001I'd like to call this governing board meeting to order. It is Wednesday, February 25th at 6:30. Lisa, roll call. >> Patty Coutrey, >> present. >> Carolyn Lopez, >> present. >> Lisa Garcia, >> present. >> Ben Owens, >> present. >> Shante Rothchild, >> present. Fantastic. I've asked principal Sophronic to please lead us in the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. Do I have any motions or amendments for adoption of the agenda? >> I move that we adopt the agenda as presented. >> Second. >> Lisa, I have a motion and a second. >> Shante Rothschild. >> I. >> Ben Owens. >> I. >> Lisa Garcia. >> I. >>
002Carolyn Lopez. >> Hi. >> Patty Coutrey. >> I. All right. We'll move on to the superintendence report. Dr. Lopeman. >> Thank you, President Coutree. With just months to go until the doors open, Alma Ferrell Innovation Academy is quickly moving from blueprint to reality as we prepare for its July 2026 launch. Members of the governing board recently toured the campus, walking through spaces at varying stages of completion to see firsthand how voterapproved bond dollars and school facilities division funding are being brought to life for students. Designed to serve up to 1,200 students, the first MUSD K8 campus will feature multi-grade learning houses, dedicated literacy spaces, maker space environments, collaborative commons, and an indooroutdoor amphitheater. Guided by the vision igniting minds, building futures, the school will implement the Arizona State University next education workforce team teaching model
003and embed workbased learning from kindergarten through 8th grade, delivering an innovative learning experience for Maricopa students. Hats off to our MUSD business department for earning the certificate of achievement for excellence in financial reporting from the government finance officers association. The highest recognition in governmental financial reporting. This national honor places Maricopa Unified School District among the very best in the country for financial transparency and reporting excellence. It reflects the precision, accountability, and discipline stewardship our community expects and our students deserve. Congratulations to Michaela Bonate of Desert Wind Middle School for being named the 2026 Middle School Educator of the Year by the Save Our Schools Arizona Network as part of the Champions of Public Education Awards. This statewide recognition reflects the exceptional teaching and leadership she brings to her seventh grade science classroom each day. Her
004impact on students and families is clear, and this honor places a well-deserved spotlight on the excellence across Maricopa Unified School District. The Maricopa Unified School District Exceptional Student Services Department recently hosted a transition fair designed to help families of students with special needs prepare for life after high school. More than 20 families met with nine community v vendors and gathered information on vocational rehabilitation, Arizona Division of Developmental Disability Services, guardianship, and adult programs available after graduation. The evening provided practical resources and clear next steps as students move toward adulthood and greater independence. Winter sports delivered incredible performances across MUSD. Maricopa High School qualified five wrest five wrestlers for the state tournament highlighted by Kaia Jesi who made history as the first female wrestler in MHS history [applause] [applause] to win the 126 pounds AIA Division
0051 state championship title. and she's here. You're going to have to applaud again. [gasps] Um, she got that division one state champion title. Desert Desert Sunrise High School also celebrated success on the mat with four wrestling state qualifiers. In team competition, MHS boys basketball earned the 5A Sonorin Region Championship and advanced to the state playoffs, while both MHS boys and girls soccer teams secured spots in the state playoffs. Together, these achievements reflect the talent, determination, and competitive spirit of MUSD students. Round of applause. [applause] MUSD project momentum coordinator Brandy Williams represented MUSD on two national panels. The discussion centered on strengthening district collaboration and ensuring products are aligned to classroom needs. Recognized as an authority in implementing assessments and with an impact on student mastery of standards, Miss Williams was invited to share practical insight
006grounded in our district experience. Her presence brought MUSD perspective to a national audience. Congratulations to the 98 second grade students who've qualified for the MUSD gifted and talented program. All second graders are assessed in verbal, quantitative, and non-verbal reasoning. Students who meet district criteria in one or more areas qualify as gifted. This week, the district is completing additional gifted assessments for students showing advanced academic potential. And then finally tonight, we'd like to honor our 2026 National Board Certified Teachers. Often referred to as the gold standard of achievement. National Board Certification requires educators to demonstrate standardsbased evidence of dynamic instruction. Each teacher spends time evaluating their own instructional delivery and working purposely to adjust their practices to better meet the needs of their students. These teachers have worked tirelessly to earn the prestigious distinction. We have
007two uh honores this evening. So when I call your name, please step forward to the dis so that President Coutree can present you with a certificate of recognition. Congratulation goes to uh two teachers for NBCT renewal certification. Janna Pascador, not sure if she's here. [applause] and Ttha Martin. [applause] [applause] [laughter] >> Yeah, [laughter] >> I love it. So, we have a number of NBCTs in the [applause] audience tonight to cheer on our honore. We would love to have a photo with Miss Martin and all of our NBCTs who are in the audience tonight. You're right there in the center, Miss Martin. And then our board will join you down here for a photo along with the other NBCTs in the house. [applause] [cheering] >> [applause] >> and that concludes my report. >> Thank you, Dr.
008Lman. I'll move on to governing board member reports. Member Rothchild. >> Good evening, everyone. Um, couple of things. So um one um our country is almost 250 years old and if you are not aware of it the state Arizona State along with all of the other states are celebrating that 250th year. It's called the subsinquentennial. I got it right. Subsin quintentennial. Um and with that there are lots of scholarship opportunities, lots of monies, opportunities to see the Liberty Bell, lots of cool free things that we as taxpayers should take advantage of. And so, uh, for parents, America 250Z.org is a website that you want to visit to find out about those scholarship opportunities. So, check it out. That's the end of my report. >> Thank you, member Owens. >> Thank you, President Cuchray. Short and
009sweet. tonight. Uh, Saturday evening, um, went I attended the first Maricopa Unified School District Honor Band and Orchestra concert. Uh, that was a great time. Um, so congratulations and thanks to uh our four um uh secondary music teachers that pulled that thing together. That was that was really really great. Um, our our students sounded really really good. So, um, that's all I have. Thanks. >> Thank you, member Garcia. >> Madam Chair, I have nothing at this time. Thank you, >> Vice President Lopez. >> So, uh, Dr. Lman covered part of this, but we were able to go and tour our new K8 Alma Farrell Innovation Academy and it was so cool. I am so excited. Got goosebumps walking through there. Um, and and I I was able to bring along my my little partner over
010there. Um, and he had a blast as well. and just the questions and the the we were just in awe over the whole thing. Um, and the Chase team and thank you to them for letting us come out and and and do that walk through. Uh, learned a lot and I just I'm really really excited. So, that's what I did. >> Thank you. Um, I too was really impressed uh with the uh tour. It's exciting to see how fast um they can put a school together. Um and those walls went up fast and walking through and I can't wait till we start to get all the walls up and furnishings in. It's just going to be amazing. And one of the one of the takeaways that I took from that is we're not going to
011have a central library. They're going to be literacy centers in like for each grade group which will be really cool because it'll have the books really targeted for that age group and that and those grades. So I was really impressed with that. I thought and we had seen that at one of the tour one of the schools that we had toured last last year two years ago. Um I did attend the state of the city uh Desert Sunrise High School hosted it. Um, and it was a very well attended and very nice event. And I attended this past Saturday, I was at the Copal Cultural Night at Copper Sky. Um, again, a great evening. A lot of a lot of turnout. Um, saw a lot of people that I hadn't seen for years. It's like
012a lot of people were like coming back out again. So, it was nice. Couple of announcements. Um, Be Awesome is doing their dine and discover their session two on Monday, March 2nd at 5:00 PM at Copper Sky. And this is going to be about underageed drinking. Um, the access and uh the risks that are involved in that. So, I encourage anybody uh to attend. Um, and then I think they also do a little giveaway, too. And we do have um MUSD, the next volunteer, the volunteer training is going to be held on March 26th at 10:30 uh here in the district office. Uh I believe I said it last meeting, you know, we're getting into the field trip season um end of the school year. Uh so if parents want to volunteer, um they need
013to go through that uh training. So and it's just show up. Um and then last, um we all know this is this is the year of elections. Uh even for the governing board, we do have two open seats. Uh my seat as well as member Garcia's seats are up for reelection. Um I encourage anybody who's interested um in being up here and trying to make a change uh to pull your packet or ask one of us what it's like to be a board member. And just to let you guys know, I have pulled my packet and I have started collecting signatures and I am going to attempt to run again. So, we'll see what happens. It's up to the community. All right, we're going to move on now to our recognition. We have spotlight recognition.
014Well, good evening and thank you all for being here tonight. Tonight, the Maricopa Unified School District is excited to honor Spotlight recipients across three categories: MUSD employees, students, and student athletes. Before we begin, I'd like to thank our sponsors at Freddy's Steak Burgers and Frozen Custard, Baskin Robin Robins, and Opchin Circle Entertainment for making tonight special for our honores. Our first honores are spotlight employees of the month. Their dedicated staff who go above and beyond to meet the needs of our students and our school communities. Congratulations stop Spotlight employees. As I call your name, please come forward to receive your certificate and give a quick fist bump to the governing board and Dr. Lopeman and then head to room 123 for a group photo. And Mr. Harmon standing in the hallway of room 143 or
015123, give us a wave. There he is. All right. Congratulations to Wendy Ovalos, school counselor from Butterfield Elementary. Shawn Jones, fifth grade teacher from Maricopa Elementary School. [applause] >> Yosha Restad, ELEL teacher from Pimabute Elementary School. [applause] Christa Smith, nurse from Saddleback Elementary. [applause] Leticia Sperling, resource par profofessional from Santa Cruz Elementary. [applause] and Esmeralda Contreres, lead custodian at Santa Rosa Elementary. [applause] Kendra Reyes, health assistant, Desert Wind Middle School. Mon'nique Cordell, registered nurse at Maricopa Wells Middle School. Libby Vanderore, student government and math teacher from Desert Sunrise High School. Megan Rogers, English teacher, Maricopa High School. and Melissa Alvarado, registar from Maricopa Virtual Academy. Jelly May Perez, teacher, English teacher from Ram Academy. [applause] and Molly Spence, student data specialist, academic services, [applause] and R.J. Faucet, districtwide technician from the technology department. Congratulations again
016to these outstanding spotlight employees. [applause] Next, we are thrilled to honor our spotlight students of the month. And each month, principles select these remarkable students for their outstanding commitment to their education, their school, and their community. These spotlight students exemplify the portrait of a graduate by being communicators, innovators, resilient achievers, critical thinkers, and principled leaders. These students set the bar high and shine as role models for their peers, their schools, and their entire school community. Congratulations, spotlight students, as I call your name. Please come forward to receive your certificate and give a quick fist bump to the governing board and Dr. Lopeman. and then head to room 123 for a group photo. Mr. Harmon is standing by the door. There he is waving again. Congratulations to Addison Ortega, first grade student from Butterfield Elementary School.
017Addison shows integrity in her actions and leads by example and with kindness. and Ann Yeth a boot fifth grader from Maricopa Elementary School. Annth stands out for the way she collaborates and rises to every challenge. And Derek Almanza, first grader from Pimab Elementary School. Derek approaches learning with dedication and treats others with care. Jamanna Alsha Baby, third grade student from Saddleback Elementary School. Jamanna steps forward to help her classmates and makes everyone feel included. Sullivan Beeish, second grade student from Santa Cruz Elementary School. Sullivan is a loyal friend who consistently helps others and sets a positive example. Mia Maddingley, third grade student from Santa Rosa Elementary School. Mia excels academically and proudly represented her grade at the district spelling bee. [applause] Axel Cauldron, seventh grader from Desert Wind Middle School. Axel tackles challenges with determination
018and inspires those around him. and Callie Benson, seventh grader from Maricopa Wells Middle School. Callie's hard work and positive attitude stand out across the Wells campus. Pearla Wrangle Castro, senior from Desert Sunrise High School. Pearla approaches her work with focus and leads with integrity. Marina Buchalto, [cheering] senior from Maricopa High School. Marina stands out for her experienced leadership and ability to turn ideas into action. Micah Via, seventh grade student from Maricopa Virtual Academy. Micah treats others with respect and consistently steps up as a leader. and Eric Lopez, senior from Ram Academy. Eric turned challenges into motivation and made impressive academic progress this year. Congratulations again to these outstanding spotlight students. [applause] Next, we are honoring student athletes. As I call your name, please come forward to receive your certificate and give a quick fist bump
019to the governing board and Dr. Lopeman and then head to room 123 for a group photo. Congratulations to Chance West, sixth grade flag football player at Desert Wind Middle School. Just Beimut, eighth grader, wrestler from Maricopa Wells Middle School. And Zoe Cruz, eighth grader, volleyball player from Maroba Wells Middle School. Elijah Robu, senior wrestler from Desert Sunrise High School. [applause] Kiana Richardson, junior wrestling [applause and cheering] at Desert Sunrise High School. Jamal Kushki, [cheering] soccer player from Maricopa High School. [applause] Alani Cauldron, senior soccer player from Maricopa High School. [applause] And our final athlete tonight is Kaia Jesy, senior wrestling champion from Maricopa High School. Kaia earned the 126 lb AIA division division 1 state championship title, making a her historic moment for Maricopa High School. She's the first female wrestler in school history to
020win a state championship at this level. Congratulations, Ka. [applause] >> And now, in partnership with the Maricopa Rotary Club, we'd like to honor a deserving group of students. Rotary honors young people people who are developing their leadership skills and making a difference in their communities. Rotary students, as I call your name, please come forward and Mr. Wells and Miss Coutree will present you with a special certificate. In addition, you'll receive a $50 gift card on behalf of the Rotary. A special thank you goes to John and Mary Lou Smith Education Foundation for their sponsorship that helps make tonight special for our honores. Congratulations to Ania Gabrielle Joseph, sixth grade student from Desert Wind Middle School. and Bentley Walker, eighth grader from Maricopa Wells Middle School. Jasine Williams, senior, Desert Sunrise High School. >> [applause] >>
021Jacob Serber junior from Maricopa High School. Mia Michelle, freshman at Maricopa Virtual Academy. and Eric Lopez, senior at Ram Academy. [laughter] Congratulations again to our Rotary students, parents, and families. We're going to take a fiveminut break to allow everyone who was here for recognition to make their exits. Um, and then we'll begin the business portion of our meeting, which you are all very welcome to stay for if you'd like to. on for the fun stuff. All right, [laughter] we're going to move on to our information item tonight and it is our classroom spotlight with Santa Rosa Elementary. Principal Sonic. [cheering] [applause] Good evening, President Coutree, board members, Dr. Lopman. Thank you for the opportunity to be here tonight to spotlight Santa Rosa. I am here with Miss Perez, a third grade teacher at Santa Rosa
022to highlight the implementation of number talks and share how this instructional strategy is strengthening students mathematical understanding and their deep uh deepening their learning. This presentation aligns with goal one, maximizing tier one instruction to ensure that 100% of our students achieve at or above grade level expectations. Number talks help students communicate clearly, think flexibly, grow resilient while mastering core math skills, fully supporting the portrait of graduate. [snorts] Number talks are short structured discussions built around carefully selected math problems. Students solve problems mentally and share their strategies while the teacher records their thinking. The focus is on deep understanding strategies and flexible thinking, not speed. Students explain their reasoning, listen to others, compare strategies, and use precise math language. Both correct and incorrect answers are valued as mistakes help uncover misconceptions and support self-correction. Solving the
023same pro problem in multiple ways strengthens number sense, builds mathematical vocabulary and encourages students to learn from one another. Because the emphasis is on thinking and explaining, every student can actively participate. Implementing number talks was a strategic response to ASA math data and continued focus on content bridging in our dual language classrooms. Our goal with number talks was to improve students mathematical thinking, reasoning, and academic language from preschool to fifth grade. We launched this work last spring through professional development with modeled lessons, clear routines, and readytouse resources. This year we sustained implementation through coaching, classroom modeling, and ongoing professional learning with the expectation that number talks occur three times per week. A key focus has been using student errors as opportunities for growth and strengthening teacher questioning to deepen discussion. Students explain their thinking and
024strategies, often leading to self-correction and clarification of misconceptions. We also supported teachers in embedding number talks within the existing math block by identifying natural instructional points for integration. Modeled lessons and coaching helped refine practice and build confidence. Today you will see a brief clip from a modeled classroom and Miss Perez will share more about what you will observe. Good evening everyone. In this video, you'll see one of the number talks I do with my third grade students. You'll notice them using quiet hand signals, listening to each other's ideas, and explaining their strategies using precise math language. This routine aligns with a third grade standard on fluently adding and subtracting within a thousand. You'll see students using strategies like expanded form, number lines, and place value reasoning. You'll also see me guiding their thinking through intentional
025questioning to help them clarify and justify their reasoning. I hope this video give you a clear look at how number talk support meaningful mathematical thinking in our classroom. We're going to start our math class with a number talk. Just your brain and your voice. All right. May I ask someone to share his or her answer? >> So for 375 I you I use three flats, seven rods and five ones. >> And for 423 I used four flats and two rods and three cubes. I added 300 + 400. >> Flat right here represent 100. So you said 100 200 300. All right, that is how you got the answer 798. Thank you Rain for sharing. You used a partial sum. What did you do first? >> First I expanded the number 375. >> How did you
026expand this number? It's I expanded it by putting 300 >> 300 >> 70 >> and and five >> and five >> 423 and expanded four. It's 400. >> 400 >> plus >> 20 >> + 3 + three. >> The first number on the number line is 375. The then I take 423. >> All right. So you jump to 400. A very small jump. And you landed to what number? >> 798. 798. All right. So that is how you solve the problem through number line. [applause] Thank you. Since bringing number talks into our daily daily routine, I've seen noticeable shift in my students confidence and mathematical thinking. They take more risk, share [snorts] their ideas and focus on explaining their reasoning, not just finding the answer. Their number flexibility has grown as well. They use place
027value strategies more naturally and recognize number relationships without relying on paper and pencil. Even those who were hesitant at first now participate. Number talks have also strengthened our classroom community. Students encourage one another and respect different ways of thinking. Although it wasn't shown in the video, our number talks aren't just a call-in one student routine. We use Kagan structures like pair share so everyone has a chance to talk through their thinking with a partner. Overall, number talks have supported deeper understanding, stronger fluency, and a more positive mindset math mindset. I'm very proud of my student and excited to keep building on this foundation. Thank you. This slide shows our students math proficiency on essential standards assessed in January using our Navi um assessment compared to the district average. Santa Rosa outperformed the district in five
028of the six standards, demonstrating strong growth across grade levels in January's assessment. January's assessment represents each grade level's focus on one essential standard, showing the progression of skills from grade to grade. Kindergarten showed fluency of adding and subtracting within five. In first grade, students compare two-digit numbers. Second grade, students added multiple twodigit numbers. Third grade students added and subtracted fluently within 1,00. In fourth grade, students were assessed adding and subtracting fractions. And in fifth grade, students solve addition and subtraction fraction word problems with unlike denominators. Together, these results reflect a strong understanding of essential math standards. These outcomes highlight the positive impact of number talks aligned with strong tier one instruction. While fourth grade remains an area of focus, targeted supports are in place. Overall, the data confirms our instructional approach is driving student growth
029and achievement. As we move forward, our next steps focus on strengthening number talks and expanding to math talks to improve student problem solving skills. Number talks build fluency and focus on mental math, while math talks focus on problem solving, conceptual understanding, and making sense of word problems. Both number talks and math talks build understanding through discussion, reasoning on and students ability to use multiple strategies to solve problems. Together they strengthen students mathematical thinking, communication, and confidence. Our ultimate goal is for every student to have two go-to math strategies and one backup strategy to solve any math problem. Teachers regularly analyze Navi data and we are expanding student data tracking to build ownership. For example, a fourth grade teacher developed a tracker developed a tracker that helps students monitor their prog progress. Third grade has already
030adop um adopted a similar system. Number talks were also introduced district-wide through math solutions training this month. Recognizing that implementation varies, we are shifting from whole group training to more individualized coaching and leveraging modeled classrooms for support. We will continue using student data to guide instruction and professional learning, strengthening tier one instruction and supporting long-term student mathematical success. We appreciate the opportunity to share our work and welcome any questions or thoughts from the board. Board members, any questions, comments? >> What's the uh the initial feedback that you got from the staff uh on this? Did this kind of help them um pull the lessons together a little bit? >> I I think it's a way for quickly review concepts um and warm up a lesson. Um, so like anything we implement, we had strong implementers
031and then staff that needed add additional support and I think differentiating that is a key. >> Gotcha. Great. Thanks. >> And the number talks that's done K through five, correct? Every >> Yes, every day. >> We try to bring them to prek in a prek appropriate way, but yes. >> Okay. >> Awesome. Thank you so very much. Oh, >> do you have a >> not a question, just more of a comment. So, listening to some of the words that you use to describe the interaction, I rarely hear encouragement conversations and words like that around math. So, that really stood out to me because it it is making math a normal part of the day. I'm a little old. And so with that, it used to be, okay, you were either good at math or you
032were good at English. And it's hard for many people to understand that. But the fact that it's part of a conversation that you're encouraging just participation overall, not right or wrong, I think is excellent. [applause] >> All right. Now, we have a work study. We're going to talk about the English language arts curriculum adoption. Dr. Scott. Good evening, President Coutur, governing board Dr. Lopeman. Tonight we have the pleasure of sharing the ELA English language arts textbook adoption process with you. And I would like to introduce Mr. Wade Watson and Dr. Mona Barry, who will go through the process with you and explain all the wonderful things that we did to get to this point. Our focus aligns with the district strategic plan. Goal one, every student graduates with our students at or above grade level.
033We align our initiatives with the portrait of a graduate framework, emphasizing our commitment to the five key attributes: communicator, innovator, resilient achiever, principled leader, and critical thinker. Tonight's presentation sheds light on how these initiatives contribute to developing these essential qualities in every MUSD graduate. For example, in developing innovators, the curriculum we teach must reflect our dedication to nurturing innovative thinking and problem solving abilities. This curriculum should provide engagement activities and tie to real world scenarios. As part of engaging students in the content, we will encourage students to explore creative solutions to complex challenges, preparing them to adapt and thrive in an ever evolving landscape. I would now like the ELA adoption committee members to stand and be recognized. Please stand if you are here. [applause] The committee was made up of preK through 12th grade
034English language arts teachers, special education teachers, administrators, technology department representative, instructional coaches, and parents. I would also like to recognize our reperives representatives from the curriculum companies who may be in the audience. Uh Jane Furbacher from Savas Learning and Kristen Vanderwater from McGraill. Okay. About 10 years ago, the governing board directed the district to begin adopting updated curriculum on a more regular cycle. The process began with mathematics and the following year, English language arts was adopted and thanks to the continued support of the governing board, that adoption cycle has remained in place. In alignment with Arizona state procurement requirements and board policy for curriculum adoption, a district committee conducted a comprehensive review of five English language arts curriculum vendors using a scoring rubric developed and agreed upon by the committee in meetings open to the
035public. The vendors were evaluated and ranked to determine the top three finalists for consideration. Based on this process, Sophus Learning Company, Spalding Education and McGra Hill were sele selected as finalists for pre kindergarten through 12th grade English language arts with Spalding specifically considered for kindergarten through fifth grade. These three finalists were then shared with each campus. Instructional materials and samples were placed on display for the required 60-day public review and teacher review period and vendor presentations were provided to all teachers responsible for English language arts instruction across the district. It is important to note that Spalding is already an adopted supplemental curriculum in the curric in the district. Now that it has been added to the state's list of vetted core programs for move on reading, the district has decided its adoption as a core
036English language arts curriculum to enhance foundational literacy skills. Every teacher that teaches English language arts was asked to rate the vendors and then the committee met again in a meeting open to the public to discuss the ratings and to come to consensus on the recommendation to the board for adoption. These vendors are those being recommended for adoption. This process reflects the district's commitment to transparency, instructional quality, and alignment with state requirements while ensuring teachers and the community have meaningful opportunities for input. In addition to those vendors, vendors for advanced placement courses had to be examined to determine adopted texts for current advanced placement English offerings. The College Board provides a list of approved texts you may choose to adopt for each AP course. Texts must have been published in the last 10 years. When we
037last adopted for English language arts, we did not have AP Seminar and AP Research. Those were added when we were approved to offer the AP Capstone diploma. As such, you see the publishers on this slide being recommended for adoption for the corresponding advanced placement courses. For elementary, McGraill Emerge builds comprehension and background knowledge through rich complex text and explicit vocabulary instruction. The program provides direct systemic writing instruction aligned to grade level standards to support clear and coherent student responses. Emerge includes embedded supports for English learners, differentiated smallroup instruction, and an intervention resources to meet the diverse needs of all learners. Ongoing professional development supports consistent highquality implementation across classrooms. The adoption includes teacher additions, consumable student materials, and online access for students, teachers, and families. Materials support foundational skills, knowledge building, vocabulary development, multimedia learning,
038and differentiated practice. Teachers also have access to formative and summitative assessments tools to monitor progress and guide instruction. Spalding the writing road to reading is being adopted alongside McGraill Emerge to strengthen foundational literacy in grades K5 through a comprehensive and cohesive literacy system. While Emerge emphasizes rich knowledge building instruction and comprehension development, Spalding delivers explicit systemic multi- sensory phonics and spelling instruction grounded in the science of reading. It integrates phmic awareness, phonics, handwriting, spelling, and writing into structured daily lessons while also equipping students with clear strategies to comprehend and confidently tackle complex text for of increasing rigor. This approach establishes consistent instructional routines across classrooms and provides strong support for English learners and students who require additional decoding intervention. The adoption includes teacher manuals, phonogram cards, and decodable text to ensure effective implementation. Additionally, McGra
039Hill will provide alignment support to ensure instructional resources from both Spalding and McGra Hill work together cohesively. This collaboration will reinforce Arizona standards in a comprehensive and integrated manner, strengthening foundational skills, literacy skills, while deepening comprehension, vocabulary development, and written expression. Some of the highlights of Savas learning my perspectives are that it uses a balanced approach, that it uses innovative technology, and that it has a positive impact on student performance. Included in the adoption will be teacher editions for every teacher, class sets of textbooks for every high school teacher, student consumable texts at the middle school level for every student, ongoing professional development for teachers and administrators, as well as online access for students, teachers, and parents. Feedback [clears throat] from teachers included comments that included that the curriculum is well organized, helpful, differentiated, and
040will keep students engaged. Parent feedback noted that the curriculum is organized with resources transparent, and easy to follow, and helps families better support learning at home. At this point, we'll take any questions. Board members, >> Mr. Watson, good to see you again. It's been a while since I've seen you. Um, so my question is, um, it's actually two. Uh, why are we looking at two vendors for K5 and one of them goes down to preK, right? Um, and then, and if you address that, I apologize. Um, and then the other question is the integration between the two. Touched on that just a touch. Um, you said that there was going to be support to make sure that they meshed. Um, but I'm kind of curious what that kind of looks like. Okay, I lied. It's
041a three-part question. Third question, uh, fifth to sixth grade. What does that transition look like from McGra Mcgra Hill Spalding to Savas? Is that going to be a completely different type of a learning? >> You know, we're going to do things totally different. >> You follow what I'm saying? Wondering. >> I'm going to take the third question and we'll let Dr. Barry take the other two because she speak to Spalding much better than I can. Um the transition from fifth to sixth is not difficult because if you haven't heard us say it enough, we teach standards. We don't teach curriculum. We teach standards. The curriculum is just a way to deliver the standards. So in terms of any kind of transition, it's very easy because we're following standards and we have alignment. We map everything.
042We make sure that we have crossgrade level articulation to make sure that we are not missing a step, if you will, in the progression of standards. So quite honestly, if you threw any of our vendors in any mix, we'd be okay because we're following the standards and we plan our alignment as such. And I'll let Dr. Barry speak this. >> So, as with any curriculum, we know that no one curriculum can do it all, especially when we're looking at elementary and foundational skills. Um, Spalding offers a unique approach to build um, reading uh, instruction uh, cognitively in involving the students mind and and looking at details and it does it so well that we thought it would be or you know u it would be a great addition to any curriculum any mainstream curriculum. Um
043so I think having um the integration of Spalding to be uh the foundation of not only for students but also for teachers. Uh the pedagogical approaches in Spalding are phenomenal and they can really help students acquire um uh the skills and the strategies needed to tackle any text. Um and that's why we adopted it. >> Gotcha. Works for me. Thank you. >> Um, Dr. Barry, don't go away. [laughter] Go back. So, right now, our current curriculum is for K through five >> wonders. Okay. >> And >> but we also now use Spalding to supplement that. So, um I happened to be on the board 10 years ago when we made this um commitment uh for adopting curriculum and making sure that we were current and I will stand by that. Um uh price-wise, because I'm
044also looking at the dollar and the invoice that's going to go along with this, >> we're not now buying two curriculums. We're buying three. If we're buying a set of we're buying two K through five curriculums, Spalding and McGra Hill, and then one for the sixth to 12th, grade, which I get that I mean, because yeah, it's totally different. But can't we just continue just going with McGraill and using the Spalding that we use? Now, >> sorry, I'm gonna answer this one. >> We are. And that's so the cost for uh for Spalding is spread out over that seven years. It's exactly the same as what we are currently doing. So there isn't a change in that piece. It's not an additional cost to what we currently have. It's just now moved it from our
045from being that supplemental piece to that core piece that we still are bringing to you. So that it's not that additional cost to what the total amount is going to be for the adoption. >> Oh, thank God. And if I could add that when we think about uh the difference between these two programs, when uh with the McGra Hill adoption and purchase, which is millions of dollars, >> um that is a textbook and some site licenses for online access, um a workbook, you know, it's it's the things that you that last more than one year, but also some things are consumable and will have to be repurchased every year if we choose to adopt to buy those. That's with the McGraill. With Spalding, the majority of our investment is in teacher training, the the training,
046the coaching. You don't get a textbook with Spalding because it's about the teaching. Okay? >> And that goes with McGra Hill. So when you learn how to teach a child to read, you've got to have some content readily available. We've also contracted with another uh member I think of McGra Hill who is very familiar with who is try who knows Spalding and so she's done a crosswalk and an integration of the two to assist our schools. Some of our schools have already gone down this path um of deemphasizing the the some of the features in the textbook for the teacher and uh emphasizing the instructional technique and pedigogy that you once you learn you cannot unlearn. um that are that our teachers are obtaining through Spalding training which is 45 hours and then Spalding coaching
047after that that we also invest in. So there's there's a difference in the product that we're paying for. Thank you. I appreciate that clarification knowing that we're not buying two. >> Yeah. It's not Yeah. >> Okay. I have a couple questions, but mine's more on the process of how we did this, not so much on the curriculum itself. >> So, you said it was available for 60 days um for the public. Where would the public have found that? >> Um, one of the things I learned early on when we started doing adoptions 10 years ago is that the more we put it out there, the better reception we would get. So, not only did we house a set of everything here at the district office, but every school site had a set of all of
048the materials as well on display and we advertised that on our web page as required per >> on our district site. >> Yeah. Yeah. Um and so it was available at every one of the school sites and that's where parents could come to check it out and give feedback and they did. >> And how many parents did that? >> I I can't give you an overall amount. I can tell you that on my desk right now, I've got at least 30 emails from parents about it, but there there could be more, but I could tell you that I've got at least 30 on my desk. >> Okay. Um, and then the you said the parents, is that different than the parents ch like the ones you choose to use it for a little bit? Like
049is there a difference between the parents that look at it and the parents that you said chose it or or wanted it or >> there is a difference between the parent who is on the actual committee because that person is present for all of the discussions and everything versus a general parent who comes in to examine anything and then send feedback that goes to Dr. Barry and myself. >> Okay. How are those parents chosen to sit on the committee? Um, we ask principles, do you have any parents that would be willing to serve on the curriculum committee? >> All right. Thank you. >> Yeah, >> Mr. Watson, just a follow-up question because uh, she prompted me to think about this. Did we send out like a peach jar flyer notice to all of our parents
050letting them know that this process was taking place so that they were aware to that they could look at the curriculums? I can't tell you that I did that, but I can also tell you that it wasn't necessarily done by principles on their own sites. Again, I from the district perspective, my requirement is to put it on the website per Arizona statute. Yeah, >> I'm I guess can I speak? Do you mind? >> No, not at all. What I'm what I'm a little bit um bothered with is I'm a board member sitting here and I would have liked to know that that was available to me as a parent at the school. I don't get on our district site often. I get on it for our our our board meetings and I get at when
051I know there's updates that I need to look at or our calendar, right? I go there often for our calendar. But had I known this was on our district website for me to look at, >> I would have definitely looked at it. Had I known it was at our school site, I would have looked at it. I didn't know and I should have known. Right. So that's where I'm I'm I'm a little bothered with it. >> Noted. And I appreciate the feedback honestly. And and President Coutree can speak to this. I think we get a little better each time we do it. This is my seventh goound and I think every time the board gives me a little bit of feedback and we make that adjustment the next time. So, I appreciate the feedback. >>
052Yeah, I think sometimes I I'm glad we follow the statutes. We make sure that we're doing everything right, but I think sometimes we need to go that extra step, especially to reach our community and our parents so that they're aware um that this is happening. I know when we went through this adoption procedure before, we had several board meetings even before that that 60-day window where they could come and look at it. So, we were talking about it way before we even had it on display. So, and I'll add we have, you know, parent square now that automatically sends us a million of these things every day, right? And so, let's use it. Let's use the parent square because I get that. I get that in a dumpload to me 6 p.m. every single day.
053Thank you, uh, Miss >> Yeah. So, you know, I would have I would have received it. >> I appreciate that. Right. And then it was on me, >> right, to be like, okay, >> yes or no, I read it or not. But we have parents square. So, >> regarding the feedback, do you have like a summary or the overall topics or concerns that those 30 parents shared? >> Yeah, I can tell you there were no concerns. It just was generally a preference between one or the other and then the highlights of why they chose that preference. Um, some that stand out to me is and make me feel old is that several people said that they had McGraill when they were in school. Yeah. So, yeah, >> that stood out for me. >> Yeah. Yeah,
054[laughter] >> we did. Yeah. Thank you. >> Any other questions? >> All right. Thank you both. >> Um, sorry, one question. >> Go ahead, please. >> Um, so if a parent still wanted to after our discussion still wanted to view this, would they have that opportunity? >> Parents always have the opportunity to view any of our curriculum. We're required to keep a copy here at the district office. And so when you walk through our department, you'll see bookshelves that have every piece of our curriculum so that anytime if there's a request to view it, they can come in and look at it. >> Gotcha. >> And this is just a work study. We have not um this we haven't taken any action to adopt it. So there's still time if people wanted to come and
055take a look and give some feedback. We could we could still take that into consideration before we adopt the approval to purchase. >> Thank you for finishing my [laughter] >> Scary. We share the same brain sometimes, huh? Thank you, Mr. Watson. You're >> welcome. >> Oh, it's been a week. Okay, we're gonna move on. [laughter] [applause] All right, we're at the call to the public. We do have several speaker cards. Uh, so I must read this statement. Members of the board may not discuss items that are not specifically identified on the agenda. Therefore, pursuant to ARS 38-431-01, action taken as a result of public comment will be limited to directing staff to study the matter, responding to any criticism, or scheduling the matter for a future agenda. The board requests that comments be limited to
056three minutes or less and that the public refrain from the use of speech or language that is offensive or inappropriate pursuant to board procedures 3-203. First speaker up is Annayia Smith. [applause] Okay. Good evening. My name is Annayia Smith and I'm an 11th grader at Desert Sunrise High School. I maintain a 4.0 GPA and serve as junior captain of the cheerleading squad. But more importantly, I stand before you today as an advocate for Miss M. Martinez, who we all know as Miss Jasmine. I have known Miss Jasmine for nearly two years, and in that time, she has become one of the most impactful adults in my life and in the lives of countless students on our campus. There are very few faculty members I can say I've built a connection with that have even come
057close to the relationship I have with her. Miss Jasmine is the kind of person who returns who enters your life so suddenly and so brightly that you don't even realize how lost you were before her presence. She is radiant, charismatic, and endlessly positive. But more than that, she's safe. She's comfort. She is home. She creates an environment where students feel protected, valued, and supported. Something that cannot be measured by policy, title, or position. Her impact extends far beyond the front office. She shows up to our games, our meets, our ceremonies, and our award nights. She stays after school, not because she has to, but because she genuinely cares. She shows up when students need someone in their corner and even when no one is watching. When my team and I are in the student comments
058where we practice right next to the front office, we would always see Miss Jasmine still working. It it became normal to walk past those doors and see her there, no matter the time of day. And now these past few weeks, school hasn't felt the felt the same. Her absence has created a silence on campus that everyone feels. For some students, Miss Jasmine is a parent figure they have. She is the reason they feel seen and she is the reason they believe someone on campus truly cares about them. She gives more than is ever required of her and we are all living proof of that. As a leader on campus and a captain, my team and I organize this so the board can understand that what we have all been feeling. So today, I respectfully ask
059this board to truly consider the impact of your decision because Desert Sunrise is not the same without Miss Jasmine and I believe anyone who has ever stepped foot onto the Desert Sunrise campus knows that. Thank you. [applause] >> Next speaker, Michaela Johnson. >> Good evening, members of the board. [clears throat] I want to call notice to the list of terminations concluding this meeting. My name is Michaela Jonesfield. I am a junior at Desert Sunrise High School. I am an FCCLA state officer candidate, straight A student, and involved in many clubs. With that, I stand before you today not just as a student, but as someone who is truly impacted by Miss Martinez. Those who don't know those who don't know she know she is beyond. During her time as our principal's assistant, she did more
060than complete her job duties. She built real meaningful connections with students. Miss Martinez had a way of making students feel seen, valued, and safe. And in she chose to engage with us, listen to us, and not support us. That kind of presence cannot be replaced. Personally, I shared a p a special bond with Miss Martinez. She was someone I could go to for encouragement on my hardest days and someone who genuinely cared about my success and well-being. I know I'm not the only student who feels this loss. I understand [snorts] that decisions are complex and made with many considerations. However, I felt it was important for you to hear the student voice and recognize the lasting impact Miss Martinez had on our school and community. Thank you for your time and listening. [applause] Amariah Brown
061Hart. >> Good evening. My name is Amaria Brownhart and I'm an honoral student at Desert Sunrise High School. I'm here to speak about the termination of Miss Jasmine. [snorts] Miss Jasmine is more than an assistant principal. She is someone students can rely on every single day. She arrives before most of us and stays long after we leave. She consistently goes above and beyond what expected of her because she gen genuinely cares about the school and its students. Personally, she has had a major impact on my life. She has helped me manage my anger and taught me how to handle difficult situations with composure and maturity. On days when I felt overwhelmed and I just needed someone to talk to, she was there for me and not just as an administrator assistant, but as a mentor
062and a steady presence. [snorts] That kind of support changes students. It builds confidence, emotional growth, and accountability in a positive school environment where students feel safe and understood. She always came to school with a smile on her face, encouraging words, and a positive attitude. When you remove someone like Miss Jasmine, you're not just removing a staff member. You're removing a mentor, a safe space, and a source of stability for many students like me. The true measure of leadership is the lives of changes. And Miss Jasmine has changed many. Thank you, [applause] McCarron Barker. [laughter] Hello everyone. Good evening. My name is Mara Barker. I'm an honoral student at Desert Sunrise and I'm also a varsity cheer captain. I'm here to speak about Miss Jasmine and the impact she has had on my life and on
063so many other students. [snorts] During one of the hardest time during one of the hardest times [laughter] of my life, losing my father this year, Miss Jasmine was there for me in a way [laughter] she never had to be. But [snorts] she chose to be because she cares for students at Desert Sunrise, even when she wasn't able to directly reach out. She was still she still found ways to make sure I felt supported, comfortable, and safe at school. And that means more than I could ever explain. Coming [snorts] back to school after such a loss was not easy. But unlike any other teachers besides Coach Garcia, she welcomed me back with open arms and unconditional love and care. She didn't treat me like another student walking through the hallway. She treated me like someone who
064mattered. And she does that with many students at Desert Sunrise. Miss Jasmine [snorts] creates an environment where students feel protected, encouraged, and understood. The things she does for students at Desert Sunrise as pushing us to our limits and our strongest version of ourselves. She teaches resilience and not just through words but through her actions. When you think about leadership, I hope you think about the lives being shaped behind the scenes. The students who show up every day because someone made them feel safe and strong enough to do so. [snorts] Miss Jasmine is that person for many of us. One last thing I want to say before I leave this mic is Miss Jasmine. If Miss Jasmine was aware of the situation and the issue in hand with no doubt in my heart, I know she
065would have fixed it immediately. She is someone who wants to grow in this position and an impact on the community. Also, [snorts] I respectfully ask that you consider the lasting impact she has on students before making any final decisions. Thank you. [applause] >> Siobhan Johnson. >> Good evening. My name is Siobhan Johnson. I'm a junior at Des High School and I've been for the past three years and an honorable position for the past three years. Um, I'd like to speak on the effect that Miss Jasmine had um on the students. Many students, including myself and staff, has been positively impacted by Miss Jasmine. We confided in her. She was there for those who did not have anyone and there for someone who need to get things off their chest. She portrayed a good role model
066figure and helped many students who could not get help or assistance at home. any student whether they knew her or not she welcomed them with open arms. She had a strong maternal instinct being able to identify problems with students and deescalate situations. I also found myself coming to her as seeing her face in on campus brought a warm comforting feeling to me. She was always there to give advice and listen amid her busy schedule. I'm sure many students have been able to learn from her kindness and character and those are just some of the many highlights that Miss Tasman had as an impact on Sunrise. Thank you. >> [applause] >> Our last speaker card, Steve Miller. >> Good evening. Thank you for uh allowing me to speak. We're new to Maricopa, been here for about
06710 months, and we're very much enjoying the city. Um, first of all, I want to say my wife and I are very impressed with these young ladies, how they got up here and gave their feelings about a teacher. Every one of us, I'm sure, had someone that had an impact like that on our life. I don't know if any of you have had an opportunity to uh to see the uh latest edition of the monitor, but it highlights about uh the walkouts um at various schools in the district and a couple of questions came up. One was um would it not have been better for the teachers that led these walkouts to have kept these students in school and debated what was really going on with their um their uh issue with ICE. I think
068that strong debate in a school is good because it not only uh allows for feelings to come out but also gives the teachers an opportunity for a teaching moment. Um the other thing was is that they have a right to protest for sure. Were the parents notified that there was going to be a walk out? Were they asked to sign a permission slip that allowed their students, their children to come out of school on school day? Um where marching along roads they obviously faced certain um dangers that uh that you know from automobiles or whatever. Um, also, um, they, uh, some of them, the ones from Desert, uh, Desert Sunrise, they went to City Hall. That's that's a hell of a walk. I know. Don't ask me to do it, that's for sure. Um, and
069I just wonder, um, were the police, uh, alerted to this so that they may have been able to offer a, uh, escort to keep these students uh, safe after the protest, what happened to the students? Did they go back to school? Was that the end of the school day? So, I just wanted to bring the attention. It did when I read the articles in here, it um it really kind of upset us as um now we obviously are way past having children in the school district, but um you know, it just it just really uh concerned us as to uh the situation that involved these students. Thank you very much. I really do appreciate it. >> [bell] >> All right. Next up is our consent agenda. Do I have a motion? >> Motion to approve.
070Approve as written. >> Second. >> Lisa. I have a motion, a second. Shante Rothschild. >> I. >> Ben Owens. >> Hi. >> Lisa Garcia. >> I. >> Carolyn Lopez. >> I. >> Patty Catra. >> I. >> All right. Our next item is our first action item. discussion and possible approval of the personnel schedule. Mr. Beckett. >> Thank you, President Coutree, members of the governing board, and Dr. Loman. I would like to first ask the board respectfully, we would like to remove Number 63 on the personnel schedule. Additionally, uh this has been a very very busy time in human resources, so there's lots of things on the sheet tonight. Uh I just want to highlight a few of those. Under the new position recommendations, there was a supplemental sheet that was attached that uh kind of
071added additional detail to some of the information that Mr. Harmon presented in his budget uh talk uh at our last meeting. Uh kind of fleshed out a little bit more of the details of what sites are being impacted with these new positions. Heavy emphasis obviously in Alma Ferrell Innovation Academy. Uh but then we also had four additional positions that uh we've added uh in for for clarity. We've added them under new position recommendations. There are job descriptions that are attached to each of those. And then finally, I just want to highlight 3% pay raise for all of our current employees. Very excited about that. Uh we are preparing contracts and hope to have those out by Friday to the majority of the staff uh except for teachers counselors which of course uh by state statute
072we're not allowed to issue those until after March 15. So I'll take your questions at this point. >> Board members, any questions before I go? >> Well, no. Mr. Owens, please. Do you have a question? >> Uh no, I was going to make a motion. >> Well, before you make a motion. Thank you. What's that? >> I'd like to make talk to Mr. Beckett. Thank you, >> Mr. Becket. Um, first off, uh, it is a little disheartening to see a lot of these teachers that are not coming back after this school year. Um, not going to lie, I hate seeing, um, the teachers that are resigning. Uh, second, u, thank you for removing number 63. Um, I really, uh, I think we need to revisit kind of the process of the stipens and maybe how
073they're presented. Um, so the board has a um, a better idea that they're approved stipens. I know we've talked once before about our stipen schedule um that you know we've we have approved stipen schedule under certain levels and then we have that page that has like either per hour or um if it's an event or something like that but I think it would be really beneficial for us since we have to approve them whether they're M or not they're on our stipen schedule on our HR that we have a list at the beginning of the year you know um these are the grants that are going to come up that are going have stipens that are approved. These are um if it's a CAVID, if it's a CTE, just so at the beginning of the
074year, we have a list of all of the approved stipens, not just coming up on the schedule when they come due. And I think it just procedural wise, I think it's a little more transparent. Um and it gives us a little more knowledge too of what these are. So just kind of put that in your >> Thank you. >> Okay. Thank you. Now, Mr. Owens, please proceed. >> All right. Uh, I agree with you, President Cuch. I I think that would be uh very beneficial. Um, so I will make a motion to approve the personal schedule with the removal of line number 63 as Mr. Beckett noted. >> Second, >> Lisa, I have a motion and a second. >> Shante Rothschild. >> I, >> Ben Owens, >> hi. >> Lisa Garcia, >> hi. >> Carolyn
075Lopez, >> hi. Patty Catra >> I >> member I'm sorry President Catra is it okay? We have absolutely one of our new administrators in the audience tonight. I'd like to introduce Jennifer Haim who will be our assistant principal at Alma Farrell Innovation Academy. [applause] >> Welcome to the MUSD family. All right. uh discussion and possible approval of the school year 2627 work calendars. Mr. Beckett. >> Thank you, President Catray, members of the board, and Dr. Lman. This is a yearly housekeeping item where we do a lot of work in compiling these. I'm going to be honest with you, this is the first year I've not done it. And I think Sandra Alon sitting out in the back there, this is her first year. uh and I'm kind of my transition from away from this position.
076I asked Sanders to go put these together. So, as you can see from the documents, lots of detail on there. Uh 12 different work calendars and I just want to recognize the work of my staff in putting that together. Sandra Alakon and Zida Tahada for their good work and we're just asking for your support for this. >> I have one question. >> Do all of these calendars I know I look at our district calendar all the time, right? because I'm trying to figure out if my child has school that day or not. Uh particularly on holidays. Do all of these calendars get put on our district site? >> They do. Okay. They're listed under the employee center. Uh we also there's a a a section on the the website that is is for employees that
077they have to log in and all those are accessible at that point in time. They're also part of the uh I believe we send those off whenever we send out work agreements, contracts. >> They're not available, >> but they're not available to the public. >> Okay. >> We we have it's a public facing document. Obviously, it's public right now. So, anybody who wants to access it through through this portal. >> Yeah. So, like if if we if we approved this and somebody wanted to go back, I've done this before, and somebody wants to go back to find out is the 12-mon staff working on that day, right? They can go back to this board meeting, pull this document up, and see that it was even though they can't access it from our >> the employee
078part of our of our district website. Yes. >> Okay. Thank you. >> Thank you, Mr. Beckett. What what can you tell me about uh input from staff that are impacted by these calendars? Is there been in the past there's been like meet and confer you know and that kind of thing or there's been a committee that's kind of put their heads together and you know looked at what makes sense. Um, can you tell me about that process and and how these calendars have kind of come start to finish? >> Thank you, member Owens. Kind of a complicated and complex question. Um, we try to construct work calendars that meet the operational needs of the district. Example, paraprofessional. It makes no sense for us to have a par professional here for 12 months of the year.
079They're they're servicing kids, so they should be here during the 180 day. Kids are are here. Transportation, same same similar thing. Administrators are on 12-month work calendars. Those were designed in order to make reflect the amount of work that needs to get done all year long. Um, yes, meet and confer certainly had some input in terms of changes that are are suggested. Uh we have one this year for our elementary uh regist elementary uh attendance clerks. Uh we we found out that we're maybe missing some parents in terms of registrations during the uh during our breaks. We set up a modified 11-month work calendar that allows those schools to have coverage in the main office there for for parents coming in. Additionally, uh this year we're also moving to a change for our custodial staff
080allowing we need more more time with our staff, our facilities. That need continues to grow. We want to make sure we have high quality facilities that are taken well taken care of and this is an attempt again to kind of push us in that direction. So yes, it's it's a constant uh fluid situation. we look at the work that needs to be done and try to craft these work calendars to get the work done that we need to in the district. >> Mr. Becket, on on just the point of the custodial staff calendar that we've that we've adjusted, we did that because we were having people come in during the summertime and paying them. Are we going to see any savings from extending this calendar and having those people >> I'm not sure. Thank you,
081President K. I'm not sure we're going to see savings, but I do believe it's it's important that we have predictability in our schedules. Uh especially on breaks in summer, those are oftentimes our deep cleaning periods and uh if if they're not available, again, it's it's a lost opportunity whenever the kids aren't on campus for us to be able to actually do some extra work. So, again, I'm I can't speak to savings. I don't believe it's going to be a savings, okay? But I do think it's going to help improve the quality of the services we're providing our kids in those facilities. >> Oh, sure. Because it'll be people that understand the job because we were just they would in the past they would hire um pretty much any classified employee that wanted the extra work
082during the summertime would be hired on to do the extra cleaning in the summer. So, I love the fact that we're giving them that opportunity. Was there much push back from any any of the work groups that that got their uh calendars changed? There was one and again we we've worked uh with our counselors, secondary counselors. We had been working on this over a year uh in addressing this for our high school counselors. Again, we made a change move their calendars from 217 days down to 200 days. We feel like this is an efficiency that that we needed to do. Again, we prepped these uh these employees over a long period of time. They were well aware that that we're moving to this. Okay. Thank you. >> Any other questions? Do I have a motion?
083>> Motion to approve the work calendars for 2627 school year. >> Second. >> Lisa, I have a motion and a second. >> Shante Rothschild. >> I. >> Ben Owens. >> Hi. >> Lisa Garcia. >> Hi. >> Carolyn Lopez. >> Hi. >> Patty Coutrey. >> I. >> Thank you. >> All right. discussion and possible approval of the 2627 governing board meeting schedule. Dr. Lopeman, that's on you. >> We love Wednesday nights in MUSD. [laughter] So, um the calendar should look familiar. It's basically the same rhythm and rotation and um there's a couple of events that we're keeping an eye on that may impact the scheduling and and if necessary that will come back before the board, but this is how we would like this is um the opening proposal. Certainly a couple of those events um
084board members I I've talked to Dr. Lman um uh we even though we're not members of the Arizona School Board Association, we can certainly attend any of their conferences, workshops, and trainings. Um and I firmly believe that if we have the opportunity to do some professional development that you know we do we should do it. Um we expect our our staff to do it. Um, and sometimes you have to lead by example as well. Saying that, I also understand that we all work jobs and finding extra time may not be easy or sometimes attainable. Um, but there are two big conferences that um, ASBA holds. They hold the summer leadership institute and that's up in Flagstaff at Little America. Um, and that is that has been in the past a really good um, conference to
085go to. Um, and there's been a lot of leadership changes at ASBA and I've been cautiously optimistic about this and I've been watching them. Um, and then the annual conference um, in December. And some of these conferences you're going to go to and you could get a lot out of it. And sometimes maybe it's just networking or seeing some other district get something done and you look at it and maybe we can bring that to MUSD with just a few little tweaks. Um, but just something to kind of keep in the back of your mind and that's what we're watching the calendar dates in case those two items could come up and should board members want to go to any of these conferences, we could certainly look at the calendar then. Okay. Just want to
086be full transparent on that. >> So, I just want to make a note that for me personally, I I can't guarantee that I will be at all of these meetings. you know, life happens, work happens, right? Um I don't have my my paid job. I don't get to do my unpaid job right here tonight. So, um that's just my personal note. >> All right. I move that we uh approve the calendar as submitted. Second, >> Lisa, I have a motion and a second. >> Shante Rothschild, >> I. >> Ben Owens, >> I. Lisa Garcia. >> I. >> Carolyn Lopez. >> I. >> Patty Catra. >> I. And our last item on the agenda, adjournment. Do I have a motion? >> Motion to adjurnn. >> I'll second. >> Lisa, I have a motion and a second.
087>> Shante Rothschild. >> Hi. >> Ben Owens. >> Hi. >> Lisa Garcia. >> I sorry. Carolyn Lopez. >> I. >> Patty Coutrey. >> I. Meetings adjourned. 8:05.