001I'm going to >> That was last week. That was last week. So if we decided if we like board docks I Good evening. In case any of you would like to speak at the call to the public, please complete a blue card and either give it to Lisa or one of us. Thank you. Good job. All right. Welcome. And I am going to call this meeting to order. The governing board meeting on September 10th at 6:32. Lisa, can you please do roll call? >> Robert Downey. >> Patty Coutrey, >> present. >> Carolyn Lopez, >> present. >> Ben Owens. >> Shante Rosschild, >> present. >> Thank you. And we go to the pledge of allegiance. I've asked Dr. Hassan if she'll please lead us in the pledge. >> To the flag of the United States of
002America and to the stands. one indivisible with all. >> That sounded amazing, guys. Just saying. That's the best pledge that we think we've had. Uh, moving on. Adoption of the agenda. Do I have any changes or motions? A motion. >> I move that. >> Shante Rothschild. I move that we adopt the agenda as presented. >> You want a second? She >> second. >> All right, Lisa, we have a motion, a second. >> Shante Rosschild, >> I. >> Carolamea Lopez, >> I. >> Patty Coutrey, >> I. >> All right, superintendent report. Dr. Lopeman. >> Thank you, Mrs. Coutrey. Last month, I shared the exciting news that Butterfield Elementary had been awarded a $10,000 grant from the Sprouts Healthy Communities Foundation to expand their courtyard garden. Well, on Saturday, the team officially received the grant check and
003is ready to begin transforming the space into both a sensory garden and a new vegetable garden. The project will be supported by student clubs, volunteers, and our partners from the UVA Master Gardener Program. A new addition to the vision includes a special area where garden granny's will read with students alongside lessons taught by our teachers. Work on the garden will begin after fall break, and we look forward to seeing this space come to life. Our academic services department recently hosted the first in a series of trainings with math math solutions for all district math teachers. The training focused on deepening educators understanding of effective instructional strategies and building a cohesive student centered approach to mathematics. This initiative marks a significant investment in teacher development aimed at enhancing students math proficiency and fostering a love of
004learning for all students across the district. 70 years of memories came alive at the Maricopa High School 70th annivers anniversary celebration. Alumni from every decade since the 1950s returned to campus to reconnect and reminisce. Guests signed a commemorative art piece, paged through decades of yearbooks, and toured the school to see how much it has changed. Student clubs brought the fun, the barbecue hit the spot, and with high energy performances from the band, cheer, and color guard. The celebration never missed a beat. A special thank you to Principal Thaad Miller of Maricopa Wells and an a Maricopa High School alum for leading the alumni roll call before the homecoming game. And to top it off, the Rams won their homecoming game. It was an unforgettable celebration of tradition, pride, and community. Congratulations to Maricopa High School
005teacher, Miss Bernardet Rousinello, who has been awarded the 2025 Yale Educator Award for her extraordinary impact on student achievement and inspiration. This distinction is presented to just 61 teachers worldwide. Perfect. Spin around. Her nomination. See, no wonder. Her nomination came from a 2025 Maricopa High School graduate. We know her, Jaden Franklin, who is now studying ethics, politics, and economics at Yale. This recognition is not only a tribute to Miss Rousinello's excellence, but also to the powerful ripple effect our teachers create in the lives of our students. Miss Rousinello right there. Um, let's give her another round of applause and let's get a picture. Don't go away. >> Come over here. >> So, you happen to be one of the only teachers that has seen all four of my children go through and my oldest was
006part of your We the People back in the day. So, you had a profound effect on them and obviously a profound on the student that nominated. So, thank you. >> Congratulations. [Applause] >> And that's the perfect way to end my report. >> Yes, it is. Thank you so much. All right. Governing board member reports. Member Wash. >> Good evening, everyone. um had first of all an opportunity um to witness the 70-year celebration. I've only lived in Maricopa for 12 years um but I was reminded as I am often um but Friday of last week was another reminder of just how special um our city is. And so to hear the stories of the students who had gone through who had shared their stories of getting spankings and different things that they used to do way
007back then that don't we don't do now. Um but just the fact that they came back and the um generational families and just remembering and hearing the stories and the oo and a's of how things had changed and then to see our current youth bask in that and listening to the stories and just that joint um pride of being um a part of Maricopa. So I really enjoyed that. And of course homecoming winning um was awesome. uh Superintendent uh Lopeman uh did not take me up on the nachos, but they were good. So, um but just in short, um an amazing event and um just wanted to thank everyone who had the opportunity to be there in spirit or in person. So, it was very nice. Member Lopez. >> Thank you, Miss Katr. Excuse me.
008Sorry. Um, I have been really busy renewing all of my certifications so that I can still advocate for parents. Um, so I don't have anything to report for school business. But now, you know, if something happens, I'm good on my CPR and, uh, civil rights and human rights for children with disabilities is good. Um, first aid good. So that's what I've been doing. Thank you. Um, so I had um I was invited by Be a Awesome Coalition to join them at the Arizona Drug Summit this week. Um, and you know to learn about the current trends and the prevention efforts and see some of the data and some of the data is showing that our prevention efforts are making a difference and so I applaud them. They are on our campuses. um they are doing
009tableabling at our high schools and middle schools and the kids are really starting to respond and we see that in the data but the fight is not over. So um I encourage you if you can get involved with be awesome a wonderful organization. I was so disappointed that I couldn't go to Ramfest and I missed the beginning part of the homecoming. Uh that you know having four children who are now all alumni um uh go through the Rams but I did make it there for halftime. Uh so kudos to MHS, all the staff, all the students and everything that they put on. I know it was run a lot by DECA. Um Mr. Sodtomire, thank you and your wife for being up in the booth calling the game. I heard that. That was awesome. Um,
010so, uh, we have fall break is going to come up at the end of this month. Um, it's going to come up really fast. So, if any parents are watching and you're looking for a place for your children, your elementary children to go during that those two weeks, um, we partner with the Boys and Girls Club of the Sun Corridor and they have now opened up their fall break registration. So, I encourage you to take advantage of that. And that's all I have. So move on to our information item. Our classroom spotlight tonight is Saddleback Elementary. Dr. Hassan. [Applause] >> Good evening, Dr. Lopeman, President Downey in his absence, and members of the governing board. I am thrilled to share with you tonight our classroom spotlight which is showcasing our schoolwide tier 2 intervention. It
011is an intentional approach aligned to meet the unique strengths and needs of every student. The information I will be sharing with you tonight aligns to goal one which is a focus on 100% of our students at or above grade level. My presentation is connected to all five attributes of the portrait of a graduate. While each plays an important role, the attribute that stands out most strongly is resilient achiever as it best represents the core message of my presentation. The purpose of our schoolwide intervention initiative is to ensure that every child has access to the targeted support they need. This structure supports consistency across grade levels and allows flexible grouping based on data. This approach fosters teacher collaboration and provides early and ongoing intervention. This year at Saddleback we introduced this new initiative called when which
012stands for what I need. Each grade level has a dedicated 45minute block four days a week to provide targeted instruction in reading and math. Our K3 teachers focus on reading for all four days and our fourth and fifth grade teachers focus on math two days and reading for two days. This structure not only supports students with specific academic needs but also creates time for our gifted Native American students resource and ELLL programs to serve students without them missing their core instruction. Win Time is built on flexible datadriven groups and allows every student to receive the personalized support they need to grow and thrive. Teachers use a variety of data points such as our district fast screeners, our Navy, our Na'vi system which is a formative assessment tool database and our common formative assessments to create
013flexible groups for our students. This data pinpoints the spec the specific skills that need to be strengthened to help our students achieve mastery. Each teacher then takes a responsibility for a targeted skill or component of a standard and provides focused instruction in small groups across the entire grade level. During when time students transition to a teacher best aligned with their identified strengths and areas of growth, ensuring every child rest receives the instruction tailored to their learning needs. To support teachers in this work, we have collaborated with them during PLC's to identify skill-based lessons, instructional resources, and elements of effective teaching. Site-based professional development has strengthened teacher understanding and clarified expectations while instructional coaching and co-eing have been integral parts in building and sustaining this model. This is some of our beginning of the year fast
014data for the early reading screener for our kindergarten students. This data has helped us identify the students who would benefit from additional support in key reading concepts. Tonight I have with me my reading interventionist Tanya H Hotton who will share with you how we have used this information to plan instruction and provide flexible student groups aligned to these results ensuring that every child receives the support that is beneficial for them. >> Thank you for having me. The structure of win allows for differentiated instruction while maximizing instructional minutes and leveraging the expertise of tier 1, tier 2, and tier three educators. Student placement begins with fall benchmark composite data followed by an analysis of subskll cut scores for beginning and middle of the year as well as recommended growth goals through FastBridge. Specific targets are set
015for each group and measured through progress monitoring and benchmark fastbridge assessments. Wind time emphasizes high lever literacy subsklls including phmic awareness which is word segmentation and onset sounds and phonics letters and sounds. Specifically in the kindergarten group I support 22 students the students are leveled by proficiency and instruction occurs in three rotations during a 45minute block. My focus is on phmic awareness a priority for literacy development. We are beginning with segmentation and letter sounds and will progress through the continuum as students acquire mastery of each subskll. I collect data daily data points and progress monitor weekly with targets aligned to the middle of the year cut scores to report some specific data with kindergarten win time letter sound data. At the beginning of the year in the group I served 69% of the students were
016at high risk. 27% were in the some risk category. To date, a 100% of those students in my wind time, which I co-e with another teacher and a pair professional, have moved into the low risk tier. My small group instruction time is paired with student goal setting, conversations about effort and focus and resilience, and strategies to build learner confidence. I also connect with families daily to celebrate growth and student persistence. As a school, we adjust groups based on triangulated data. We look at observational, conversational, and student work production. PLT meetings provide for collaboration on strategies for instruction, progress monitoring, goal setting, and resource use is also discussed. I have worked alongside Dr. Hassan and Jane Tiff, our instructional coach, to plan and facilitate professional development for teachers. The targets of that work has in have
017included strengthening understanding of the instructional continuum for early literacy subsklls, aligning assessment and progress monitoring practices, and aligning instruction to the key the five key areas of reading using research-based resources. I'd just like to express my gratitude for Dr. Hassan for ensuring our masterous schedule allows all tier one, tier 2, and three providers to work in unison. This vision has led to the development of a system where collective efficacy drives student success. At Saddleback, learning is required and we are committed to ensuring that students have differentiated support to achieve this outcome. Thank you for your time. I would like to present a short video that provides a snapshot of one time in action and also highlight some feedback from students on the impact it has had on them. Good evening. Welcome to Saddleback Elementary School.
018We are so glad you will be able to see a snapshot of what we are doing. Tonight you will have the opportunity to see how we have launched our schoolwide tier 2 intervention called win. WN stands for what I need. This initiative is built around our shared commitment to meeting students right where they are and giving them exactly what they need to grow. Using student data, our teachers have thoughtfully grouped students by their academic needs, ensuring every child receives targeted support. During this time, you'll see both students and teachers engaged in purposeful, focused learning designed to accelerate growth and build confidence. We are excited to share this snapshot with you as it represents the collaboration, intentional planning, and dedication of our entire Saddleback team. All with one goal in mind, helping every student succeed. [Music]
019>> That was good. Did you hear it? Did you feel your mouth did something a little different that time? Cuz you said, >> knock. Now say ma. >> Okay. >> They're different, aren't they? >> So, we have to hear all the sounds in words to be able to be good readers. That means we're going to segment them. We're going to put them into boxes. Watch what I do. My word is mop. What's my word? >> What's my word? >> Mop. Here I go. Watch what I do. Oh, Miss Tanya, here I go. fun >> run. [Music] >> I wasn't that great at math in the other grades, but since I started going to win time, I'm getting better at it. By doing a cold read and a hot read, I've done better at reading. And
020each time when I read, I read a little further. As we move forward, we will continue to monitor student data closely to guide our decisions while refining and strengthening our practices along the way. Just as importantly, we are committed to celebrating student success and involving students and setting their own goals. This will help empower them and have them take ownership of their learning. While we continue to provide professional development to our staff centered around differentiated instruction, the five elements of reading and additional assessments, we will be able to monitor our student achievement. Here are a few highlights from some of our staff and students around the work that we are doing. From the perspective of one of our fourth grade teachers, they were really looking at the grade level as a whole. So every student
021essentially becomes the student of every fourth grade teacher. A first grade teacher highlighted that she has seen an increase and the confidence in her students when they come to win. One of the students shared that they are becoming better at answering comprehension questions and learning new strategies so that they're not counting on their fingers. In closing, OneTime Time has become a powerful part of our instructional day, ensuring every student receives targeted support they need to grow and succeed. By using data to drive instruction, fostering collaboration among teachers, and creating a space where all programs serve students, we are building a system for every child truly getting what they need. We are proud of the progress so far and remain committed to celebrating student growth through this model. Thank you so much and with that I'll
022take any questions. >> Um so just a compliment uh first of all so hearing the words tailored you need focus and data driven and data informed um all positive words hearing the more of emotional and data combined for that um unique uh results hearing the young students say they were doing better. It wasn't an A or B or a C. It was I am doing better. And those emotional words I think um speak to the important work that you're doing because we know how people feel about themselves means everything. Um so uh great work there. But my questions were about the high risk versus low risk. You mentioned 69 high-risisk um and then how it improved um to show u the bucket of those in a lower risk. Can you kind of explain what the
023criteria is for high versus low and and how you got that um >> how long >> those results? >> How long do you have? >> I know >> we got all night. We got all night, right? >> Um so what we utilize is the fast bridge cut scores and what we know is that those cut scores change dramatically over the course of the school year. So from the beginning of the year we have a set of criteria that puts kids into the buckets of tier one, two and three. And so the group that I serve currently was in that tier uh three 69% and um 27% in the sum risk which is kind of in the middle and so the celebration is according to the beginning of the year cut scores that group is now
024at 100% low risk. >> Okay. >> Does that answer your question? >> It does. Okay. It does. Thank you. >> I have a couple questions. Um, so at what point do you start putting those groups together after you get the results from FastBridge? >> Um, fairly quickly, like because this was our, uh, beginning of the year data, um, we really wanted to build the background for our teachers and what that was going to look like, what that structure was. So, we didn't officially start until the week of August 18th just to make sure that we were uh, good to go. But we start those analysis as soon as we uh get that data and then we start looking at it at a micro level of the subsklls that we want to put those students uh
025into groups based on those cut scores and important um elements of reading or math um as some of our grade levels are focusing on that. So as soon as possible. >> That's awesome. Um I like to hear that. Um the other thing is you said you connect with parents daily. What type of communication is that? What are you using? Are you using parent square? And then what is the engagement on the parent side to those updates? >> So speaking as an interventionist, I know classroom teachers use a lot of parent square and and they're um working working with that platform. Um I have the privilege of being parent pickup. So I get to have a lot of conversations with parents of we had a great day. We worked really hard as I'm loading children into
026cars. Perfect. Um, but I also have done a lot of phone calls. I like to do phone calls with the students beside me. Um, where we can celebrate. Not so much to your point about A's or B's or what did I score, but more about I worked really hard. I asked a good question. Those types of just quick phone calls I find to really lift kids up, especially when they're beside me when it's happening. >> I love that because taking those opportunities in the moment I think mean a lot more than after the fact, hours later, the next day. So, >> especially with the students that I'm working with directly, those um short feedback bursts are so critical. And so there's a lot of feedback that goes to students throughout the instructional time. Um that
027but then I've I've developed a little bit of a pattern with some of my students that that are really genuinely struggling with that motivation level that they come to expect, are you going to talk to my mom today? Are you doing drive line? And they're very aware when I miss a drive line due to another meeting. So >> perfect. Um my last question is how does this work or complement how does the win work or complement with Spalding because that's Spalding is very structured very um and wind seems more flexible um and so how do they how does that work within >> I had a whole paragraph about that I can forward on but um >> we could shorten it >> yes um so what we are doing is we're considering specifically With regard to
028kindergarten, I'll speak to that as an example. We are using that weekly uh list of phonograms as a checkpoint to see what do we need to flex groups. Um one of my co-teers is in the audience and so she and I are talking consistently about where students are in with regard to that. Some of the upper grades that I work with were we're looking at what is the skill um who was proficient and what kind of retach opportunities we can incorporate into win. So it spalding is a a piece of that data point. Um it is or piece of that data collection. It also is a piece of um the instruction. Some of it is just genuinely a retach. We have absenteeism that's a factor and so we can utilize that time to retach as
029needed and we're using um resources aligned as spalding as well in terms of the phonogram cards and things like that. >> Thank you Dr. Hassan. I cannot wait to see the end of the year scores because right now what you've done is um it's pretty amazing um for just a short period of time. So I'm anxious to see that data at the end of the year. >> It's gonna be great. >> Thank you guys. [Applause] All right, we're moving on to the call to the public. We do have a speaker card, so I must read this paragraph. Members of the board may not discuss items that are not specifically identified on the agenda. Therefore, persuant to ARS 38431, action taken as a result of public comment will be limited to directing staff to study the
030matter, responding to any criticism, or scheduling the matter for a future agenda. The board requests that all comments be limited to three minutes or less, and that the public refrain from the use of speech or language that is offensive or inappropriate, persuade to board procedure 3-203. And we have one speaker card, Tori Anderson. Nice to have you back in the boardroom. >> Nice to be on this side. >> Yeah, I bet. >> Vice President Coutree, board members, and Dr. Lman. So, it's first of all, it's great to see you. I have missed all of you terribly. Um, but I have been extremely busy with my domestic violence shelter program. So, you know, October is domestic violence awareness month. And so, we've got several activities planned throughout the month, which I'll come to another board meeting
031and share those. But now I want to invite you all and the community to our 20th annual 20 years. Believe it or not, I have not aged but it's been 20 years. It's our 20th annual seeds of change gayla and all the money we raise stays right here in Maricopa. It goes to our domestic violence and sexual assault shelter. So we have several families that are in our MUSD family. So, it does directly impact our children uh and our families. So, I'm proud to be able to do this fundraiser, have the money stay here, and be able to kind of educate people on different aspects of domestic violence. So, the event is October 18th at 6 PM at Harazak Chin. It is an enchanted Christmas. You can purchase tickets at seedsofchangegala.org org or you can
032text me or email me. You all have my info. Um, but the website is the easiest. And this year, last year we had started our Christmas tree auction. So this year we have 20 businesses, I know, in the city that are donating a fully decorated Christmas tree to our live auction. And then I've got moving companies that will be delivering those to your homes, fully wrapped, ready for you to set up. All the money stays local. It's pretty incredible to see some of these Christmas trees. But overall, we have 50 Christmas trees that will be for sale. Only 20 of them will be decorated. The other ones will have lights on them. But it's a great way to get a Christmas tree half the price of what you'd even pay at Walmart. And all the
033money goes to a fundraiser. It goes right here to a nonprofit. We are a 501c3. and we have been operating in Panell County for about 49 years. So, please join me while we celebrate 20 years of impacting our families and making sure that we have a positive tomorrow. So, it's going to be fun. Again, it's at seedsofchangegala.org. I do have extra invitations. If you would like one of those, I can leave them with Lisa. We put some up there on your DAS. Um, but thank you so much for allowing me this opportunity. On a side note, I also want to thank you from the bottom of my heart for acknowledging and sending me words of support and condolences in the passing of my mother. Thank you. Email me or go to seedsofanggala.org. [Applause] All right.
034Uh, we are now at the consent agenda. Do I have any motions? >> Motion to approve the consent agenda. >> Second. >> Lisa, I have a motion and a second. >> Shante Rosschild. >> I. >> Carolyn Lopez. >> I. >> Patty Catra. >> I. >> All right. Action items. Discussion and possible approval of personnel schedule. Mr. Beckett. Thank you, Vice President Catray, members of the board, and Dr. Loen. Uh, you have the personnel schedule in front of you this evening. Open to your questions at this point. >> Okay, this is getting Does anybody have a question for him before me? Okay, Mr. Becket, um, I know I spoke with you about this earlier, so um, my only, um, question suggestion is with our stipen schedule. Um, I just think it would be uh beneficial for
035all of us. Um, I know we've approved these stipens, but they're not showing up on our stipen schedule for the M. I get with our grants, they're not going to be there, but I would like it if we could just be a little more transparent and just even if it's under the other stipens just to make sure that they're all listed there. >> Perfect. We can do that. Thank you. >> Thank you. Do I have a motion? >> Motion to approve the personnel schedule. >> Second. Lisa, I have a motion and a second. >> Shante Rosschild, >> I. >> Carol Lopez, >> I. >> Patty Catra, >> I. >> Thank you, Mr. Beckett. >> Next up, discussion and possible adoption of the resolution acknowledging the receipt of petition regards to our minor boundary adjustment. Mr.
036Harmon. >> Good evening, Vice President Coutree, members of the board, and Dr. Lopeman. Um, what a cool item this is. Um it's really a tri district effort between Cassagran Elementary, Cassagrand Union, and Maricopa Unified. Um on this minor boundary adjustment, the action item before you is a resolution to accept and execute the petition. We gathered the necessary signatures for this boundary adjustment and then to um to order the minor boundary adjustment. Um the Kasag Grand Districts have approved this on Monday night and Tuesday night. with approval tonight. It'll take us into the next steps. Happy to answer any questions you may have. >> Mr. Armen, could you just remind those that might be watching in TVland uh what those next steps are and so when this would actually come into effect? >> Yeah, thank you.
037Um, next steps will be submitting this this uh petition and resolution to um the Arizona Department of Revenue and the Panal County, a few teams of Panal County, including the board of supervisors, the school superintendent's office, and uh and I believe the elections. So, um we'll run through those courses and whatever needs to happen at the state and county level to affect our boundary change this upcoming July. Thank you for all of your work that you've done on this. It's um about time we get this done. So, I'm happy that we are finally moving forward. Does anybody have any questions for Mr. Harmon? Do I have a motion? >> This is a long one. Motion to accept. Let's see. Motion to approve. >> Motion to approve. There we go. Thank you. >> Second, >> Lisa.
038I have a motion in a second. >> Shante Rosschild. >> I Lopez. >> Hi. You try >> I >> was >> um next up uh discussion and possible approval of revised policy 5-203 Miss Pastor good evening uh vice president superintendent Lopein board members and guests the update to policy uh 5203 puts our governing board policy into alignment with latest state and federal requirements for serving students with disabilities. The revisions focus on clarifying evaluation timelines, ensuring timely parent notifications, and a requirement to post details on our website, which we were in compliance prior. We there is just a requirement that we state this in policy. These changes will ensure compliance and uh continue to support students receiving services under IDA. Any questions? scrolled too far. This has to do with the dyslexia one. >> Which one
039are we on? I'm sorry. >> It's item 7 C. Yeah. >> No, never mind. >> Oh, yeah. It's the dyslexia one, right? >> It's the IDA. Um for those that we end up having a new um board docks. Sorry. So, we're all still kind of navigating this. So, we really do know what we're doing. >> We are. We do. It's just all different. >> You are correct. There is mention of that specifically being stated in an IEP should that be the diagnosis. And in addition to um making sure that um our parents and guardians can easily find on the website um the timeline expectations and um the procedures for an evaluation and so you are correct. Okay, I have some questions with this and I apologize. My son has my phone with my questions, so
040I quickly gave it to um Dr. Scott to print out for me. So, she's just going to give me my question. So, I'm so sorry. >> I was prepared. Just know I was bringing a little one with me tonight. >> You're good. >> He's looking up like your fault, baby. You're good. You're good. just keep playing. So, um, how is the change different from what we currently do? Why is it that they want it specifically specifically in there if we've already listed it under learning disability? I'm gonna have Dr. Scott help me with that. >> Good evening, Vice President Coutree, members of the board, Dr. Lopeman. One of the difference the really the only change is that we're adding the statement inside of the IEP >> versus just the MET and this has always been
041part of the disability impact statement for all of our SLD student our specific learning disability students and it shows the characteristics of the of dyslexia during the evaluation and now we just have to state yes or no based off of this bill. >> So what was the precursor to this change? So, uh, one of the precursors we believe was that, um, it was just to provide clarity and, uh, because it's confusing when parents know that they might have a dyslexia, um, diagnosis from outside of the school through an outside evaluator, but then when they come into a school setting, it changes to that specific learning disability. Right. So, it's just to provide that clarity for parents. >> Okay. Yeah. because I don't think a lot of times parents understand I I know I've worked with
042parents before that really fight for that dyslexia to be an eligibility um criteria right uh >> category >> um to be able to get ESS services and this doesn't change how we look at that it just makes it so that it's written >> on the IEP itself >> yes okay >> yes it's it has to be written as a yes or no statement within that under the other options within our IEP. And then how do we does it go any further? Do do staff or or teachers recognize that now? Is it more visible to everybody or is it just something that's in there and it's more of a paperwork type of >> It's more just as a clarification because it has been for us it's been best practice that it's always been within our impact
043statement for all of our student but now it's just that point of clarity okay >> that parents have that understanding also whereas it's always been within our impact statement for all of our teachers. >> Perfect. Thank you. >> Absolutely. And just to go back, so is this new legislation? I know we've talked about this at previous meetings. So the the changes that we're discussing, you mentioned that we've already been doing this. We're already in compliance. So is new legislation driving this or yes and no. We've already been doing this as a best practice even prior to this legislation, but through the last um legislative session, a bill came through that is now actually uh providing that clarity and requiring that within the IEP. And so we're just we're adopting it now as part of our
044policy even though we've already been doing it as a best practice. >> Okay. Thank you for clarifying. >> Absolutely. Do I have a motion? Um motion to approve. >> Second. >> Lisa, we have a motion and a second. >> Shante Rothschild. >> I. >> Cameron Lopez. >> I. >> Patty Cray. >> I. Uh discussion and possible approval of policy 5-41. Miss Pastor. >> Thank you. Policy 5401 has been updated to clarify procedures when law enforcement officers interview students on campus. The revisions specify when a parent or guard guardian a notification is a required ensuring consistency with state law in protecting rights of students and families while not compromising any investigation. Any questions? >> Can you explain that in your own words? >> Certainly. Thank you. >> I do. >> This is another example of something
045we had in practice. Uh we've been doing this in extenduating circumstances. The police may ask us to not contact the parent. That might be uh the parent is implicated in uh a crime that is being investigated or for the safety of the child. And so when those extenduating circumstances exist, we cooperate with the police. >> Thank you. Do I have a motion? >> Motion to approve. >> Second, >> Lisa. I have a motion in a second. >> Shante Rothschild. >> I came Lopez. >> Hi. >> Patty Coutra. >> I. Our next policy revision discussion and possible approval of revised policy 5-42. Miss Pastor. Thank you. This revision adds guidelines for the Department of Child Safety case workers who are visiting our schools. Case workers, unlike other visit visitors or our parent visitors, for example, they
046may not be required to show their personal identification such as a driver's license. Um, for these case workers, they need to show their credentials uh so we can verify that they are uh DCS case workers. um but we may not keep a copy of their personal identification just to strengthen the protections um for those workers. >> I have a question for that, Miss Pastor. With our um the way we our security right now going in and having that QR code, we have to show our driver's license in order to do that. What is the process going to be then for these workers if they come into our schools? >> Great question. So, um, we've had this in practice since, I would say last spring. Instead of using the visitor aware, they're showing their identification, their
047credentials, their DCS ID to the front and not checking in using that a visitor aware system that would scan the ID. >> I have another question. Is this just for the Department of Child Safety or is it for all types of case workers regarding the state? So, let's say the child's been referred to behavioral health services and you have a case manager coming to do an observation um who are also credentialed. Is this for them as well? >> Great question. >> Or foster care or and that's separate, right? I'm not not just department of child services, but everything in Arizona has been privatized. And so you have uh companies that take over that case manager role. So they could be from Southwest Network, they could be from LEAF, they could be from um Horizon where
048they're the ones dealing with that particular um Department of Child Services case. Does that make sense? >> Right. >> Okay. Um what is specific in policy which is from statute is DCS case workers. Um I'd be happy to uh take another look at the statute to make sure that we shouldn't also be um looking at other um types of individuals. Uh generally speaking, we extend a courtesy of accepting a credential of police department or tribal officials and not asking for their personal driver's license. Um we ask for their identification or their credentials as those officials, right? >> Um in a spirit of cooperating with those individuals >> and I'm okay with all of those those different departments, but they're all backgrounded. They're all they've all to have that credential. I just didn't know what where
049is the line I guess part. >> Sure. >> Because we can always go back and revise this if needed. >> You're welcome. Any more questions or any motions? >> A motion to approve. >> Second, >> Lisa. I have a motion and a second. >> Shante Rothschild >> I. >> Caramela Lopez. >> Hi. >> Patty Catra. >> I. >> Last one. Discussion and possible approval of revised policy 5-44. So policy 5404 is an administration of medicine. Um these changes reflect updates to state law through Senate Bill 1440. It revised the definition of epinephrine delivery system, removing the term auto injector in multiple places. These updates would bring our district into compliance with legislation and ensure we have accurate consistent language. There was some other language cleanup done throughout the policy as well. Um, it's a lengthy
050policy with many details. So, if there are questions, our expert uh lead nurse and and head nurse for Desert Sun rights is here on hand. You know, I think this policy has been changed every time. I think the legislature just goes in and says, "Let's call it self- injecting." No, let's change it. Let's call it this because we have changed this policy a lot. >> Although I'm really happy that it they've taken the word auto out of there because it is not >> Yeah. auto and trying to find instructions and training and the line on the helper to a child or person in the need of that right has been very difficult. So hopefully this will help. I don't know what what will it do for you? What will be the change? And and do
051you do you like this change? Excuse me. Thank you. It gives us the opportunity to use all the means we have to give the life-saving medication we need. There's no gatekeeping. If it's legal, we can use it and EP in all forms. This is a gift. >> Thank you. >> All right. Do I have a motion? >> Motion to approve. >> Second, >> Lisa. I have a motion and a second. >> Shante Rothschild. I Heron Lopez. >> I >> Patty Catra. >> I And our last item, adjourn. Do I have a motion? >> Motion to adjurnn. >> Second. >> Lisa, I have a motion and a second. >> Shante Rosschild. >> I. >> Carol Lopez. >> I. >> Haddie Catra. >> I. We are adjourned. 719. >> No, you got to hit the off button.
052The stop button.