001Hallelujah. Good evening everyone. It is Wednesday, September 24th at 6:30. I call this meeting to order. Lisa, can you please call the role? Robert Downey >> present. >> Patty Coutrey >> present. >> Carolyn Lopez >> present. >> Ben Owens >> present. >> Shante Rothschild. >> Thank you. Um may I now move on to the pledge of allegiance. Ask the star for the night, Miss Balt to lead us in the pledge to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. And now item 1D, adoption of the agenda. >> Lisa, we have a we need a motion to second. >> Motion to approve is written. >> Second. >> Lisa, we have a motion to second.
002>> Ben Owens. >> I. >> Carol Lopez. I. >> Patty Catra. I. >> Robert Downey. >> I. So moved. We now move on to item two, superintendent report. Dr. Lopeman. Thank you, President Downey. Maricopa High School hosted a moving flag raising ceremony in remembrance of September 11th led boy led by Air Force Junior ROC cadets from both Maricopa and Desert Sunrise high schools. Students, veterans, governing board members, city leaders, and community members came together to reflect on unity and resilience. Devisc's performance of the national anthem elevated the tribute. Santa Rosa Elementary also held a ceremony reinforcing the shared spirit of respect and patriotism across our district. For a few unforgettable unforgettable minutes, Chase Field became a stage as 50 dancers from Maricopa Wells and Desert Wind performed at the Arizona Diamondback's annual dance day. Guided
003by coach Ivonne Palm, the students moved with laser-like precision and form, earning cheers from the crowd. The performance highlighted not only their hard work, but also their role as ambassadors of the district's commitment to the arts. Second grade students at Santa Cruz Elementary School lit up the stage during their Disney themed art showcase. Soloists sang with heart, musicians played with pride, and dancers brought the magic of Disney to life. From the beginning notes to the final bow, their artistry filled the room with energy. Exposure to the arts builds confidence and creativity while strengthening the skills that support learning across every subject. Blended learning teams at Desert Wind Middle School connected history to hands-on learning by designing many golf holes that represented key moments from the past. Students explained the research and design process behind their
004creations before families joined before families joined the course to try them out. The project strengthen research, design, and presentation skills while making history come alive in a tangible way. Scholars in Miss Bahan's class celebrated drop everything and lead or deal day with their families. The event focused on habit one, be proactive, the first principle of the leader inme framework, which teaches students at Maricopa Elementary School to take responsibility for their choices and actions. activities included reciting the class mission, practicing proactive decision-making, and reflecting together as families. The day highlighted students growing leadership skills and their commitment to being in charge of their own actions. As I close my report, we are proud to recognize two Maricopa High School security guards, Miss Aaliyah Leavonne and Mr. Roman Apoaka for their lifesaving actions on August 28th. When
005a student began choking during lunch, they quickly administered the Heimlick maneuver and cleared the students airway. Their calm response and decisive leadership exemplify the MHS motto, victory together. At this time, we would like to invite Miss Leavonne and Mr. Apadaka to approach the das to receive a token of our appreciation for their heroic actions. Come on up. Thank you, sir. >> Let's get a picture. And that concludes my report. >> Thank you. M3 governing board members report. >> Mr. Ruins. All right. Thank you, President Downey. Uh been a uh busy uh past month. Um, I think the only thing that I have to report is last night I was at Desert Sunrise uh celebrating uh with some of the fellow board members uh the Desert Sunrise uh National Honor Society induction ceremony. Uh it's great
006seeing how big that uh that group is. Um so congratulations to all those kids. That's all that I have. >> Thank you. Member Lopez. >> Thank you, President Downey. Um, I've got a few things this couple weeks that I've done. I uh did attend the 911 uh ceremony and was wonderful to see all of the the next generation, the young students that we have and participating and learning about what that's about and helping us honor um those that have fallen and and coming together as a community during that time. So, thank you. Um, I also went to the National Honor Society induction. Congratulations to I think it was 40 39. Oh my gosh, it was that was wonderful to watch. I was a little scared I was going to get rained on because some people
007kept whispering that the smoke from the candles, but it didn't happen. So, we're good. >> Take a joke. >> Didn't know it was a joke. Um, and then I also attended the deal uh at Maropa Elementary School for third graders and was able to practice my Spalding and my multiplication ma math facts which was a lot of fun. So, thank you for uh letting me participate in that. That's it. >> Thank you, Vice President Cache. >> Thank you, President Downey. Um, I too was able to attend the flag raising at uh MHS on 911. Um, and I also had the opportunity to shake the hands and and talk to some of the cadetses and it was really inspiring to hear why they're in our our ROC program and what they plan on doing afterwards. And
008so kudos to Colonel Kirxy um for this program and now being able to expand it to Desert Sunrise is amazing. Um, I attended the blended learning goofy golf expo is what they called it. Um, that was so much fun. I I kind of wish that they had had that when my son was in blended learning because that seemed like it was just a lot of fun. So, kudos to them. And then I also was able to go over last night to their 90s museum, uh, Teen Luigi and Mario. Um, and it was fun. The kids really, you know, they It's kind of funny. They're thinking9s is so like old and I'm like I probably had some of that stuff I could have brought to you out of my closet. Um and one of them said,
009"So what cell phone did you have? Did you have that big black one?" I'm like, "Yeah, I did have that big black one at one time." Yes. So it was cute. And then I was at the um National Honor Society um induction at Desert Sunrise. It's really I got to tell you, this is so much fun. um our first night here that we were actually having the spotlights and having a full uh boardroom. And so, thank you for being here um for supporting uh our students that are being recognized and our volunteers and our staff members. It is uh amazing. We can't do this without everybody involved. And so, thank you for coming out and spending some time with us, learning what we do um and then how we can support you. Thank you. Thank
010you. I have nothing significant to add to what the other members said. So I will move on to item four, recognition, specifically 4A, spotlight recognition. Miss Terry Well, good evening and thank you all for being here tonight. The Maricopa Unified School District is excited to honor Spotlight recipients across four 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, BaskinRobins, and Auction Chin Entertainment Circle for making tonight special for our honores. Our first honores are community members whose time and support make a real difference in the lives of 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 governing board members and Dr. Lopeman
011and then head to room 123 for a group photo. Mr. Harmon is standing at the hallway to point you in the right direction. Give us a wave, Mr. Harmon. All right. Congratulations to Dobé Beonia, volunteer at Butterfield Elementary School. [Applause] Cecilia Gonzalez, PTO co-president from Maricopa Elementary School. George Roman, co-leader of Watchd Dogs from Pimabute Elementary School. Becky Winsky, teacher, volunteer, Saddleback Elementary School. Katie Collins, parent volunteer from Santa Cruz Elementary School. Charlotte Reed, classroom volunteer, Santa Rosa Elementary School. Wendy Silva, volunteer, Desert Wind Middle School. Tabitha Endicott, parent volunteer, Maricopa Wells Middle School. Joseph Mazone, school supporter from Desert Sunrise High School. Heather Leftwitch, football booster president, Maricopa High School. and Jason Downey, Culver's owner and operator, Maricopa Virtual Academy. Congratulations again to these outstanding Spotlight community members. And next, we're proud to honor
012our 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. Give a quick fist bump to governing board and Dr. Lopeman. And then head to room 123 for a group photo. Congratulations to Daniel Ortega Armenta, behavior specialist at Butterfield Elementary School. Janice Dgala, second grade teacher, Maricopa Elementary School. Casey Bupner, fifth grade teacher. for Pimabute Elementary School. Daniela Rogers, school counselor, Saddleback Elementary School. [Applause] Destiny Lucio, resource paraprofessional, Santa Cruz Elementary School. [Applause] Graciiela or Coyo, kindergarten teacher, Santa Rosa Elementary School. Rosemary Arisa, registar, Desert Wind Middle School. Laura Lopez, counselor, Maricopa Wells Middle School. [Applause] Mercedes Alcoser, attendance clerk from Desert Sunrise High School. Barb Henry, long-term
013substitute, Maricopa High School. [Applause] Lysa Va, social studies teacher, Maricopa Virtual Academy. [Music] Kim Bayan, math teacher, Ram Academy. and Cynthia Sodto, bus driver from our transportation department. [Applause] Congratulations again to these outstanding spotlight employees. [Applause] And now we are thrilled 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 the portrait of a graduate by being communicators who listen, collaborate, and share ideas clearly. Innovators who think creatively and solve problems. Resilient achievers who who show determination and perseverance. Critical thinkers who analyze and challenge the status quo. And 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
014our entire district 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. Then head to room 123 for a group photo. Mr. Harmon is standing in the hallway and he'll point you in the right direction. Give us one more wave. There we go. Congratulations to Riley Burch, fifth grade student from Butterfield Elementary School. Riley is kind, honest, and compassionate. She stands up for what is right and encourages her peers to make good choices. Winter Doomsing, third grader from Maricopa Elementary School. Winter is a principled leader who is respectful, responsible, and an advocate for others. Adeline Hyleman, fifth grader from Pimabute Elementary. Addie is a principled leader who creates a safe and respectful space for others, communicates
015with kindness, and is a role model for her perseverance and commitment to learning. Sloan Ellinger, preschool student, Saddleback Elementary. Sloan is a fantastic example of a leader always spreading kindness and inspiring her classmates with her willingness to help. Aelia Altoanado, fifth grader, Santa Cruz Elementary School. Aelia is a principled leader and resilient achiever who shows respect, works hard, and exceeds expectations. Dylan Brown TR, fifth grader, Santa Rosa Elementary School. Dylan is a hard worker who leads by example, supports his teammates with stellar scorpion leadership. Darius Doyle, eighth grader from Desert Wind Middle School. Darius communicates respectfully, thinks critically, tackles challenges with resilience, and leads with integrity and empathy. Emilisa Keeber, seventh grader from Maricopa Wells Middle School. Emma leads with kindness and is a positive influence on everyone around her. Jada Kuno, senior from Desert
016Sunrise High School. Jada embodies every portrait of a graduate attribute, excelling in education professions, serving in student government, planning events, managing football, and shining as an all-around leader on campus. Shane Johnson, junior from Maricopa High School. Shane is a principled leader who shines in student council, athletics, and air force JOTC, excelling academically and serving as a role model for his peers. [Music] [Applause] >> Ridia Batty, senior from Maricopa Virtual Academy. Ridia is a principled leader and resilient achiever who shows respect, works hard, and strives to exceed expectations. Jaden Shivers, senior from Ram Academy. Jaden is a resilient achiever and is being recognized for his outstanding dedication and consistent hard work. Congratulations again to these outstanding student spotlights students. And new this year, we're honoring our outstanding student athletes. As I call your name, please come
017forward 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. Congratulations to Ralph Ortiz, eighth grade baseball player from Desert Wind Middle School. Faith Jansen, 8th grade volleyball player, Desert Wind Middle School. Robert Garvido Garvido, eighth grade soccer player, Maricopa Wells Middle School. [Applause] Jazelle Carowway, 8th grade volleyball player, Maricopa Wells Middle School. [Applause] and Jeffrey Walker, senior football player, Desert Sunrise High School. And Chloe Armstrong, senior swimmer from Desert Sunrise High School. Elias Sodto, senior football player, Maricopa High School, [Applause] and Seiko Reynolds, senior cheerleader from Maricopa High School. [Applause] Congratulations to our student athletes [Applause] rotary certificates. Montana, we grab them. All right. In partnership with the Maricopa Rotary Club, we'd like to honor a deserving
018group of students. Rotary honors young people who are developing their leadership skills and making a difference in their communities. Rotary students, as we call your name, please come forward and Mr. Wells and Miss Coutree will present you with a special certificate. And 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 Emilina Rios, sixth grader from Desert Wind Middle School. [Applause] Jesus Palma Vilobos, eighth grader, Maricopa Wells Middle School. Isabelle Mosca, senior, Desert Sunrise High School. [Applause] Briana Enriquez Figureroa, junior, Maricopa High School. Ariana Surus, freshman, Maricopa Virtual Academy. [Applause] and Jaden Shivers, senior from Ram Academy. [Applause] Congratulations to our Rotary honores tonight. We will
019take a five minute break to allow everyone who was here for recognition to make their exit and then we'll begin the business portion of our meeting. You are all welcome to stay if you are so inclined. >> Good. >> That was awesome. >> Okay. All right. No. Thank you. All right. Congratulations. [Music] [Applause] I will not Hello. We're we're now back in session. Um, we're now on item five, information item, specifically 5A, classroom spotlight, Desert Winds Middle School. Miss Bald. [Applause] >> Good evening, President Downey, Dr. Lman, and members of the board. Tonight, I'll be sharing how our math teachers are strengthening instruction by using student data to drive decisions and by working collaboratively through the ASU next education workforce model. Here with me tonight are our math department chair, Mr. Mark Kunanan, and Mrs.
020Tesa Anderson, our academic coach. This work aligns with our school core values of accountability, belonging, and collaboration, but it also aligns with the district's strategic plan. Our classroom spotlight aligns with goals one, two, and three. Every student graduates, access and equity, and organizational culture. In MUSD's strategic plan, our goal is for all students to be at or above grade level and meet all of the Arizona progress meters. In our math classrooms, students are developing key attributes from the portrait of a graduate. They're gaining skills to succeed from middle school to high school and beyond. I'd especially like to highlight resilient achiever and critical thinker. So, why math? Math proficiency is foundational for high school success and college and career readiness. Our math classrooms reflect our commitment to deeper student learning, engagement, and equity. Across Arizona,
021math proficiency rates consistently trail behind reading with fewer than half of students meeting grade level expectations. This gap widens in middle school, making it one of the biggest academic challenges that we face. And math is a gatekeeper subject. Students who are proficient in middle school math are far more likely to succeed in algebra 1, graduate on time, and be college or career ready. There is also real world impact. Strong math skills connect directly to problem solving. critical thinking and access to high demand careers in STEM and beyond. Research shows us that when teachers analyze data together and plan intentionally, student learning accelerates. In order to put this practice into action at Desert Wind Middle School, our foundation is the ASU Next Education Workforce model, which allows us to leverage dynamic student grouping, meaning fluid movement
022based on need, not labels, and common team planning time, which means all teachers design instruction collaboratively. We have also implemented a co-eing model, which ensures targeted support for the students who need it the most. We strategically prioritize the innovation grants funded through the vision budget which which fuels cross-curricular project-based instruction for all students. And we're using common formative assessments and to help us make datainformed decisions. Finally, we're utilizing AD funded math tutoring to provide rigorous targeted pushin support in our math classrooms. Our school uses data talks and essential standard trackers to make instruction intentional and responsive by reviewing classroom activities and ISL results. Teachers monitor progress toward key standards, celebrate growth, and identify needs needing support. The datadriven planning allows timely adjustments, targeted small group instruction, and tiered interventions through a uh through the ASU
023teaming model. Crosscontent teams meet daily and grade level partners we meet weekly to ensure quick collaborative responses. Teachers use a tracker to guide retach and a development of small groups so that all students can be successful. When you come into our math classrooms at Desert Wind Middle School, you will see teachers and students using research-based strategies like thinking maps to build active student- centered math classrooms. This approaches position students as active math practitioners and build confidence in their learning. But the real power behind this is the professional learning community that is working together through our ASU teaming model to utilize their common planning time to assess student data and implement real-time interventions based on that data. Our teachers have structured common planning time. Instead of working in isolation, they meet regularly as teams to collaborate
024and analyze assessment data. Together, they design lessons, form small groupoup interventions, share effective strategies, adjust pacing based on student readiness, create aligned common assessments, and reflect together to improve instruction. We are already seeing stronger alignment across grade levels, more consistent instructional practices, and more timely interventions for students. Teachers are noticing the difference, and students are benefiting from it. Tonight, we wanted to share some student voices that represent the diverse learners at Desert Wind Middle School. These featured eighth grade students are going to share with you their experiences. [Music] Hi, my name is Kai. I'm from Desert Wind Middle School and I'm in eighth grade. I really love the fact that the class is really interactive and we can help each other and um the teacher can also help us with mistakes and things that we
025can't really understand. And um yeah, it's it's overall really like good and pleasing experience with the whiteboards and the project based thinking. I really think that it helps cuz you can show your thought process and you can show other people what you think and other people can show you what they think and you guys can compare answers and it's overall easier than working on something like paper. Hi, I'm Sophia and I'm an eighth grader at Desert Wind Middle School. An accomplishment I'm especially proud of is last year I attended the community college math competition and with my teammate, we got first in the team section. And I was especially proud of this because when I was in sixth grade, I had attended the same math competition and I didn't do very well in the team
026section. And this was because I hadn't understood how to combine my thoughts with my teammates so that we could both answer the question. So when I was in seventh grade, I had more experience with working with other people in math instead of just by myself. And so I was able to work with my teammate and together we were able to solve each problem. I would tell another student about learning math at Desert Wind that they should just keep pushing and trying again instead of giving up. Because the way to excel in math is not to immediately understand, but to just keep on trying and trying and trying until eventually you're able to get the question correct. Hi, my name is Adam. I'm an eighth grader and I go to Desmond Middle School. We use it
027in my class and whenever I get the answer wrong wonk and teach me step by step on how to do it and we use whiteboards to show our answer and help other students learn from their mistake and we use the small groups to get help from others if we don't understand the questions. I got 100 on my math quiz because I knew how to do it and I understand it from the teacher. Our next steps are to deepen this cycle of data review, refine our instruction instructional responses, and continue investing in collaborative structures. We will provide targeted teacher support with lunch and learn sessions, practicing additional strategies where the teacher provides various pathways for the students to learn. Math Solutions has added an extra layer of focusing on number sense standards by having discourse with
028students and ASU continues to support Desert Wind Middle School with ongoing professional development and coaching. The foundation is set and the vision is that every student receives highquality responsive instruction. We will continue to introduce professional development to support teachers in this work so that when coupled with regular analysis of student data, we will be able to address learning gaps. I would like to invite you to visit a planning session or a math classroom to see this work in action. It's powerful to witness teachers collaborating with data and students benefiting directly from those decisions. Our math teachers goals reflect their personal commitment to helping students see themselves as capable mathematicians and highlight our commitment to engaging math instruction that is anchored in data and supported by our schoolwide systems. Together, these voices represent the heart of
029our math instruction at Desert Wind Middle School. Teachers who are deeply invested in preparing every student to be successful not only in math but in life. Thank you for allowing us this time to present on the great work happening at Desert Wind Middle School and I will open it up for any questions or comments. >> Thank you, Miss Bolt. Um, if you address this, I apologize. I don't recall hearing though. What's the What do you think is the biggest challenge that you face to raising math? >> Math proficiency. >> Yeah, math proficiency. >> What a loaded question, Member Owens. Um, >> you're welcome. >> I think that maybe Mr. Kunanid would answer this question differently than I would, but for me, I think it's stamina. So, it's getting into math problems and being able to
030reason your way through them. One of the biggest differences that I notice about the way that we're approaching math now is to have multiple pathways to an answer. So in math there is a right and a wrong answer but there is not a right or a wrong process. And so creating a culture where kids can collaborate and talk about math and reason their way through a problem um it changes the way that they perceive themselves as mathematicians. And so by using strategies like the vertical whiteboards where the kids can go up and work their way through a problem in whatever way they want and then come back to their group and say, "Okay, I did it this way. How did you do it?" That's when you really start to see progress happening in math. So
031>> makes sense to me. Thank you. >> You're welcome. >> I have a question. So you're using for your benchmarks to determine if they're comprehending and where they're at in their level of math. Correct. >> We are. >> How often is that done? >> So we are doing common formative assessments um by grade level. Um and it's a newish process. So so far for it varies from grade level, but we have two formatives. Um and then we also have the quarter 1 benchmark. So we're nine weeks into school and we have four data points because we also had the beginning of the year benchmark. So we have four pieces of data targeting specific essential skills in the scope and sequence for each grade level. And one of the concerns, and we've heard this throughout the
032years because we test a lot because we need to be able to have those data points, but are we testing too much? And are we giving students and teachers enough time to understand for them to teach the material that they're maybe struggling with um before we do the next assessment? >> Also, what a loaded question, Member Coutree. Um, I think that testing is important when it's used appropriately. And so for for me, I'm going to answer this question this way. At Desert Wind, teams have an hour of common planning time every day. And it's built into our master schedule that allows them to collaborate around around data in a way that's different from other campuses. And so when they're administering CFAs or when they're administering benchmarks, they have the time allocated to really look at
033that data and compare it from team to team. So like Mr. Kunanan's team is team dragons and you notice that team Avengers is here as well. So the two math teachers, they meet once a week to look at that data together. And I think that's the important factor whether or not it's given or it's done through an exit ticket or it's done through a Kagan structure right like show me on whiteboards that can be formative assessment too. The piece that's most important is the professional learning community behind the data. >> Thank you. >> I um I have a couple questions are very simple. I got a little bit lost. Is this just for eighth graders or is it seventh and eighth graders? >> So, the student spotlights were focused on our eighth graders, but this
034is um our approach for math instruction for grades six, seven, and eight. >> Six, seven, and eight. >> Would this go down I'm going to maybe be ridiculous here. Would this go down to like K for a K8 school? Is this something that should be at every grade or does it is it something >> in terms of the math engagement structures? Yeah, I definitely think that it's applicable at the K8 level. um math solutions. I'm new to math solutions, so I'm learning along with that as well in terms of the strategies that they're teaching. Maybe Mrs. Anderson can speak a little bit more about some of the strategies that they're teaching. Um but in terms of doing the engagement structures like using the vertical whiteboards, using the Kagan structures, using thinking maps in math, like
035if you've never seen a teacher use a flowchart, it's in math it's pretty cool. So it can definitely be applied at the lower grade levels. >> Okay, cool. I'm a great one for best practices. >> Get the best practice and propagate it across the organization obviously horizontally, right? >> In this case, potentially vertically as well um to our lower grades as we go to probably more appropriate to the K8 schools structure. >> Sure. Absolutely. >> Thank you. >> Just just on that note, um I know that MEES is doing it downward. So like my children are in third and first grade and they are doing what you guys are doing. So I do believe it's >> going downward. Yeah. Yeah. Sorry, not towards you. Just >> No. >> Good for you. >> Any other questions
036or comments? Thank you very much for love it. Thank you. Okay, we now move on to item 5B, information on fiscal year 2024 2025 bond andou override spending report. Mr. Harmon. >> Great. Good evening, President Downey, members of the governing board, and Dr. Lopeman. The purpose of this presentation when it here we go. Purpose of this presentation is to give an annual report on our bond and Mino override. Our Arizona revised statutes 15481 and 15491 require school districts that issue bonds or have budget overrides to report in a public meeting each year between September 1st and October 31st until the bond proceeds are spent or the overrides expire at which an update of the progress of programs and capital improvements financed through bonds and overrides is discussed. Sorry, this is a wrong presentation. That's okay.
037This one, this is the right one. Perfect. So, the uh the override voter information pamphlet stated that monies would would fund 50 additional teachers, counselors, and specialists to reduce excessive class size and offer additional academic programs. It would also provide additional technology for students. This table shows our kinder through fifth grade class size targets before and after the override. This also shows the actual class size averages at the 40th and 100th days in fiscal year 25 as well as our current class size averages. As you can see, we continue to honor the override commitment for lower class sizes. This slide shows our override allocation since year one of the override. Overrides are based on a percentage of our revenue control limit of our M budget. As our enrollment has grown over the years, so has
038our M budget and our override. Overrides are authorized for seven years. Um they're also fully funded in the first five years. Years six and seven uh trigger a 33% reduction each year. The override continues uh the sorry the override continuation reset our seven-year timeline in the 2223 school year. This chart shows some additional detail of the actual expenditures by category showing each dollar over of our override was spent last year. 5.5 million on teachers, 500,000 to Ram Academy, 500,000 to technology, and 500,000 for counselors and teachers on assignment. um that that breaks out to approximately 59 teachers uh at the sorry across the district. 36 elementary, 14 middle, and nine high school teachers. Moving to the bond, our bond voter information pamphlet stated, "In the next 5 years, the district will add two schools for
039students kindergarten through 8th grade and expand high school space to strengthen the focus of career and technical education, college prep, and workforce development. The bond will fund new school construction and additional classroom space at existing schools. Um, another commitment made was avoiding a tax rate increase. Let me share a brief update and a reminder of our four bond projects and their current status. K8 number one located in Sarrento planned to open next July is funded by a combination of state grant and bond funds. We broke ground on May 15th of this year and we are in the thick of construction. I have a few images later in this presentation to share some progress. We're trending slightly ahead of schedule and we are trending below budget. Both Kate number two and the Maropa High School workforce
040development project are in the design phase. We have weekly meetings with our architect and contractors and other stakeholders working toward final design documents. Kate number two is funded by a combination of state grant and bond funds and has a key milestone in December when we find out if the state approves our grant or hold us in consideration for the following year. The Maroba high school workforce project is is fully bond funded. The additional high school classroom space project is planned to begin um the design portion will begin next spring um starting with the selection of an architect and a contractor. Here's a rendering of the entrance of K8 number one. Looks pretty good. This is an overhead image from last Thursday. The square at the top is the gym building. The masonary walls for the
041gym are topped out. On the right side, we have a foundation poured for the south two-story classroom wing. In the center we have some footers poured for the administration area where the yellow and white tractors are located where we were right uh right right here. That's the front of the of the image on the previous slide. That's the front entrance of the building. On the left hand side is the uh the twotory classroom wing. You can see the footers poured there. The slab will be poured very soon. Here is an overlay of that image with the first story um floor plan to add some perspective. Uh that that uh site changes every day. It's constantly making progress. I encourage you to drive by and and see how how it's doing. Let me briefly summarize our
042bond sale and the impact of our bond tax rate. On April 30th, we sold $42.75 million in bonds. We worked with Standards and Poor to update our financials and we retained our A+ rating. Just days leading up to the sale, the bond market was trending at 4.75 to 5% interest rates. The morning of the sale, things went great and we averaged 4.45% for our bond sale. Uh we have 27.25 million in authorized bonds that we plan to sell next spring. After the bond sale, our new bond tax rate was approved by the county board of supervisors and shows a slight decline, just as promised. With our bond sale in late April and our construction of Kate number one not fully mobilized until July, we didn't have much opportunity to spend funds in fiscal year 25
043that ended June 30th. Next year's report will have a lot more to show. So that concludes my presentation and report for our bond and override. I'm happy to answer any questions that you may have. >> Mr. Harmon, I have one question just to clarify. So the second K through8 school, >> we did target to open that in a year, but that's pending the December decision. Correct. >> That is correct. we accelerated the the first year the design phase um knowing that December was a kind of an opportunity to be approved or or delayed a year. >> Okay. >> We so uh next board meeting we'll we'll bring to the board the approval of our capital plan that was submitted to the state. >> Okay. >> Um that plan shows based on our projections that we
044still will qualify. We just have to make sure the states demographers agree with us. >> Thank you. Um, so I just want to I don't have a question for you, but just a personal observation, right? >> Um, I recently received my tax statement from Panel County. And to corroborate what you're saying, I did see that my taxes outlined on the two lines for MUSD did drop. So >> great, >> just a point of clarification there. >> I appreciate that anecdote. Yeah. All of our rates should be should be lower than the previous year for for our line items. Yes. >> No further questions. Thank you, Mr. Harmon. >> Thank you. >> I mean, I move on to item 5C, superintendent's goals. Dr. Lopein. >> Thank you, President Downey. I'll take some time to uh review
045uh the superintendent's goals um and point out from the start that there are four district goals that we're very familiar with. Goal one is 100% of students graduate uh prepared to create, innovate, lead, and succeed. Goal two is 100% access and equity in uh excellent programs, resources, and materials. Goal three is an organizational culture that prioritizes people over programs. And goal four is uh community pride um in MUSD. Those are the district goals. The superintendent I I I don't often refer to myself in third person like never. So I have six goals. Um so the four district goals are really goals two through five and then I'll um talk about goals one and six which are extra goals or goals unique to me. That's what I will say. So goal one is demonstrate visionary leadership
046in accordance with the MUSD vision, mission and strategic plan. And this goal and the associated key actions embody the district's identity through the lens of our articulated vision, mission, and strategic plan. The the strategies define my relationship with the board. Uh my relationship with the students and staff and community. I also think they describe the board's expectations of me as I represent you and the district uh internally and externally. Goal two is overseeing the implementation of educational services to ensure that every student graduates prepared to create, innovate, lead and succeed. And this is this goal embodies everything related to student growth and student academic achievement. Um the things that you heard about in Miss Balt's presentation um are relevant under this goal. It's curriculum, instruction, teaching, and learning. Goal three, um prioritize 100% access to
047and equity and excellent educational services, resources, and programs. In MUSD, all means all. And goal three shines a light on the key actions that ensure every student has a highly qualified teacher who engages in ongoing training and professional development and who is highly skilled in research method researchbased methodologies and uses current materials and systems. And that's every teacher for every kid. And so we don't rely on the luck of the draw. Um and goal three isn't just about what's going on in the classroom. It's also making sure that every kid has a working air conditioner, um, a working bus, um, every teacher has working technology, every student has working technology. So, it's really 100% of our students get our very best every day. Goal four implement systems that prioritize people over programs and invest in
048support of students and staff through the key actions. In goal four, I oversee the implementation of strategies and processes that nurture an organizational culture that contributes to the retention of high performing staff which ultimately ultimately leads to our students success. So think salaries, benefits, our our um investment in wellness, um our investment in open lines of communication and meeting with teacher groups, groups, individuals. um the stuff that we do to to kind of to make our house a home for our staff. Goal five, develop community pride in MUSD through excellent customer service, sound business practices, open and effective communication, and safe and attractive facilities. This is the most outward-facing goal. It's how we represent and how we present to internal and external stakeholders from Facebook to budgeting practices uh the condition of buildings to influencing
049public policy. The success and progress that we achieve through these key actions um is noticed and felt by just about everyone. Goal six is a long one. oversee the improvements in the delivery of special education services with an emphasis on compliance, quality, and customer service. That contributes to the overall sense of confidence in the district's efforts to meet the special needs of all students and results in the in an increase in the number of students with special needs, demonstrating growth towards individual goals, demonstrating mastery of grade level standards, and contributing to the culture of of the school through participation in extracurricular activities. The really the articulation of goal six is the outcome of several weeks of collaboration really before before the board even said we need a goal. Um we started having very um focused
050conversations through the policy revisions and uh some of the other developments that we engaged in uh in the spring of uh 24. which is a lifetime ago. Um but we started having these conversations and then the governing board said in you know laid the expectation clearly let's let's uh memorialize this. Let's emphasize these efforts through through the articulation of a goal. And so that's the this is the product and um I'm so glad we did uh because you know just just like all the experts say when you write something down the chances are that it comes true are I don't know a million times more likely or something like that. And so we focused very clearly um every cabinet member has a special ed or an ESS goal as well. and um certainly started with
051addressing the deficiencies and issues in the delivery of our services for students with special needs, but then it really kind of blossomed into let's not just focus on fixing some deficiencies. Let's let's um uh raise our gaze and think about uh how we can really um live and breathe all means all. Um so that is goal six. So that is my presentation of these goals. I am interested in your feedback and suggestions. Dr. Lopein, there's some things you didn't mention that I want to ask and they're real simple questions or not loaded questions. How many staff work for you? Full-time employees. >> Full-time employees, we have about 1,300. >> How many? >> Uh full-time, I don't know if that that's not full-time, but there's about 1300 employees. How many students do we have? >> A
052little over 9,800. >> Yeah. And I think you did manage to highlight through what you said the diversity of tasks and challenges you face. I feel like stopping after daily, but I want to let the public know it isn't just daily. I can't mention how many text messages we get sometimes in the middle of the night that uh you have to deal with. They are numerous, several I suspect per week that I think I can recall. Um I suspect you put in somewhere between 60 and 75 hours a week. Um the scope of knowledge and experience that you need to make this successful and I want to go back to we are a successful district. We've managed to significantly increase the salaries of not only the people that were employed with us five years ago
053but also the new people brought in significantly increase that. Now I will give Mr. Harmon there a little bit of a a call out on that as well. But between the board and you >> that is significant and I have this uh you know I have I've always spoken to I don't want people running out of our district and out of our schools. I want people running into our district and running into our schools. And I think you're creating a platform to do that. And with the board setting up these goals and if you like um encouraging you, pushing you >> to um achieve these goals um I think we will continue to be successful. So I thank you. Any other comments from the board? Um I uh the goal number six from when I
054was previously on the board that's a new one. >> Um the previously it was if I recall correctly, correct me if I'm wrong, but it was one through five, >> right? So, and I I appreciate how the majority of these goals are the same as the district, right? Because they need to be. Um, and I 100% understand how you have two that are unique to what you do. the leadership component of this being the CFO so to or not sorry not CFO CEO yeah he's the CFO you're the CEO you're the the the driver so to speak behind that all um and goal six being new um or relatively new right so can you just kind of um expound just a just a little bit on can you define special needs? Um, are we is
055it more than because more than someone that's maybe in a wheelchair, right, that needs um help getting around, help learning to do u some basic um basic functions, right? and we deal with the entire spectrum of learning abilities. >> Um does this does this goal also include um last night we mentioned that we um celebrated our NHS uh students at Desert Sunrise and learned tonight was Maricopa High. Um does this goal also include those students as well? Yeah, students with special needs are students that learn differently um from uh needing support with speech articulation um to maybe some reading or just you know reading difficulties, writing difficulties, processing difficulties. Um and some of them are some of our special needs students are students who are um operating at the upper ends of you know the
056grade level typical grade level spectrum. So gifted students are special needs students as well. So it's, you know, and we have about almost, I'd say 19% of our students are identified with a special need. And so we're not talking, you know, if you line up five kids, one of them is going to have a special need of some sort. We had about 45 or 50 kids in here tonight. Had them on the screen. So you can extrapolate that a fifth of those students were students with special needs. So it for me to try to describe or you know list those areas would be would just be you know exhaustive and and would really minimize um the capability you know and the potential. So um making sure that we're addressing students needs you know in this
057goal we say overall sense of confidence um meet the special needs of all students. So we're kind of saying special we are literally saying the special needs of all students so that students with special needs those students who are identified uh are scoring at grade level and are participating in the school culture and are meeting their individual goals. So intentionally we kind of muddled the two to uh capture the fact that what you heard sort of what you heard in tonight's presentation um that our teachers are meeting to talk about the needs of each kid. How do we implement strategies and teaching methodologies that give flexibility so that we can accelerate and enrich while we um support and maybe simplify, slow down? I I hope I came close to answering your question. I'd be happy
058to hear. Okay. >> Yep. No, you you answered it for me. Thank you. I I think too that um it needs to be stated because there's some people out there that are looking at this that may not understand why we set these goals. And we set these goals with the superintendent because she's basically held responsible for everybody that works and learns here in our district. And so these goals um are very important. Um, and not that she's going to every classroom and doing every lesson plan and teaching the students, but we do hold her responsible for making sure that we are meeting these goals. They are very important and I appreciate the effort and I know you have all of that communication with your staff, with your cabinet to make sure that these goals are
059met. And we have some we have some big goals and some big hurdles to jump over this year. Um, and I am confident that our staff is uh ready to do that. So, thank you. >> Thank you. >> Just going off of what Miss Catra just said too, I I really like I love goal six. I've always loved Goal Six. >> Um, but this is even better than when we first put it on last year. So, I don't want to not give you and our district and everybody, all of your team what was accomplished from when we first put it on there last year until now this newer version that we can be more detailed and we can be more focused because we got that foundation set. So, thank you. >> I just remembered my
060slogan by the way, what gets measured gets done. That's the the one I had above my wall in my office. So, yeah. And that's exactly what we're trying to do here. We're trying to set the direction for you to follow and um use your resources that um we provide financially and through procedures and policies to have successful kids leave here um with an opportunity to either go immediately into work or a a skilled career or to university but ultimately have a good life. So thank you Dr. Lukeman. >> Thank you. Um Lisa, I don't believe we have any um call to the public. So we can move to number seven, consent agenda. >> So moved. Second. >> Lisa, we have a a motion a second. >> Ben Owens. >> I. >> Carolyn Lopez. >> I.
061>> Patty Catra. >> I. >> Robert Downey. >> I so moved. We now move on to item 8 action items specifically 8A discussion and possible approval of the personnel schedule. Mr. Beckett. >> Thank you, President Downey, members of the governing board and Dr. Lman. Uh, we have a short personnel schedule for you tonight, but I'll answer any questions you have about it. >> Mr. Becket, my typical question for this time of the year, are we fully staffed? >> We are not. We still have single opening at the high school and I believe uh we now have a preschool teacher opening as well. >> And have we filled a lot of those other openings with contracted staff? >> We have had contracted staff working for us. Yes. I can get numbers for you if you would
062like. >> That'd be great. I would really like to know where we're at with that, too. >> Mr. Becket, are those the two openings that we have? You said one's preschool and the others at the high school. Is the one at the high school a specialized? >> There's a Spanish teacher. >> Okay, perfect. >> Thank you. >> If there's no other questions, I make a motion that we approve the HR schedule. >> Second. >> Lisa, we have a motion to second. Ben Owens. >> Hi. >> Karen Lopez. >> Hi. >> Patty Coutrey. >> Hi. >> Robert Downey. >> I so moved. I moved it B. Discussion and possible approval of the district 2025 266 classroom site fund pay uh for performance compensation plan. Mr. Beckett. >> Thank you, President Downey, members of the board and
063Dr. Loman. This is an annual process that the district is required to do by the state legislature and the department of education. Each year we convene a committee. We meet review the plan that we've had for the prior year. This year we met approved the plan for draft form present that to our staff for vote. Once again received a very very high response rate 96% approving the current plan that you have tonight. Once that is approved by the board we'll go ahead and get that posted on the website and then that'll also be part of a submission we have to the Arizona Department of Education. I'll take any questions you have about the plan. >> Uh if no questions, I'd like to motion to approve the performance compensation plan. >> I'll second. Lisa, we have
064a motion to second. >> Ben Owens. >> I. >> Carolyn Lopez. >> Hi. >> Petty Coutree. >> I. >> Robert Downey. >> I so moved. Thank you, Mr. Um now move on to item 8 C discussion and possible approval of the fiscal year 2024 2025 annual fiscal report and school level annual financial report Mr. Harmon. >> Thank you President Downey members of the board and Dr. Lman. >> That's the right one. All right. All right. The purpose of this presentation is to review the annual financial report or AFR for fiscal year 25. Arizona via statute 15904 requires school districts to submit an AFR or an annual financial report in electronic format by October 15th of each year. The AFR is a report of the district's actual revenues and expenditures. Completing the AFR involves several steps
065to ensure accuracy, transparency, and compliance with state and federal regulations. Over several week weeks, we audit and review our financial statements and transaction data to ensure we adhere to all regulations and accounting standards. We check for coding errors and align our revenues and expenditures with the uniform system of accounting records chart of accounts. We finish all completion reports for state and federal grants. We reconcile the general ledger to Panel County Treasurer and the school superintendent's office. Once our general ledger is clean and organized, we compile our accounting data into the auditor general's series of annual financial reports. That's really just a way for me to explain that it's difficult. I'll focus my presentation and in its brief on the summary page to highlight the AFR. This is a small sample of the summary page showing
066less than half of the district funds. The left side column lists the name of each fund. Each fund starts with a beginning fund balance adding revenues and subtracting expenditures that occur during the year. And the second to last column shows the ending fund balances. Please note the yellow rows showing budget controlled or cash controlled funds. This will help understand the crosswalk slides that I have next. If you want to read the AFR, this would be the easiest way to do it is focusing on that summary page and this and using this crosswalk. Uh focusing on our three main funds that come from the state and are what we call budget controlled funds since they're tied to the state funding formula based on student enrollment. These three funds are formula based and our spending capacity only
067deals with the formula rules. Budgeted expenditures are the total formula budget limits. We take the amount that amount and subtract our actual expenditures to identify our ending fund balances that would roll into next year's budget limit formula as one-time add-ons. Those three funds have the following ending fund balances. M 1.6 million, capital 2.8 million, and classroom site fund 6.9 million. The rest of the funds are what we call cash controlled. For those, we look at the beginning fund balance, add revenues, subtract expenditures, and add or subtract any transfers. And our ending cash balance is our available budget for those funds. We're pleased to report that the general ledger is clean and balanced. We operated within budget limits and have healthy balances to further mitigate uh financial risk and future uncertainty. I want to take a
068second to thank uh some of my team. My director of finance, Carla Hyde. Uh my director of business services, Dennis Cook, our grant accountant, Colleen Boowbo, and the rest of the business office staff that takes part in the annual financial report. Um I couldn't do it without my people. Um thank you. That concludes my my report. Um you have a an action item before you to approve the annual financial report and the school level AFR. Um, we included those school level forms. You may have questions about those. I'll do my best to answer those, but um, this action item will approve those documents and then all of the other annual financial reports that are tied to our main AFR. >> Question for you, Mr. Harvard. >> Great. Thank you. >> All right. So, um, and
069I asked you this question yesterday when, uh, when we're kind of discussing this a little bit. Can you explain where or the background a little bit on why we're why we have to approve I don't know what is this 11 um reports and why it's not just a single report. >> Great question. So as I mentioned there are a number of reports that are tied to our annual financial report. We have some dedicated for desegregation that don't need a signature but are are part of this whole package. The school level report was a a report that started I think about five years ago as uh um the best way to explain it. There are some districts that are large and they might have a wealthy part of town with some schools and they might have
070a a less prominent or wealthy part of town and have schools and um there was discrepancies in the per pupil spending or the you know the amount of budget allocated to those schools within the same district. That's that caused some legislation and now we have a report that we fill out um called the school level report. It is one report but if I were to print it out it wouldn't show any of the schools. It's a it's a drop down. you have to toggle each school. So, we printed each of the school pages to to reference here for you. And then you could see all of the expenditures that are tied to all of the codes from teachers to to stuff um at each of our campuses. But it's really one report. But if I
071printed that report, none of those 11 documents would show up. So, I hope that answer answers your question. It's a it's an an attempt to be transparent, showing how much is spent at each of our schools so that if someone was curious or had a a feeling that things weren't fair, they could actually look up the data and try and look at it. We know that how we allocate staffing and funding is on on a formula they're per pupil or you know we staff based on the number of students at a campus. So any discrepancies in spending would be maybe we have a construction project going on so it might show that we're spending more at this campus versus another or maybe we have uh just more experienced teachers at one campus that more, but
072um it's not, you know, for any reason other than that's where they're they're assigned. Um but there are some districts um that might show different reasons that a district's getting more love than another. Hopefully I I probably answered questions you didn't ask. >> You you nailed my question. Thank you. I love your free is healthy balances um because there are districts that are struggling financially numbers significant reducing and it's not that we're rolling in money but I'm going to suggest that because of the leadership from the superintendent financial prudence from people like yourself we're actually in a reasonably healthy position um with opportunities to do some extra stuff in the next couple of years. We've dealt with salaries. Um, not that we're not going to continue to increase salaries, but we've made significant improvement over
073the last couple of years. I just want to again highlight, thank you. This is a report, but behind this report is a lot of work and a lot of effort. I mean, down to things like we now apply for grants, and I think last year it was 5.5 million we got in grants. Um, >> I mean the the theme is that you're not only just taking money from the state, you're actually looking for opportunities to bring additional money in that we weren't looking at just three or four years ago and that helps us financially. So, um, that's my only comment. No questions. Is well done. Thank you. Any other question? >> Nope. I'd like to make a motion that we approve the annual financial report and the school levels reports as well. >> Second. >>
074Lee, we have a motion and second. Ben Owens. >> Hi. >> Carol Carolyn Lopez. >> Hi. >> Patty Coutrey. >> Hi. >> Robert Downey. >> I so moved. We now move on to item 8 D. Discussion and possible approval of fundraisers for school year 2025 2026. Mr. Harmon. >> Yeah. All right. Thank you again, President Downey, members of the board. We're bringing to you our our annual approval. the the board is required to approve a list of fundraisers um for our district. The list that's here are um fundraisers that have been approved in the past and is really kind of a master list that should cover most of our fundraisers. Um if a if a fundraiser comes up that's not on this list, we'll bring it to the board for approval. And in fact, one
075came up between when this was posted and and now. So you'll see this again um next board meeting. But before a fundraiser can can move forward, it comes to the board. So this is kind of a living list and when we add something, it'll it'll be on our list next year kind of by default. Happy to answer any questions you may have at this time. >> Mr. Army, I just want these are just fundraisers that are student activities. This is not booster fundraising. It's just for what our students are doing and it's going into their club accounts, not booster accounts. Correct. >> That is correct. Yeah, this is for our student clubs, our student activity clubs, fundraisers, >> and I do know that there are some that might dabble in both. And that's an agreement
076that is done like between a booster organization and the club. >> That is correct. A joint fundraiser would be a booster a booster or a PTO lead with our students involved and a proportional share of the proceeds would be would be figured. Um, and those may be not on this list because it would be a PTO booster, but it would still go through the school approval and we may still add it to the list if if something like that came up. >> Okay. >> Um, I spent some time in compliance. So, I think I have to ask this question. So, if we as a board approve this list, we're not cash blunt saying any teacher can go and start raising funds. There is a process not only to if you like approve and record that
077that fundraising is going to happen but also to ensure the money is used appropriately. Is that true? >> Yes. Uh only student clubs should be engaged in fundraisers. So that's how um how we move forward. If there's a fundraiser at a site, it should be running through a student club because it's an opportunity for students to to learn that whole process. So that's that's how that's how we manage fundraisers. There's no other questions. I'd like to make a motion that we approve the fundraising list for this year. >> Second. >> Lisa, we have a motion to second. >> Ben Owens. >> I. >> Carolyn Lopez. >> Hi. >> Patty Catra. >> I. >> Robert Downey. >> I so moved. >> Thank you, Mr. Harmon. And we now move on to 8E discussion and possible approval
078revised policy 1-302 governing board meetings and open meeting laws. Miss Pastor. >> Thank you. Good evening, President Downey, Superintendent Lopement, board members and guests. So this evening, bringing forward revisions to policy 132, governing board meetings and open meeting law based on House Bill 2231, which was effective this month. Um, the new language in this revision includes an exemption to open meeting law related to certain advisory uh committees and then it also includes language related to executive session requirements specifically having to do with what needs to be stated on the agenda. Questions or comments? >> We're basically already doing this, right? >> Yes. And and Dr. woman will work with all of you to ensure that we continue to specifically state um I believe it's the general reason and then um how it um it pertains
079to executive um being allowed in executive sessions to ensure that continues to happen. >> Gotcha. There's no discussion to make a motion to approve. >> Second. >> Lacy, we have a motion to second. >> Ben Owens. >> Hi. Carolyn Lopez. >> Hi. >> Patty Catray. >> Hi. >> Robert Downey. >> I moved. Now to move on to item it F, discussion and possible approval of the new policy 5-216-01 assessments. Miss Pastor. >> So this policy is a new policy, not a revision. This um is a requirement uh that came forth uh because of House Bill 2540 and it allows high school students to submit scores from nationally recognized assessments in place of state board of education testing as long as they do so before we uh commence our assessments. The policy outlines um some procedures
080to ensure compliance with the new law and proper reporting of these scores. Any questions or comments? >> What classifies a uh I apologize. What was the wording? National >> nationally recognized. >> Yes, there you go. >> I'm going to phone a friend on that one, Dr. Scott. So they haven't quite defined exactly yet what that looks like, but what we are assuming is that it's going to continue to be, for example, ACT. Some of our students take ACT two or three times. they might be able to submit a better score from when they take it outside of what they could have possibly taken it with us and then just submit it with us as and then we can say that they've actually taken and they they're part of our 95%. We uh met as a
081East Valley North Valley curriculum consortium and we're just still waiting for a little bit more guidance on this one. >> Gotcha. So is that as a whole whole ACT score or is that broken out by >> by individual um subjects? >> It's the composite score. >> Composite score. >> That's what we Yes. Okay. Composite. >> Gotcha. Great. Thank you. >> Fine. Can't wait. >> Thank you. There's no other questions or discussion. Make a motion to approve. >> Second. >> Lease. We have a motion to second. >> Ben Owens. >> Hi. Carolyn Lopez. >> Hi. >> Patty Catra. >> Hi. >> Robert Downey. >> I so moved. Now we move vote to item 8G. Discussion and possible approval of revised policy 4-410 intercolastic athletes. Miss Pastor. >> So the revisions to this policy um are brought
082forth because of Senate Bill which um actually doesn't go into effect until August of 2026. But this requirement will um will need uh a revision to this policy. Districts that provide grades 9 through 12 athletics must have automated external defibrillators, otherwise known as AEDs, at all athletic events, including practices and competitions. And so that is the only change to this policy. >> Does this mean that like if they're outside that the AED has to be like on the field with them? >> Yes. >> Okay. Because currently we know I we have them in the gym areas. Correct. >> Yes. We also have portable AEDs and the coaches um do um have that um available for them. And so who would be responsible for making sure so like let's say we have a baseball and a
083softball game happening which we do in the spring. Who is responsible to make sure the AED is out by the fields. Um we will be responsible work with the coaches to make sure that they have what they need in order. >> Does that mean you have to have one per field? >> No, just one accessible by that by that area. So if it's like between the two fields, as long as there's one there that they can get for either field as well. >> Gota. >> Okay. >> We have other clubs and groups that use our facilities. What's our responsibility if a group's using our soccer field? >> We do. And and Mr. Harmon oversees the the facility um rental. So I'll have him speak to that question. He's like, "Thanks." >> That was great. We
084we actually reached out to some legal counsel to to talk about uh renters and other groups that are using our facilities. If they're using our gym and they need an AED, we're happy that it's there. Those portable units were are different. They're harder to access and whatnot. The keyword is the is a sponsored athletic team. And so, a renter is not one of our sponsored teams. Yes, they're using our our fields, but they're not a sponsored So this would not fall into that. You know, they they they should obviously have their own equipment. >> So it it's only AIA teams. Correct. >> If we're sponsoring, it's it would be a sponsored uh athletic group. It doesn't necessarily have to be an AIA group, but if it's a sponsored athletic team for our district, then it
085would it would need to comply with this >> okay >> policy. >> Okay. I like that answer because these devices are actually pretty expensive. >> Correct. And for us to have ex external groups normally unsupervised by us having access to these devices. I suspect a lot of them will go walkies. So I like that answer. Thank you. >> All right. If there's no other questions, I'd like to make a motion that we approve this policy. >> Second. >> At least we have a motion to second. >> Ben Owens. >> Hi. >> Carolyn Lopez. >> Hi. >> Patty Catra. >> Hi. >> Robert Downey. >> I so moved. We now move on to item 8H it. discussion and possible approval of superintendent's goals. Um Dr. Lopeman, I don't know if you have anything additional to add.
086>> I I do not um I certainly would be my question is to you as well. If there's any feedback or any changes, I certainly would remain um open and interested to make any revisions that you request. I would like to say and reiterate that this is a team effort. this is a team here. Um you have set very clear expectations and standards and that is um so powerful in what we're able to accomplish and truly what motivates myself and really everyone who's sitting in this room. Um, you know, we're driven to excel and succeed. And I believe the language in this in the goals, our district goals and strategies and the superintendent's goals and key actions are big. The language and the thoughts and the aspirations are big. And that's truly what um gets
087me and and the rest of this great team out of bed in the morning. and keeps us up sometimes late at night. Some of my best ideas come at two o'clock in the morning. >> So, if there's no other questions, a motion to uh approve the superintendent's goals. >> I'll second. >> At least we have a motion to second. >> Ben Owens. >> I >> Carolyn Lopez. >> Patty Cray. >> Hi. >> Robert Downey. >> I moved. And I move on to item nine, specifically 9A. Ajurnn. >> Motion to adjurnn. >> Second. >> Lee, we have a motion to second. >> Ben Owens. >> Hi. Carol Lopez >> Patty Coutrey >> I >> Robert Downey >> I so moved we're now adjourned thank you