001Everyone, thank you all for being here this evening. I am going to call this governing board meeting to order. It is Wednesday, January 28th at 6:30. Lisa, roll call. Patty Coutrey, >> present. >> Carolyn Lopez, >> present. >> Lisa Garcia, >> present. >> Ben Owens, >> present. >> Shante Rothschild, >> present. >> And we'll move on to our pledge of allegiance. I've asked Principal Vieiraa to please lead us in the pledge of allegiance. >> I aliance to the flag of the United States of America. to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, we have adoption of the agenda. Do I have any motions, discussions, or amendments? >> Motion to approve as written. >> Second, >> Lisa, I have a motion and a
002second. >> Shante Rothschild, >> I. >> Ben Owens, >> hi. Lisa Garcia. >> Hi. >> Carolyn Lopez. >> Hi. >> Patty Coutrey. >> I. >> All right. We'll move on to the superintendence report. Dr. Lopeman. >> Thank you, President Coutree. Maricopa Unified School District welcomed 124 prospective employees to the recent game day job fair. The event highlighted career opportunities across the district and reinforced our commitment to recruit and retain top talent. The event generated 82 applications and led to 33 letters of interest for positions in the 2627 school year. The energy throughout the event captured enthusiasm for joining MUSD, and we look forward to welcoming many of these candidates into roles that serve students and schools. 18 students from across the district recently competed in the 2026 MUSD spelling B. Congratulations to Jace Spencer, a
003super smart third grader from Saddleback Elementary School who earned first place, and Nikolai Coral, a super smart seventh grader from Maricopa Wells who secured second place. Both students will advance to represent MUSD at the Panal County Spelling Bee on Friday, February 6th. Congratulations to all of our participants, each of whom were winners at their own individual schools. And they're all super smart, too, for their hard work and impressive spelling skills. Congratulations to the Maricopa Unified School District Business Department. They earned the Arizona Association of School Business Officials Certification of Excellence in Financial Reporting for Fiscal year 2025. The prestigious achievement validates our ongoing commitment to excellence and transparency in financial reporting. Keep up the great work. MUSD students brought the 2026 state of the district lunchon to life through their talent, skills, and aspirations. 35
004community leader leaders gathered to enjoy lunch prepared and served by Maricopa High School culinary arts students while hearing powerful student perspectives that highlighted the impact of an MUSD education. Attendees heard from Julian Alhcon, a senior from Desert Sunrise High School, Manny Casillas, a senior from Maricopa High School, and Riley Lucero, an eighth grader from Desert Wind Middle School. Each speaker shared how their experiences in MUSD have helped pre prepare them for their future. With the theme results that speak, the event showcased a district MUSD that is growing, vibrant, and future focused. And with students like ours, we know the best is yet to come. Desert Wind Middle School and Maricopa Wells Middle School recently competed in the Future Cities Regional Competition. Future Cities is a national projectbased learning experience where students imagine, design, and build
005cities of the future. The program promotes STEM education and challenges students to apply their creativity and problem solving skills to realworld issues. At the 2026 competition, the Maricopa Wells team, HAMA, earned fourth place, while the Desert Wind team, Masera, received the best communication system award. Congratulations to these talented future problem solvers for their outstanding work and for helping design the cities of tomorrow. Finally, I would like to officially welcome Miss Lisa Garcia to the Maricopa Unified Governing Board. Miss Garcia is a longtime community advocate with deep ties to MUSD and our community. She currently serves on the Octin Tribal Council and brings extensive experience in planning and development, community programming and governance. We are excited to welcome Miss Garcia and look forward to the leadership and unique perspective she'll bring to the governing board. And
006that's my report. >> Thank you, Dr. Lopman. [applause] Welcome. We're going to move on to our governing board member reports. Member Rothschild. Good evening everyone. Governing board. Um, a couple of things. I had the opportunity to attend the spelling bee. Um, I went through the list of words. I couldn't spell all of them. Uh, the last time I also failed in spelling all of them, but it was an opportunity to see our students at their best. an amazing job this to see the excitement on their faces uh the involvement of the parents as they were uh cheering them on and just the community attending. So congratulation again to Jason Nikolai. Um excellent job. I also got an opportunity to attend the uh state of the district lunchon. So always good to see our community members,
007parents and leaders just hearing all of the wonderful news that we hear about our students and the work that the district is doing. Uh let's see. looking forward to tomorrow's uh legislative uh update and forum. Um and then last but not least, I got an opportunity to attend the governor's office of African-American affairs. They have an annual legislative and leadership conference and February the 14th is their youth day. Um so um parents, students, if uh your schedule permits, definitely go to the website and check it out. Lots of information. you get to engage with community leaders and of course hear all of the work that our governor's office is doing. So, and last but certainly not least, uh welcome again to our newest board member. We're all very excited to work with you. And that
008concludes my report. >> Thank you, member Owens. >> Thank you, President Cuchray. Uh the only thing that I have this evening is welcome uh member Garcia. Um happy to have you join us. That's it. Thanks. Thank you, member Garcia. >> Thank you, Madam President. Um, again, thank you all for the warm welcome and the and the well wishes. Appreciate that. Uh, item I do have to report is I also attended the state of the district lunchon and also took that opportunity to uh introduce myself to others that were there and network with some people. And for everyone present, again, thank you for the warm welcome and I look forward to working with each and every one of you and advocating for each and every one of you as well. And um I'm born and raised
009here in in Maricopa all my life. And again, thank you. >> Thank you, Vice President Lopez. >> Thank you, President Coutree. I uh also attended the state of the district lunchon. was wonderful to see the impacts that we're making and and the growth and and also see and look forward to what we're doing um in the future. Also, welcome to Miss Garcia. Um I look forward to being on this board and and um we have a great a great group up here. So, I'm I'm excited about that. So, um that's that's it. That's all I got for this week. >> Thank you again. Welcome. So excited to have you. Um and what everything that you'll bring to this board. So um real excited about that. I like the rest almost all the board members was
010able to attend the state of the district lunch. Um I also got to attend um a presentation from the Desert Sunrise High School FCCLA um class. they that's the education professions. Um so I went there and and they talked about all their competitions and what they're doing in the class and you could really see the passion in these students and wanting to become educators and that to me is so inspiring and so I I wish them all the best. This morning I was able to join a team for the um national board certified teaching the penant um delivery and so we had a couple that we got to deliver today and that's always fun to surprise these teachers who have worked so hard and spent countless hours um to achieve this certification. So that was
011really fun. um do want to share uh with everybody here Be a Awesome uh they're a partner organization with MUSD and they are putting together a threepart series education series. Their first session is going to be on February 2nd from 5 to 6:30. It's going to be held at the Copper Sky and it's going to be on vape. what it is, why it's risky, and what parents should watch for. Their second session is going to be on March 2nd, same time, 5 to 6:30, same place, Copper Sky, and it's going to be focused on alcohol, the early use, the access at home, and the risk to the developing brain. And then their last session is going to be on April 13th, 5 to 6:30 at Copper Sky, and it's going to be about today's THC.
012So, learning about the edibles, the vapes, prevention before crisis. I encourage you all to look into this. You can find them at B Awesome. Um, and attend. Uh, they've got great information and as parents and community members, it's always good to know what's out there because we all have to look out for our young people. We want to make sure that they succeed and then don't make some bad choices. So, and that is all I have. So, we're going to move on to our spotlight recognition. Michelle Well, good evening everyone and thank you for being here tonight. The Maricopa Unified School District is excited to honor Spotlight recipients across several categories, community members, MUSD employees, students, and student athletes. Before we begin, I'd like to thank our sponsors at Freddy's Steak Burgers and Frozen Custard,
013Baskinrobins, and Ochen Circle Entertainment for making tonight special for our honores. Our first honores are community members whose time and dedication make a real difference for our students and families. Congratulations, community members. As I call your name, please come forward to receive your certificate and give a quick fist bump to the governing board members and Dr. Lopeman and then head to room 123 for a group photo. Miss Pastor is standing by the hallway to point you in the right direction. Give us a wave, Miss Pastor. There she is. All right. Congratulations to David Solless, community partner from Lowe's Garden Center for Butterfield Elementary School. Mattaline Homeman, community leader and partner, Be Awesome Youth Coalition from Maricopa Elementary School. Natasha Weaver, volunteer and PTO member, Puma Elementary School. and Jaylon Gentleella, community partner, Desert Sunrise Performing
014Arts Center, Saddleback Elementary School. Jakaya Daniels, parent volunteer, Santa Cruz Elementary School. and Sharon Wagner, classroom volunteer from Santa Rosa Elementary School. Aisha Chernigan, supportive parent from Maricopa Wells Middle School and Tail Brank, outreach coordin coordinator for high school programs for Desert Sunrise High School. Christopher Leftwitch, volunteer, Maricopa High School. [applause] Terren Hargus, general manager at Cold Beers and Cheeseburgers, Maricopa Virtual Academy. Congratulations to our outstanding Spotlight community members. And next up, we're proud to honor our Spotlight employees of the month. Dedicated staff who go above and beyond to meet the needs of our students and school communities. Congratulations, 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. Lopman and then head to room 123 for a group
015photo. Congratulations to Tanya Velasquez, ESS par profofessional from Butterfield Elementary School. Michelle Williams, fourth grade teacher, Maricopa Elementary School. Shelley Fiser, academic coach from Pimabute Elementary School. [applause] Jana Nasser, speech language pathology assistant, Saddleback Elementary School. Jennifer Bell, resource teacher from Santa Cruz Elementary School. [applause] Anna Munoz Carlson, second grade dual language teacher from Santa Rosa Elementary School. and Shannon Hull, blended program teacher from Desert Wind Middle School. Diananna Poade, life schools teacher from Maricopa Wells Middle School. Carly Treehouse, AP English teacher, Desert Sunrise High School. Michelle Frius, counselor from Maricopa High School. and Jennifer Duffin, ELA teacher from Maricopa Virtual Academy. Michael Hunter, electives teacher from Ram Academy, [applause] and Myra Casillas, district receptionist and substitute coordinator for human resources. Congratulations again to these outstanding spotlight employees. >> [applause] >> And now we are
016thrilled to honor our spotlight students of the month. Each month, school principles select these remarkable students for their outstanding commitment to their education, their school, and their community. These spotlight students exemplify Portrait of a Graduate by being communicators who listen, collaborate, and share ideas clearly. Innovators who think creatively and solve problems. Resilient achievers who show determination and perseverance. Critical thinkers who analyze and challenge the status quo. Principled leaders who act with responsibility and character. These students set the bar high and shine as role models for their peers, their schools, and our 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. Miss Pastor, give
017us another wave. All right. Congratulations to Masimo Atkinson, second grader from Butterfield Elementary. Masimo excels academically and demonstrates strong leadership skills. And Zoe Kester, third grade student from Maricopa Elementary. Zoe models collaboration, resilience, and a positive approach to learning. >> [applause] >> Alisa Aguilar Hernandez, second grader from Pimabute Elementary School. Alisa leads with kindness, maturity, and academic excellence while supporting others. Addison Owen, kindergartener at Saddleback Elementary School. Addison shows resilience and determination and always gives her best effort. Hector Lur, fourth grader from Santa Cruz Elementary School. Hector demonstrates perseverance by holding himself to high personal standards. Leila Sandival, kindergartener from Santa Rosa Elementary School. Ila consistently does her best academically while serving as a positive classroom leader. And Demani Jackson, eighth grader from Desert Wind Middle School. Demani exemplifies academic excellence, leadership, and strong character.
018Olivia Venberlo, sixth grader from Maricopa Wells Middle School. Olivia shows resilience through consistent hard work and academic perseverance. Avery Droy, sophomore at Desert Sunrise High School. Avery exemplifies the portrait of a graduate through leadership, communication, and service. Victoria Waldenova, senior from Maricopa High School. Victoria embraces school life through involvement, leadership, and cultural sharing. Marlene Tahetta Corona, senior from Maricopa Virtual Academy. Marlene demonstrates strong self-management and dedication to her learning. Aaliyah Ortiz Talibus, [applause] senior from Ram Academy. Aaliyah exemplifies outstanding student work through respect and strong work ethic. And congratulations again to these outstanding spotlight students. [applause] >> [applause] >> And next up, we are honoring our student athletes. 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
019head to room 123 for a group photo. Congratulations to Liam Beonia, eighth grader, esports player from Desert Wind Middle School. >> [applause] >> and Demani Jackson, eighth grade flag football player, Desert Wind Middle School. Colton Smear, seventh grade soccer player, Maricopa Wells Middle School. and Kinsley Smear, seventh grade soccer player, Maricopa Wells Middle School. Jaylen Leon, sophomore basketball player, Desert Sunrise High School. Lamaya Jones, senior basketball player, Desert Sunrise High School. Braden Damasio, senior soccer player from Maricopa High School. And Nvea Poland, senior soccer player, Maricopa High School. Next up are our Rotary students of the month. In partnership with the Maricopa Rotary Club, we'd like to honor a deserving group of students. Rotary honors young people who are developing their leadership skills and making a difference in their communities. Rotary students, as I call,
020as your name is called, 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 Marylu Smith Education Foundation for their sponsorship that helps make tonight special for our honores. Congratulations to Annayia Hernandez de Laena, 8th grader from Desert Windend Middle School. [applause] Ella Adams, eighth grade student from Maricopa Wells Middle School. Jaden Malerby, junior from Desert Sunrise High School. and Sir Kendrick Ross, senior, Maricopa High School. Ariana Michael, freshman, Maricopa Virtual Academy, and Aaliyah Ortiz Talibus, senior from Ram Academy. [applause] Congratulations again to all of our spotlight and Rotary recipients. We are going to take a fiveminut break to allow everyone who's who was here for recognition to
021make their exit and then we'll begin the business portion of our meeting. Um you are all very welcome to stay for the business portion if you really really want to. growing with the kids growing up. We're going to move on to our information item. Classroom spotlight Pima But Elementary Principal Vieiraa [applause] [cheering] Good evening, President Coutree, esteemed board members, and Superintendent Lopeman, as well as all of you here in attendance tonight. I am extremely grateful for the opportunity to share with all of you some of the great things happening at Pum Elementary School. As a new principal at my school, I myself in awe of the many things that occur on our campus on a daily basis. But choosing a focus for tonight came very easily to me. In referring to the MUSD strategic plan,
022we will show how our gate program supports goals one and two while helping our students develop all of the essential skills from MUSD's portrait of a graduate. Help me. There we go. Okay. There we go. At Pimabute Elementary, our gifted and talented education program is driven by one core philosophy. Education should be a ceilingless experience. Is that better? I'm usually very loud. We often assume gifted students are fine because they earn high marks. But our mission is to move them from being high achievers to deep thinkers. In our sessions, we don't just give them more work. We provide different work that honors their unique cognitive needs. Our students shift from being consumers of information to innovators. We focus on productive struggle creating a safe space for highlevel risktaking. Here they tackle complex realworld problems from
023environmental sustainability to structural engineering tasks that require grit, logic and divergent thinking. These help support and enrich their current essential standards beyond the academics. This program provides a vital community of like-minded peers. It validates their curiosity and empowers them to return to their general education classrooms as leaders of inquiry. We have more than 15% of our students that have qualified for the GATE program. Several of them are twice exceptional. Demographically, our gifted classes are on par with the demographics across our campus. The growth shown from the beginning of the year to the middle of the year over the years in third, fourth, and fifth is consistent with previous years having more and more of the gifted students increasing in the area of highly proficient. Taking a deeper dive into the data for our gate students,
024we tried to get a picture of the whole child by by looking at their common formative assessment data to see what the growth might look like for them over the course of the school year. There was definite growth across the board. In third grade, from fall to winter, there was a jump from 20 to 60% proficiency in ELA. And in math, there was growth from 30 to 50%. In our fourth grade group, students went from 78 proficiency to ELA in ELA to 93%. And in math, they went from 57 to 93%. It was huge growth. In our fifth grade group, our EL ELA scores went from 40% proficiency to 80%. And in math, they went from 67 to 87% proficiency. This shows that not only are they learning the content, but they are applying the
025skills taught to them through the gate program. >> The students in our gate classes really focusing on the different gifted standards which is >> and of course an error occurred. Well, she's taking care of the technology. >> This video we're about to watch represents what learning looks like in my gate classroom. Students are actively engaged in the engineering design process while developing critical and creative thinking, problem solving, curiosity, inquiry skills, growth mindset, and verbal communication. Our instruction intentionally promotes inquirybased learning and focus enriched enrichment that is standardbased and purposeful. In my gate classroom, it takes I take a teach the whole child approach. A student identified in math is not only enriched in math. Students also participate in real world projectbased learning that encourages creativity while building skills for leadership and innovation. Our philosophy is
026simple. All means all. Every student deserves access to highlevel thinking, challenge and opportunity. Over time, our data shows consistent growth in benchmark scores. But more importantly, students grow as thinkers. This lesson aligns directly with Arizona ELA's speaking, listening standards, math practice for problem solving and reasoning, and science and engineering standards that emphasis design inquiry, evidence-based explanations. By incorporating depth of knowledge, students move from recalling information to investigating, analyzing, and defending their thinking. With the right tools, explanations, and supports, all students can achieve greatness. And this classroom shows what that looks like in action. The students in our gate class is really focusing on the different gifted standards which is written communication, verbal communication along with critical and creative thinking. Um we really focus on the depth of knowledge which if they are really focusing on
027the higher levels of thinking that's just going to help them with all of their assessments. If I'm in a group with somebody in my class, like in my normal classrooms in Gifted, it just kind of like helps me go in order cuz my brain can sometimes think out of order. So, the engineering design process just gets me together and make sure I get my project done in my normal classrooms as well as like some assignments. I would say we would use critical thinking in math and reading um and strategic thinking when we're answering multi-choice questions in math. We definitely use logical thinking like in um ELA for um morning work when we have to like go into our book that like our review book that has like everything we need and so we double check
028our answers. I think gate strives for that just to or like writing or reading or math assignments for also test for not only now but when we get older. I think process of elimination just helps with all of it. >> I will be walking around and asking you some questions to make sure that you are using your critical thinking, creative thinking and maybe even some of that curiosity. We need to make sure you are referring to your rubric. Say something that I don't see anyone else has done. You created a base like this and then put the trunk on top of it. >> Uh, no. I don't see anyone else creating that type of design. >> It's standing. >> My tree is standing. No, >> they're a life skill that you're probably going to need
029when you're an adult later on. Yeah, they're a skill in general. Just like you can use it in the app. >> Yeah. >> After the create phase shown in this video, students worked with partners using a rally coach strategy to analyze their design, ask questions, and give each other feedback. They then moved into the improve phase where they use results and evidence to redesign and retest their structures. Throughout the process, students explain their thinking using academic language, strengthening their problem solving, higher level thinking, and Arizona standards for communication, reasoning, and scientific practices. Next steps. This year we are piloting a new model starting with our first and fifth grade teams. We are moving away from the idea that gifted services are a separate destination. Instead, we are weaving highlevel challenges into the daily fabric of
030the general education classroom. This ensures that our gate students along with our high achieving learners who may not technically qualify for the program have access to the same rigorous thinking skills. We aren't just training a few specialists. We will be providing PDS for all teachers to expand their own depths of knowledge levels and questioning techniques. A lot of this will be done through weekly PLC push-ins and we are building the capacity of every teacher to challenge every student. We did a survey asking all of our gifted students their insights into what the gifted program means to them and what they feel they've gotten out of being a part of the program in presenting them with the standards which each of them can speak to. These were the most prevalent. The students also spoke about their
031creative and critical thinking skills and how they found them to be useful within their regular classroom. >> Questions because I'm sure there will be some board members. >> Um, so you showed uh in your in your graph your graphs in here >> the data. >> Yep. The data. Um, I love data. We love data. Um, so thank you for that. Um, I'm just curious. You >> point referred to other data. >> What's that? >> I was referring to other data. >> No, no. So, so you had you measured uh or showed the uh the improvement in the boys in third, fourth, and fifth. What did you see in girls? >> Oh, no. Beginning of the year. >> Oh, sorry. Sorry. >> Teachers and their acronyms, you know, beginning of the year, middle of the year.
032Okay. So, that was where they had started and then how they grew >> to the midyear. >> All right. Well, I'm not a I'm not an education professional, so [laughter] I thank you. I I appreciate that. >> There you go. >> Awesome. That was the only question I had right now. >> No, we got the girls, too. [laughter] So more of of a comment and I may have some questions in the end. Uh but as a neurode divergent person myself who was in honors classes a lot of things hit home for me. What one of the things that I enjoyed was the think. So seeing what the youth thought as opposed to what we were telling them they were arriving at that and it was all positive things. It sounded as though they identified the
033differences that were made for them. And for me that's phenomenal. you can tell someone something, but when they tell you how it makes them feel, that's important and sticks with them. Um, I also enjoyed how you mentioned that it was incorporated for all of the teachers. So, yes, it's great to be special. We are all special in our own way, but making sure that everyone is getting that opportunity to benefit um from those the individualized uh learning. I thought that was wonderful. So, >> and typically the model has been to pull those students out and that's how it's been for quite some time. Um, Zo is the one who really designed how this program has run at our school. She was really the first one in the district to do this. Now it's on every
034campus. Um, >> and when I went back and started really pulling apart the data, I watched repeatedly the growth of these students. And it's no lie when you look at that data of how in third grade a certain percentage is highly, you know, highly proficient. By fourth grade, there's more of them. By fifth grade, there's more. It's as they move through the program, their thought process and how they approach the things that they're working on, >> their brains look at it differently. And I think there's also a shift for themselves in their own confidence and understanding how they think. >> Yeah. >> Wonderful. So, thank you for that. >> I just I don't have a question. I have a a comment as well backing with um I like that you're giving access to all of
035the students. That to me is equity. >> That's our next steps. That's exactly the word equity piece. >> Um, while it's great to have, you know, a group to to be equitable in that, not all all scholars have necessarily a a life in general that feeds their brain in those ways that they could grow even more if we help provide some of that, right? >> Um, so I just I I really like that you're gonna spread spread it out. Give everybody a chance to grow as much as possible. So, thank you. >> Yeah, we have a definite vision and we're going to take it piece by piece because we want to make sure we do it right. We want to plan it out when we look at the best practices and models um for gate
036programs. These are the things we're seeing where it is really educating the teachers as well as the students so that we can spread that thought process out too. >> Yep. >> Great presentation. Our gate program has come a long way since my child was in it. Um I love seeing um the progress. Um, do you have a question for you implementing this in next year? Is it going to be phased in? Are you going to be starting by grades or are you going to do >> So, it's actually part of what we're processing right now. We're kind of going to be dabbling a little with fifth and with first and kind of getting a feel for it. Um, there are a lot of things that we would like to do. I'm not going to lie,
037we definitely have visions of grandeur, but we don't want to just jump at this. We would like to do it piece by piece and make sure we do it right. So, um there's going to be some research. Um there's going to be choices that we're going to make and they will be extremely purposeful. So, um that's where we're going to start. I don't want to overwhelm anybody, but I want to get this out because it's beneficial to all. So we you will continue to have the pull out program next year as well. Correct. For the other grades >> as we're moving forward. >> As you're moving forward. Yes. >> And slowly transition as we go. >> And how often are they pulled out for the gate? >> Daily. Every day. Even Wednesdays. >> Yes. >>
038Okay. Third through 5th. >> Okay. Thank you so very much. Any other questions? >> Thank you. Great job. OKAY. >> [applause] >> I LOVE THE FACT you brought your cheering section. All right, we're going to move on to the call to the public. We have one speaker card, so I must read this. Members of the board may not discuss items that are not specifically identified on the agend on the agenda. Therefore, pursuant to ARS 38431.01, 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 future agenda. The board requests that all comments be limited to 3 minutes or less and that the public refrain from the use of speech or language that is offensive or inappropriate pursuant
039to board procedure 3-203. And our first and only speaker card is Marina Buchala. Buchalato. President Coutree, members of the board, and Dr. Lachman. Hello, my name is Marina Buchilado, and I'm a year four student in the education professions program at Maroba High School and the current president of FCCLA, family, career, and community leaders of America. Education professions in FCCLA have played a huge role in my personal and academic growth. Through this program, I've become more talkative, confident, and comfortable working with others. I've made more friends and learned how to communicate clearly, which has helped me both in and outside of the classroom. Presentations, which once felt intimidating, are now less intimidating. Um, and because I've had consistent practice organizing my ideas and speaking with confidence. In March, my FCCLA chapter will be competing at the
040state leadership conference. I also competed and got first place last year and hope to place again this year. Most importantly, education professions has helped shape has helped prepared me for my future as an English teacher. The class has given me hands-on experience in educational settings, allowed me to earn my pair professional certification, as well as 12 college credits, and helped me gain real knowledge about classroom management, lesson planning, and how students learn. These experiences have confirmed my passion for teaching and helped me grow into a more confident and prepared educator. With CTE month coming up next month, I stand here today as proof of the impact these programs can have. I am a testament to how career and technical education has shaped who I am, strengthened my leadership, and help prepare me for the career
041path I am proud to pursue. Thank you. [applause] All right, we're moving to the consent agenda. Do I have any motions? >> Motion to approve as written. >> Second, >> Lisa, I have a motion, a second. >> Shante Rothschild, >> I. Ben Owens. >> Hi, >> Lisa Garcia. >> I >> Carolyn Lopez. >> Hi. >> Patty Catra. >> I. >> All right. First action item, discussion and possible approval of the personnel schedule. Mr. Beckett's not here. So, Dr. Lopman, you're up. >> So, I am happy to answer any questions that you might have. I am here in place of Mr. Beckett. >> Board members, any questions? >> No questions. The only question I have is seeing that we do have um a lot of teachers resigning. Um I know in the last few years we've
042had a very high our retention rate has been higher and higher each year and so this this year seeing a lot of them already making decisions. Um if you could have any insight on that that would be helpful. >> I do have some insight. Um we have a number of um international teachers who are uh coming to the conclusion of a three-year stay and so that is a significant you know you'll notice that departure. Okay. One additional question. Um the exit surveys, are we seeing an increase um in um educators taking the exit survey when they choose to leave the district? >> I do not have that information in front of me right now, but I can get it for you. >> Thank you, Dr. >> Any questions or motions? >> Uh motion to approve
043the personal schedule as written. >> Second, Lisa. I have a motion and a second. >> Shante Rothschild. >> I Ben Owens. Hi, >> Lisa Garcia. >> Hi, >> Carolyn Lopez. >> Hi, >> Patty Catra. >> I. >> Our last action item, discussion and possible approval of the 26 27, 2728, and 2829 school year calendars. Dr. Lman, >> I'm here also in place of Mr. Beckett. Um, but I'm familiar with the calendars. I've had a few conversations um internally and externally about them. Um you will notice that the um uh pre-ervice days which means the days before the start of the school year um have been reduced for each group of teachers meaning uh firstear teachers and then um the experienced teachers. We've moved two days from before the school year starts to one day after
044fall break and one day after winter break. So that creates a a shorter pre-ervice professional development and it also shifts the first day of school from a Wednesday to a Monday. Um the calendar number of days are the same and the end of the school year will still fall before Memorial Day which is an important consideration. >> Board members, any questions, comments? >> Um what kind of input or how is how are these calendars kind of assembled? Did we have uh administrators at the school level and teachers and that kind of thing? >> We that kind of provided some input. >> I'm sorry I didn't on your sentence. Uh we did we had it kind of uh this the interest gel you know kind of >> [clears throat] >> um surfaced from throughout the school
045year of these this first semester and the demands on training and um the limited number of days and be and the need to train people as the school year progresses instead of because a lot of stuff happens for new teachers in the beginning of the year. a lot. You know, they're tremendously it's they're inundated with new information. And so being able to uh reserve some of that for later days in for later throughout the year is beneficial. So it came from teachers, it came from our trainers, came from our coaches, came from our mentors and then um through the month of uh December and January, we worked with our administrators on this information and had them go back to their staffs and uh mle this over with them and bring any concerns or questions. And
046and so this is what brings us It's that process that brings us here tonight. So I remember when we changed this um and we started on the Wednesday and we gave more days upfront because that was what the teachers were asking for to have to be fully prepared. So that's changed and they're all buying in now to this. >> Yeah. Okay. So, I have three things. One, there was an error, but I now I don't see it. Did that get fixed? >> Yes. >> Okay. >> There was an error. Um, thank you for fixing that. [laughter] >> Thank you. >> Um, I think there's two two issues. They kind of go together. Um, one is as a parent, I really need a key. >> I think a key would be helpful. Um, it doesn't say
047other than on certain days it says no students, but everything else where there's no students or no school, it it doesn't say that. Um, there's no difference on Wednesdays between red on Wednesdays and red on a holiday. And Wednesdays are all early release days. Um, I mean, I could I could make a list of the different things I think would be really helpful on here. Um, I think the green I don't care about the color it is. I think yes, separating out uh PD days, great. Um, separating out end of quarter, great. Although I don't necessarily think parents care about that, but as a district, it's good to have on there just for information. I think a key would be really, really helpful. The problem that I have had every year um so far as
048a parent when I get these calendars is they're always on colored paper and in black ink. [snorts] >> Okay. Wow. >> Right. Not colored ink, not on white paper. And so I always have to come back and try to find this on our district website. >> Okay. >> So, um and I'm sorry I thought of that a little bit later. >> Yeah, that makes sense. Um, they're given out to us, you know, which I'm grateful for. I'm not picking on any school in particular, I promise. >> Not different different schools. I've seen them all. They're usually always on some kind of colored paper to make them stand out, right? We get those folders at the beginning of the year of all kinds of information and it just helps us stick it stick it on the
049on the fridge. It's not helpful though if if it's one color all in black and white. Then we there is no color, right? We can't tell the difference between the days. We just know it's grayed out. But I think a key at the bottom especially would be helpful to to distinguish a holiday day off no school versus it's fall break, winter break, spring break >> versus a PD day, >> right? >> Um most people, okay, Veterans Day is a day off, but Good Friday, I've had other my older kids who still went to school on Good Friday. Here we don't. And so I have this question. Is it do they have school? Do they not have school? It just says Good Friday. So those are my suggestions that I think would help parents. Um, and
050I don't have anything as far as teachers or anything. I'm just I look at this as a parent and >> and that's where I would like some >> Well, I have a suggestion. Maybe we just make this calendar a parent student calendar. So any day that they're not in there, that's highlighted. And so we have one color highlighted when they're not there. The teacher calendar is going to be on the ninemonth or work calendar. And if we want to list the dates, we can list the dates, but the only thing that's blocked off is when they're not in school. >> That's why I meant just some type of a key, right? >> Well, we don't I mean, if if we don't have to worry about colors then if it's blacked out. No, because you have
051Wednesdays that are half days and that's different. >> And >> but that can be on that can be on the bottom. They they do have a key on the bottom right now that says early release >> and they've got when the high school gets out when the parent teacher conferences are that that information is still on the bottom. But I think anytime that that they're not in school that it's a day off that be blocked out just for the parents to make it easier. >> Right. If we had one a calendar that was a home like a student parent calendar as opposed to a work calendar. >> Yeah. Okay. >> Or and easier access on our website. >> An easier access on our website to find it. >> Y >> I appreciate so much the
052the feedback. I think we can we can um do more. >> Thank you. >> All right board. This item is discussion and possible approval. Um, do I have a motion or is this something that you'd want to see if it comes back? Are we okay with it? >> Well, I think that what we're looking at is we're approving the >> dates. >> The days. >> Yes. >> Right. How it looks. We've got really talented people that can put a put a pink bow tie on this thing or a green bow tie or blue whatever, right? and put sparkles on it and it's done. Right. So, uh I'll make a motion that we approve the days the calendar uh days as written here and then the district personnel does their thing. >> Second, Lisa. I have
053a motion and a second. Carolyn [clears throat] Rothschild. >> I'm sorry. >> Shante Rothschild. >> I >> Ben Owens. >> Hi, >> Lisa Garcia. >> Hi, >> Carolyn Lopez. I >> Patty Catra. >> I And our last item, adjournment. Do I have a motion? >> Motion. >> I'll second. >> Lisa, we have a motion and a second. >> Shante Rosschild. >> I. >> Ben Owens. >> Hi. >> Lisa Garcia. >> I. >> Carolyn Lopez. >> I. >> Patty Catra. >> I. This meeting is adjourned at 7:34.