001Good evening. All right, I'm going to call this governing board meeting to order. It is Wednesday, April 8th at 6:31. Lisa, can you do roll call, please? >> Patty Coutrey, >> present. >> Caramel Lopez, >> Lisa Garcia. >> Ben Owens, >> present. >> Shante Rothschild, >> present. >> Thank you. Um, member Rothschild, would you please lead us in the pledge of allegiance? I pledge algiance 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. Adoption of the agenda. Do I have any amendments or motions? >> Motion to approve as written. Second >> Lisa, I have a motion and a second. >> Shante Rosschild. >> I >> Ben Owens. >> Hi. >> Patty Catra. >> I
002>> All right. Dr. Lman, superintendent's report. >> Thank you, President Coutree. >> Before we begin this evening's report, I would like to take a moment to honor the life and service of Denise Palmer. Denise was a devoted third grade teacher at Pimabute Elementary School who passed away recently. Since 2005, Miss Palmer has been a pillar of the Pimabute School community. For more than two decades, she poured her heart into the classroom, touching the lives of countless students and staff with kindness and patience that were felt um the moment you stepped through her door. Denise exemplified what it means to serve children and families and her legacy will be felt for years to come through the students she taught, the colleagues she befriended and the families who trusted her with their children each day. And you
003know um Pimabute is known for this sense of family, the familial relationships that they have with each other, the staff, but also uh this notion of family um with their their parents and their students and the grandparents and um it even ex you know and really Denise just exemplified that she was such a a a just the shining example of the the closeness and the familiarity. Um and she even extended it to her own family. You know, Denise's mom was a regular has been a regular fixture at the school. Um and you know, that was how Denise approached her work and her relationship with Pumabute, her students, and her colleagues. I mean, her colleagues are like sisters and family members to her. And you know, Denise would bring her mom to the great pie pickup.
004And I could just hear Denise saying, "Come on, mom. Get in the car. You're going." You know, because she That's how family works. It works when you when you make it work. And um you know, she's in a better place now. Um, but we're struggling mightily without her. Um, and we're going to miss her a lot. And, um, you know, our hearts are breaking for her family. Um, her mom, her siblings, and the Pimabute family. Um, and we extend our deepest sympathies to all of them. And um I invite you now to join me in a moment of silence in remembrance of Denise Palmer. Thank you. Um, you know, President Coutree, um, it's moments like this that remind us how personal our jobs are. Um, and we really notice that our staff gives 100%. And
005that's across our district. And it's that same care and commitment that um, and our our thoughts about Denise and the example she set that guide our classrooms and our campuses every day. And so with that in mind, I have the rest of my report. And I want to share a few updates that would that make us proud. Um, in Maricopa Unified, Air Force Junior ROC cadets from Maricopa High School and Desert Sunrise stepped into the world of aviation during a visit to Chandler Municipal Air Airport. 50 cadets toured the air traffic control tower and explored a civil air patrol Cessna 172, getting an upclose look at how aviation operations work. Experiences like this spark curiosity and bring classroom learning to life and help students see the many pathways available to them in aviation and beyond.
006Congratulations to Mason McKillip of Desert Sunrise High School, named Panal County Mathlete of the Year at the Panal County Math Competition. Students from Desert Sunrise and Maricopa high schools delivered an impressive showing across the competition. Desert Sunrise placed among the top five schools with four students advancing to the semifinals. Maricopa High School brought 76 students with 16 advancing to the individual round along with second and third place finishes in level two in level two team competition. Together, these efforts added up to a standout performance across both schools. Be sure to cast your vote for Michaela Armstrong for the Arizona Republic Athlete of the Week. She is a standout track and field jumper at Maricopa High School who continues to reach new heights this season with strong performances in competition. Michaela is nominated in two categories,
007girls high school athlete of the week and girls track and field athlete of the week. The program highlights top student athletes from across Arizona based on their performance and impact. Grab your phones and scan the QR codes to vote for Michaela. Voting is open now and closes tomorrow at 6 pm. Congratulations to Mr. Ambala of Desert Sunrise High School for being named the April 2026 Panal County Spotlight Teacher by the Panal County School Office. Mr. Embala is recognized for using technology, including AI, to make learning more engaging and personalized for students. beyond the classroom. He shares that experience or that e expertise with colleagues, recently presenting at the Arizona Council of Educators conference and later this month serving as a guest speaker at the panal county teacher support network. Congratulations to Maricopa Elementary School on
008earning leader inme lighthouse recertification marking eight years as a lighthouse school. Leader in me is a framework based on the seven habits of highly effective people that empower scholars to develop leadership, responsibility, goal setting as and goal setting as part of their everyday learning. And that's it for my report. Thank you. >> Thank you, Dr. Lman. Uh governing board member reports. Member Rothchild. >> Good evening everyone. Uh this week I've had the opportunity to attend uh the Arizona EdTech and Workplace Summit. It's a week-long summit that focuses on technology and the work that areas do. Um the room was full of leaders from education, business, technology, policy, and everything. Everyone came together to talk about our future, education, teachers, and the world around us. What really stood out to me is that we are an
009amazing district. listening to all of the leaders, the specialists and things talk about the work that they're doing and the focus on not only providing insight and direction for our youth, but also making sure that they're able to flourish in their world once they leave these walls. And so, wanted to reiterate the amazing work that we're doing here and that we are among some great institutions. So, just wanted to share that and thank you for thank you all for your work. >> Thank you. >> That's it. >> Member Owens. Uh nothing this evening. Thank you. >> Uh I too don't have um anything to report. It's just been a busy couple of weeks um with uh an event that we had and uh again I want to thank um Dr. Scott for uh dancing and
010dancing for our stars. Uh she did an amazing job. Um who knew she could move like that? Uh the YouTube the YouTube videos are up people. you can watch it now. So, um the entire night was amazing. Um everybody who supported the Boys and Girls Club, um they raised about $130,000. Um so, uh it it was a wonderful night. Um and our show just keeps getting better and better. U but again, thank you uh Dr. Scott for uh representing us and doing such an amazing job. Appreciate it. >> Oh, yeah. Can Can you do Can Can you do the fancy routine? Come on, get out there and do the fancy routine. Um, you guys got to watch it. Seriously. Um, >> I'll get that at the next slide. Okay. Uh, the other for those that
011are watching, and I'm sure all of you have all have filed your taxes yet, but if you have not, next week is the deadline. And so we do uh hope you take advantage of the um STTO credit for MUSD. It's uh 200 individual 400 um for filing jointly. Um but and you can also um make a donation to one of our partners, the Boys and Girls Club of the Sun Corridor um as they are qualifying uh charitable organization and you can do both. And so that is 4.95 for individuals and 9.87 for filing jointly. So, if you haven't done it, you're just directing the state to put those tax dollars back into these organizations that uh support the youth in our community. So, thank you. All right, we're going to move on to our information
012item. We have our classroom spotlight. Santa Cruz Elementary, Miss Reinhardt. Good evening, President Coutree, Dr. Lopeman, governing board members. I'm Stephanie Reinhardt, the proud principal of Santa Cruz Elementary School. I'm here to present our classroom spotlight highlighting literacy foundations in Miss Brett Abramson's kindergarten classroom at Santa Cruz. Let's see. Okay. This aligns to the MUSD strategic plan. Goal one. Every student graduates prepared to create, innovate, lead, and succeed with a focus on the foundations of reading in kindergarten and 100% of students on grade level. This also aligns to the MUSD portrait of a graduate. By incorporating all the attributes, we are preparing our students for their success on the road to graduation. Our need to focus on foundational reading skills has been an ongoing conversation within our primary grade levels for several years. We have
013had professional development and added curriculum such as Spalding. We were planning using the district curriculum, meeting in professional learning teams, and collaborating and looking at data. in short, doing all the right things. But we still weren't seeing the results that we were working so hard to achieve. We decided to focus on kindergarten. We know that kindergarten is critical for setting students up for success. It's our best first chance to get them ready. Our teachers know this and they were seeking answers for why some kids just weren't getting it. As a professional learning team, we looked deeper into the data that we were collecting from FastBridge and Spalding. The admin team did some Spalding coaching and some informal walkthroughs. From this collection of information, we decided to target specific skills. We trained the kindergarten paris on
014how to work on these skills in small groups as well as how to assess their students. The students who seem to be stuck were starting to show progress. The extra support and a breakdown of specific skills proved to be the missing piece for these students. This action research helped us realize that we needed to extend this approach into this school year. This year, our PLT has been very focused. We started with extending our team to include not only the kinder teachers, but adding our kinder resource teacher, academic coach, reading interventionist, and myself. Our PLT meetings are guided by our academic coach. During these collaboration meetings, everything revolves around the essential Arizona state standards for kindergarten, which are large largely made up of foundational reading skills. We meet weekly to determine what students will be learning,
015how we will assess that learning, how we will intervene if students need more support, and how we will enrich those that learned what we expected. We analyze specific agreed upon data, look for trends across the grade level, group students, and learn from each other on what has worked in each classroom or with specific students. Teachers bring lesson ideas and ready to use resources. And we always agree on what we are preparing for the next meeting before we end the current meeting. As a team, we really examined our universal screener, which is FastBridge. We began to talk more about the foundational skills in the sequence that it assesses. Phenemic awareness, phonics, nonsense words, and site words. Our reading interventionist broke down the data into each specific skill so we could see where each child was related
016to that skill on the screener. From that, we were able to form shortterm targeted goals leading us to long-term success. Each skill is meticulously discussed and planned to include whole group and small groupoup instruction. Here is the data from our fall and winter fastbridge screener. In the blue you will see the district proficiency averages. The fall screening shows 40% proficiency growing to 52% by the winter screening. Historically, Santa Cruz scores just below the district average. In turquoise, you can see our school proficiency average of 30% in the fall, which was quite a bit um below district average. And then our winter proficiency was at 55 above the district average. Our kinder team as a whole is showing growth. Finally, in purple, you will see Miss Abramson's class proficiency. Her class was lower than the school
017average with a fall score of 25%. Her class came into kindergarten with very few skills already established. By midyear, she has exceeded and surpassed expectations and now has 74% of her students proficient. Let me now introduce Miss Abramson to tell us more about her classroom. Good evening members of the board and Dr. Lopman. As you can see, we have been s we have seen significant growth in my classroom this year. My approach centers on a seamless transition from whole group instruction to targeted tier 2 interventions. In my classroom, every lesson begins with tier one whole group instruction. This is where new skills are introduced to all students, establishing a shared foundation. However, we know that all students process information at different speeds and come to us with varying levels of prior knowledge. After the core
018concept is introduced, I use Spalding and FastBridge subtests to identify where the gap exists for specific learners. This is where tier 2 interventions begin. Tonight, I'm excited to share a brief video showing off my class working in their intervention groups. You will see students working on skills such as phonograms which are their letter sounds, phone segmenting, so that's where they orally sound out words, and nonsense words, which is decoding words without guessing or memorization. I try to keep the academic stress low by calling our activities games so their brains stay open to new information. Let's take a look at how these interventions translate to the classroom. In kindergarten, we are building the foundational skills for reading. What we do with tier one instruction, when it hasn't been enough and the kids kind of need more
019direct instruction, we break out into tier 2 groups, which are interventions focusing on specific skills. The skills are the basic reading foundational skills. So they might be letter sounds, phone, seg, so sounding out words, nonsense, fluency, and site words. >> I like to sound it out and we the cat in the hat. >> I group my students based on data from our testing fastbridge. I also do weekly reading assessments and our Spalding test scores are kind of all put in to this big pot where I can sort them out so I can target their instruction based on what their specific skills are. >> I like phonograms. >> I have four to five groups depending on class size and they rotate throughout the week. So I'll spend 20 to 30 minutes with a specific group. It
020might look a little different each week where if I have a higher group, we kind of dig a little deeper and another group that might need additional support. We're kind of going back to the the basic foundational skills and just building up from there. >> I like to sell the world and read. I like to read Skippy John Jones. It's about like a a dog doing funny things. And so I'm able to take those kids and place them in groups where they're with students that have the same needs and then we can kind of build from there. So the intervention groups are great for students that need that extra push that are already ahead and we can kind of keep going with that. And then for the students that need the extra support to help
021build those skills to get up to being a fluent reader. >> I like doing no words. What you just saw is more than just a lesson. It is the foundation of every academic success these students will have for the next 12 years. When we intervene early and with precision in kindergarten, we aren't just teaching kids to read. We're giving them the tools to access every other subject they will encounter. I want to thank the board for supporting the resources and professional development that make this level of targeted instruction possible. We are incredibly proud of the progress these students have made. So, you have just seen and heard the wonderful things happening in Miss Abramson's classroom. Our parents are noticing as well. These shoutouts are from our recent schoolwide survey. Obviously, our parents think she's amazing
022and so do we. As we move forward, we are continuing to keep the focus on foundational reading skills, but extending our processes into first and second grades. We plan to share our learning vertically with each grade level so the teachers can learn from one another. We have learned a tremendous amount about how to teach rigorously, evaluate student learning, and use assessments to deepen student understanding. This process has been and will be repeated throughout the grade levels at Santa Cruz. In the upper grades, students shift from learning to read to reading to learn. The process of teaching rigorously, evaluating student learning and using assessment to deepen student understanding is the same. The instrument to measure learning shifts from using FastBridge to Navi, from basic reading skills to more complex comprehension skills. We are planning professional development
023on the instructional cycle to include strengthening whole group instruction and targeting skills in small groupoup instruction. We want teachers to be able to diagnose the specific skills that students need so that our interventions are effective and students are learning. We will continue to refine our PLT meetings so we become better at collecting and using data to impact our instruction. We are sure we will continue to see great growth in how teachers are collaborating, sharing data, and learning from each other's experience. Thank you for giving us the opportunity to share our work. We're happy to answer any questions you may have. Thank you. >> Um, so you've already answered like two of the questions that I had, so nice job. Thank you for that. Um, so one of one of the things that I'm curious about
024is what kind of feedback have you had from the students? >> I'm assuming that you taught last year before uh before this was kind of really implemented and kind of cemented. >> Yes. >> So I'm just kind of curious. >> Whoops. Um, >> so I've I've been this is my 14th year teaching kindergarten. All right. And I started implementing um tier 2 interventions probably since the last six years. >> Okay. Um, and their feedback actually drives what kind of activities that I have. Um, they respond more to movement. And so in the video you saw where they're they're playing a game and they have to sound out the word and then they have to go and jump it out. And so when I see them excited to do like when they have to go to
025that station, they're like, "Yay, we get to go to that one." And so I keep those things in mind when I plan them that I need to get them competing against each other where it's a healthy competition and moving. And so those are the two big things, but the engagement is always there. They're always wanting to to please the teacher. Um, but they like learning with each other as well. And they I feel like they get a little more one-on-one attention from me as well, which the kids always want. And so they really look forward to doing our intervention groups. >> Great. That was one thing that I did notice too is the the classroom and the activities. Um and I haven't spent a lot of time in a kindergarten classroom, right? But it looks
026so much different than long time ago when I was in in school, too. So, um I I I love the way that everything is kind of shifting to needing to keep the kids engaged. >> It's all about engagement. We know that's where they do their learning. They were so excited to do the video and then we sat them down and it was complete stage fright. They couldn't talk. It was so funny. You know, they were so excited about all the things they were going to say about their about their class and and they were adorable. They they did a good job. >> What's the What's been the biggest challenge or opportunity for you to hurdle over or jump over to really kind of push this out and grow this program? >> The data. So, we
027have these data tools, but really um having the the time, the manpower, the um knowing what we're looking for and what questions we have that we're trying to get answered from the data to like dig in and figure out exactly what it is that that kids are missing. And most of the time, once we can figure out what that one little thing is and we can teach to that, then they're off and going and we can we can keep that forward momentum. But finding that one little thing, diagnosing the kid to that nth degree, that's the biggest challenge. >> Gotcha. And that's been >> it's why we do the work and we're we're having some success with it. We'll continue to look at it. Um we're we're constantly talking about, you know, what's a different
028way to come around it. Um looking at it in a hundred different ways to see, you know, if there's an angle that we've missed. Um it it's a lot of time that we spend on it, but um we're seeing rewards from it and um there's nothing better than than fixing something that's not clicking with a kid. >> Good deal. Yes. >> Love it. Thank you. >> Um great presentation. First of all, a couple of things that stood out to me was the community participation. I initially heard you say educating the parents and then it um it appeared that the students were supporting each other. you mentioned, okay, this group of students is experiencing this. So, it wasn't just you facilitating that discussion, but it's like everyone was supporting each other with those goals and then
029of course sharing the information across the the board with other teachers. So, just that reminder that it takes a village, right? It's a community. It's not many times we hear why you as a teacher, why isn't my child doing this? It's the teacher's fault. but here it sounds as though it's a community um agreement to to help the students get to the next level. So, thank you for that. >> Great job. Wonderful growth. Um really appreciate you sharing all of that with us and we look forward to seeing this grow to all the other grade levels and seeing that tremendous growth throughout the school. So, thank you so very much. >> Thank you. Okay, we have a work study, the child nutrition budget review, Mr. Harmon. >> All right. Good evening, President Coutree, members of
030the governing board, and Dr. Lman. Uh tonight we we'll preview um the child nutrition budget projections for fiscal year 27. Presentation aligns with our strategic plan. Our child nutrition program is is tied to to uh our goals for salaries in the top 5% of employee groups. Gold standard child nutrition and optimizing resource allocations. The driver of our program and our budget is student meals. We serve nearly 1 million lunches and nearly 500,000 breakfasts annually. Three out of four lunches and two out of three breakfasts are provided to students at a free or reduced price, demonstrating our deep commitment to food security. Due to everinccreasing labor and supply co costs, we're on track to operate at a costtorevenue ratio of 104.4%. This means for every dollar of revenue the program generates from sales and reimbursements, it
031incurs about a$14 in costs. This operational deficit is not sustainable long term. This slide shows the same data but broken down for breakfast and lunch. This means for every dollar of revenue the program generates from sales and reimbursements, breakfast incurs about $169 and lunch incurs about 90 cents in cost. The reason for the large loss ratio ratio for breakfast is we currently offer free breakfast to everyone and only collect revenue related to free and reduced meal reimbursements. This slide shows a breakdown of costs compared to the total revenues. We're projecting a net operational deficit of about $239,895. Rising food and labor costs are the primary drivers of the de deficit, outpacing the revenue generated under the current pricing structure. For the 2627 school year, we're proposing a modest price increase for paid meals only, increasing
032the price for lunch by 50 cents to 4.25, and implementing a $2 price for breakfast. Combining breakfast and lunch, we serve over 1 million meals a year to students receiving free or reduced price benefits. This proposal will protect our most val v vulnerable students by not in increasing prices of free or reducedpric meals. The proposed adjustment flips the program from a 4.4% operational loss to a 3.3% operational surplus creating a self-sustain self sustaining financial model. This change is projected to increase total annual revenue by over 430,000, covering the current deficit and providing a stable financial foundation for the program's future. It is a best practice for a child nutrition program to be self-supporting, meaning it generates enough revenue to cover expenses without pulling from the district's general fund. We currently utilize multiple best practices. We
033implement aggressive cost controls through food management like using meal cycles and bulk purchases when possible, maximizing the USDA food commodities and the DoD fresh fruits and vegetables program. We use cooperative purchasing groups like Aspen Mojave, and we also monitor our labor efficiency uh by meals per labor hour. As we design our new schools, we're also investing in infrastructure that is more efficient and time-saving. The recommendation increased lunch to $425 and breakfast to $2 as a targeted databacked adjustment to ensure the long-term financial health and continued quality of our vital school meal program without impacting students in need. Tonight's work study is meant for information about the child nutrition program and projected budget will bring recommended action to a future board meeting. I wanted to share more context uh with the revenue we receive from federal
034and state government um compared to the amount we charge our full pay for non-eligible students. These reflect rates projected for next year. The federal reimbursements for free meals is $4.80 per lunch and $34 per breakfast. Um reduced meals is 440 per lunch and 200 sorry $2.74 per breakfast. The state currently reimburses the difference between reduced and free meals. We also receive uh 48 cents per lunch and 41 cents per breakfast for the full pay or the non-eligible students through the federal reimbursements. The increases we are proposing bring the total revenue for our full paid students closer to the federal and state reimbursement levels as shown in the bottom table with the combined reimbursements and meal charges. I also wanted to thank Jason Woods, our director of child nutrition, and his amazing team for the outstanding
035job that they do in serving our students every day. We're very fortunate to have someone of Jason's caliber in our district. He's he's one of the best in the state. That concludes my presentation. I'm happy to answer any questions you may have. >> Couple. Um, so when was the last time that we increased uh these prices? >> That's a great question, Jason. Do you know top of your head? and of the studies um the comparisons that we did uh from other districts or what have you, was there any fallout or what were the major concerns um when those prices were increased? >> We did look at we have looked at other districts. The the prices that we're implementing are certainly within um reasonable ranges within the districts in our area. Um the the proposed changes
036really match our costs. you know, the the costs of our program are dictating these changes, unnecessarily any other standard. If we give raises, that increases the prices to our program where other districts may not be giving raises. So, some of those factors are very different depending on on districts. >> That's all my questions for now at least. Thank you, >> Mr. Harmon. So, I've got a couple here. Uh, in the one slide where you broke down um it was the the line graph. Um, one more. Yep, there you go. Indirect costs. Can you I can kind of get my head around food costs, labor costs. What are what would make up indirect costs? >> Yeah, so the indirect cost rate is determined by um by this by the state. We have an indirect cost rate
037for all of our grants. This is considered a grant program and it's meant to cover the costs of administration. All the costs that we incur um at the administrative level to to manage this this program. So we're allowed to pull a certain indirect cost rate. It goes into indirect cost fund and can be redirected into other into other areas. >> Gotcha. Okay. Um, and then the other question that I've got is what are the current lunch and breakfast prices? Because you've got in here what they're going to go up to, but I'm curious. I don't recall seeing what they >> right here. So, they're currently 375 for lunch and we currently don't charge >> for breakfast. >> All right, cool. That's what I need. Thank you, >> Mr. Harmon. I'm a person who likes options.
038So, um, while I understand and I totally appreciate us always operating self-sufficient with our child nutrition program, I also think going from a paid breakfast from zero to $2 can be a bit much and a bit straining on some of these families. Um, it's 200% increase. Um, so and I I really believe that, you know, our district made that commitment to try to keep those breakfast free for so long because we understand the importance of kids having breakfast because if they have empty stomachs, they're not going to learn. Um, but I'm I'm wondering if before we vote on this, if I could get some numbers like what would be what if we tiered this and only increased the bre breakfast to $1 for the next year and then the following year. um tiered it out
039a little bit just to see how that would bring us close to the costs um that we would recoup. Um and then it would get us on track to where we would be able to, but it would at least be not such a huge f, you know, a a huge increase to some families. I I know we have a lot of families that do qualify for free and reduced and I appreciate that. But I also know that there's families out there that wouldn't qualify, but having that extra money for those lunches and breakfasts um could be somewhat burdensome somewhat. So, um, if I and and I love the fact that that's this isn't going to change any of that free and reduced, but if I could get some figures on what it would cost the
040district for one year at only increasing that a dollar and seeing how that plays out. >> Yeah, we can do that. Even at the $2, we're still losing money at the at breakfast, just not as significantly, >> right? But we're making it up because we're we're still doing the lunch increase. >> No, we'll still be running at a at 120% ratio with with the proposed increase. We'll go from about 160% to 120%, but we're happy to >> I just I just like to see options. >> We love crunching numbers. >> Okay. Thank you. And and with that, and maybe I don't understand all of it, but if someone um I just know that there's certain school districts where there's always something free, and I don't know how that works, but if a child comes and
041they've forgotten their lunch money or something like that. Do we have a program similar to that? >> We have a free lunch option, Jason. Do we have a free breakfast option as well? >> Okay, we do. >> Oh, everybody's free from breakfast. next next year. That was real helpful. We have the similar free free breakfast an alternative option is what we call it. >> So if I forget my lunch money even though >> will be turned away. >> Okay. >> Nobody gets turned away. Um if uh they will get a hot lunch >> up there's a little bit of a grace period if they don't have it. But after that they would get what um it's like a cold sack lunch but it has like a sandwich and a piece of fruit and milk. So
042they still get that at lunchtime. So for our if we were to move this forward and breakfast became $2 and someone couldn't afford it, a child comes, they're going to get something. >> Yes. Okay. So scratch that from Okay. Okay. Those are all my questions. Great questions. Great discussions. Thank you, Mr. Harmon. >> Great. Thank you. All right. Uh, call to the public. I don't have any cards. Okay. Consent agenda. Do I have any motions? >> Motion to approve as written. >> Second. >> Lisa, I have a motion in a second. >> Shante Rothschild. >> I. >> Ben Owens. >> I. >> Patty Catra. >> I. All right. And we'll move on to my favorite action item, HR schedule. Mr. Beckett. >> Thank you, President Catray. I appreciate that. Member Owens, member Roshchild, Dr. Loman,
043you have the personnel schedule in front of you this evening. Be happy to take any questions you have regarding >> board members. Any questions? >> Not at this time for me. >> Mr. Becket, I have two questions. >> Thank you. One is um the teacher contracts that have not been yet returned. Will they appear on the next HR agenda as contracts not returned so we can fill those positions? >> That's the plan at this point in time. Yes, we have communication going out to we have two outstanding contracts at this point in time. So once we get just two and once we get finalization whether they're returning or not, yes, we would then have them on the agenda. And then could we um get a number of exactly how many teaching positions are going are
044open currently for next year? >> 31 >> at this point in time. >> And that's across K. >> That's all of our >> Okay. >> Certified vacancies. >> Okay. >> Thank you, >> Mr. Becket. Welcome back. >> Thank you. It's good to be back. Appreciate it. >> Um I just want to say thank you to Dr. open too. She sent out the information regarding the contracts uh as we asked at the last meeting. So, thank you for that. I'm assuming that your team helped supply that. So, thank you to your team as well. >> You're welcome. >> Uh so, we've got 31 open positions as of right now. I do have a sense of kind of how that compares to last year, previous years. >> Thank you, me. It's a great question. three months to
045go. We're feeling confident. We have a lot of things happening right now. It's it's a busy time for our principles too with testing going on. Uh but uh we've done a lot of screening. I had a few numbers here. We've uh we've screened 140 uh teachers uh not only screened them but interviewed them and also presented them to staff. So that's a good number for us. We've had 3,172 applications come to the district since January 1. Some of those were multiple uh applications from a single person for different positions. Uh but each one of those are being touched as well by our staff looking at those and then processing those and seeing whether they will move through the process of being screened for a potential interview with us. So um yeah, it's it's a just
046a very very busy hectic time. I'm optimistic. Gotcha. Sounds good. Um, the other question that I've got is, uh, line number 52, uh, that is listed as an assistant principal. Is that also AD, site AD? >> That is correct. >> Okay. >> And I've got to segue in just a little bit. >> Okay. I I just wanted to make sure because it didn't specifically call it out. >> Certainly. Yes. Um, Mr. Member Owens, um, sparked a question with one of his questions. So, uh, out of, uh, all of these applications, which is marvelous, by the way, um, are we looking at, um, are they foreign national teachers or are these teachers that are currently because I know that we we're losing quite a few of those foreign national teachers because of visa? >> That's right.
047Yes. Yes, of course. Yes. We we have a strong we always get strong applications. from our foreign national teachers. So, we do have some additional foreign nationals be adding for next year, but we have lost about over 24 I think is where we're at at this point in time. We losing uh primarily through the J1 process. >> They've reached the end of their visa contracts and so they're they're obligated to return to their home country for two years and then they can seek again another J1 opportunity with us. >> Okay. Do I have any more questions or any motions? >> Uh motion to approve as written. >> Second. Lisa, I have a motion and a second. >> Shante Rosschild. >> I. >> Ben Owens. >> Hi. >> Patty Catra. >> I. >> Thank you. >>
048President Coutrey, I just want to take a time if we could please have uh Dr. Wendy Trude, if you would stand up, please. We want to introduce you. Dr. Dr. Wendy will be uh starting at Desert Sunrise High School. She'll be doing the AP position there as well as overseeing athletic programs at the high school there. So, welcome. Thank you. >> Welcome. All right. Uh item 8B, discussion and possible approval project management services for the Feral Road Canal tiling project. Mr. Harmon. >> Thank you, President Grey, members of the board. Dr. Lopeman. Uh the next three items are related to the uh tiling of the canal on Feral Road. Um this first is for project management services with FMG seeking your approval. >> Board members, are there any discussion or questions for Mr. Harmon? >>
049Uh just question on on the scope uh of the um of this contract. They're basically going to be the ones working with the contractor and the city, state, the federal government, and obviously us as well, right? Um, kind of being that middleman and doing all that coordination that needs to go on. >> Yeah, they bring a level of expertise that we don't have internally and work with all of those key players from the the architect. In this case, it'll be a civil engineer with Lloyd Engineering, >> the the contractor, DBA, and the city and the feds. There's a there's a lot of layers there, but they really uh keep us on on target budget-wise and and timeline wise and really help try to eliminate hurdles before they exist. >> Gotcha. >> Uh if there's no
050questions, I'll make a motion to approve. >> Second, Lisa, I have a motion to second. >> Shante Rothschild. I >> Ben Owens. >> Hi >> Patty Coutrey. >> I >> discussion and possible approval of the award the construction manager at risk contract for the feral road canal tiling project. >> So this is uh um in relation to the um the procurement that we did for se for construction manager at risk and we are seeking approval for DBA construction that'll actually do the work for that tiling. that we've ever represented from DBA here. Jordan, thank you for coming. >> Members, any questions? >> Yeah. So, the question that I've gotten here, um, I'm assuming that we have a GMP or we will >> Yeah, this will lead to a GMP. Um, we don't have that yet.
051That the design has been done, but there'll be some there'll be a GMP process. >> Yep, >> that is correct. >> Gotcha. Okay. Uh, if there's no other questions, I'll make a motion to approve. Second, >> Lisa, I have a motion and a second. >> Shante Rothschild, >> I. >> Ben Owens, >> hi. >> Patty Coutrey, >> I. >> And discussion and possible approval of engineering services for the Feral Road Canal tiling project. >> So, Lloyd Engineering has been really working on this since we started Desert Sunrise and has completed the design a long time ago and submitted it to the USBR uh for approval. So, we're we want to keep them on the project. Um, maybe I should have asked this from the beginning, but it's it's it still works here. If this just
052came to came to my mind, can you just walk everyone through what this project is? >> Oh, great. Yeah, absolutely. >> Because I know this goes back to my first term on the board when we initially started talking about >> Sunrise coming out of the ground. >> Yeah. So, Sunrise is kind of in the middle of nowhere. It is right along Murphy Road, which is a paved road. It's in between Murphy and Hartman Road and along Frell. Ferrell is unpaved from Hartman to Murphy. It's a onem stretch and it has a canal, an M msid canal which was uh which is actually a federal Bureau of Reclamation owned uh canal. We have to they call it tiling. It's essentially putting a pipe underground. Then after this project's done, we'll be a'll be a transfer of
053the property from the feds to the city of Maricopa and then we'll have the next project to actually pave that mile stretch as well. This is in relation to the the agreement that we had with the city and with the developer um back when we built the school. So instead of just building the half streetet improvement that's required by our property, we agreed to do the entire stretch and we'll we'll receive some reimbursements from from the developer once that's completed and we'll no longer have to drive, you know, all the way up up or or down to get to Desert Sunrise. >> I am so looking forward to that moment. >> So is our transportation department. >> Yeah, I agree too. >> But this is the first of three phases. Yeah, I mean this is
054just putting the canal underground. Then there's the arrangement of the land and then we pave the road, >> but I'm chomping at the bit. >> Get this thing going. >> How long is this part this part of this project? How what is the time? >> DB said they can have it done a few weeks. I'm just kidding. >> We don't know yet. We will uh we still are working through some uh some permitting and and they'll be we'll we haven't had our kickoff yet. So, we'll find out what the timeline is >> approximately. >> Okay. I couldn't give you one. >> Okay. But the pricing is set. >> No, we're still working to a GMP. We've got, you know, we we tried to at least work up some estimates when we did our proposal, but
055we'll see what the what the GMP turns into. We've got a great uh a great team on our hands with DVA. They they've done a lot of waterways and canals around the state. So we're we're excited to work with it. >> Do we have the cost for the engineering? Being we're talking specifically about the engineering services, do we have the cost for the engineering services? >> So the engineering services and the project management services are based on a contract, a cooperative contract rate. So once the GMP is determined, those will be a percentage based on the GMP. So they're they're estimates now, but they will they'll reset once the GMP is finalized. >> Gotcha. Okay. All right. If there's no other questions, I'll make a motion to approve. >> Second. Lisa, I have a motion
056and a second. >> Shante Rothschild. >> I. >> Ben Owens. >> Hi. >> Patty Catra. >> Hi. >> All right. Discussion possible approval of project manager service for Desert Sunrise High School phase three. Gosh, I love that. >> So, these next three items are related to Desert Sunrise High School phase three. Um again with FMG as project manager and then you'll see uh Chase building team as the contractor and Grace formerly or Winslow as the architect. Happy again to answer any questions you may have. >> All right. So I'm going to ask this question at the beginning this time. Can you walk us through phase three, please? And what what the overall picture of this looks like? Um when we completed phase the initial phase, we master planned the whole campus. Um so the the
057hope is that we get as much of that master plan as we can afford with the state grant and the bond funds that we have um to include things like an additional classroom building, additional competition gym with some classroom space in that uh in that portion, some athletic spaces as well. Um but we'll see how much we can get. >> And we won't be able to realize that until we all of these three components in place. Correct. >> Yeah. With the grant, we we have to at least build 125,000 square feet of instructional space. Um, and we'll work through the minimum standards for for that and see how what value Chase can bring to the project. We have Representative Chase in the in the room as well. Tim and they've >> perfect. Um, if there's
058no questions, I'll make a motion to approve. >> Thank you. Second >> Lisa. I have a motion and a second. >> Shante Rothschild. >> I >> Ben Owens. >> Hi. >> Patty Catra. >> Hi. >> Discussion and possible approval to award the construction management at risk contract for Desert Sunrise Phase 3. >> Obviously, Chase has knocked it out of the park on several projects uh for us. So, um if there's no discussion, I'll make the motion to approve. Second Lisa I have a motion a second. >> Shante Rothschild >> I. >> Ben Owens. >> Hi. >> Patty Catra. >> I discussion and possible approval of the architectural services grace design for desert sunrise phase three. >> Is there engineering as part of this? Um there there's always some civil involved, but uh Grace will bring
059a civil engineer, most likely Lloyd Engineering underneath their services if they need civil civil work. >> How about like the um all the electrical engineering and all the mechan structural all that stuff? Does all that fall under the architectural services component? >> Yeah, so they'll be our principal architect. It's not uncommon for them to bring on uh subcontractors for any services that they might not be able to handle in-house. They they might not self-perform every component, but they will bring them under and and guide them through the scope. >> Gotcha. So So the engineering is part of this. >> Correct. >> Okay. All right. Motion to approve. >> Second. Lisa, I have a motion in a second. >> Shante Rothschild. >> I. >> Ben Owens. >> Hi. >> Patty Catra. >> I. And our last
060item, adjournment. Do I have a motion? >> I moved that we adjourn. >> I'll second. >> Lisa, I have a motion in a second. >> Shante Rosschild. >> Hi. >> Ben Owens. >> Hi. >> Patty Catra. >> I. Meetings adjourned at 7:26. Thank you folks. >> Nice job.