Buy, Azul Bernste who scored perfectly on science and ELA. [applause] Zachary Carr also scoring perfect in science and math. [applause] Okay, you ready? Gianna Castanada, Gabrielle Chavez, [applause] Aiden De Laaz, Andrade, [applause] Jara Enright, [applause] Emma Garcia, Arabel Gomez, [applause] Aiden Gonzalez, >> [applause] >> Lillian Haramman, Kamari Holmes, [applause] Angel Ertado, Manaka, [applause] Naomi Island, [applause] Gabrielle Capund, >> [applause] >> Briana Louisa,
014[applause] Danilo Lopez, Andradi, Deepen Mahhat, Camila Martinez, [applause] Francisco Madano, >> [applause] >> Ethan Modreon, [applause] Emilyn Wyn, [cheering] [applause] Pedro Nunees, [applause] Liliana Nunees, Pelman, Pedro Ro Ortiz Aguilera, Ella Perkins, [applause] Jade Paneda Orto, scoring perfectly, [applause] scoring perfectly on math and ELA. Let's go. [cheering] [applause] >> Noah Ramirez Orosco scoring perfectly on math and ELA. Faith Rodriguez. [applause] Adriel Roas, Sia Sametsz, I practice that one. Jesseline Valuela scoring both science and ELA, Mario Vega, [applause] and Wei Hua Yu. [applause] Again, one more round of applause for all of our academic excellence. [applause] And and again, these are all students that scored 100% on their state test and their AAS essay test. So, and some in two areas. So, congratulations again. We know you have a bright future ahead of you. [applause] And also,
015if you notice on the slides, our students who scored in the 99th percentile, those names have been going by also and they'll be given their uh awards and certificates at their campus. And while that's going, we're going to get ready to jump into our athletics. So, we have our two sports And um our athletic coordinator, Miss Michelle Walla, will be coming forth to present these awards. I was like, okay. Uh good evening, President Snook, governing board members, and Dr. Lefit, and the executive team in Littleton community. My name is Michelle Wall. I serve as the LD district athletic adviser and I'm excited to share a brief highlight of our quarter 1 athletic showcase. This season [laughter] trying to see where we're at. This season, our sports programs included girls basketball, boys baseball, cheer, families registered
016through the activate app, and our districtwide system that streamlines the eligibility requirements, including our handbook signatures, physicals, concussion certificates, so all documents are in one place for coaches. Throughout this season, we saw an outstanding sportsmanship from our student athletes and that is a direct reflection of the coaches who lead them. Our coaches not only teach the game, they also teach character how to win and lose in dignity and always represents their school and district with pride. The level of leadership was visible from the first whistle to the final handshake. We are proud to recognize our girls basketball championship team, the Collier Coyotes. The player of this season was nominated by Coach Barry Aaliyah Cooper. Coach [cheering] [applause] Coach Perry wrote a lovely, lovely speech about you. The player of the season is Aaliyah Cooper. She
017was a true leader both in practice and during games, giving her absolutely best for every minute she was on the court. This season, she scored over a 100 points and played a key role in the championship run. Her impact was felt all over the court, handling the ball, making great passes, shooting jump shots, driving to the hoop, playing tough defense, pulling down the rebounds. She excels in every area of the game and is also pushing erself to always improve. As a team captain, she set an example for her teammates, especially the younger players who looked up to her. She not only led by example, but she also encouraged others to offer advice and made sure everyone was involved in the offense. At this time, I would like to invite Aliyah Cooper, Coach Barry, and the
018Collier girls basketball team to come forward to receive their 2025 basketball championship banner. Congratulations, Collier. [applause] [applause] >> Annalie, I have award for you. Sorry. Sorry. Say >> one more time. Howdy. [applause and cheering] [applause] >> We are also proud to recognize our baseball championship team from Atraa Vista Elementary. Their player of the season nominated by coach Young and Coach Sour are Juan Perez and Isaac Durant. Coach Yeah. Give him a round of applause. Give him a round of applause. [applause] Okay. Coaches wrote, "Nan has been a huge part of the team for the last three years. He is a leader and a teammate. He He steps out on the field with focus, energy, knowledge of the game that rises the level of others. He's ready to compete. He brings the toughness, consistency and the
019love of the game. His commitment have been a huge part of the team success and he earns the respect of his teammates and coaches. We are fortunate to have had his influence, work ethic and spark of the spark on the team. Isaac has been a crucial part of our team for the last three years. Also, he brought a steady presence to the team. His work ethic made him dependable in any position and he was consistently reliable as our leader off bat lead off bat batter lead off batter. I'm not a baseball person. I apologize. Beyond his skills, he is knowledgeable knowledgeable about the game. He leads by example. He helps his teammates with drills, encourages others as they learn new skills, and is always aware of what's happens on the field. We are lucky to
020have his leadership, dedication, and energy on the team. At this time, we would like to invite Juan, Isaac, Coach Young, Coach Sour, and the Straa Vista team to come forward to receive your 2025 baseball championship banner. Congratulations, Straa Hawks. [applause] I don't know who they are. Help me out. There you go. Congratulations. [laughter] two. >> Oh, Mr. Bryant, they need practice. Today marks the beginning of our quarter 2 sports season which includes boys basketball, girls soccer, cheer, and esports across all eight schools. Registration again took place throughout through Activate. This quarter we expanded our communication providing flyers in both English and Spanish to sports families throughout our district. We look forward to returning to you guys later on in the school year to present our next championships. Again, congratulations to all our athletes. Thank [applause]
021you. Okay, I am going to take a few minutes to let anyone who needs to leave, they can. I know that we all have things going on at home, dinner, homework, things like that. So, now is the time. You're more than welcome to stay if you'd like, but There is a backdrop you can take pictures at if you'd like in the Okay, I think we're going to start back in our meeting. Um, there is no call to the public. So, we're going to move on to number nine, the consent agenda. Is there a motion to approve the consent agenda? >> A motion to approve the consent agenda, >> Mr. I'll second that. >> Mr. Nielsen, all in favor of approving the consent agenda, say I. >> I. >> Consent agenda is passed. Okay, moving on
022to item number 10, information items. Doesn't look like there's any. So, moving on to item number 11, discussion items. >> Yeah. Good evening, Madame President, members of the board. So, several meetings ago, there were some questions that came up about our gifted education program and what that program looks like. And so, um, what we did was we took the the questions that were asked, some of that information, and really wanted to give a historical view of our gifted program. And so, I'll hand that over to Dr. Hay, who will transition that over to Dr. Ledette. >> Thank you, Madam President, members of the board. I'd like to invite Dr. Suhi Ledette back to the podium for the second meeting in a row. She's going to talk about the work that has been done um we
023are doing and uh look to the future for the gifted program. Thank you. >> Good evening, President Soek, governing board members, Superintendent Lefit, and Littleton community. Thank you for your continued support of our schools, staff, and students. And what I will continue to boast is the best district. Tonight, I am pleased to present information on our district's gifted program, past, present, and future, with a focus on next steps and the processes in place that will continue to drive academic achievement. Let's begin with a brief history of gifted education here in the state of Arizona and in Littleton Elementary School District. The Exploring Potentials gifted program was established in accordance with Arizona Revised Statute 15-779, which was also revised in January 2007. The purpose of this revised statute was to define key terms for Arizona's gifted
024education statutes, which require school districts to create a gifted scope and sequence outlining the identification processes and provisions of gifted services. Gifted education refers to academic courses and services that are part of the regular school day and must match the academic abilities and potential of gifted students. A gifted pupil is a child of lawful school age who has superior intellect or advanced learning ability or both. cannot achieve appropriate progress in the regular classroom without specialized services and requires gifted education to perform at levels aligned with their abilities. Districts must provide programs that ensure gifted students receive education commensurate with their abilities. Arizona education gifted education law also includes a universal screening component which requires universal screening for giftedness. Universal screening involves assessing all students in a specific grade rather than those just nominated by teachers
025or parents. In our district, we screen all students in grade two, typically in early spring, using the cognitive abilities test or KOAT. The goal for universal screening is to ensure equitable access to gifted programs and avoid biasness in identification. You may be thinking, well, why second grade? That's a great question. Developmentally, the age of second grader is typically around seven and eight years old, which is considered optimal for detecting advanced cognitive abilities before academic gaps widen. As well as children's cognitive abilities are stabilized enough for reliable assessment, but potential reliable assessment. Second grade is also eager early enough to nurture potential but late enough for students to handle formal testing. Furthermore, it ensures students from diverse backgrounds including English language learners and those from underserved communities have equal opportunities for identification as universal screening assessments
026often use non-verbal ability tests or cognitive assessments to minimize language or cultural bias. This slide outlines the attrition of gifted teachers, which is linked to our declining enrollment, the identification of fewer and fewer gifted students through the years, as well as our inability to find qualified gifted teachers, which continues to be an issue for school districts around the country with our district being no exception. In school year and before, we had gifted teachers at every school. During the 2223 school year, every school had either a full-time or part-time gifted teacher. Since the 2023 2022 school year, we have had three dedicated gifted specialists serving Australia Vista STEM fine arts academy and countryplace leadershipmies. That was the past. And I am sure you are eagerly eagerly awaiting the conclusion of this presentation to ask me the
027question, well, what are we going to do? What are we planning to do to identify more gifted students in our gift in our district, comply with the Arizona state statute regarding gifted education, and justify our due diligence in serving our gifted students? And I'm so happy to hear that you might be as concerned as I am. Our current work includes reviewing and correcting erroneous student records and synergy, reviewing records of students who have previously been tested and possibly retest them systematically identifying and testing students and collaborating with school administrators and teachers in assisting with analyzing g uh gate data. For the first round of gifted testing that took place midepptember 2025 of this school year, we reviewed scores of students who took the Arizona academic standards assessment, AASA, or our state assessment and identified students
028who earned exceeding in ELA, math, or science for the past two consecutive school years. Here's a snapshot of our recent testing and qualification numbers. In total, our three gifted specialists tested 40 students who met the criteria. 11 of the 40 students qualified, representing a 27.7% of those tested, whereas Arizona's average gifted population in schools is about 8%. That marks the beginning of a significant effort to identify and service our gifted students. Our next round of gifted testing will start next week on Monday. We have identified 136 students to test based on teacher, parent, and student recommendations. Students who have been previously tested and scored close and makeups from session one. In addition to systematically testing to identify gifted students, we are providing many professional development sessions for teachers and administrators on the characteristics of gifted
029and talented learners. Our gate teachers meet regularly for planning, training, and ongoing development. Our next steps looking ahead, we plan to continue professional developments for teachers, revise and update our district's gifted scope and sequence, create new matrices to identify students with creative, talented, and multi-exceptionalities. Consider additional programming options districtwide. Collaborate with Talison Union High School District for advanced content opportunities. Gather input from parents and students through surveys and create and host na uh create and host annual gate parent events, parent nights or showcases to highlight our gifted students to celebrate their learning. Lastly, we encourage teachers to obtain their gifted endorsement now that AD has provided a free pathway to meet necessary requirements to be able to teach gifted students. In summary, our gate program continues to grow and evolve with a strong focus of
030identifying, supporting, and enriching gifted and talented learners as well as creating gifted programming tailored to match students abilities. In the spring, we will present a new gifted scope and sequence to the board for approval. That this is not only a continuation of our work, but also a requirement by AD. We appreciate your partnership as we strive to meet the needs of all of our students here at Littleton Elementary School District where we are building tomorrow together. I am happy to answer any questions from the board as this concludes my presentation on information about our gifted our district's gifted program. >> Well, thank you so much for putting this together. We really appreciate it. Um so my question I just have two. Um you made reference to the students being tested in second grade. What happens
031if we have students who come at different times? Like so maybe we'll have a transfer student come in maybe in third or fourth grade. Do they slip through the crack? >> Ma'am, do they >> do they like slip through the crack because they missed that second grade window? >> No, ma'am. So we capture part of the updated gift and scope and sequence will identify procedures on what to do with children just like that. So, we um have a minimum by the state guidelines to test three times a year, but we're going to be doing our due diligence and better to um have professional developments for teachers and staff and administrators so that they know the characteristics of gifted students and um capture them at subsequent testing sessions. The minimum is three times a year. Um
032we're hoping to do five this year. >> Okay. Thank you. And I just have one other question. Um, so I know that we've kind of maybe the population dwindled and so now we only have a few three um, gifted and talented teachers. With the students who were tested who were identified to have been gifted and or talented at a different school, are they are those teachers coming to that school certain days or are those students being transferred to the three schools that have that availability? >> Member Barnett, that's a fantastic question. Speaking with our school leaders, we identified that there was a problem. the children were being tested in three schools and um when I came to them with the problem all the principles said we need to I we need to support all of
033our children in our district. So they decided to allow their three gifted specialists to serve in their sister schools quote unquote um and provide services one day a week for the other schools which have already started. Right. >> Thank you so much. >> Yes ma'am. Um thank you for your presentation. Um it's a great presentation. Um so I know over the years just looking at we went from having you know full fully staffed gifted teachers. Um then kind of you can see over the years it's been just kind of diminishing the program itself over the years um just by looking at the presentation that was presented. Um and so this could be in a in a board item update. Um, but is there uh for those gifted teachers who lost who have been leaving our
034district throughout the years, has they leaving specific reasons as to why they've leave been leaving? Has there just been a strain of us to keep them? Is it, you know, money? Is it just the work environment um with the workload? Because if I'm those three gifted teachers, um, you know, it's it's a lot of strain to just have three gifted teachers for the entire district. Um, you know, I think this this is going to go into our next item for the retention plan. Um, but I've just been noticing throughout the years since I've elected, we've been losing a lot of our um, programs um, to have staff, whether it's band or fine arts or special education and gifted. Um, and so I just think that's a really hyper priority um, for us just to find
035out and you know, things happen, people leave, but um, our kids are going to be the ones who are going to lose out on those opportunities. So um, it's kind of my not really a question, but just more or less of a information. um you know how many have we lost and then for example like those gifted teachers I know you said now um they're doing their sister schools so that's what 246 246 schools that they're doing it at um now based on doing their sister schools um how do those gifted teachers feel about that decision um I think that's kind of something I'd want to know more or less from them as input um you know do they feel that it is is sustainable to them um going campus to campus um because if
036we're doing that then it's putting more of a strain on them to not want to come back next year um and I don't want that to happen because then we'll go down to two gifted teachers next year. Um so that's just more of my input um as of right now. >> So um again thank you for your presentation. I'm very excited to hear about um these new opportunities for challenging our gifted students and meeting them at their need. I think that that's something that is so needed in our c in our campuses. Um and I fully understand why we have gifted teachers that are now going to service the other schools that don't have gifted teachers. My follow-up question to that is what support are we giving to the gened teachers to handle those gifted
037students because they don't have a gifted room to go to? I know myself, I've had gifted kids in my classroom and I I loved when I could send them to that gifted teacher to challenge them. Um, but if that gifted teacher isn't there, then that young man is sitting there for 90 minutes in a math block when he already knew that math lesson. And if he's a talker, he's going to get in trouble. And it's frustrating for that student and it's frustrating for that parent, the parent, but it's also frustrating for the teacher to try to figure out how do I challenge this student who's already mastered the content I'm teaching. So, I'm really interested to find out how we're supporting our GenEd teachers. Um, and I can't wait for your next presentation with the
038gifted scope and sequence in the future. President Snick, >> just to give you some information, um I have a heart for gifted education, not just curriculum and instruction. My uh PhD is in curriculum instruction with a focus in gifted education. I have children, my own children who are um gifted and talented and I myself um have been identified as well. So with the next presentation, I hope to include all of the questions and wonderings y'all might have. >> Thank you. Thank you. I just want to thank you. They've asked all the questions that I was going to ask. So, just want to thank you for your presentation. >> Thank you, member. >> Thank you. Moving on to action items. Uh, recruitment plan. Madame President, members of the board, um, let me make sure I get
039myself back on on target here. Nope, it's right here. Yep, got it. Okay. Uh, the administration is just asking the government governing board approved the recruitment budget for the school year. Um right now, as you all are aware, most schools in the state of Arizona and actually countrywide are having a challenge recruiting um retaining staff. And so part of our plan, part of the plan is not just the continual re-recruitment of our current staff, but looking outside of our area for others. And so with that, there's uh different conferences, teacher fairs, and so on that going on across the country that we're looking for approval for travel for >> Mr. Senos. >> Um I wanted to know, this could be in a board update. Um how I know we've been doing the partnership with NA
040for a couple of years now. Um now it's been going on for some time. I would like to know like how many of those have actually came back, you know, as as educators in the district and how has that program actually helped us retain and keep new teachers from our own community. Um, I think that'd be good information information to know. Um, it's kind of what was going through my mind. um as of right now. >> Along with that, um how many TFA teachers do we have in the district? >> TFA. Uh I like to ask Miss Musa come up please. I do not have the number of TFA off my h off of my head. I know we have several at multiple campuses. I can definitely include that in an update for you, the
041exact number. >> Perfect. Thank you, >> Miss Stallard. >> Hi, I just have a quick question and I'm sure I'm out of the loop, but I'm looking at the out ofstate and international recruitment where we're going. Did we not used to recruit um quite a few from like Michigan? >> Member Stalard, thank you for that question. Yes, we did. So, prior to COVID, we um went to Michigan, we went to Ohio, Kansas, Illinois. Um after COVID, we really have not done a lot of out of state travel. Last year, we went to New Mexico and to Washington State. We were able to bring three teachers from Washington State last year um to us this year. Um, we did not get anybody to sign a New Mexico state last year, but we're hoping if this is
042approved to be able to do that um, moving forward. >> Um, and then I know we do when people who leave our district, we do um, you know, why did you leave? Um, kind of a breakdown could that that can be in a board update as well. Um, what is just the general comments of concerns of why people stay and then why they don't stay? um you know and I think we've seen that gifted teachers have left our district over the years and special education and um related arts teachers have left our district over the years. So I think just seeing those common trends over the year I would like to know you know whether it's good or bad it's it's good to know the information about why people stay or leave our district um
043just so we can see a common trend at each of our departments or sites. Yeah. Uh, President Sonik, uh, Vice President Senos, that's something we can do is just communicate what what, um, people's rationale or leave reasons for leaving are and how many look at percentages of staff leaving annually and so on. >> Um, as well, I believe we still have our recruitment for bonuses like if I referral, >> are we we still have that? And is that I'd be interested to find out how effective that is. I can future that. Yeah. >> If there's no other discussion, is there a motion? >> I motion that we approve the recruitment budget for the 2025 2026 school year in preparation for the 2026 2027 school year. >> Miss Stallard, is there a second? >> Mr. Um
044and thank you Miss Mucil for coming up. All in favor say I. >> I. >> Any opposed? >> Mr. Senos. >> And then um so as this goes forward for the recruitment plan, could this be a future agenda item? Um could you then report back to us how many teachers were you guys able to recruit with the money that we allocated or staff you able to recruit with the budget that we approved? later. >> Correct. Yeah, that's something that we can look into. Uh, Vice President Senator Sar, we that would probably be more of a fall reporting once we once we sign and and again, thank you, Miss Musel, for coming up and sharing the information. All >> right, item passes. Um B. So, next item, governing board, as you're aware, um in a communication
045that was sent to you several weeks ago along with um our budgeting presentations that um Miss Pena has shared, we've communicated about some of our building needs and I know questions were asked about bond dollars and so on. Um, we just received excellent news that we were approved by school facilities oversight board to replace for funding to replace the roof at Estraa Vista. One thing that we needed to do though to get the ball rolling because of how it's structured, we have to get a we have to get approval to extend the dates because or change the dates because it was originally awarded in February of 2023. that has to be updated so that we can then move forward with our purchase orders and and so on so we can get uh construction started. So
046we're asking for approval for this item. >> Mr. Seneris, >> go Curtis. >> I guess I just have a question that the update is not to change the date but to get an updated cost of what that would be from 2023 to 2025. >> Change the date. It's it's just to change the date because they've we've reached out to the comp the vendor. The vendor is going to uh provide us the same cost from then. Okay. We just needed to change our dates to reflect that the board is okay with approving that at this point. >> Thank you. >> And so I know looking in the contract um says total it's going to be about 3.2 million total project. Um, is that money the state is going to be covering or is that gonna be
047like we're doing 5050, 7030? >> So I it it's and if I'm if I'm incorrect here, please chime in, Miss Pena. Um, it's it's a complete reimbursement. So we'll fund the cost. So typically when you do large construction projects, you pay at specific rates. So at 50% completion, 70%, you fund it that way. as we pay out, then we'll reach back out to school facilities board so that they can then reimburse us the amount expended. So, it'll be a complete covering of cost once everything is all said and done, but it first comes from our our accounts. >> And then, um, how do we plan to pay for that project? Is that going to be a >> I'll pass that over to Miss Pñena. >> Good question. >> Um, member Senosetto, thank you for um
048the question. we will fund that through u the SFB funding. So this is something that is a normal um practice. So we utilize that fund and essentially what happens is our cash that we have with the treasur's office is what floats that purchase order and that payment. And so that's why it's really important for our office to ensure that we are on top of those payments and asking for that reimbursement immediately. So essentially what that happens with that fund is it goes um somewhat in the negative until we receive the actual cash um for the project. So >> okay and that's the school facilities fund I assuming abbreviation. >> School facilities fund. Yes. >> Okay. And this could be asking how much money do we have in there? Is that like a budget that we're
049allocated through the state? >> This is a project that has been approved through school facilities guaranteeing that they're going to pay us as long as the invoicing and the project matches what we have submitted. So, it's much like a grant. We're going to spend the money and then get reimbursed for that. Um, I'm sorry. Was there a second part to that question? >> Oh, no. I just wanted to know where it's being funded from since it's a reimbursement process. >> It's a reimbursement process and it's a much like a grant process and that's the school facilities fund. >> Okay. And then um this could be whenever are you guys going to come back to us and present like the roofing designs? So just to communicate, it's it's not it's not a change in the roofing.
050It's to repair. So there are leaks in the roof. So it's essentially they're going to go in and repair. So all of the damage, they'll repair any damage that's there. Then they'll replace all of the coatings and everything else. So it's not like a building design or anything like that. >> Okay. No. Um I just wanted to make sure because I know it was it was submitted a long time ago. So I'm excited to see that um it's being addressed. Um and then furthermore, um in a future board agenda item or information item, can we just know like what is like what are the structural needs at each of our sites? You know, whether we pay for an inspector to do annual review of all of our sites to know the needs of them just
051so I know that was like something that happened in the middle of the school year so that that doesn't happen again. Um because it causes disruptional issues for our sites. >> Right. Vice President Senero. So right now, um, so when I first came in, I did campus walks to look at some structural needs and then some of the reporting we had. Uh, Mrs. Pena during her time, she's going through looking at buildings and we're kind of comparing notes and then we're looking at those um, vendors that we believe can provide us more information to help us. Part of our next step really truly is a capital plan. And the capital plan will outline what those needs are. It'll say school A unit, school B, and it'll it'll kind of list everything in order and cost.
052So that'll give you a priority list. It's essentially a priority list, and that'll come at a future date. >> If there's no other discussion, is there a motion? I move the governor board approve the updated project dates for the school facilities oversight board um funded roof replacement at Australia Vista STEM Academy previously awarded under February 2023 IFB. >> Miss Barnett, is there a second? >> I'll go ahead and second that. >> Mr. Nielsen, all in favor say I. >> I. >> Motion passes. Item C. Oh, is that me? Okay. Um, so this is the ASBA bylaw change proposal. So I hopefully you've all been able to look over this. This has been um referred to us by the board of directors of ASBA to make these changes. If you look at the attachment, um I
053believe anything new they have put in blue. Anything red um is being stricken from the um bylaws. Was there any discussion? Do you want to look through it? If there's no discussion, is there a motion? Go to the top. I motion that the govern I motion that the governing board directs the board secretary to submit a vote on the 2025 proposed ASBA bylaw change proposed as a yes. >> Is there a um member Stallard? Is there a second? >> I'll second. >> Mr. Seneros, all in favor say I. >> I. >> Any nays? No motion by bylaws pass. Okay. Um item D, board member Keob. So, uh governing board, um prior prior to me coming in, there had been some questions and concerns about or questions and requests regarding key fob access to the district
054buildings. And over the last several weeks, those discussions have increased with uh a couple of meetings ago, it being recommended to bring to a future meeting uh the item of keep FOB access. So, as you'll notice when when drafting this, it's really listed more as just an approval item, um not necessarily as a policy item. And so a lot of that was rooted in just truly knowing where to put it, how to put it. So if the true act true item was accessing buildings and and then still sticking with a structure that we had in place, that's why it was written in this format. >> Any discussion? Mr. Seneros. >> Thank you, Dr. Lefy. Um, so I know I I referencing other districts, you know, policy BBBA, um, the board powers and responsibilities, um, specifically
055referring to Tulsen unions, um, our high school district. Um, you know, I know this is something that I brought up three years ago. Um, so we're having the discussion now, um, which is much appreciated. Um, you know, I think the biggest thing that I just wanted to know is, you know, we were elected from the public to have over overseeing the schools of our district. And, um, I think a simple district identification ID badge, you know, um, similar to the one the district office staff has with a name and title of the board member and similar door badging access to the district office buildings as a superintendent. Um, that's referenced to Tulsen Union's language. um towards the bottom of the document. Um the simple thing that I think you know shouldn't be controversial but um
056you know as I was reading through our version that is being proposed tonight um to the governing board um I personally don't feel comfortable with the language of areas approved by the superintendent's office. um you know as I read through all the policy versions from other districts um it more or less relies on a notice process not really an approval um by the superintendent's office and I understand the concerns that have been rose related to you know potential liability and you know overseeing um overreach um but you know I have trust in my colleagues to be responsible with an ID badge I think our our high school board members have that simple badge access. Our city council members on Aenddale have that badge access. Um, so I think we're the only local government agency board
057members that don't have that type of access. Um, and I think as people who were elected to oversee the school district and to um, presside oversight, um, we should be able to have access and it shouldn't run through the superintendent's office. Um, a notice is is very appropriate, I think, but um, an approval gives the um, superintendent's office full authority over FOB access. Um, and I think that is completely the opposite of what, you know, I originally requested um, for board members to have. Um I'm not, you know, against the idea of having badge access, but um I believe it should be on a notice base rather than, you know, approval. Um because, you know, we were elected from the public to oversee the schools and be the steward of the budget. And so I
058feel like that's just what I find is just common sense. Um you know, we were elected. So, I don't I don't agree with the approval by superintendent's office, but um it's kind of where my mind is on this. >> Can that language be adjusted? Would that be appropriate? >> Yeah, >> it's the it's the motion itself to move the governing board And you know, I think um I myself came up with my own motion um for approval tonight. Um and I'm more than happy to have a discussion with you guys about it. Um, my motion would have been I move the governing board to authorize district ID badges and key fob access for governing board members without superintendent's approval with a 4-day notice to provide for safety and full compliance with visitor and safety protocols.
059The superintendent may with notice suspend board member FOB access due to safety concerns documented. And that is very similar language to every district, every other district in the valley. It's become more of a norm for districts to allow their board members to have access because and know more or less it is able to give trust that board members are equal to staff. They are not other people or who are just show up to board members to show up to board meetings once a month and just vote I on agenda items. So I feel like we should as board members have that just respect to have trust. So I think I in previous board meetings have made it pretty clear that I I don't want key fob access. Like I don't feel that it is necessary.
060I feel what we currently have works. I've never been told that I couldn't visit a school, but I also feel that I've been welcomed at every campus that I've been to. Um, and I don't need to have key fob access. And I don't like, like you've said, the liability. Um, and I don't like the I don't like staff feeling like they could possibly be surprised that I am going to show up or another board member is going to show up. While we have no power individually, we only have power as we're um on the DS. I as a as a teacher myself, I would not really like this idea that a board member could show up at any time and I don't feel like that is good for our staff. So, I am against having
061key fob access um entirely. >> And I've been your same way there, President. I feel no need for the key fob. If I'm going to go in there, I want to have full announcement. I want to be able to go in there where they the staff and everybody know that I'm in there that I'm not going to go in and scare the kids or anything else. And I think I've already brought up that in the past because that has happened. I've gone in there. Even though it was announced, the little kids didn't know who I was. And after they found out who I was, they felt fine and comfortable. I do not need a key fob. I do not need to go in at any special time. I would go in with the approval of
062the superintendent. So I'm in line with you. So I guess for me um I'm I'm I see both sides of it. Um my concern is that there was an incident in which um I and my thought why I was kind of in support and I can see the value of the key fob is because then it will be four days ahead of time that the school be made aware. There was an incident last year um when I went to Kolier um to read um to some students and then um the board update came up and said came out and said that I had surprised the cooleer my presented myself there and that I caused a great deal of distress to the principal just with my presence being there and that was never my intention. I
063was invited there. So then when I think about these key fobs, maybe if she had been made aware four days prior that I was going to be there, maybe that would have eliminated that because that certainly wasn't my intention. And I think I can I can understand the concerns that have been arisen, but at the end of the day, you know, what is what is the point of us being elected to a school board if we're not going to have equal access of our staff who we employ to have the ability to walk into any building they want? And I think that is what I kind of see it is there's from this motion, there's a lack of trust that the administration thinks that they don't have in board members. And that is concerning for
064me as individual board member to think that every other government entity elected officials except Littleton don't have a badge access. It's just it's ridiculous to me and I think we should have that equal boundaries. We have norms. There is visitor policies that board members have to follow visitor and safety concerns. And the proposal that I'm doing would give the superintendent the ability to suspend board member access for FOBS with safety concerns I documented. And there is protocols that will be put in place for board members to do as we do already. But I feel like this is an opportunity for us to be able to have more of an opportunity to connect and really build that trust. Now, we keep bringing up the potential of people being randomly walk in the room and scare somebody
065on a school day. I can say I can speak for myself. I'm not going to do that. And I don't think any of our elected board members would ever do that. And so, I think that's personally just kind of a fear-mongering tactic um to kill this whole discussion as is. But um I'm seeing it more that from this language that if there is a board member the administration does not like they can then deny access to a board member going to that school. And to me that is a bad precedent that we're setting for future boards and superintendent to be able to diminish those relationships of trust when we were elected from the public to oversee the school district. You know whether you do not like the board member or not or the superintendent's office.
066That is what I think the president were setting tonight to be the only district with this policy that would have the word in there approval by the superintendent's office instead of allowing board members to be able to go there with notice to have badge access. So, um I understand the arguments that are being brought up, but I'm going to say that I can speak for myself. They're they're not going to happen. It's not going to happen. And I can with or without a a FOB access show up to a school event. And so, >> okay. >> Yeah. >> Um, Linda, I think you were trying to say something earlier. >> Um, so originally I I was for the FOB. I didn't really think into it and see, you know, that it would be that big
067of a deal. There have been some things brought up that, you know, do make me stop and think. Number one, if something does happen, we do. Whoever whatever board member is there does have to recuse themsel. I know in the district I'm in our district employee our board members do not have access to our school. They have to come in and sign in and they are you know they go around with another person >> like an admin. Um, I just me personally I don't want to be responsible for another for a key fob because the few times that I've been on different campuses, I've never had an issue of clearing it and having somebody, you know, with me. I guess I need to know why we need to be able to get in the building
068instead of ringing like the buzzer or a knocking on the door and having someone come out and greet us and then take us inside. >> Sorry, I can I just have a point of clarification because I think this might be and um Dr. Leafy, what is the present um protocol when let's say um you know you're going to come there or let's say um I know that there have been times where I'm going to the school to tend to my own children as a parent, not as a board member, just as Miss Barnett, mother of this child. And so when I go up there, there have been times where I might come up there and I will see um someone um from the district up there. So my question is this, what is the protocol
069when they come up there? because maybe that's the that's the clarification we need and maybe it could be similar to that >> member Barnett. So clarification as a as a parent or as a board member or as a comm >> parent community parent committee I I'll say and >> so I'm saying as um so for example I want to say I went to the school maybe a few weeks ago and um I saw Miss Musa up there and she was up there we you know we had friendly conversation um she was at the school for u business purposes wherever she needed to be up there for. So my question then is when she came to the school, what was the protocol? Did she notify them? What was the protocol to let them know that she
070was coming to the school? >> Yeah. So staff, what staff does, staff, so when staff goes to a school, staff typically either has a scheduled time to be at the school, they notify the school because usually it's purpose driven. Anytime we go to a school, specifically purpose driven. So if that purpose is, example, yesterday I was at Country Place and they were having their guiding coalition meeting. I went there specifically to see guiding coalition, see how it runs, talk to the principal, get some feedback on it. For me, one thing that that I really always like to do is make sure when anyone's on campus, regardless of board, parent, um um county superintendent, state superintendent, no matter who it is, whenever they're there, I always like for staff to have a sense of what's going
071on because I want to make sure people see things in context. oftentimes when things are seen, if there's no context, it creates a different perception than what what might actually be going on, whether it's in a classroom, whether it's on a playground or anything else. So, I always try to make sure that that exists. Um, so staff when they go to campus, they stop by, talk to whether it's a principal, a teacher, classified staff, whoever it may be, they have those conversations, they sit in on those meetings. Um, they conduct that business, then they move on. You know, here here it's a little different. I mean, like if a parent showed up, sometimes we take the parent because usually they're frustrated, right? And we try to have those conversations with them to deescalate. But um
072in those cases when staff goes in typically you'll see staff have it scheduled or they at least call to say hey I have an issue going on. We need to discuss X Y and Z. Example um Miss Garrison and I had an issue going on with the school. We've been working with the principal so we know and the principal knows we're going to have these conversations. We're going to be there. We're going to do these specific things. Everything is everything is purpose driven for us. And so for me, you know, I try to just make sure people are put in a in a position. Everyone is put in a position so that whether staff, they know the wise of what's what's being looked at or what's going on so they can provide information, guidance, coaching,
073information, whether it's board, parents, or anyone else. And even if you look at policy, when a parent wants to come visit principal, they're supposed to give notice. They're supposed to schedule a meeting. It's it's those types of things because what you want to do is you want to be prepared. You want to be prepared. That was why we went to the Wednesday with, you know, board docs. We want people to be prepared so that they can ask the questions, have them lined up. For me, remember my key thing that I communicate to everyone is my my primary kind of indicator of everything is to mitigate risk of anything for anyone. And I never want anyone in a position that anything negative can happen. I I know it's the I I know it's the I don't
074think I think negatively, but I think what I do is I understand that um what is that? Murphy's law, anything that can go wrong will. And I don't want things to go wrong and put people in a bad position. So even for me, example, anyone who has a badge, key fob, once you go to that, every one of those individuals is background checked, has a IVP card. Those are other variables that come into play because what happens if you're alone with what if you somehow end up alone with the child? But then the question comes into what if the child makes a state I mean it it's anything can happen and I always try to say what can we do to mitigate that and as much as we say it may not happen I've done
075this over 30 years it can happen whatever it is you're thinking can't happen it can happen and I've probably seen it um you know I've probably seen it and so again for me everything is about mitigating risk you know my my term of of um approval is really more of it's communication. It's communication. It's how do we communicate to make sure we know then it's to make sure that anything that it may have had to do they can take care of. Anything school has to do they can take care of. That's that's my overall view. So I know it's a long way to answer a short question probably. >> No, thank you for that clarification. So here's my my question. Um because I can see both sides of it. I can see being uncomfortable with
076having um a key five and having the responsibility that comes with it. And I can also see as an as a teacher and instructor not necessarily feeling comfortable knowing that at any given time someone may have access to um my my classroom or my students. And even though that's not the intention of the board obviously just knowing that might give a greater deal of anxiety that's not needed and take away from the classroom. But then on the other side of it, I also as a board member um you know as far as you say like you know we're background check we have our fingerprints clearance card we're voting in. So my question is would it be like a happy median if maybe these key fobs existed with the understanding that board members given notice and
077saying hey I'm going to be going to um Kolier in 4 days and so can I have access to my key fob because last year at the end of the year I had a wonderful time and I was at country place and then I got locked out in the sun and I was walking around the building running around like a chicken with his head cut off trying to figure a way to get back in the building cuz I got locked out. And so it would have been nice to have had a key fob to be able to go in because it was already understood and I was, you know, that I was going to be there. I had already been welcomed. It was already, you know, that. So just I don't know just some type
078of happy medium because I can also see where me where vice president senos is saying that it does kind of have a conveyance of fear and a conveyance of distrust and that's not something that is indicative of you know a healthy district. >> Yeah echo what Rachel had to say. Um, I I genuinely don't see what is the is the fear of board members having badge access. Um, I understand concerns that have been risen. Um, and I know it's not going to pass tonight, but um, I just want us to just have a reflection. Um, if we're not okay with FOB access, then what else are we not okay with overseeing as board members? Um, that's a question that I'm asking myself. I'm okay with it. I'm I'm passionate. I want to know what's going
079on in our schools, but also allowing the superintendent to have full control over board members is not okay. It's not ethical. It's not right. And there has to be trust when it comes to it. We trust our staff to do that. We trust them. We employ them as a board. And so to think that we as ourselves, the people who employ the people who have badge access shouldn't have badge access, I I just it's just contrary to the point of staff even having badge access. What's the point of our administrators even having badge access? Then they shouldn't have access. So, we can go back and forth about it all day, but in the day comes back down to trust. And I really just want to know why. Why? Why? No. Why no? I get the
080responsibility, but in the day comes back to we were elected from the public to oversee. No one is saying that members are going to show up randomly. That is just classic fear-mongering to prevent this item and kill it. No one is going to do that. I I know myself there is protocols in place. We will follow it. And I just think that it is something that we as board members should be more willing to say we're independent. The amount of times I've been locked out of a meeting to meet with Dr. Lee. It's been a lot of times and it's it's not okay. We were elected from the public to oversee these schools. We should be able to have equal access to it. There are protocols in place. No one is going to say a
081board member is not going to. Now I get the fear from the administration that they don't want board members to have access because then that becomes more of a headache. That becomes more of a thing. Oh, this person randomly show up over here. They can stop the classroom over here. But that's not going to happen because if you trust us as board members, then you would allow us to have that access without your approval with notice. So um >> so we've heard enough right now. I'd like to go ahead and make a motion that the governing board authorizes the key fob access to the governing board members to areas GA approved by the superintendent with the expectation the site visits be scheduled through the superintendent's office at least 5 days in advance. The motion's on
082the board. >> There's been a motion made by Mr. Nielsen. Is there a second? >> I will second. roll, please. >> Okay. Um, there's been a request for a roll call vote. Can I have a roll call vote? >> Mrs. Barnett? No. Mr. Senicos? >> I'm going to explain my vote. Um, if if we're okay with the superintendent controlling the ability of board members being able to decide when they can and can't visit the schools they would like to oversee, then we have a structural board issue um to deal with. So, um I'm not going to be in support of this because the superintendent it does not oversee the board. We oversee him. So, I'm going to vote no. >> Miss St. Yes, >> Mr. Nielsen. >> Yes, >> Mrs. Sashinik. >> Um, I'd like
083to explain my vote. I feel that what we currently have in policy or in procedure is fine. I personally don't want access at all. Um, I don't feel like currently I am stifled by the superintendent or any administration to find out what's going on on campuses. I have had many conversations with teachers and staff outside of their school campus. They have a way of finding me through social media, phone calls, um, and even at Starbucks and the fries, um, if they're concerned. So, [clears throat] I don't think that having a key fob or not having one would stop me from finding out as much as needed I needed to know about the district. But I understand that the request for having key fob access has been requested. So, I will vote yes in a vote
084of 32. The motion passes. Okay, moving on to item number 13. Um, future agenda items. I'd like to remind everyone that under Arizona open meeting law, this portion of the agenda is limited to briefly suggesting topics for future agenda. Discussion, debate, or direction to staff of matters not listed on the agenda is not permissible. We stay within these legal boundaries to ensure transparency and compliance with Arizona statute ARS 38431.02H. Is there any requests for future agenda items? >> Yes. Um I would like to review our current disciplinary procedures just to see if they're effective and see if there's any trends as it relates to um the schools and the students and teachers. >> Thank you. Anything else? Yeah, I want to echo what Rachel said. I definitely want to review our make your day system
085in the district and our disciplinary um procedures to see how effective or not they are in the district. Um yeah, >> great to know. Superintendent's board now. >> All right. Is there a motion for an adjournment? >> I'll move that we adjourn our meeting this evening. >> Mr. Neielson. Is there a second? >> I second. >> Miss Stallard. All in favor say I. >> I. >> Motion pass. Meetings adjourned at