Littleton Elementary School District - 14OCT2025 Board Meeting

001Mr. Nielson >> here. >> Can we all stand for the pledge of allegiance? >> I aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, we're going to take a moment of silence. And if you haven't silenced your cell phone, this is the best time. Is there any board member statements? Mr. Nielsen, uh, since our last board meeting, I've had the opportunity to go and visit with all the schools in the district. I've been able to visit with the principal, staff, some of the students, and I've been impressed with the diligence and desires that I have seen in our principles that they are able to show off and to be able to show off as

002I've come around to to visit with them. I've been impressed with their specificies, the special areas of focus. I've seen language immersion, student ambassadors, a courtroom, clo courtroom, not courtroom, courtroom, science labs, small-sized Amazon distribution facilities, and gratitude for supplies provided to the preschool and much more. I'd like to express my heartfelt thanks to the time and effort to the principal, staff, devote uh their time and effort to seeing that our kids are and will be able to meet their future. Thank you. >> Thank you. I've had the opportunity to attend actually a really fun event at Lake. It was the Apex dance following um a fundraiser. It was so much fun to see the kids just out there just exercising and showing their moves and just being motivated to get moving. Um I think

003that's amazing. Um likewise, I was able to attend one of the superintendent community forums. I think it was very um informative. Um it gave a a light on some things and I'm very very optimistic that um that momentum will continue. Great. Um, I was able to attend Fine Art Academyy's um, monthly celebration of all their students and their attendance. And it's always great to see the whole school um, celebrating students with kids at Hope and Perfect attendance. And so that was great. And I also attended one of the superintendent forums and found it great way to hear from the community. Moving on to item number six, reading of proclamations and superintendent's report. Okay. Good evening, Littleton Governing Board, staff, and community. I hope um I hope all of our staff, students, and um anyone engaged

004with the school district had a restful fall break and are ready to move into the second quarter with a renewed focus on achieving their goals and dreams. With that in mind, it is amazing that we have already gone through a quarter of the school year. Schools have held their curriculum nights. Our athletes have completed their season of sports. and the first theater performance took place at Freeman Fine Arts Academy. These are just a few of the many opportunities available to students in our district and the beginning of what is yet to come as we continue to move through the 2025 2026 school year. This past month, I also completed the community forums throughout the district and had the opportunity to provide my presentation to local leaders at the city of Aendelle's capacito event. Thank you

005to everyone that was able to attend each of these events, including our governing board who was able we had representation at each of the events. So, we appreciate your support. Your questions, input, and future collaboration are so important to us building tomorrow together. If you haven't had a chance to provide your input by taking our community survey, a message was sent out last week to all families with the survey information. You can also scan the QR code on the slide in this presentation to take the survey at any time that works best for you. So, anyone in the audience, if you haven't taken the survey, feel free to scan that and take that now. As you know, appreciation and recognizing those in our community is very important to us. With that in mind, I want

006to take time to congratulate board members Soek and Barnett on receiving recognition from the Arizona School Boards Association. Mrs. Sosnik received the Master of Boardsmanship and Mrs. Barnett received the associate of boardsmanship award. Thank you both and all of our governing board members for the time and energy put into being board members for the Littleton district. We are so proud that your work is being recognized. Looking ahead, we're excited about the many events that will be taking place in October at our schools. This Saturday, October 18th, and next Saturday, October 25th, our schools will be hosting Love Our School Day events in which they will be collaborating with students, families, and community partners to work on school gardens, paint murals, create sidewalk art, and other projects. We invite you to reach out to your Littleton

007District Academy to see how you can get involved. Also, this weekend, we invite everyone to the Littleton community to join us at Billymore Days as our district will have a table Friday and Saturday night so we can share all of these great opportunities we have available for future students and staff members. We also have a couple of schools that will be participating in the parade earlier that day. So, please look for them. At our November governing board meeting, I will be excited to share some of the successes of these events along with many others as we continue to show why Littleton Elementary School District leads the way in building tomorrow together. And let me Can you give me those two? And I just like to present these two. >> Yep. So this is board member

008Barnett. >> And Missnik, yep, you got yours. You got yours. [Applause] >> Yeah. Yeah, I didn't see it. >> Yep. I didn't see it in there. Okay. All right. I'm going to have Mr. Nielsen read our proclamation for principal month. >> October >> proclamation of October as national principles awareness month. Whereas the Littleton School District governing board in coordination with the US Congress has declared the month of October as National Principles Month. And whereas principles are expected to be educational visionaries, instructional leaders, assessment expert experts, disciplinarians, community builders, budget analysis, facility managers, and special programs administrators. And whereas principles are entrusted with the education and development of young people. And whereas principles set the academic tone for their schools and work collaboratively with staff to develop and maintain high curriculum standards, develop mission statement and

009set performance goals and objective for schools to achieve educational excellence. And whereas the courageous vision, dedication, and determination of principles provide the mobiliz mobilizing force behind any school reform effort. whereas to honor and recognize the contributions of all school principles, their assistance to the success of students in the Littleton Elementary School District. And now, therefore, be it resolved in honor of the service of all school principles and to recognize the importance of their school leadership so that every child has access to a high quality education. And to celebrate school leadership accomplishments, the month of October is hereby designated in Littleton Littleton School District as National Principal Awareness Month. >> Thank you. Now, Miss Stallard, if you want to read the bullying month proclamation. >> I would love to, but I passed it on to our

010ASBA associate, Miss Bernett. >> Thank you so much. Whereas bullying is physical, verbal, sexual or emotional harm or intimidation intentionally directed at a person or group of people. And whereas bullying occurs in neighborhoods, playgrounds, schools, and through technology. And whereas various researchers have concluded that bullying is the most common form of violence affecting millions of American children and adolescence annually. And whereas children who bully are at a greater risk of engaging in more serious violent behaviors, whereas children who witness bullying often feel less secure, more fearful, and intimidated. Now, therefore, the governing board of the Littleton Elementary School District does hereby proclaim October as National Bullying Prevention Month. And be it further resolved that Littleton schools, students, parents, and community organizations be encouraged to engage in a variety of awareness and prevention activities designed to

011make our community safer for all children and adolesccents. And that Littleton stands firmly against bullying, including cyber bullying and all forms of harmful behavior. >> Thank you, Miss Barnett. Moving on to item number seven, district highlights. Madame President, for district highlights, what we want to do is try something a little bit different moving forward is to recognize a student and a staff member monthly. Our uh kid at Hope student we want to recognize and our treasure hunter of the month is our staff member. Um, also another piece that we're going to include in here is because important uh attendance is important, we want to begin to recognize our quarterly school attendance awardee. And so we're going to start off first with our um video for our kid at Hope and our treasure hunter and then

012we'll go to the next piece. Good evening, President Soik, governing board members, Dr. Lee, the executive executive team, and the Littleton community. As the proud principal of the Freeman Fine Arts Academy, I am humbled to present both the treasure hunter of the month and the kid at Hope of the Month for the Littleton district. Within the Littleton district, every staff member is a treasure hunter that believes that every child is capable of success. and Miss Gentars epitomizes that belief. We also know that every ch child is talented, smart, and capable of success with no exceptions. Our kid at Hope, Jasmine, is also a reflection of those incredible traits. Don't take my word for it, though. Let's take some time to hear from others at Freeman Fine Arts Academy about these two fantastic individuals. of the

013Little Town Elementary School District. I wanted to congratulate you on being selected as our kid at Hope. [Music] >> Hey Jasmine, congratulations on winning this award. Um, we love all the enthusiasm and fun times that you bring to our classroom. >> Congratulations. >> Jasmine is kind and sweet. Hi, Jasmine. I just want to say you're a very good artist. Congratulations, Jasmine. >> You're super creative. >> And you are also a awesome worker and you have really improved the last couple years. >> Congratulations, Jasmine. I am so proud that you are kids at Hope for Freeman Fine Arts Academy. You are a fabulous student and you are always working so hard on your art projects. Congratulations. invitation as you are being recognized as our treasure hunter for the district. >> Wow. >> Miss Canaric, congratulations on

014being recognized as our district's treasure hunter for this month. Your commitment to our school and to our students and the way you cultivate a love of learning within your classroom does not go unnoticed. >> Congratulations, Miss G. >> Congratulations. Thank you so much for being such an amazing role model for the students. >> Congratulations, Miss Garartic. You are definitely worthy of being the treasure hunter of the month because you are always working hard and caring about your students and doing everything you can for them. Miss G is so nice and I wish you would be my teacher forever. >> Hi, Miss G. Congratulations. Thank you for always helping me out in the classroom and at the art show. Appreciate you. Congratulations. >> Miss G is the person though when I fall, she will pick me

015right up. So before I call our awardees up, just wanted to give um a rationale on how individuals are selected. So what we do is we randomly pick students and staff throughout the district. It was just weird and a coincidence that they both ended up being from the same campus. What we do is we load every student's name similar to what we did for those who were at our beginning of the year kickoff. We just throw every name in there and then it randomly selects. So, we'll start off with having Jasmine Hazel, if you come on up and you can have your family come with you so you can take a picture with the board. [Applause] And I'll go right. We'll go right over here. And also our gift card. [Applause] We'll [Applause] just slide.

016Come on up. And next we have Miss Gentars who come on up and join us. And your family can join you as well. I'm forgetting something. And then hang up for a second and then we're going to do our [Applause] And another piece we wanted to add, and I I know I'm facing Yeah. What we wanted to do is begin looking at our attendance uh around the district. And so this will be our we we're going to do quarterly attendance awards to the school that has the highest attendance for the quarter. And so our first of our traveling and it'll be a traveling trophy. So our first awardee is Australia Vista. Yeah, that's you. That's you. [Music] [Applause] Thank you. And that is it for our monthly awards. Thank you. All right. Um, moving item

017to item number eight. I don't believe we have any call to the public. Okay. Number nine. Is there a motion to approve the consent agenda? I motion we approve the consent agenda. >> Miss Stler, does there a second? >> I'll second that. >> Mr. Nielsen, all in favor say I. >> I. >> Any opposed? Consent agenda passes. All right. Item number 10, information drug dog program. >> Thank you, uh, Madame President. So last year, governing board approved desert drug dogs to come in and to provide drug screening throughout the district. So what we wanted to do and um based on some some requests that we've had, but also we wanted to share some information and provide an opportunity for the board to ask any questions regarding the program. So we'll hand it over to Miss

018Garrison who will present this. Madame President, members of the governing board, thank you for the opportunity to provide an update on our use of desert drug dogs. I'll begin with the purpose behind this effort. As you know, since the legalization of marijuana, access has become easier, so possession has increased across communities throughout the state. Years ago, in response to the increase, specifically as we began to see more vape, we made the decision to utilize detection dogs to conduct random sweeps in our middle school classrooms. While we do not inform students when the dogs will be on campus because we use the sweeps as a deterrent, we do let them know that it will occur randomly during each quarter. The use of drug detection dogs supports both prevention and intervention efforts within schools. Their presence serves

019as a strong deterrent, helping students think twice before bringing or using illegal substances on campus. This proactive approach helps maintain a safe and drug-free learning environment. In addition, when a dog alerts to a potential issue, it provides an opportunity for schools and staff to intervene early, connecting students and families with counseling, education, and support services rather than focusing solely on punishment. This balance of prevention and intervention reinforces healthy decision-making and promotes overall student well-being. It's also about efficiency. Dogs can detect substances at levels that humans cannot and can sweep an area much quicker than a human can. Sweeps are scheduled quarterly through my office and principles can request additional visits if they have a concern. The team arrives in plain vehicles and plain clothes. It's very quiet and controlled. We typically sweep sixth, seventh, and

020eighth grade classrooms and bathrooms. Students are not in the classrooms or bathrooms when it's happening. And we plan sweeps while students are in lunch or specials whenever possible. It typically takes six to eight minutes per room depending on how much stuff is in the room. And police are not present during the sweeps. On this slide, you can see what the dogs are trained to detect. If a dog does alert, the location and item the dog was interested in is noted. An alert is really a change in behavior from the dogs that lets the handler know the dog knows something about a drug that was or is around. Then the information is given to the principal or assistant principal who follow up using the regular district protocols as they take the next steps. Last year we

021had two teams come to a site and we paid $350 per visit. We spent a total of $2,450 and we only used the dogs second semester last year. We did not schedule visits for the first quarter, but are now working on scheduling for the remainder of the year. And I do not anticipate spending more than $5,000 this year. On this slide, you will see some of the comments kids made when asked, "What can you tell us about the drug dogs that visit our campuses?" This year we will track data and celebrate what is noted as clean sweeps. A queen a clean sweep means the dogs did not alert in any of the spaces they visited and that's really what we're looking for. Site leaders including the social workers support the process and student responses to

022this practice is predominantly positive. If you have any comments or questions at this time I will do my best member. So, um, thank you so much for gathering this information. I know that we, um, have been asking for it and I think know that the the community wanted to know. So, here's my my question. Um, I noticed that in here it says that um, you know, when at all possible, the sweeps are done during times the children are not even in the building during lunchtime or during times that and while that's wonderful, isn't it kind of counterproductive and defeats the process or even the purpose of it? Because when I went to school and there were certain concerns as it related to drugs, when people were smoking, they smoke during that time. So if I'm

023going to leave the classroom, I'm going to go to lunch. I'mma smoke weed outside. I'm not going to leave my my drugs in the classroom. You see what I'm saying? So I guess like while I think it's good that it's not impairing our children or impeding upon their education, the concern is then what's even the point? Because if the sweeps are being done when they're not even there, then the sweeps would be done when the drugs are not there. >> Go ahead, sir. >> Oh, I was just going to say their items are all left in the classroom when they leave. >> But yeah, when you when you and I'm not saying because I've never done anything and engaged in any of these activities, but if I were to, I would take it. I'm not

024going to I'm going to say, "Okay, this is my time. Lunchtime is a time you smoke realistically like when you're going to do drugs or you're going to engage in anything. You're going to do it during a time where there's going to be you are not in the classroom. Like this is your free time. It's going to be during recess. It's going to be done during lunchtime. It's going to be done during break times. So, it's almost like it defeats the purpose. And while I'm I'm really grateful that it was only $2,500 and no more than 5,000, we just I think we could use that money for something else. Like my question would be this. How much would it be for us to maybe replace some tiles in the ceiling? Because I know that's been

025an issue in certain schools. I don't know. I guess I mean I guess maybe this is just information only. It just seems like we can use that money to fix the schools up. That's just my thought. >> Thank you. So, um, out of all the sweeps that we've done, because I know I was a student at fine arts when it was getting built and I lived through this program, um, it was done at times when I in the morning, we'd have to leave classroom, we'd be gone maybe 30, 40 minutes at most and because you they have to sweep all the classrooms, all the middle school hallways. Freedom of Fine Arts Academy has its own middle school building and they sweep that whole building. So, all the students have to leave that building. Everybody's outside

026and that's how it is on a dayto-day and so this can be in a board update information our community can see I want to know how much instructional time have students lost because of this program or throughout the history course of it could be in the last couple years could be based on how long they're on the campuses for um I just think that's important information um I would like to know as well >> madame president Mr. Senator Seros, just for clarification, the the students aren't based on my understanding of the program and the way it works, the the students instructional time isn't impacted because they're not in the classroom while instruction is taking place. They're in their related arts classes. They're outside of the classroom where their items are typically a home room or

027their classroom. So, um I mean we can provide that information. However, my understanding is the students aren't in an instructional setting for AC core academic. They're in a related arts class or they're outside of class. They're not pulled out of class for the sweeps. They're already out of class for their related arts classes. >> Is that >> Yes. And that was a change in response to things that we've learned and comments we've heard. >> Okay. And um over the course of the history of the program um how much drugs have been found related to this program, >> any drugs or any substance >> scarcity? >> There has been um it what I was reading through the last few years of reports. We weren't um classifying it, but now that it's moved, it's one of the

028things that's what I ended with. We're going to track where things were found and how much. Quite often what we're after is we don't want to find anything that means there was no scent. So we'll start classifying that again based on comments that we've learned over the last year or two. >> And where does the money come from? Which which budget portion? >> I we'd have we yeah uh board members senators we'd have to come back on that to know exactly where it comes from. It could be m it could be out of a cash account. It could be out of grant. I'm not sure exactly where at this time. So, we'd have to find where that funding source is for that. >> Okay. And when we do the sweeps randomly, um, do we inform

029parents and families right after that there was a sweep conducted that day of? >> Yes, Madam President, member Senos, just like a fire drill or a lockdown drill, there's a notification that goes out to the community following it. Same protocol. >> So, I guess just have the question, we didn't do anything last quarter and we will do something this quarter. So it's not that we haven't done it. It's just that and then we we'll do it what how how many schools then this quarter will we look at or >> typically what we plan for is once a quarter in the middle schools once a quarter and then principles if they have concerns can ask for a follow-up visit >> and it's more like an insurance policy than anything else. I mean we got to put

030things out for insurance whether it's car house or anything else we may find something house may never burn down car may never be in an accident but that's just something we do to protect. Thank you. >> I just want to say thank you for the information and for listening to what as you were saying what the comments and questions and concern were and switching things up a little bit as a previous educator in the district and as a parent of a child who came through the district. Um I appreciate the efforts. Um I agree with Curtis. It's like having car insurance or stuff like that. You pray you never have to use it, but it's nice to know that you have it if you need it. And um is there any plan for the I

031know this was a rush process last year. The board tabled it and we temporarily ended the program. The old board did we recently approved it again this year to resume the sweeps. Is there any plan to do community forums, community surveys to the community so that they can have an input into the program? Any students, parents, teachers, staff? >> Yeah, President Sonik, uh, Vice President Senator Sos at this time there isn't a a plan to do that. Uh, right now it's just implementation to see what data we collect from that data. Then we can make decisions on if that is a warranted next step or next activity for it. Right now, based on the information that I've received, again, I haven't I wasn't here when it was originally implemented, but based on all the data

032I've looked at, the students who were aware of it, who were involved in it, the comments were more positive to than negative. I didn't see anything negative. It was because they didn't really know it existed. Uh the only students that knew it existed were the students who there was a scent to their bag and they were called to the office. So, um the the impact is very minimal. So, I I think if we see a major impact or something detrimental to our students or community, it could warrant it. But at this point, we haven't had any data to say we need that. >> Could the administration do that for us for our community so that they have the input, they can have a say in this program? >> We can look into that. >> Okay.

033Thank you. Um, moving on, I believe our other information item is bond and override expenditure report. >> Yep. Um, Mrs. Pena will go ahead and present on our bond and override expenditure report. Thank you. >> All right. Good evening. Uh, President Snick, uh, governing board members, Superintendent Dr. Lefit. This evening I will be reviewing the bond and override expenditure report for exp fiscal year 2025. We will review our current bond authorization as passed by the voters by in November of 2021 election as well as the capital and m overrites. So the next slide um what is our required reporting uh ARS statute 15-481.1Y and 15-491.6 or K, excuse me, requires school districts to hold an annual public meeting between September 1st and October 31st to report updates on the use of district bond and override

034funds. This update must include the progress and plans for the capital expenditures or program expenditures and allow the public to have an opportunity to comment. Next slide. So this next slide um discusses our Littleton. We have passed uh we passed a bond election in November of 2021 for 15 million. In June of 2022, the bond capacity was sold. The majority of the funds were used to finish um the new school at the time, Lakein Prep. Next slide. This slide goes into um the detail of how the bond was uh spent. So we have broken down the detail um of the approximately for 14.4 million of the 2021 bond. Expenditures uh include construction of Lake and Prep, furnishing the school as well as expenditures associated with the planning stages of renovating the maintenance building such as

035permits and architectural fees. This leaves a balance of a little over um 518,000. The district plans on using the remainder of the funds for renovating um the maintenance uh building that's located at the Littleton campus. The total cost will be more than the available available capacity with the of the bond funds. However, other funding sources have been secured to allocate and finish out the project. Next slide. The capital override um was authorized by voters in 20 in November of 2018. Um this was a ballot measure that the uh community passed for us and it was effective in fiscal year of 2020. The voters authorized an annual dollar amount of 2.35 million for seven years. Fiscal year is the last year of the seven years for this capital override. Next slide. The capital over this is

036a detailed information um on the capital override. Uh this slide shows us the total budget by department as well as the expenditures through FY25 and the remaining budget for the remaining year of the override. Some of these expenditures include technology. Um a refresh of Chromebooks for students. Uh they include library books, digital media that was purchased, adopted textbooks, instructional aids, instructional software and materials needed. Other areas include flooring projects, uh interior and exterior painting of campuses, replacing uh maintenance and custodial equipment. In addition to these expenditures uh and uh we also replacement of playground equipment and furniture um student furniture as well for the transportation area. There was uh purchases of buses for outdated fleet and a refresh of some of the white fleet that was also needed. Next slide. So this slide gives you

037a sneak peek into some of the capital expenditures the district has planned in fiscal year 26. Um we plan on taking care of student furniture. Um, also continuing our replacement of fleet, um, our transportation fleet with buses and our white fleet, uh, K8, uh, math curriculum extension, maintenance building at Littleton Elementary, the bathroom remodel at Littleton Elementary for the preschool program, and Collier renovations as well. the M. This is the M override. In November of 2019, voters approved the M override um for our district. These are the five areas the district identified at the time to on how the M override was going to be spent. The override authorized us for about 7.3 million and was a spent according to these categories. The full day kindergarten amount is the district um amount that we spent

038that is um we are covering the second half of um full day kindergarten since the state is only funding us at a half-day program. The lower class size category includes short and long-term substitute teachers. The teacher and staff salary levels are the amount the district spends for the override to remain competitive in the market um for staff salaries as well. Special programs include um programs such as art, PE, music, signature programs for that teachers um are supporting. And lastly, we also have afterchool programs including extracurricular uh activities and sports. This concludes my presentation. Thank you for allowing me to present tonight. And with that, I'm uh happy to take any questions or comments. Thank you so much for all the information. Um I had a quick question on the upcoming capital projects. You said the

039K8 math curriculum extension. Did we not just adopt a new math curriculum? >> I believe we have um I'm going to defer to Dr. Lefy and I can talk about the expenditure of it. >> Right. So yeah, as a district there was an adoption that was purchased. So when we talk about the overrides, it's over a period of time that um those dollars were used. And so, uh, for this particular adoption, money essentially is banked, per se. So, you save up enough money so that you can make this major purchase. And so, that's how that comes out. >> Does that make sense? >> Yes. Thank you. >> I just have one again on the capital projects there. In light of the recent rains and and rain getting inside the buildings, is there something to take

040care of, roof repair or along that line? Uh, thank you, board member Nelson. So, when we look at the overrides, part part of our challenge with these dollars is we're looking at dollars that have either already been expended or they're at the tail end. And so, the available dollars left, are already in process. So, example, the 500,000 is is remaining on a project that's kind of in action right now for the for the maintenance building. And so for us is to look at other dollars and where we can find other uh monies that are available to help support some of these other needs. And so those are things that Mrs. Pena and I have been talking through. Actually, as as late as 4:00 today, we were talking through what can we do to help support

041these projects. >> Thank you very much. Appreciate that. >> What is I tried doing some research on on my own for our bond capacity as a school district? Um, I believe it's, if I'm correct in what I researched, 74 million, I think is our constitutional limit for class Bond authorizations. >> No, it's actually um a formula that's based off of our property assessed value. So, um, we work with an outside firm to provide us preliminary numbers of potentially what that capacity can look like. So, there's a lot of different factors that go into that. And so the last time that we received information, we were about 60 million of the uh the potential capacity that we can go out to voters for. Um that's not saying that we would go out for that amount, but

042we can go any amount up to. >> Okay. So 60 million is our cap to go out for a bond >> approximately. >> Okay. Does the administration have future plans to go out for a bond? >> Yes. Right now. >> Yes. Bo board member Senos. Yes. That's part of as we're looking through this part of the conversation that we had as an as an as an executive team also with Mrs. Pñena and myself really going through the dollars is for us part of our biggest challenge is looking at all of all of the capital needs of the district. And so part of the work that I um told the board that I would do is try my best to assess everything that I could because we've been seeing challenges throughout. Some of those challenges are

043physical plant challenges. Some of those are curricular challenges. Some are technology. So, a variety of things that we're working to support. So, we know that in the future that is something we're going to have to bring to the board that we're going to have to we're going to bring to the board. Uh an authorization for us to go to bond. However, we're our biggest piece is what are all of the needs? How can we develop a comprehensive plan so that we know that we can budget out every dollar efficiently and effectively for the needs of the organization and what does that look like over the next even though bonds are a limited time part of my desire is to look at what do the next 10 years look like. So what do those bonding cycles

044look like? What do the needs look like? And how do we get those items to support our students staff in the district? For me, I I look at we have to look at everything as and I always say kind of like a business here. Our our buildings are our assets and we can't let those deteriorate. And that's that's our one asset that's supposed to continuously develop or gain some level of value. But if we're allowing them to not um be kept up, then we're we're failing. And so our job is to look into that, come up with a plan, and bring that back to the board for um for your recommendations, guidance, and approval. >> Thank you. Um and I think in that because I mean I can speak for myself. I do think um

045should go out for a bond next year. I definitely think we should. Um, and then I think in that in that planning, could you guys in that meantime do like an evaluation like you just mentioned of each site, whether it's have somebody come in and inspect the buildings each top to bottom to know what is the future things in our sites that are going to break that are going to need to be replaced just so the board can be aware and our community also can know what is the future planning of capital projects that we can do. And then related to the capital override, it says one year remaining and that's DAA, the district additional assistance portion of the budget. Is that mean that we have to go out next year again for next seven

046year? >> We are very fortunate. We do not. Um that was um authorized um last year. The voters approved for the continuation of district additional for the override portion of that. And so we will have an additional seven years after this year. >> After this year. Okay. For 3.5 million each fiscal year. >> Correct. >> Over those seven years. Okay. And then within that capital projects, you're going to be using that within the money within 3.57 each school year to tackle those projects assuming. >> So uh it's we what our first step is to evaluate our needs. after we evaluate our needs, um we'll know cost to be able to do a combination of what can we fund with the funding sources that we have. And so that's the conversation that we are just beginning

047at the time at this time. >> Okay. And I would I would definitely like to see um the Littleton get some love, our original campus. Um you know, I was driving by there one day. It was a weekend. um didn't know what to do but just randomly saw somebody on the swing set just just randomly and I've heard rumors that there's broken fences people can cloth can crawl under and just get into the campus. Um I've heard a lot of stories from teachers at that campus. Um so I think at all of our campuses obviously they all individually need some love but I think that campus really needs our top priority for renovations. I I get Collier needs a little bit of love. I think we should really prioritize that campus for for renovations. This

048just is my personal opinion on that end. >> Thank you. I appreciate that. >> Thank you. Um, moving on to item number 11, discussion and part A. >> Okay. Uh, board president Sonik. So, uh, board member brought up a request to discuss board member building access. So, if you look in your packets, I attached several policies that kind of relate to that policy KI, BBA, and regulation ECA-R just to try to support the conversation. Um, just to hear what what you guys's direction is, but also I'd like to provide some input possibly as well. So, I'll let you guys um have that conversation. >> Guess I can go. Um, yeah. So, I think this has been more of a common practice for a school district, especially in the Central Valley, to have their board members

049have badge access. I know Tulsa Union does, Phoenix Union, Tempe Union, uh, in Roosevelt Elementary, they have badge access for their board members. So, I know there's a lot of, um, you know, miscellaneous stuff that comes along with it, procedures, you know, when the badges get turned off, can board members not access them on the weekends, things like that for safety concerns. Um, but I feel more or less there's been many times where I've been, you know, at an event and I was locked out of a building and couldn't get in on my own. Um, and I feel like this just, you know, we we oversee the school district. So, I feel like we should at least have the bare minimum of be able to just feel safe on our owns when we're on our

050campuses, so we don't get locked out of a building by accident um randomly while we're um at events. So, it's more or less the reason why I requested this. Um, and then obviously more than happy to hear input on the safety concerns and um that come along with board members having badges like any other staff member. Um, I can go. I while I understand being locked out of a building, if I'm outside um on a playground, this just does I don't feel comfortable having um access. I don't feel that it is speaking as a teacher, I don't want any of our staff feeling like I'm as a board member, I'm just going to show up on their campus. Um, I know that when I've had people come into my classroom, it puts me a little

051bit on edge. It puts my students on edge. They're now wondering who's in my classroom, who is that person that just walked in, as opposed to paying attention to the assignment. Um, when I do visit campus, when guests do come into my classroom, I like knowing ahead of time so that I can prepare my students and say, "Hey, there's these three people coming in. We're just going to ignore them. They're paying attention to me. They don't they're not paying attention to you. Um, I think that that is better. I don't like to surprise anyone and I don't like to feel like I am disrupting the operations of our schools by me, a board member or any board member just showing up. >> I'm sorry. So, I see what you're saying. Um, my thought is it

052relates to that is I I didn't see the board members having access as being um an open invitation to pop up. You know, I would think that there would still be some decorum exercise that, oh, you know what? I uh have a I don't have a session right now. Let me pop up at fine arts and just kick a door in and say, you know, I don't think I don't think anybody on this board would do something like that. That's really weird, you know. Um but I I I see what um what Marcus was saying reference to I too have been locked out. And what I was thinking about even is this was not something that I suggested, but the more I think about it, even in terms of for uh safety when we're on

053maybe we're there for um you know, an event or something that's going on and maybe something should happen. And I would think that that would be real more realistic that a board member would then say, "Okay, for the safety of these children, let me get these children, you know, let me grab these kids and put them in here." I don't foresee the access being used bec and abused in that way where I'm going to come into someone's classroom or I'm going to pop up on the principal and you know she's going to come out the bathroom and I'm going to be sitting at her desk like surprise. No, I mean that's I don't think that's what it's for. >> Yeah. And I think I I definitely I know when I first brought this up um

054when I joined the board uh that was the biggest concern from our from our administration was board members being able to show up. And I think most districts board members did their own courtesy and created that within their own policy under board powers and responsibilities. You know, laying out that obviously board members still need to follow the procedure. If they want to show up to campus, they need to aware of the superintendent set up an appointment with this with the local leader principal at the site to ensure that they can't just randomly show up. Um I I understand um that was a that's a big big concern, but I know um we were elected by the public to have trust and held some, you know, responsibility. We were elected to office. So I think that

055um we'd be more than able to create our own procedure policy when we want to visit campuses and ensure that we that we follow it and have um procedures in place if we don't follow it. Yeah. But I understand that's concern. I don't know if I'm old school or not. Okay. I've looked at this from both sides. I've been to the point where I've been responsible for security and keys to get into building. In the olden days when you had those metal type keys that you want in there, if one was compromised, then there was a cost to change those all over. You don't have that right now. You've got fobs and other things like that. But it's just the liability of whatever. I mean, even, excuse me for saying even with the city, if

056there's something that I see with the city, I have a see a key to get into my office, but I won't go in there because the fob is set up. So, there's certain times I can't get in there at all. And I'm like like you, Amy. I went down to a career uh thing at um Trace Rios or um Country Place down there and was in with the kindergarten kids and went from the first room to the second room. And already by the second room, the teacher that was there said, "Mr. Nilson, I know who you are, but these kids were kind of afraid of you because they've never seen you before. Would you please introduce yourself?" So, I introduced myself and some little kid by the name of James came up and says, "I'm

057grateful you're here now. I know who you are." He held my hand the rest of the day that I was down there with him. I will not go into a school unannounced. I've just been to the all the schools around here. And I appreciate the opportunity to be announced, sit down and visit with the people and whatever else. And if we see something that needs to be done, there's a telephone we can call and talk to you or the superintendent and say, "Hey, there's something not going on with that." I've done that with EV as I've gone by there if painting needs to be done or something else. I just I don't want the responsibility or the liability of having a key to pop in there and do anything. I want I want to know

058that I'm announced and the kids know who I am and they feel safe and that I'm there. >> I don't want to be the only one that doesn't have something to say. Um I agree with all the viewpoints here. Like I agree with what Marcus um sorry and Miss Barnett are saying. I have been locked out so having that FOB would have been nice like to be able to get back in. You know, thankfully I I have phone numbers so I can get a hold of people and say, "Hey, can you let me in?" But I do realize, you know, the the security of it. Like that's just something else you got to hold on to. And then we have to ask to have it programmed for this event because I if I have a

059FOB, I don't want to be able to just come and go. Like I already get nervous going to schools. Like I don't want to know. So, I understand both sides, but I just think it it would be a lot of work to have them program it for us every time we're going to go to an event and then deprogram it so we can't use it to just walk on campus. Not that any of us would, but I'm just saying. So, that's it. I agree with both of y'all. All of y'all. So, um you know, once again, we're divided on something. um and we're divided on an issue. So, I would say best thing to do is bring forth a policy um related to this and then the board votes on it at a next board

060meeting. Um because clearly I don't think we can give a clear direction. >> So, if I if I could chime in just based on what I heard, I I mostly what I heard was I don't want the responsibility or the liability. That was kind of the majority voice I heard. um if if I'm listening to you know the the the numbers there. So I'm I'm not sure if bringing it forward yields I is bringing it forward just to bring it forward or or what is that what is that purpose at that point? So for me this is how I kind of view it just to provide information. I always think it's important for everyone to have information and the way our policy is currently structured and that's why I added those policies. Policy K I

061uh visitors to school. The the one piece that um is important to know that the the board's the board's responsibility is policy and budget. policy and budget. The superintendent's responsibility is operations. And if you look at policy KI, the superintendent shall establish school visit procedures for the control of persons other than school personnel or students who enter district premises, which um from from my lens and my interpretation would mean that becomes a superintendent responsibility. The reason I say that is because um as individual board members, as a collective, you're a board. As individuals, you're community members, which then moves you into that visitor space. And I think it kind of I understand board member, but when you listen to it from the perspective of what is the role of the board, what is the role

062of the superintendent, it's the operational piece. I think what starts to happen is my ultimate responsibility is to mitigate risk for the organization is to ensure the safety of students, staff and everyone else involved. And so part of that mitigation of risk is also of the board is to make sure you all are put in position so that you can succeed. So if something were to happen on a campus and you were whether it was with notice or just randomly doesn't matter which way if something happened now you're potentially liable. Now if there's something that has to come to the board for appeal for review you recuse yourself from that. You're no longer involved in that process because you were involved in whatever it was that took place. For me it's ensuring that you guys

063are in a safe space. so that you guys can perform your duties and responsibilities without worrying about is there something that is going to cause us to not fulfill our responsibility properly and so for me that's why I communicate it in a way that I want you guys to be safe the minute you have a key fob access and something happens on campus so the the I I hear the locked in on campus but when you're visiting campuses is through um ADA and my office and so administration or some staff member should be with you at that point and so we had a process for that. So even during our board retreat when we discussed our communication part of our conversation also included visiting sites, visiting campuses and we discussed what that would look like

064at that point. Work through my office, work with Ada, she would work with site administration and then those pieces would continue to happen. So for me it was and I think you know we have an example of that being successful where um board member Nielson worked with uh Miss Sillis, she worked with off-site administration, plugged it into my schedule as well. I was there when I could visit those sites and so we had the opportunity to have true guided tours with conversation so nothing could be taken out of context as well. So I just bring it from the lens of safety, security, mitigation of risk. What does that look like for us as an organization? So >> that makes perfect sense to me. Um, but I really think as a board we need to be

065very consistent and need to be like continuity in all that we do. So if we're going to play it safe and say, you know, we're a very conservative board, then we need to be conservative in all measures. So what's questionable to me, I don't disagree with anything anyone said with regard to mitigation of risk. I don't disagree um when it comes to um you know just having liability of things. That all makes sense. But if that's our stance, we need to take that stance consistently. We can't say okay well we want to mitigate risk. We don't want the board members I guess now that you say on campus without the superintendent being there to hold their hand. That's that's that's what we're doing right now. like, "Oh, you want to go? Let's let's hold hands

066and I want to make sure that you don't say anything I don't want you to say," which is fine. Let's be conservative, but how can we be conservative when it comes to this, but then be rogue when it comes to having dogs running through the campus sniffing people's book bags? Like, let's be consistent. So, if we're going to do that, I'm all for it. I mean, whatever the board wants to do, I'm I'm going to support it. >> But how are we going to say we're very conservative. We don't want to take any un unnatural risk. We don't want anybody on campus unless we're there. But it's okay to have wild animals on campus sniffing our kids book bags. It just it's it's a conflict. >> That's a that's a fair statement. Uh board member

067Barnett. I think it goes through the same process though. It still goes through the office has to be coordinated through Sue Garrison using that as the example. It's still coordinated. Site administration is with them as they walk through the classes. Students aren't in the classes. And so I the processes are similar for me. I'm about consistency. And um I would think everyone who's engaged with me knows that. So it's about what is our system, what is our standard, what is our structure, what does that look like, how do we move forward so that if something does happen and there's a potential for liability, we can rely on this was the system we used. This is how we moved forward with our system. This is what we do did to ensure the safety of everyone involved.

068And we do that for everyone. So any systems and structures, we do that. And so it's it's not um picking and choosing. So even with this it's working through ADA um scheduling with site administration site administration supports through the campus same processes and structures we try to be as consistent and possible as possible. What I communicate to site administration is if we want to be a system a successful system there has to be consistency. It doesn't matter which McDonald's I go to I know what the French fry is going to taste like. Consistency. We have to have systems. We have to have structures. And so we put those in place so that we can be consistent and provide um the the support for everyone within our system. And I think at the end of the

069day um you know my colleagues can disagree with me. We were elected from the public and I think to the fact that think we have to be like we are visitors. We are elected to oversee these schools. These staff will not get paid if we do not approve the budget. And I think having a badge is nothing compared to the responsibilities and abilities that we do up here in the DS. It's simple simple concern. Many school districts practice it. And I think that if we want to move into the 21st century and actually be future focused, board members should have that ability to make sure that they feel safe, they feel welcomed, and they feel respected when they visit their campuses because you never know when you are going to randomly be on a campus

070and be locked out without somebody there with you because there are so many events going on. And I think the same thing can be mentioned. We hire all these people who are outside of our community to be administrators and to be teachers, yet we trust them to have a badge and to come onto their campuses and educate our um kids. But we can't do that for ourselves. And I think that is something that we need to recognize that if we're willing to take on this, say, you know what, our superintendent gets a badge. No one is saying we are going to randomly show up. No one's saying that there's going to be legal liability whether we're there or not on a certain event. That is bound to happen. whether that event happens. At the end

071of the day, it is that we were elected by the public to oversee the school district and we should have the same dignity and respect as administrators do with badge access. So, that's my final word on it. Um, I think it should be brought back as a board action item and let the board make the decision there at the next board meeting because it's at the end of the day, it's the board's decision, not the administrations. Um, let's move on to number B. Um, letter B, sorry. Policy DA, fiscal management goals, priority objectives. >> Okay. Madame President, governing board, as we've done over the past several meetings, there are several policies that are bring being brought forward as ASBA is revising their policies. So, some of these policies aren't true changes. Some are um elimination

072of policies. Some are combination or combining of policies. So, we'll go through these uh swiftly. Unless anyone the board sees that they've reviewed them all and you don't need me to, I'm more than welcome to not have to go through all of these. >> Okay. I did review them, but it's always good to have a set up. Sorry. >> Okay. All right. Um, policy DA, fiscal management goals, priority objectives. Minor edits were made to the policy language to reflect current basic practices. The title was also updated to fiscal management goals. Removing priority objectives as the list included in policy DA reflects broad outcomes aspirations. Policy DB and regulation DBR, annual budget language from policies DBC and DICA were consolidated into policy DB and the title was updated to annual budget schedule preparation planning format and

073posting submission to better reflect the content. information was added regarding desegregation funding um ARS 15910 and budget submission requirements ARS 15905. The list under format was updated to align with ARS 15903 and legal references were revised. Headings were added for clarity. >> I do have just one question on that one. >> Yep. It's just it's just datetime. Uh item number H, proposed budget, uh July the 5th. We've always had July the 5th. That's not a new date or anything like that. And then at least that's proposed budget by July the 5th and not less than 10 days before. And then we've got on July 15th a budget adoption. So one's a proposal, one's an adoption. Are they two different budgets? One from the previous year or just keep that straight in my mind, please. >>

074No. Uh board member Nelson, they're both the same. So what it is is one is presented for review essentially giving you kind of a a 10day standing period and then it comes back to the board for approval. >> And do we we only meet one time in that time period the second? >> Yes. Yes. So what what we can what we'll do is look at our schedule and we'll align it so that there's a window of time there so that uh we have we can statutoily meet those timelines that are required. >> Thank you. Yeah. Yep. Next item. DBC and regulation DBCR budget planning preparation and schedules. Uh deletion. Policy DBC and regulation DBCR content was consolidated into policy DB. As a result, policy DBC was removed from the model manual and regulation DBCR was

075recodified as regulation DBRR. Policy DBF budget hearings and reviews adoption process. Policy DBF was updated with new headings for clarity and its title was revised to budget process adoption and implementation to more accurately reflect its content. Additionally, language from policy DBI was incorporated into policy DBF under the implementation section. Policy DBI budget implementation deletion language in policy DBI was moved to policy DBF under the heading implementation. Therefore, policy DBI was removed from the model manual. Policy DBJ budget transfers headings were added for clarity and reconciliation and was added to the policy title to align with content current title budget reconciliation and transfers. Next item 11H, policy DD and exhibit DDE. Item summary. Language from policies DDA and DEEC was combined into policy DD. Therefore, policies DDA and DEEC were removed from the model manual. Headings

076were added for clarity and the title of the policy and its accompanying exhibit was updated to budget funding sources to better align with the content. ARS 15991 was added to the legal references in connection with impact aid. Specifically, language from policy DDA was combined under the heading funding sources outside the school system and language from policy DEEC was combined under the heading funding from federal tax sources impact aid program. I policy DDA funding sources outside the school system deletion. Policy DDA was removed from the model manual following the consolidation of its language into policy DD. Specifically, content from policy DDA was incorporated under the heading funding sources outside the school system within polity policy DD. Next item 11J, policy DEEC, funding from federal tax sources deletion. Item summary, policy DEEC was removed from the model

077manual following the integration of its language into policy DD. Specifically, content from policy DEEC was incorporated under the heading funding from federal tax sources impact aid program within policy DD. Next item K policy DFA, revenues from investments item summary language from policies DFB, DFD, and DFF were combined into policy DFA. Therefore, those policies were removed from the model manual. Headings were added for clarity. The title was updated to revenues and income and compliancy language under student activity. income was expanded to guide districts on permitted and prohibited fundraisers. Fundraisers >> I just had a question on that one. >> Yes. >> So I understand school owned excuse me that understand school owned real estate. So if we have some property and we sell it that now anything above whatever we paid for it becomes income and

078then down through gate receipts. I assume we don't have that in our school district and >> right right as of this moment? No. Okay. I was just looking to see what that what that entailed. Student activities. Um there's one that >> Let me give that to Miss Pñena. >> Bing bingo games purchasing classroom raffles. That's all off limits. >> Okay. >> Madame President, um board me member Nilson. Um student activities refers to all student fund raise monies. Um it is not a fund that is uh the districts it is a student fund and so any of their fundraisers that they uh choose to create is those funds stay with them >> stays with them. Okay. >> I just wanted clarification on it. Thank you. >> Fair enough. >> Okay. Item 11 L policy DB DFB

079revenues from school owned real estate deletion. Language from policy DFB was moved into policy DFA under the heading schoolowned real estate. Therefore, policy DFB was removed from the model manual. Updates were also made to the student activity income section and career and technical education was added to provide additional guidance. Legal references were revised accordingly. Next item, policy DDA, funding sources outside the school system. Deletion language in policy DDA was moved to policy DD under the heading funding sources outside the school system. Therefore, policy DDA was removed from the model manual. Policy DFD gate receipts and admissions deletion language from policy DFD was moved to policy DFA under the heading gate receipts and admissions. Therefore, policy DFD was removed from the model manual. Policy DFF, income from school sales and services deletion language from policy DFF

080was moved to policy DFA under the heading school sales and services. Therefore, policy DFF was removed from the model manual. 11P policy DG banking services. Policies DG and DGA were combined with language from policy DGA incorporated into policy DG. Therefore, policy DGA was removed from the model manual. Headings were added for clarity and the policy title was updated to banking services and authorized signatures to align with the content. 11Q policy DGA authorized signatures deletion. Policies DG and DGA were combined with language from policy DGA incorporated into policy DG. Therefore, policy DGA was removed from the model manual. Headings were added for clarity and the policy title was updated to banking services and authorized signatures to align with the content. Policy DGD, credit cards. Policy DG D was slightly reorganized with the definition section moved to

081the top of the document. Policy DI fiscal accounting and reporting language from policy DIA was combined with policy DI. Therefore, policy DIA was removed from the model manual. Headings were added for clarity. Policy DIA accounting system deletion language from policy DIA was combined with policy DI. Therefore, policy DIA was removed from the model manual. Headings were added for clarity. Policy DIIB types of funds revolving funds. PolicyDIB includes a title change only revolving and auxiliary funds. Policy DIC financial reports and statements. Policy DIC financial reports and statements was updated with added headings for clarity. Policy DICA budget format deletion language and policy DICA was moved to policy DB under the heading format and the first paragraph under the heading posting and submission. Therefore, policy DICA was removed from the model manual. Policy DID and regulation DID

082inventories. The stewardship list in policy DID was updated to align with the uniform system of financial records with additional guidance added on equipment inventory and supplies inventory list. Headings were added to regulation DIDR and the sentence, "The copy of the complete inventory shall be on file in the office of the business manager was relocated to the first paragraph for clarity. I think we're probably halfway through now. So, we're good. You good, Jim?" Mr. Vero. Okay. All right. Here we go. Policy Die and Regulation. DIER audits financial monitoring headings were added to policy DIE and regulation DIER for clarity. In addition, section A was updated to 700,000 and section B to 750,000 to align with the USFR and the Auditor General. Policy DJ purchasing to enhance clarity. Policy DJ was revised with minor edits. Headings were

083added, additional legal references included, the title updated to purchasing ethics, the subtle the subtitle removed, and one sentence revised under definitions. K 11 AAA policy DJ and regulation DJR bidding purchasing procedures. Policy DJ and regulation DJ were reorganized with added headings to improve efficiency and clarity. policy DJ now includes veteranowned businesses to align with two CFR uh 200.321 and add sections on purchases from district employees and purchases from district board members under the purchasing heading to provide additional guidance consistent with the USFR regulation DJR was updated to include revised AAC references and further guidance as outlined in the USF FR policy DJG and regulation DJGR, vendor contractor relations. Policy DJG and regulation DJGR were updated for clarity and alignment. Language from policy DJ DJGA was incorporated into policy DJG. Therefore, policy DJGA was removed from

084the model manual. The titles of the policy and regulation were updated to vendor, contractor, and sales cause requirements to better reflect their content. In regulation DJGR, a heading was added and the opening sentence was removed to improve clarity. DJGA and regulation DJ R um sales calls and demonstrations deletions language from policy DJGA was removed to pol was moved to policy DG D G D G D G D G D G D G D G D G D G D G D G D G D G D G D G D G D G D G D G D GJG under the heading sales calls and demonstrations requirements. Therefore, policy DJGA was removed from the model manual. Regulation DJGA R was removed from the model manual and this information is addressed in policy DJG. Policy DK

085and exhibit DKE payment procedures. Policy DK was updated for clarity and alignment. Headings and title updates were made to better reflect the policy content. In addition, exhibit DKE is updated to include payroll as an option in the resolution. Policy DKA, payroll procedures, deletion. Policy DK was updated for clarity and alignment. Language from policy DKA was moved to policy DK under the heading payment and payroll procedures. Therefore, policy DKA was removed from the model manual. Headings and title updates were made to better reflect the policy content. In addition, exhibit DKE was recodified as DKEA and exhibit DK AE was recodified in as DKB. And I believe our last one, policy DN, school properties disposition information pertaining to competitive sealed bidding was removed from policy DN as this information is provided in policy DJ and its accompanying

086regulation DJGR. That's it. >> Thank you, Dr. Leit. Moving to item number 12. Is there a motion to move into executive session? >> I'll make that motion. >> Is there a second? >> I second. >> Miss Stallard. All in favor say I. >> I. >> Any opposed? We will be moving into executive session for the purpose of discussing the superintendent's evaluation and performance goals. There will be action when we return. >> Yes, I do. Thank you. Hey, beautiful. I'm with Do you want my phone? >> Okay, play your phone. I'll give you more time. I'm trying to log in. Are you charging? Facebook I know. I Okay, we are going to reconvene from executive session. Moving on to item number 13, a superintendent performance goals. Is there a motion? >> I'll go ahead and make

087a motion to approve the goals that have been considered for the 202526 school year >> as discussed in executive session. >> Thank you. Yes, please. >> Mr. Nielsen, is there a second? I second >> Miss Stallard. All in favor say I. >> I. Any opposed? All right. Item passes. B. Um 2025 annual financial report. >> Madame President, governing board. We have Mrs. Pena who will be up again to present our annual financial report. Good evening, President Snick, governing board members, superintendent Dr. Lefit. This evening, I will be reviewing the annual financial report for fiscal year 2024 2025. The annual financial report is required by Arizona Revised Statute 15-904, which requires school districts to annually prepare and submit an annual financial report, also referred to as the AFR. We are required to get this approved um

088for Arizona Department of Education no later than October 15th. This annual financial report represents the financial activity for fiscal year as budgeted and recorded. So last month at the governing board retreat we shared information on the financial reporting timeline that we are required to follow. This slide represents that same timeline. The AFR is one of several opportunities we have throughout this school year to present financial information. The AFR serves as the final process of the close out of our financial year. We provided uh two documents um for uh you this evening. One of those documents is a copy of uh the PowerPoint and the other document is the uh annual financial report that will be filed with AD. This uh if you're following along on this report, um the full report of the AFR, we

089will start off on page two. And so page two is focused on the M um maintenance and operation fund. And this DA data allows us to review it in several different ways. All districts are required to adhere to the rules and guidelines outlined in the uniform system of financial records which we also refer to as the USFR. Part of these guidelines are how districts are required to code um every expenditure. So we have um very specific guidelines on coding requirements. The reason why I bring this up is because it is uniform throughout the um state of Arizona. Um and so what you will see here is the maintenance and operation budget and expenditures. And for this uh you will see our salaries and benefits. Um we have spent um of the 48 million spent in

090M 40 million 40 million.4 four was spent on salaries and benefits and 6.2 million was spent on purchase services. These include purch professional services, professional development, repairs and maintenance, travel, utilities as well as professional services such as occupational uh and physical therapists and other contracted positions. In addition to this, 1.9 million was spent on supplies and other areas. The next slide provides a visual of these same expenditures and gives you a visual of the percentage that goes into these three categories. So 83% was spent for salaries and benefits, 13% for purchase services and 4% for salaries and other areas. In addition, as I mentioned that the um page two of the page uh two of the AFR allows us to review this uh M data um in many different ways. So this slide represents the

091um same information, the same expenditures. However, it's analyzing it in a different view. Now we are able to look at this with at the 40 of the 48.5 million that was spent is now grouped by the program. So 36 million or 84% is going to regular education. 9.3 million was spent on special education and 2.7 million or 6% was spent on transportation and a little over 400,000 was spent on K3 reading. Moving along to page four of the AFR. This is titled as unrestricted capital. However, it is referred to as district additional assistance when we're funded. In addition, um this page four provides detailed information of other expenditures such as the bond fund and debt service fund. Of these three funds, DAA expenditures were at 4.7 million. Bond funds we spent 68,664 and debt service

092fund was 4.3 million. Drilling down to page four of the AFR uh reports and focusing a little bit more on district additional assistance da 1.6 6 million or 36% of expenditures were book for books and instructional aids for all students. Just under um 1.6 million we spent um we spent the funds on instructional aids and 34% of that was for furniture um and equipment which also included campus and district level expenses. Just over 795,000 or 17% of those expenditures were on construction services throughout the district. The district spent over 648,000 or 14% on non-instructional software. It includes all of the software programs the district utilizes for operating purposes such as our financial software, attendance software, transportation software, and other areas. Page five of the AFR gives details of all federal and state grants that we

093receive. So here I have summarize those into two different categories uh between state federal and state. Federal funds include title allocations, IDEIDA grants, -ate and Medicaid reimbursement. Federal grants are typically reimbursements reimburseed grants which means that we are authorized to spend an allocation that was approved and then submit a reimbursement for those uh expenditures as approved. The state funds uh reflected here include first things first and school safety grant. Moving further along into the special projects here, this slide allows you to review the expenditures of the special projects that are broken down by percentage of use. For food service expenditures, we were at 5.5 million or 41% of special projects. Federal funds, which I included as the title one grants, IDA grants, and um other grants as well. We spent uh 4.3 million or 32%.

094Other funds here represents our cash funds such as civic center, student activities, gifts and donations, tax credit, and other areas. That was 3.1 that was spent in these areas or 23%. State grants at 367,000 or 3% represented here. Instructional improvement was spent at 166,000 of total of the um state projects 1%. This slide is a estimated classroom spending um review. So, this is an analysis of our um each area of all of our funds and the supported areas within um instruction, student support, instructional support, administration, plant operations, food service, and transportation. This is a representation of our classroom spending report that um the auditor general's office will calculate for us based off of what we have spent in fiscal year 25. This is an estimated of what we will see that they will estimate what

095our classroom dollars um will be. Um again, they will have to gather our data and finalize those numbers. So, we're just providing you an estimate of what that will look like. This concludes the um AFR presentation. I would like to thank our finance team, especially our finance director who uh Rochelle Corey who worked u tously to wrap up our general ledger in preparation of this report. Um thank you for allowing me to present tonight. And with that, I'm happy to answer any questions or comments you may have. Um, I have a question. Back to our maintenance and operations budget and expenditure. It looks like we have extra money that we budgeted that we didn't spend. Um, what are we doing with that extra funds? Did we spend it somewhere else? >> Um, that is a

096accurate observation. Um, it is the health of our district. So, as as you know, every year when we bring forward the proposed and adopted budget, we're not really a um sometimes we're not fully aware if the state has approved their budget. And so, for instance, this year um they gave 2% to districts. That's not always guaranteed. So if that we have a year where there has been um a zero increase from the state then we will have to save those dollars for future expenses um and health of the district. So we technically do not want to spend all of that down. In addition there's always additional cost. We could have stagnant um enrollment. We can have declining enrollment. So with those things that happen um from year to year, we want to make sure that

097the district is in a good financial situation to continue um what we have um going on here for Littleton. >> All right. Thank you. >> Yes. >> Does that same apply to the grants? >> That does not apply to the grants, unfortunately. >> Do we lose that? Okay. Yeah. What happened to the grants? >> Thank you for the question. um governing board member Nel Nielson um it does not apply to the grants. There is a carry forward amount. The carry forward is not always guaranteed with those grants and so it is yeartoyear. Uh we would want to be very cautious as this prior year our carry forward was pulled from all districts and so we were hanging um not really sure if we were going to get that carry forward. So, it's something that we

098just want to be cautious of. >> Thank you. >> Um trying to find mine for district additional assistance for the um debt service. Is that money that we're paying back like off on debts? Just assuming. >> Correct. So, we are paying back um our bond that we took out. Um the collection is going into debt service and so that's going straight into paying that back. >> Okay. >> And then um in terms of how much our district just is in debt in general, do you have that number on hand? I I don't know if you mentioned it. The bond and override expenditure. >> I would have to come back with an assessment of that information. >> Okay. But our our purpose tonight is to approve this because it's last year. This is summary and we

099have to have it in by October 15th which is tomorrow. >> Tomorrow. Yes. Yes. >> Okay. Thank you. >> Is there a motion? >> I'll go ahead and make a motion that we approve it. We get it in tomorrow. >> Mr. Nielsen. Is there a second? I'll second. All in favor say I. >> I. >> Any opposed? Item passes. Moving on to number C or letter C. I'll get it one time. >> Thank you. U Madame President Soik. Um so um over the summer the Pacific Institute was brought forward to the board as a consent item and there were several questions that uh board members had on this and so we brought it back tonight as a individual action item for specific questions that individuals may have. But just to give rationale for why we

100would like to move forward with this. Um there are a couple pieces here um that we looked at to to to validate the need for it. One thing that as I was gathering information, I identified that is actually tied into the administrative evaluation. So there's an attachment on your in on your board docs there on your assembly there. >> Oh, I'm sorry. >> Yeah, you have to there confidential. Yep. Yep. But um so as a part of the the evaluation for administration um page seven of 19 uh board or or goal 2.1 actually identifies it as a required portion of that. And so I think it would be initially unfair to say we're going to eliminate that when it could impact all of our administrators in the district. Also, uh throughout the years, 21 Keys

101curriculum has been embedded across all staff levels. So most recently, administration has gotten support, but historically there's been support for two for classified staff in terms of having uh two-day pre-ervice. certified staff, secondyear teachers receive training as well. Then administrators, they get their training for the lifestyles inventory circumlex. So also um there is data that there is some leadership impact on it. A lot of it looks at leadership style and that's something that's um something for our leaders to take inventory of as they are leading their sites. Um we've gotten positive feedback on it. So we had surveyed our administration on it since they were the most recent to utilize it and we had a high percentage of positive rates on that as well. And then just the strategic alignment how it aligns with the

102continuous improvement of the district again being a part of the evaluation. In terms of cost, it has been pretty much a minimal cost. So, if you look at annually, typically through each phase, it's it's been roughly around $12,000 per year with um a couple of big years in there. But when you look at phase 1 in 2024, uh that was 20,000. Phase 2, 2025, 12,000. Phase 3, 2026, 12,000. and and that that was the projected for this year and that part wasn't spent yet. So any additional questions >> is that the cost that include the consultant that comes along with it? >> Yeah. So the the overall cost that was provided to me was through for them for the consultant and the work and the survey. So it's uh leadership impact. So the the LSI

103uh evaluation or instrument composite reports group report a one-day debrief also surveys uh report and debriefing. There are other surveys and debriefing as well. Um, I understand the necessity of passing this for this year, but I would strongly encourage the um administration to pursue other ways of changing the evaluation framework to not be tied to a program like this. Just in case sometime in the future we were to get rid of this program, I would hate to um have an evaluation tool tied to it. Fair enough. Fair enough, President Sonik. We can look into other options as well. >> Um, and so could you just I know there's there's confidentiality, a lot of that. Could you just give me an an example of just how this specific institute is used? You know, like do we

104get all the administrators in a room and we, you know, point out what they're bad at or what they're good at or can you just give me an example of what this how this program runs dayto-day? Right. So, um I I think for me the best resource would probably be if I used uh Miss Garrison, would you probably be the best resource for us on that one? Thank you. So, over the years, sometimes it is a meeting with everyone together. Sometimes it's indiv individual work, individual coaching. Um lots of benefits to this throughout the years that have made me grow personally and professionally. And one of the surveys that are included in the price that Dr. Lefi talked about is there's a leadership impact survey that surveys the people who work with us either directly

105for us or have access to us about every three years. They're accessing the impact that our leadership has on them. And so you really learn, it's some great feedback about um because leaders need to be able to hear feedback about what they do well or don't do well. And there's a difference. One of the biggest things that I learned from this is there's sometimes a huge discrepancy between how I meant for something to land and how it really landed. and you get this anonymous feedback and sometimes it's not so anonymous. I think uh another benefit of this is it helps us speak what's going down or is that me? uh it helps us speak candidly to each other right and hold each other accountable common vocabulary over the years I mean we've used the same

106vocabulary for you know 20 years about you know there's a circumlex with are we being humanistic how are how are things landing how are um where we could improve t we've tied it to our evaluation pretty strategically so that we keep it in the forefront of our minds um and it's third party kind of takes the the opinions out of it, right? So, and and they use their researchbased questions and things like that. So, it's been ongoing for about 20 years now. So, >> and and so just to chime in, thank you, Miss Garrison, to chime in. Based on what I know, it's not in individual. So, how people use it, it's as a group, you talk about, okay, as an organization, this is where we are. And so what does that mean for us

107as an organization? What do we do? Does this help us grow our organization? How can we lead our organization? What are the things we need to work on as leaders, as a group? So example, for me, I I don't know anyone's individual um scores, but I have a aggregate meaning I have a collected and and an average of where do people land on that circumlex tool. And then it helps us to identify how do we support our leaders. And so for me for the past I've been here what three months now um most of my work has been on leadership and so I work through how do we build leaders what does that look like for me I like to utilize some of the text that's out there so I use books to help lead

108those to work through those studies to talk about what what does leadership look look like get input from other leaders on that and we have those conversations and discussions on what do we do to improve our leadership so that we can ultimately improve the organization which will benefit our students and staff. >> Well think I I get that information about how you guys feel about the program but I'm I'm asking like how does this work? Does a consultant come in? Do they do the evaluations for the administrators? And then that feedback is reported to I'm assuming overall everybody because you said it goes around. So you everybody can see your feedback based on the feedback you give anonymously about fellow administrators. >> No, no, no one no one sees each other's feet. That was what

109I mentioned. No one sees each other's I've never seen everyone does their own individual and they get their own individual results. The only way I would ever see anyone is if they walked up to me and said, "This is how I scored." So I I can't tell you who scored how, but I can tell you as an aggregate, as an organization, how we perform. So what happens is I guess originally individuals it may have been done through the consultant but as the district has taken it on over the years people will come in evaluate that gets input into the system and it goes into that aggregate >> if I'm if I'm accurate on that >> the culture of the organization as a whole >> so there's no consultant >> tied to it >> there >>

110essentially recently >> so I mean for the for the coaching ing component for the individual coaching piece, but do they come in? Do they evaluate? Do they give that? I'm I'll I'll defer because I haven't been here except for the past few months when it was last disseminated. I don't know what that piece looked like. If you can chime in. So, for the coaching, I know we're paying this money for to hire a coach through the Pacific Institute. And how often does that coaching happen with our with our administrators? Oh, is it randomly? Is it just whenever you guys call them and say, you know, this needs to happen? There's on a schedule every three years. It's a three-year rotation of what's the different pieces. Robbie helps set it up. So, that's why I'm looking

111at her. So, this consultant can't just randomly commit when they want or >> So, let let me have um Miss Musel come on up and communicate because she's worked with them more frequently. >> With the Pacific Institute, we're on a three-year cycle. Uh we do co we do a culture um inventory, we do a leadership impact, and then there's an off year. there's a a cycle that um we get our results on our culture and there's a day of group group coaching. So that coach that you're talking about, Mr. Sinceros, comes in and works with us and shares the results of our OCI, our overall culture. Then the next year, we do our LSI, which is our individual impact that Miss Garrison talked about, and we get a one-day coaching for our group results that

112Dr. Lefy was speaking to. And then each leader, depending on how long you've been in the organization, if you've been here for a while, you don't get as long of a coaching position because you've already had multiple years with the consultant, but a new leader might get an hour with a coach at first to go through their results and set goals for them to work on with their staff. Um, so that's the three-year um cycle that we go through. And we've had hiccups with COVID. Sometimes we've had to put that three-year cycle on pause and come back to it because it wasn't right to do it when we were all remote. Um, it wouldn't make make sense. So, >> and when is the last time there was a group session, a group group coaching with

113administrators? >> Last year. Last school year. >> Last school year. >> Yes. >> And are these called? Who are these? It's on, you said it's on a schedule, right? So, I'm assuming it's on the schedule. They can't just randomly publish. gather all the administrators and talk as a group. >> No, they're scheduled through usually our curriculum and instruction department is the one that usually does the um scheduling of the sessions for our leaders with the doc with the superintendent input. >> Okay. And so does this consultant how how often is this this could be a future agenda item or board update. How often is this consultant when they're on our campus in the district office? Are they reported? Do they sign in? Are they a visitor? Could that be reported to us of just how

114often this consultant has been on our in the district office? >> So, they sign in with our receptionist. Um they're usually in one of our conference rooms and our administrators go and work with them individually during that time or if they're with the whole group session, it's usually held here um in this space where we meet. >> And how much money have we contributed to this specific institute in the last 20 years? Has there been any data just results that it's actually been effective? It helps our administrators grow. >> So, a 20-year financial figure, I'd have to come back with that. I could tell you what the plan was for the next several years that over over over a um over a three four-year window, the total cost for it would have been $68,672. That

115would have included uh 2026 and 2027 if it were if we were still in that uh cycle. So fa uh through the different phases of this. So a four-year phase would have cost us 68,000. How much was spent prior to that? I can't I can't state now. I'd have to get that information. >> Okay. And um I know I' I've done some some research in terms of not many districts use the Pacific Institute anymore to evaluate their school administrators. Um, I know we've done it for, you know, 20 years now. Um, so is there just a reason why we feel there's just a need to just just continue doing something that's kind of more outdated? I know I looked on their website, it's more focused towards corporations, corporate America, and where our job is focused

116on kids. Um, so is there a reason why we feel the need to just keep pushing it through and most districts aren't doing it anymore? BA based on information I've gotten is just because uh leaders feel as though they've gotten the success needed out of it to help them become better leaders to lead their organizations. So if you look over the last few years and next week we'll bring up uh our school achievement data, you'll start to see how some of the schools have uh seen those increases and a lot of it is in in terms of their leadership. What does that look like? What systems are being put in place and how do we work through those pieces? And so uh I think right now because there's been some individual success and then as

117a group it helps show the organization where they land it it had just been a positive tool for them at that time. For me I have very limited experience with this so I can't speak to um what it is success would look like in the future. For me um having an approval and working through the process I could clearly evaluate it. I right now I'm reviewing data. I'm reviewing information based on information I have. Have has there been some successes? Yes. But again, I haven't seen it implemented and so I can't say what makes it work well where there where there are challenges with it and what that looks like. So my thought is that um if we've been so loyal to them for 20 years and I think maybe that's the reason we're like

118you know we're you going to hold on to this antiquated system because let's be loyal. I think um we might need to consider something new because if it's supposed to measure culture and give this type of um data, it doesn't seem to be working. We continue to lose teachers, we continue to have low morale, we continue to struggle with the same things. And if we're sticking with the Pacific Institute just because we've been with you for 20 years, let's just make it work. It's it's no different than staying in a marriage just because, oh, I've been with you for 20 years. You haven't been good to me. But I'm going to stay with you. It doesn't make sense. Maybe we need to look into something new. >> I hear you, board member, Barnett. What I

119what I do though is for me remember I I I I'd be careful in just stating some pieces without knowing the actual data because I know statistically speaking in in most um in most jobs the the turnover rate or attrition rate is going to look pretty similar and as a district we've done pretty well. One thing that I do have data and I've observed is when I came in here, the number of individuals that actually are retiring or retire or choose to leave the district is on the lower end compared to others. Um, for me, I'd like to see data on some of the morale. I know when I do work with Miss Mucil, I do ask for survey exit surveys and we're working on uh bolstering those up because for me it's important to

120to get the accurate information on why are people leaving? Is it is it uh financial? Is it leadership? Is it family? Is it what is it? So that we can begin to make those changes. For me, I I really truly try to lean on the data to look at it. When I look at the data on this, I do see some areas where it looks like there are some successes that aligns with us, but I think also there are some areas where there may be some challenges in there and it's how do we now improve those areas? >> So, I just have one question. Is this a contract? Is this like a four-year contract or is it done annually? It's a three-year contract and we're into it. >> Okay. So, we're just finishing up with

121the three years that we've had it and we're going to start another three years. >> Yeah. It this would be it would be one year. It would be one year. This vote would be for one year. and and part of you know and I appreciate uh President Sik's recommendation of because it's tied to an evaluation to change it midstream would be tough but to look at options and alternatives there because now it kind of put it puts our uh administrators at a kind of a disadvantage because our goal was tied to that u that rubric. >> Um so just correct it's 64,000 for one year >> that that was a four-year number. four year number >> for one year for one year and this upcoming year depending where we are in that um it is

122it's 12,000 $12,11 roughly >> and I think you know I know you mentioned you know a lot about data and I think you know if I'm a community member you know I'm not I'm not seeing any data on the screen you know in front of me or you know all this numbers just being thrown out so I think in the future if we could have just had that attached as a PDF to just have all that information. Could have had feedbacks from our administrators, quotes saying, you know, this program supports my growth as a school administrator. Um, you know, I've I've personally talking to former and current administrators about this program. Um, I haven't heard the best about it um in terms of their ability to have growth and and leanage and how they think

123um as leaders for their based on their school needs, individual sites. Um, you know, so I do agree with uh President Osnik. do need to find a way to move away from this but also give that opportunity to our school administrators to actually be a part of picking their own evaluation program so that they have input. I think kind of thinking about bottom to top rather than top down top down top down something for our evaluation of our administrators. So, I get the point of passing it tonight just because it's convenient for the administrators um you know for their evaluations, but if we really want to have them be included in their evaluation process, I'd say we would be ambitious and we would actually have them be a part of it with surveys and feedback

124and a committee to make up a new uh process of how we do professional development and evaluation of our administrators. Um this just kind of my final feedback. Um I just think we we need to move away from it. So I would make a motion to deny the appro uh renewal of the Pacific Institute source use award for leadership development culture transformation and mindset training for all staff. >> I will second. All in favor of denying the appro the renewal of the Pacific Institute Soul Source Award for Leadership Development, Cultural Transformation, and Mindset Training for all staff. >> Wait, it'll still be good for this school year, right? >> Say I. >> I. >> Any opposed? I >> it. Okay. So, is there another motion on >> I'll motion to table the renewal of the

125Pacific Institute until we can see data and figures that this program is actually effective and that our administrators actually want it and they're not being forced to do it. >> I will second. Can I ask a clarifying question? >> Yeah, because there should have been before should have been a question. Yeah, before you go to that question. >> Okay. >> Question. >> All right. Um, I would like to know if this item were to be tabled, what would the effect on our administrative evaluations be? the the impact would be that it would probably impact them possibly achieving that goal because it's tied to that area. And then also if it if it were not passed or if it were brought forward later, we do understand that there's a price increase as well which will cost

126additional dollars. And so you have kind of two variables at play. >> So the administration chose to move forward and do the goals anyway even though they knew the board was not safe this earlier this year >> board member senos it's been a part of their eval two different things here the LSI the the LSI is the instrument used to improve leadership the performance evaluation is what the administrators use to be evaluated on the LSI is a component that's being asked upon in that evaluation instrument So use that component to help support this. That's where the that's where they're two different things, but one is tied into the other. So are there other opportunities? I think Amy, you brought that up earlier. I mean, Pacific Institute isn't the only one. Have we looked at Can

127we look at some others into the future? >> And >> I think that's an opportunity. I think it's easy to say even if it were for the board to say u we'll approve it for this year but we um like the superintendent to look into other options for the future. >> So there was a motion and it was seconded to table this. So I believe we have to have a vote on that. All in favor of tableabling this item until we can get feedback from administrators say I. Okay. Any opposed to tableabling this item? >> Say I. >> I. >> Okay. So, we haven't tabled. Is there another motion? Okay. So, I have a motion. I motion that because I agree that may we need to look at something else, but I also don't want

128to add any extra to admin or staff or anything right now in October. I am motion that we approve it for this year. I guess I can't put a Yeah. with a condition that we they form a committee and we get some feedback and find see if there's something else out there that we could use. >> I'm gonna point I'm going to amend your motion and I'm going to motion to approve with the condition after this year the administration will form a committee along with school administrators, district directors excluding the cabinet. Okay, >> le I'm sorry. I'm I was out of order in allowing your secondary motion. So, Linda, is there an second to Miss Stallard's initial motion? >> Repeat what that motion would be, please. So I motion that we approve it the Pacific

129Institute for this year and that the district the powers that be form a committee to find a different organization or what it what it is for the following school year 2627. >> I'll second what >> Mr. Neielson seconds. All in favor of approving the Pacific Institute for one year, allowing the district administration and leadership to form a committee to look into the effectiveness of this and looking for other organizations if needed. Say I. >> I. >> Any opposed? All right. Um item passes three I one nay and one not voting. All right. Thank you. Moving on to item D, intergovernmental agreement. >> Yes, Madame President. So um actually the next couple items will will be IGAS that we're working on. But one thing that I mentioned to the board throughout my process and during my

130entry plan was to begin to evaluate various areas of the organization. One thing we want to do is also begin to look at compensation of staff. And so um we um in discussions with Aenddale Elementary School District, we found that they were looking into do doing a comp study composite comp compensation study as well. So what we uh discussed was going into an agreement with them to help defay the cost. So to reduce our overall cost because now it's a shared cost um to do this work. >> So we're asking for an approval. >> I'd go ahead and make a motion that we approve the IG with Littleton Elementary School District. >> Mr. Neielsson. Is there a second? >> I second. >> Miss Stalard. All in favor say I. >> I. Any opposed? Little >>

131Aenddale. >> We're going into it with Aendale. >> Okay. >> You're better. You caught it. I didn't catch it. >> If I said Littleton, I apologize. I was looking at Aenddale. >> Right. >> Can you remake a motion, Curtis? probably I take it off for hearing move the governing report of the IGA intergovernmental agreement with Aendale Elementary School District for compensation study. >> Mr. Nielsen, is there a second? >> I second. >> Miss Stallard. All in favor say I. >> I. >> Any opposed? Okay. Item passes. >> Okay. Next item is to >> next item uh President Sonik is to enter into an intergovernmental agreement with Buckeye Union High School. So for our special education services uh oftent times we'll have to place kids into a level D or private placement if we're unable to

132meet their needs within the district. And so uh Buckeye Union has a program that provides s support to a population of students that we can't support within district. And so this agreement would allow us to send students to this campus for support. >> Um I just have a few questions. Do we provide transportation to the Buckeye Learning Center? >> Madam President, yes, we we would provide. So typically what happens with with private placement, it's either us providing transportation or within the agreement, we pay for transportation from that that facility. So, it's all going to be dependent on that need of that student. >> So, I guess my question is having made the commute to Becca for many years, is there a place closer that one we would be keeping our money maybe in the Aendale

133Talison area and maybe not having to pay that expense of whatever it is to drive out to Buckeye. >> Thank you, Madam President. So for the question asked, uh we've looked at all the various programs around us that provide the same services and there aren't any uh closer to us that provide that same service that's provided there. >> Just for clarification, this is students we bus in our district to the Buckeye Union for this service. >> President Sosnik, board member, Senator Sos. Yes. So, these are students that would that are our students that reside within our district, but we're providing them an education and we can't uh provide it at any of the eight campuses that we have. So, they go to our schools, but we the special education and students that have needs and

134we bust them within the Buckeye Union boundaries because they go to our schools. >> We bust them to Buckeye to the a school in Buckeye. So, because that school has what they need. >> We don't have what they need. And >> so, so board member Sen, so board member Senos, for clarification, you have various programs throughout the state that they're looking for facilities to provide services on. This specific campus had extra space and so a an outside agency utilized that space to provide their service on that campus. So it's it's just as if we had extra space on one of our campuses and we decided to have a a private placement and we brought others in. So various districts throughout the the state and county do that uh because they have additional space. And as

135you look at uh facilities like uh the ACES and others, they're growing so fast that they can't build spaces. So they rent space and they utilize space to provide their services. and there's a separation between it. So, it's not like our students are engaging with with the students from that uh school or within that district. They're just engaging within that program. >> And how many of our um students attend the program and how often are they bus? >> Um so, board member Senos, there are variety of programs we send kids students through to throughout the throughout the county. Um I don't have the exact number of how many students are privately placed but as a district there are numerous students who are privately placed in various um various uh schools throughout the throughout the county.

136>> So just to be clear these are students though would be the students who attend like the ASUS program those type of those type of students. So their parents are agreeing to it. I just my only concern and and it probably isn't even I just want to be sure because I know that some students have an IEP were able to support and service them. This would not change that we're able to still service those students. It would just be the students who would have otherwise we wouldn't have been able to provide them support at all. >> Board member Barnett. Correct. So it's if there's a student who has needs that we're unable to meet or our programs don't support those needs, then yes, they would move to that program. So there could be one student

137there, there could be none student there, no students there. The agreement would give us the opportunity that that if that is the correct placement for that student's needs, we could st send that student there and um to make sure we're meeting the needs of their IEP. >> Okay. So it would not affect any of our students who are presently like So I guess my question is this. We have students that are presently receiving support services in school um being pulled out of class or being pushed in. um this would not impact those students. It wouldn't then like identify those students and gather them up and say, "Well, now you all are going to be going to Buckey Union High School District and doing something else." It wouldn't impact those students. It would just be students

138that we otherwise already can't provide any support. Cor >> correct. So, and and um and and we can probably come forward with a maybe we'll do a presentation on on special education, but students are at different levels um AB C D and each level is a restrictiveness restrictiveness level. And so, as you get closer to the D, um the restrictiveness is higher and that's when it goes to what you would consider private placement. So most uh resource students, speech students would be a level A or B because um they can get majority they get most of their support in the general educ education classroom and then they'll get support from whoever their um their service provider is. Level C changes it to typically self-contained on a campus and then D becomes more restrictive. Usually in

139a typical district, most districts don't have the the structures for that. So they send students out. So you mentioned the ACES which provides primarily behavioral support. So students that if there were a student that were a level C that we had that we over time we did everything we could. We worked through the IP. We were unable to support. The team could get together and determine does this placement still work and is there a different place? So, we won't just you you don't just say to a kid, "We have this. We're moving you." It's a complete IEP team decision. It has to go through that process or it violates those rights. >> Any more discussion on this item? >> If not, is there a motion? Okay. I will move that the governing board approve the

140IGA with Buckeye Union High School District for alternative and special education services. Is there a second? >> I second. >> Miss Stalard? All in favor say I. >> I. >> Any opposed? Item passes. All right. Moving on to item number 14. I would 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 statutes ARS 38431.02H. And I'm going to jump in and say I would like to have the item 11A board member building access put on an agenda item. We had a lengthy discussion about it and I feel that with all the

141discussion we had it does need to have kind of a decision made as a board. Anyone else? >> No, I'm just I'm requesting it be on the agenda. We're not disagreeing or agreeing. I'm just asking for it to be on the agenda in the future. But is there any other items >> as as an action item? >> As an action item. Yes. Anything else? >> Okay. >> Um no, I do I'm just making making sure that it is um can discuss the language later, but in our in our um meeting that it is an approval of the badge. um of bad board member badge access. Just point of clarification just to make sure that that is >> that is what I'm asking. 11A board member badge act board member badge access. >> Okay. Um my

142first um request of agenda is this could be an um a review but I would like a presentation related to our school resource officer program at Quinton. Um how that program goes out. I know it's a grant. So, if that can be a board presentation item of how that um works um with the assessed needs of that officer being needed on that uh campus and then the um [Applause] sorry, I forgot my train of thought. Um, I would like a review of our um annual recognitions related to um our celebrations that we do for the month um related to Black History Month as well on an agenda item. >> Can you restate that and clarify for me? >> So, it could be an agenda item um related to how we annually celebrate. certain communities and

143groups and what we do for them as a district as a information item >> as a board or as a district. >> Either way, just just overall >> so how we celebrate diverse populations. Is that what I'm hearing? Yeah. And then the certain communities and what we do um whether it's at our certain campuses or just in general as an information item. Okay. Any other items that board members would like on a future agenda? Okay. Then is there a motion for adjournment? >> I move that we adjourn. >> Mr. Miss Salad is a second. All in favor say I. >> I. Meeting is adjourned at 8:44. Don't forget to stay. We have signatures.