001And Roy, you're there too, right? >> Do you have any comments or do you want me just to include you that we all three attended the 243? >> So, we're gonna be here. >> If you want to talk, I'm not trying to take it away. >> Okay. >> I can tell you >> I'm not trying to micromanage or control. >> No, I'll guess. >> So, Hunter's not here because he's at the final four games. >> He got tickets and he's in Indianapolis. We're just going to leave it and I'll let you know start recording. Okay. Thank you. Six o' >> Rene we up. >> Good evening everybody. I'm going to call the meeting to order. >> Gloria, can we get a roll call, please? Miss Mcronis >> present. >> Miss Raymond >> present. >> Mr.
002Alexander >> here. >> Mr. Carlson >> here. >> Mr. Holt is absent. >> Thank you. >> Would you please stand for the pledge of allegiance and a moment of silence? >> 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. Thank you. Recognitions and presentations. Uh Dr. Strereer want to >> join adopt the agenda to the >> Oh, excuse me. Can I get a motion to adopt the agenda? I move we adopt the agenda. >> Second. >> All those Any discussion? All those in favor? I >> I. >> Motion carries. Presentations and recognitions. We have a couple of fun recognitions tonight. Uh we're going to start. I'm going to have my Morirana High School team
003join me up front, please. So tonight we are proud to recognize Morirana High School for earning the prestigious A+ School of Excellence Award from the Arizona Education Foundation. Caitlyn Kaufman, Morirana High School principal along with Ian Tzar are with us this evening and >> Miss Right. Mary Francis um as representing Morirana High School. Mr. Tzar was the main writer of the application and the Morirana High leadership team completed the application and helped plan the visits. Morirana High is one of just 48 Arizona public schools that qualified for the prestigious A+ School of Excellence Award, which is the highest state level recognition that can be given to a public school. The selection process begins in August when schools submit an online application. From there, the Arizona Education Foundation staff and a panel of judges determine which
004schools warrant an interview and a site visit. Since 1983, the A+ School of Excellence program has served to identify and recognize educational excellence in public schools throughout the state and to identify which Arizona public schools would be recommended for the US Department of Education's National Blue Ribbon Award. Hundreds of schools apply each year to obtain this highly sought-after designation. Qualities the judges look for include strong leadership that inspires collaboration and embraces professional development. Highquality teachers and staff who create engaging learning experiences and help students thrive academically and socially. A rigorous standards aligned curriculum that encourages critical thinking and problem solving. engaged parents and community involvement in a student centered learning approach with extracurricular activities in a safe and nurturing environment. Congratulations to Morirana High School for being recognized as one of the very best of
005the best of Arizona public schools. >> Shift this way. Congratulations. Okay, this next one is equally fun. I need my transportation team to join me up front, please. So, the Morirana Unified School District recently received the Northwest Fire District's Community Service Award. We would like to acknowledge and thank the individuals that are joining us up here tonight. Uh they represent the best of the best through our transportation department. Now, the community service award. Ann Marie Brazwell is the Northwest Fire community relations manager and she nominated the Morirana Unified School District in the transportation department for its response to a school bus accident that occurred on I 10 near Tangerine near the Tangerine exit back in April of 2025. If you remember this, this was a bus that was coming from the Kingman Unified School District
006traveling down to Tucson for an academic competition with a group of students and they were involved in a fairly serious accident. On that day, MUSD was called. The transportation department stepped forward to assist following this bus accident. It was transportation leadership that quickly responded by providing school buses to help transport students safely, ensuring that they reached medical care efficiently and reun and were reunited with their families. The nomination from Ann Marie Brazwell recognized that this support came during a critical time of the day. This was near our own student dismissal. This is the busiest time of the day for our transportation department. Our logistics had had buses across our district at their busiest. Our staff did an outstanding job acting swiftly and collaboratively to meet the urgent need while continuing to serve our MUSD families.
007Their professionalism, their quick decisionmaking, and their dedication ensured that students were transported safely and efficiently during that time. Miss Bradwell's nomin Miss Bradwell's nomination stated that this honor belongs to the dedicated transportation staff, the leadership team, and those first responders who work together seamlessly in a moment that called for unity and swift action. The Morirana Unified School District is grateful for the opportunity to serve and we're thankful for the Northwest Fire District for recognizing the collective effort that help ensure student safety during a challenging situation. Most importantly, we're thankful for these individuals and our entire transportation department who stepped in in this time of need. So, please join me in thanking our staff for their outstanding commitment not only to MUSD, but to the entire community. Now, we're going to do a big group photo.
008>> They're good. Everyone this way. All right, everybody. I'm going to take a few smiles. Everybody's leaving. >> Yeah. Get everybody back up here. >> Okay. Board communications. Does anybody have anything to say? Okay, I do. Thank you, Dr. Strereer, and my fellow board members. It was my pleasure to attend the celebration event, the 24:30 lunchon with fellow board members, Vice President R, Mrs. Raymond, Mr. Alexander and Mr. Holt. This is an amazing event celebrating our students and staff. I look forward to meeting more public education supporters at our centennial celebration on April 25th. We will be at Morirana High School from 9 to 1. And then we will be celebrating at the pumpkin patch from 6:00 to 10:00. Please look at our website to get your tickets and for more information. I encourage everyone
009to support our schools, students, and staff. Thank you. Any other board member? Nope. Okay. Remarks from the public. Neil means >> welcome Mr. Means. You have three minutes to speak. >> Thank you. That should be enough. Um, what brings me here today is a um, inconsistency with the discipline process at Duff Mountain. Um, I've run this through the administration and I've gotten a um, a lukewarm response. Um, my son's a happy child. He's academic. He's wellliked by the teachers. He's a bit of a bookworm, but he's also the smallest boy in his class. This leads him to uh, get picked on a lot. Um he's has other incidences, but the incident that's happened recently is um he's been uh teased by a much larger boy at the um at school and uh this boy goes
010out of his way to tease him and uh the teasing got one bad so so bad one day um son tries to stick up for himself but um this other boy then told my son to go kill himself. Okay, this was um I believe that this other boy got off with a slap of the wrist. Uh I know it is uh school policy to come down very harshly on students who either threaten harm or encourage others to participate in self harm. that does not appear to have gone on here. Um, I was hoping to get a second response back from the school administration today, but I did not. I cannot wait until the to the next board meeting because at that point the semester will be over. Um, this child seems to be connected somehow
011with athletics. Um and um seems like there's a double standard that's being applied to the uh children with this. >> That's what I have to say. Thank you. >> Thank you, Mr. Means. >> Thank you. >> Next speaker, Raina York from the MEA. Good evening, President Micronis, members of the board, your streeter, staff, um, and community. I'd like to start tonight by recognizing where we are in the school year. Uh, this is a demanding time. State testing is underway. Classrooms are in full motion, and educators are continuing to show up every day for students with focus and care. Even during testing, learning doesn't stop. Educators are finding ways to keep students engaged, curious, and going every day. Across our district, educators are doing what they always do, adjusting in real time, supporting students academically and
012emotionally, and working to ensure every student has the opportunity to succeed. The work is complex, and it deserves to be seen and valued. I also want to acknowledge the collaborative relationship we've built here and why it matters. When educators feel respected and included, it directly impacts what happens in classrooms. Our current negotiations are a part of that process, and I appreciate the professionalism and commitment to problem solving that both sides are bringing to the table. At the same time, we cannot ignore the broader context we're working within. Here in Arizona, educators continue to navigate challenges that are largely outside of local control, including funding, policy decisions, and increasing demands on schools. These realities do not stay at the state level. They show up in our classrooms every day. And yet, despise despite those challenges, our
013educators continue to deliver for students. As we move forward, the focus remains clear. Let's build the environment where educators and students can thrive. That includes providing time, resources, and professional support for our educators, which directly instu impact students by ensuring they receive highquality instruction and meaningful learning experiences. Stability and respect for educators are not extras. They're essential for student success. We remain committed to working together in good faith to ensure that our district continues to be a place where both students and educators can thrive. Thank you. >> Thank you, Miss Shore. Superintendent comments. Dr. Strereer, >> President Mcronis, governing board members, members of the audience, we've had a busy month, so I'm going to do this as quickly as I possibly can. Uh, and unfortunately, Miss Mcronone has hit a couple of mine, so that
014super helpful. Um, I earlier today I did have the opportunity to attend the annual state of the town event. The theme was building the town of tomorrow. I just want to congratulate Mayor Post, the council, and the chamber for a fantastic program. You could not have walked away from You just can't walk away from an event like that without feeling incredibly proud of the future that's being built right here in Morirana. Also, this past Monday, uh we held our quarterly parent partnership night. I want to thank Mr. Alexander who joined us at that event. We had a great turnout. We spent the evening discussing uh elements of our strategic plan, but I think the real impact really came from the small groupoup breakout uh conversations. Uh it's been a great year connecting with our PTOs.
015Uh we get great feedback from those sessions and I want to specifically thank our chairs Britta Stum and Hope McDonald uh whose leadership continues to bring our families closer to the district. Also, last week I met with our high school student forum. Uh we did a branding exercise with this group where I asked them uh which national brand most resembles MUSD and this sparked a deep dive into our goal of becoming a national model of educational excellence and the students did a great job of identifying some of the accelerants that are currently in place that are moving us forward and then they were incredibly honest about some of the barriers that we need to navigate. What I was most impressed with was our students highlevel strategic thinking, identifying barriers that were not necessarily negatives. They
016were just things that we needed to be aware of, things like funding levels from from the state. Uh I'm excited to continue to work with our students and expand their involvement as we look into next year. And then just before spring break, uh, President Mcronis mentioned the 2340 celebration of excellence lunchon, an inspiring afternoon where we awarded scholarships and recognized our employees of the year. And we'll be bringing those awardees to a future board meeting for formal uh, introductions. But I do want to thank the 2340 Foundation and all of our partners who made that celebration possible. And then I just want to thank our schools and our staff for their massive presence throughout the community lately. From the Founders Day parade to little league opening ceremonies, our mascots have been everywhere. Uh in fact,
017I heard from a parent earlier today who was raving about how excited the kids were at Morirana Little League opening day because they got to get photos taken with their school mascot. Uh I think that's a pretty cool thing and I think that is the MUSD difference, right? We're not just in the community, uh, we are the community. Uh, and then I want to recognize our own, uh, PR and community engagement, uh, person, Alli Benjamin, who represented the district at the Morirana Insights earlier this week and did a great job uh, connecting with the town and representing the district and the town. Uh, they did a fantastic job with with their presentation. I've heard uh, rave reviews from from a few community members at this point. So, thank you Ally for representing us. And then
018my final thing was to just remind everybody the centennial celebration. President Micronis uh hit that. So, please, as uh she said, visit our website, get that information, and we look forward to celebrating a 100red years with our community. And this concludes my report. >> Thank you, Dr. Strereer. Consent agenda. Can I get a motion? >> I move the governing board approve the consent agenda as presented. >> Second. >> Any discussion? All those in favor? I >> I. >> Motion carries. Unfinished business. None. New business. J1. Mr. Bogart. This is a public hearing. >> Thank you, President Micronis, governing board members, superintendent, and guests. This is uh the second uh public meeting for discussion regarding an instructional timeline model according to as ARS 15901.08. 08. The governing board must hold two of these meetings prior to
019holding a vote to approve of an instructional time model. The intention of this instructional time model is to offer educational services to students who may not be able to participate in a more traditional MUSD setting while also generating ADM. This request does not alter or change our core curriculum instructional delivery model. Rather, it provides an opportunity for us to recoup ADM for services already provided. Included in the board packet are several documents that we can describe. But before I I mention those, I'd like to do a shout out to Sheila Nakarati from the Ed services program for her work on this project as well as several folks in the IT department, Katie Tyler and Marie Pacheco. Um, the three things in the slide deck include uh, excuse me, the three items included in the board
020docs include a slide deck that gives you the why the district is going for this instructional time model and it also provides MUSD's intended application responses which provide the how the district is going to offer these. Uh, again, nothing has changed since the first public hearing. We we're planning on offering remote alternative hours and mastery based learning on a case-bycase basis for students. Um, and it also articulates which schools we would be offering this to, and it's all of our schools. And the last item in your board packet is a draft student contract that was developed between the two public hearings. Now, this provides you the process for which we will be implementing this practice as well as the rigor and show and and it expresses the parent support side of this plan. With that,
021I'm happy to stand for any questions you may have. This is an information item only and there will be no action taken. Does anybody have any questions? >> I have a question. Can you can you help us understand if we have more students enroll into this offering and it becomes a a resource issue with teachers? Do we would be would we would we uh sorry would we hire more teachers or would we limit the the accessibility of this program? >> Thank you, Mr. Alexander. That's a really great question. Um based on the numbers that we've been looking at historically, we don't anticipate there to be a rush of students because these would be very few and far between in terms of the individual need that we would have to address. If there was a concern
022that we have more of these students, we would still want to address that student need as we had in the past. >> And maybe you can give us an example of what type of scenario would qualify somebody for this. >> Yeah, thank you, Mr. Alexander. Absolutely. If a student were to fall into a chronic illness and they couldn't participate in school five days a week during our scheduled time, we could offer an alternative schedule for that student to participate in learning over the weekends, at night. of course all in um with the approval of that that student's parents. >> I have a question. So um on this one page here where you talk about the data review where you talk about the dollars involved. So, it says that if we had this last year or
023this year, excuse me, um we'd get an additional 83,000 and that there's about and that there's 86 students involved in that. How does the math work there? Because we take the 86 students and I mean, >> this is a great question. >> That's about $7,000 a student. That's 600 grand right there. It's a great question, Mr. Carlson. So, ADM is determined as a like a partial um ADM. So, many of these students already generated some ADM. They were in school for the first semester, for example, and then they fell into this issue and they had to leave the district um and we weren't able to to collect that because after a student has been absent for 10 consecutive days, we're forced to withdraw them from our school system. >> Okay. All right. Thanks. >> Any
024other questions? Okay, moving on to J2. This is the in Mr. Bogart. This is the instruction. Oh, excuse me, Mr. Streer. This is the instructional model. President Mcronis, governing board members. There's two components to this item. The first one is the tabled item. The agenda item discussion approval of an instructional time model was tabled back on September 2nd of 2021. So the board needs to take action to remove this from the table so that you can then consider the taking action on it taking action on it tonight. So it is the recommendation of the administration the governing board remove the item from the table. >> Can I get a motion? >> I move the governing board remove item agenda discussion approval of instructional time model from the table. >> Second. >> Any discussion? All those
025in favor? I >> motion carries. >> So, Mr. Bogart, >> it comes to him next. >> Yeah. >> Thank you, President Micronis, governing board members, superintendent, and guests. I believe we have to vote in order to make this happen, but happy to answer any additional questions. >> Okay. Can I get a motion? I move the governing board approve the Morirana Unified School District instructional time model starting in the 2627 fiscal year. >> Can I get a second? >> Second. >> Any discussion? All those in favor? >> I. >> Motion carries. J3. Mr. Bogart. >> Thank you, President Mccronis, governing board members, superintendent Struter and guests. This is a policy revision to policy DIE. Um, and it's an update based on a recommendation from the Arizona School Boards Association. As a reference, the thresholds that have
026changed in this policy do not have an impact on MUSD practice. We spend far much more than the threshold is at in this policy. >> Okay. Happy questions. >> Can I get a motion? >> I move the governing board approve revisions to policy DIE audits financial monitoring as presented. Second. >> Any discussion? All those in favor? >> I I >> motion carries. J4. Mr. Bogart. >> Thank you, President Micronis, governing board member, Superintendent Streer, and guests. Tonight, I'm bringing to you a proposed master service agreement with Solon Corporation LLC. As MUSD has done in the past, this will allow us to begin working with Solon to develop a measurement and verification agreement to service the system that would be built. The proposed Vista Academy project would bring a 24- foot tall superructure that will cover
027solar superructure that will soon cover a outdoor recreational space. That space will include a halfcourt basketball court as well as an artificial turf field. All of the capital improvement on this project will be paid with the remainder of school facilities division monies that must be spent at this site by July 1st of this school year. The power purchase agreement will be place will be in place for 20 years and offer savings for the district um while giving current and future students an additional resource that would not otherwise be possible. The district procurement team has vetted the so Solon um excuse me Solon Corporation's cooperative contract and our legal team has reviewed the agreement as well. Be pleased to answer any questions you may have. >> Can I get a motion? I move the governing board
028authorize the administration to execute those certain contract documents between Solon Corporation and the district whereby the district agrees to contract with Solon to construct solar generating plants at Morirana Unified School District's Morirana Vista Academy on the terms and conditions specified in the attached draft power purchase agreement and subject to the administration's agreement with the final financial projections and technical specifications for the project. This authorization is for Thomas Bogart, chief financial officer, to execute the agreements and such other documents as may be necessary to complete the transaction. >> Can I get a second? >> Second. >> Any discussion? >> I have a question. So, in All right. So you're saying that over 20 years we're going to save 11 $11,500? >> Yes, Mr. Carlson. >> Okay. So in this table here in your second table where
029you have the down the $100,000 down payment, I'm not understanding the math because you say that the current utility bill over those 20 years is basically 2.3 million. And you're saying the utility bill after the solar is just under 800,000. So that seems to be about a $1.3 million savings. See right at the bottom there in the rows it says total. >> I'm seeing the row I'm not seeing $800,000 on that row. Oh the 730 793. >> Yeah. Yeah. >> So the 793 plus the 1.4 million is the 2.3. >> No. No. the the 2.295 minus the 793. >> Correct. >> 49. >> That's about Yeah, it's about 1.3 million $1.4 million. So, how is that not the savings? I mean, if you're projecting the if you if you're projecting the electric bill to be
0302.3 million without solar and with solar, the utility bill is projected to be 800,000. Thank you very much, Mr. Carlson. I appreciate the question. This is due to the solar structural capital investment that's going to be put on the building. And so that structure probably is costing about $800,000 would be the delta because this is just the energy that's put into the contract. >> So in in previous contracts and I and I know you weren't here, but it seems to me that the that the solar company foot the bill for the structures and and so we were able to reap the vast majority of the savings. >> Thank you, Mr. Carlson. There's two different types of agreements that are allowable in the state of Arizona. One is a lease purchase agreement which we've done in
031the last few with um Amoresco Corporation. This one's a power purchase agreement where they're putting the solar system on the thing and we're purchasing the agreement for the 20 years. At that point, they would either leave the the facility in place or take back the solar system that's a top of it. >> Right? So, Amaresco is not in the picture anymore. >> Amaresco is not the vendor that we were able to go with this on this project. We did approach them and ask for quotes and they were unable to pro provide that quote. I have had experience working with Solon in the past and they've worked with several other school districts in southern Arizona and I've called for references. >> Okay. >> All right. Okay. Thank you. >> Thank you. >> Any other questions? Okay.
032All those in favor? >> I. >> Motion carries. J5. Miss Rey. >> Good evening, President Necronis, members of the board, Dr. Straer, senior staff, and guests. This evening, I'm bringing forward an agreement that I am asking your consideration for approval between our school district and the American Institutes for Research for a middle level literacy research study that would be implemented during the 2026 2027 school year. Um, as you know, our elementary literacy task force has been working hard on our elementary literacy uh supports and programming for grades K through six. This has spurred conversations of what happens if we have students new to the district and we have students who still exhibit gaps as they are leaving elementary school. And so we've been examining how can we ensure that we have multiple safety nets throughout
033our secondary grade levels to ensure that by the time our students leave our system, if they come to us and they still cannot read, how do we make sure that we're filling those gaps? And so during the examination of our current practices and processes, um this research study and the opportunity to pilot uh the third quest in the Moran Unified School District next year came to our attention. And so Anora Publishing has a literacy text the or literacy program called the third quest for specifically sixth and seventh grade students in order to support um and it includes uh 75 lessons focused on evidence-based practices to support the development of comprehension decoding uh and reading text fluently as well as understanding vocabulary. We appreciated the approach that this particular program took because it helps students develop
034the background content knowledge needed for core content areas like science, history, and geography. And it also incorporates positive behavioral supports, something that our students are familiar with. And so Kora secured grant funding for the U from the US Department of Education to do a third-party research study that is being conducted from the by the American Institutes for Research to in to validate the very positive results they have seen with their programming. And so they would like to make sure that the results that they have identified as having significant s success rates in filling those knowledge and skill gaps of middle level learners um they want that those results validated by that third party. And so if we were to move forward with this agreement, we've identified eight schools that we would like to participate in
035this pilot. instructors. Um, school sites would have the opportunity of identifying how many instructors would be a part of this. It involves uh it would have 8 to 10 8 to 12 students per group and all of the materials would be provided for the study. Um, if folks if students were going to be participating, parents would sign active parent consent and all of the information all the personally identifiable information involving students would be deidentified. In fact, uh, the American Institutes for Research, their study team would actually come here to conduct all of the assessments with our students. And so, the representatives of that study team would have full background checks and would be supervised by school staff during that time. And again, parents would be completely aware of all of the activities involving this study
036with their students. For the f first year of the eight schools, those eight schools would be placed in a lottery and only half of them would be selected. But then the following year, the remaining four schools would have access to the free training. And in fact, AIRIR um the American Institutes of Research pays for our folks to participate in that training. And then all of the technology that would be a part of the study and the materials for the two years would become district property. um and we could continue to use them and we could decide if it's something that we wanted to scale out to the other schools or if it's something that we would like to refrain from doing so. Thank you for your consideration of this request. >> Can I get a
037motion? >> I move that the governing board approve the memorandum of understanding between Morirana Unified School District and the American Institutes for Research. >> Can I get a second? >> Second. >> Any questions or discussion? ask some questions. >> So um over the last so when did we implement our our read our literacy program? >> So the elementary task force first convened in the in J like after the winter benchmark in 2021 and then it took about a year to adopt and so we started it out in 2023 four four school year. Yes. >> Okay. Um, so since that time, how many students have we seen come into the district who fall into this category of, you know, not being, you know, literate at grade level? >> Oh man, I would say that I wish
038I had a number for you, but it is significant with the number of students who have not because a lot of other school districts did not engage in the literacy on the literacy journey that we did. And so we see those ever almost every student that we are seeing enrolling after the hundth day for sure. Um but this is why we had another call to action to look for some alternatives. I don't have a number but it is considerable. >> Okay. Um and I mean this question might be self-explanatory or rhetorical rather but um so so we didn't think about back when we were doing the literacy program we didn't think about you know new students who who may not be up to speed. No, we absolutely did, which is why we have already built
039into all of our bell schedules and master schedules intervention times all the way through um all the way through sixth grade so that students can work with small groups and reading specialists to get that small group support. When we transition into seventh grade, we don't have the literacy staff um that we do at the elementary level. And so a lot of the literacy supports are often embedded into other classes. and it's not as comprehensive of an approach and we recognize that we need a more comprehensive approach to address the continued uh influx of students who are not reading at grade level at the middle level. >> Okay. So, so this thing, the paperwork here focuses on sixth and seventh grade, >> correct? >> But the way you're describing it, we're we're concerned about students seventh
040grade and beyond who enter the district. >> Correct. So why does this say we're going to focus we're going to evaluate the sixth and seventh graders as opposed to eighth and nth graders for example? >> It's a great question. Uh actually the third quest goes all the way through the nth grade but for the purposes of the study it is just for sixth and seventh and so we were going to pilot it to see if this is a resource that we feel is helpful to our students and easy to implement with it's implemented without um much challenge to our system. So that then we could absolutely scale this all the way through the ninth grade. >> So So if six so if students come in enter our district in sixth grade, they're still part of
041the literacy program. So So they would be benefiting from the supports that that you say already exist. >> Correct. So, so why are we I don't understand why those why why that that group of sixth graders since they're already getting help >> why they would be be part of this thing to get extra help. It's a great question and so one of the things that we appreciated when we reviewed the webinar of the third quest is oftentimes the materials themselves for intervention at the elementary level and even as you get up to upper elementary the materials themselves are very elementaryesque. One of the things that we saw was the increased motivation of middle-level learners because the books don't look like decoding books or decodables at the elementary level. They look like middle school paperback books.
042And so there was an increased um students had a much more uh they were much more highly motivated to engage in texts that were on grade level content. uh and that also looked and um they responded much better in those preliminary studies. And that is something that if any way that we can motivate 12 and 13 year olds to help fill those literacy gaps. If it means having shifting some of our intervention practices at sixth grade, we want to do so before uh as we want every student on grade level every year, but certainly before they attend high school. >> Okay. All right. Thank you. >> Thank you. Any other questions or discussions? >> I have a question. My only question is uh is this the first year that this study has taken place? This
043joint effort to >> Yes. >> implement this program and test it simultaneously. >> Yes. >> Any other questions or discussions? >> All those in favor? >> I >> Thank you. >> Motion carries. J6 additional staffing Miss Linselada. >> Good evening, President Micronis, governing board members. Tonight I come before you to ask for a PE teacher for Tangerine Farms K8 next year. They are currently uh sitting at 635 for their enrollment for next year with a projection of 72 with new students coming daily. The addition of this position for next year will be costneutral uh as we shift some some staffing pieces. I'm happy to answer any questions for you. Can I get a motion? >> I move that the governing board approve the following additional staffing. One PE teacher at Tangerine Farms K8 school effective
044for the 2026 2027 school year. >> Can I get a second? >> Second. >> Any questions or discussion? All those in favor? I >> I motion carries. >> Thank you, >> Mr. Galagosski. Uh discussion and approval of an NAU Americaore senior program. >> Good evening, President Mcronis, governing board members, Dr. Strereer, senior staff, and all our guests. Uh, this memorandum of understanding between the Morirana Unified School District and Northern Arizona University's Americanore seniors program authorizes clear, sorry, cleared volunteers to work with students at Twin Peaks K8 School. The Americanore Senior Foster Grandparent Program connects adults aged 55 and older with students to provide mentorship and tutoring support. Volunteers receive training and a modest stipen for their service. Americanore will also provide liability insurance coverage and complete background checks for the volunteers. Legal council has reviewed
045and approved the agreement recommending minor revisions and the inclusion of an addendum that provides additional protections for the district. Um, these additional protections include ability to cancel the contract due to any conflict of interest, um, failure to honor immigration laws, or the compromising of the student confidentiality under FURPA. This renewal be effective for a term of three years. Any questions? >> Can I get a motion? I move that the governing board approve the attached memorandum of understanding and addendum between the Northern Arizona University Americanore Seniors Program and the Morirana Unified School District to permit cleared foster grandparents to mentor students at Twin Peaks K8 School. >> Can I get a second? >> Second. >> Any questions or discussions? >> Go ahead. >> Okay. Thank you. Um my question is uh are students and and parents
046signing up for these programs to work with these people or do they just go to the school and are assigned to a class? >> Right. Right. So actually I think this was actually initiated by a teacher who found out about the program um and there they had identified a grandparent that was interested in being a volunteer. So um they identified that person and they got the agreement going based on that. Um, so this will actually cover that request and then once approved, we can look at offering this to other classrooms and reach out to potential volunteers based on that. But we want to get this part cleared first to at least allow the activation of that request and then we can advertise it from there. >> And would this be during school hours? >> Yes.
047>> Any other questions? >> Yeah. So, so I would I would say I would offer that there are probably other schools in more need of this kind of activity than Twin Peaks, right? So, the one of the reasons we kind of looking at as a pilot to because the request did come directly from the teacher at Twin Peaks and so we wanted to get this established here and then if we can bring it to other schools, love to have that conversation and that consideration. I agree. >> Okay. Thanks. >> Thank you. >> And looking at the MOU, I noticed that it's mostly going to be tutoring. So, um I just wanted to bring that to all of our attention. >> Absolutely. >> Excuse me. Uh any other questions or discussion? All those in favor? >>
048I. >> Motion carries. J8. Discussion and approval of the American National Red Cross facility use agreement. Mr. DoDowski. >> Yes. This facility use agreement grants the American Red Cross access to Morirana High School, Morirana Middle School, Mountain View High School, and Picture Rocks Elementary School to provide services to individuals affected by a disaster. The American Red Cross may utilize these facilities as service centers or shelters for individuals and their pets. Red Cross officials and volunteers will remain on site to coordinate all activities if this was ever initiated on any of those campuses. Representatives from the American Red Cross in coordination with the Morirana Unified School District facilities department staff have visited all four locations and determined that available amenities are sufficient to support the community in the event of a crisis. Legal counsel has reviewed
049and approved the agreement and recommended the addition of a rider to provide enhanced protections for the district. These protections include, but are not limited to holding the district harmless from liability claims, requiring proof of insurance, and reimbursement for utilities, food service, or any other additional costs. The Red Cross also understands that the educational operations and district sponsors events have priority in case of these events. Representatives from the American Red Cross shared that they will reach back out within three to five years to request re-evaluation of the facilities um and the agreement. This agreement will remain in effect until then. Any questions? >> Can I get a motion? I move that the governing board approve the facility use agreement and the writer to the facility use agreement between the American National Red Cross and the Morirana
050Unified School District authorizing the use of Morirana High School, Morirana Middle School, Mountain View High School, and Picture Rocks Elementary as service centers and shelters for individuals and their pets during a disaster. >> Can I get a second? >> Second. >> Any questions or discussions? >> All those in favor? I >> I >> motion carries >> J9 is executive session um during and oh excuse me >> okay all person present or >> a motion >> no oh I okay I'll do it no I need a motion >> okay I move that the governing board conduct an executive session pursuant to ARS 38-431.03A5 03 A5 for the purpose of consulting with and/or instructing the board's representative regarding negotiations. >> Can I get a second? >> Second. >> All those in favor? >> I um this is
051the last item on our agenda. So after we return from executive session, we'll be adjourning. I want to announce our next meetings. So you're are aware our next meetings are scheduled for May 14th, June 11th, and August 13th at 6 PM here. Thank you all for attending.