001Robert Downey. I so moved. We now move on number two, superintendent report. Dr. Lukeman. Thank you, President Downey. In an effort to improve the visitor experience, we've enhanced the visitor aware check-in through the addition of iPads. With just a few taps, parents, staff, and guests can quickly sign in, take a photo, and receive a visitor badge. The process is faster and easier without compromising security. Construction is underway on our first K8 school. As a reminder, the steering committee surfaced the need for an inclusive environment that instilled future ready skills in all students. To that end, Miss Allison, our planning principal, is developing a work-based learning model in which students explore careers and develop skills for the future. Even though construction has started, community input is still important that will help Miss Allison make additional programming
002decisions. Families are invited to complete a short survey to share their ideas. There's a QR code on the screen. Looking ahead, our community will have input on the naming of the school and a bound and boundary decisions are expected in January of 26. Construction progress is updated regularly on our website. The ECorrise 2024 2025 Arizona impact report highlights an outstanding achievement at Desert Sunrise High School. Golden Hawks earned six of the seven Eorrise student innovation grants awarded in Arizona totaling $2,756 in funding. The recognition followed the first Desert Sunrise High School Freshman Academy student innovation showcase in which all freshmen were required to identify identify a problem and propose a solution. Then 20 teams were selected to present their proposals to a judging panel. I think we were both there that night, right? Yeah. And
003so was Mr. Verdugo. Across Arizona, Ecoise partnered with 130 educators at 80 schools, impacting more than 7,000 students. Here in Maricopa, Desert Sunrise High School students are setting the standard for innovation and sustainability. Congratulations to the Golden Hawks. Behind every student success is a great teacher. The Echorise Impact report recognized Desert Sunrise teacher Claire Tobanis for her role in guiding this project. Through the teacher ambassador program, Miss Tobanis supported freshman academy teachers in bringing sustainability into every subject area and led a campuswide audit that culminated in the first student innovation showcase. Her work has built a culture of collaboration and environmental stewardship at Desert Sunrise and this project has really um leaned into our efforts for all means all. We're really proud of it and it mostly shows the success of the students. That's it
004for my report. Thank you, Dr. Lman. Now move on to item three, governing board members report. Member Rothschild. Uh no updates at this time. Thank you, member Owens. Nothing this evening, Vice President Coute, I actually do have something. So, um, last Wednesday I was able to attend, um, our safety presentation that we had here in the district office. Um, and I think there was a lot of great information shared and I hope that parents that weren't able to attend will at least go on to our website. We talked about our our safety processes, our terminology and what it all means. And even after today when something happened and the school had to go safety, parents are on Facebook going, "Well, I wonder what's going on. I wonder why can't they tell us?" they would know
005a little bit more if they actually had um looked at that information knowing why we can't explain everything all at once, why we need the process to follow through before we can give details. And so I really encourage all the parents and especially those that were there to share that information to get people on board to look at it. School safety is extremely important. It's important to all of us to make sure that our students stay safe. Um especially after what happened today in Minnesota. My my heart and prayers go out to everybody out there. And then I also wanted to give a shout out and a thank you to our Lions Club. They have spent the last few weeks um administering hearing and vision tests and they do it for free and um and
006a lot of times they're catching these things early for our students. So, I just wanted to give a shout out and thank you to them. Thank you. Thank you. I don't have anything to report. So, we move on to item four, information item, specifically 4A, classroom spotlight, Maricopa Elementary School. Dr. Robinson. Good evening, President Downey, board members, Dr. Lopeman. My name is Jennifer Robinson, principal of Maricopa Elementary School. Thank you for the opportunity to share our classroom spotlight behind the scenes using data to improve scholar achievement. Our focus aligns with the district strategic plan. Goal one, every scholar graduates. This focus aligns with the portrait of a graduate as evidence in innovator, communicator, and resilient achiever. John Hadtie's research ranks 252 factors by their effect size. A statistical measure of how strongly each influence impacts
007learning outcomes. An effect size of 0.40 represents an average year's worth of academic growth. Influences above this point are considered to have a greater than average impact. This research helps educators focus on the most powerful practices. Today I want to share strategies utilized in our professional learning teams or PLTS that have a high effect size or a greater than average impact on scholar learning. At MEES, our PLT work naturally builds on collective efficacy, which is when teachers truly believe that together they can overcome challenges and help all scholars succeed, which translates into stronger instructional practices and better outcomes. That effect size is 1.57. Teams analyze data regularly. They identify trends and develop plans for rigorous core instruction, targeted support for small groups, emphasizing a multi-tiered approach or a response to intervention with a um effect
008size of one point or 1.0 or one 1.07. Teachers also engage in formal data discussions or intentional structured conversations about evidence of scholar learning with an effect size of 0.82. This year we were very intentional with our professional learning. We began July 18th digging into curriculum maps and pacing guides, giving teachers tools and resources to anchor their instruction. Our instructional leadership team attends weekly PLT meetings and provides feedback using a PLT rubric aligned with our project momentum goals. We will continue our work with Michael Roberts to support and strengthen grade level PLTS. A new strategy to our school this year is model PLTS presented in a fishbowl format designed to let educators observe, reflect, and provide valuable feedback to teams. During our grade level PLT meetings, teams analyze fastbridge data, exit tickets, common formative assessments,
009Spalding, and Navi data. The graph shows grade two fastbridge data from August broken down into different subs skills. Using data, our teams collect collaboratively plan instruction aligned to the rigor of the standards, ensuring high expectations for all learners. Our discussions remain centered on the essential standards to guide our planning, instruction, and interventions to support scholar success, providing differentiated instruction during all tiers of instruction to all scholars. Before introducing our teams and teachers, we will share brief video clips from our August 6th model PLT fishbowl. These videos we also do. These videos highlight teachers analyzing data, articulating instructional practices, and identifying common misconceptions among scholars. While colleagues observed and provided feedback, this session offered valuable insights into celebrations, data trends, and potential causes that strengthen each team's work. the site works tracker of like which one
010they need and we highlight the ones that they also need. So like this scholar here, Theodore, um he knows so July 31st, he knows 96 um 100 site words, 79 on the second site word. See, how do you keep track of that? Like do was that go home appearance then? No, this is all mine. And I do make a copy for parents, but I started last year on chat DBT. I would take five to 10 words on it. I would say create a second grade story using out these mine, oil, no sentence. And then we practice those also because I know we want to do the five the big five like what each said. So I think this is helpful data too. I have a question for you on those since each kid has different
011you can create like custom stories for each kid or they okay yes create different stories just for them and I also do send it home but you know it's not required it's going to go within a ziploc bag fold and they can work on that story not the side word because that's just me memorization and we don't want memorization we want them to know the word fluent yes My students were going to assess themselves. They have those magnets in my class and they're going to put their magnets where they should be. So, uh like seven of them, they put their magnets on their for like I mastered this and I can teach it to my classmates. Uh like six of them they put it in number three. like I know how to do it, Miss
012B, but I'm not yet confident to to do it with my to teach it to my other classmates to like are like uh four of them they put their magnets in number two, which means to say that Miss B, I need a little help from you still. And then one under the one like I don't know it as yet, Miss V are are poor. So like 70% of them are doing great with that glass money, but we're we're hitting the 95% right now. What I did in my class is first I identify first the misconception. That's the first thing I did like what's wrong? What are the misconceptions that the kids are are doing right now with place value. One misconception is that they're having a misconception with the zero like if they see zero
013they think it has no value on it. So for in for instance it's 5,25 they will think it is just 525. So I have to British with them that every number in the plates of value has a value on it. At this time I would like to introduce those teachers to share the impact that our PLT process and our work has had on classroom instruction and scholar growth. I'd like to introduce Mrs. Abigail Villa Vincensio, fourth grade. and Mrs. Samantha Keith, second grade. Good evening. I am Mrs. Keith. During our PLT meetings, we have been diving deep into our data such as Fastbridge, Spalding, and exit tickets. Fastbridge data isn't just a report, but a roadmap to be intentional with our small groups and intervention. 30% of my scholars are working on phone isolation. 21%
014are working on word segmentation and beginning sounds. 14% are practicing decodable text to apply to their fluency. And 35% engage in extension and enrichment opportunities. Three weeks ago, my intervention scholars struggled to isolate first sound CBC words. Now, five out of the seven can read CBC words in small passages. My low-risk category are blending nonsense words with 80% accuracy. These wins are results of fastbridge data, spalding, small groups, and exit tickets so scholars can reach their highest potential. All means all. Thank you. Good evening everyone. After our PLT discussion, I focus on addressing a critical math misconception about the value of zero as a placeholder by strengthening both tier one instruction and small group discussion in my classroom. In tier one instruction, we focus on clarifying zero's role as a placeholder. Each small group session
015concluded with an exit ticket. 95% of my scholars successfully overcame the misconception about zero. Moreover, this foundational understanding contributed to more than 80% of scholars achieving proficiency in adding multi-digit numbers as shown in our grade level exit ticket tracker. For the remaining 5% who still struggle with a concept of zero as a placeholder, I did diagnostic assessment to identify specific needs, one-on-one instruction, peer tutoring, and interactive technology for engaging practice and immediate feedback. Thank you. This slide shows some of the feedback that other teachers provided to our second and our fourth grade teams. And it's steeped with classroom initiatives, ways to track and analyze data, and just looking at becoming better at what we do and finding the best instructional practice. our next steps and future goals. We'll continue to use our early release Wednesdays
016to refine our PLT process by learning from each other with our model T PLT fishbowls at all grade levels and special areas. We will schedule vertical PLT meetings with teachers from each grade present focusing on common essential standards, academic vocabulary, and understanding the rigor needed to meet mastery across grade levels. We'll also continue work with Michael Roberts, our PLT consultant. Before I turn it over for questions I and comments, I would like to have our second grade and fourth grade team stand, please. Thank you. So, I'm kind of getting from this that these fishbowl PLT meetings are really kind of creating more of a kind of a team atmosphere. Is that is that is that a fair assessment? Yes, sir. Because during the visual technique, we collaborate strategies to better help our scholars. Gotcha. I
017love seeing that. seeing versus everyone kind of doing their own thing, right? Everyone being on the same page. And along those lines, it opened up a PLT that our instructional leadership team and the team present only got to see. So now all grade levels were there. Our second grade team noticed some academic vocabulary and around place value and what scholars understood from the fourth grade PLT that they can now take and refine. So when our second graders get to fourth grade in a couple years we're already that misconception is going to be gone. I kind of want to add to our fishbowl what I really like about our PLT meetings that were really being meaningful of our time and also um opening the doors for like ELLL's uh resource and gifted teachers to come and
018see like what they're work what they're working on what we're working on how we can collab with that too. Great. Thank you Dr. Robinson. I noticed that in your future goals, the vertical PLT, when is your monthly like when do you plan on targeting that? Because I think that's going to be a huge key for those kids that are moving up that because you're going second to fourth grade, but you've also got third, fifth. We have our next planned PLT model PLT is um first kindergarten and third grade and then first and fifth grade. But we're looking at probably we're looking at doing the vertical articulation. So a a kindergarten through fifth grade teacher and extra support folks are in there probably quarterly to start looking at different trends. And we've we're starting to I
019see just common just seeing it vertically instead of um this is just second grade. We want to see how second grade builds and how kindergarten and first grade can support that growth. That's awesome. Thank you. Um just a few questions. So um thank you. I I love that you are not only especially like the zero example taking actual steps in the program but introducing it to something that people or the the young uh future leaders can use in their everyday life. A concept of zero or when you hear that you didn't get any points that feels very defeating. Um but when you assign an actual value and teach them to identify that that's important. So I love the concept of being able to take it from the class and then through real life. Um but
020my question was about uh the percentages. You mentioned that um you identify specific needs. So if there are some of the scholars that fall below a certain percentage, how quickly do you address that before you reme-measure their progress? First I do a diagnostic with them so that I really know where are they really struggling. Then I really do an individualized teaching with them since it's like I have 95% right now who are who were really doing good with that misconception. I only have like two of them who are not I really pull them and do indiv individualized teaching with them and I make sure that I use if I can use manipulatives tactile type of learning then I do it with them. So, I'm really very intentional with them when I work with those uh
021kids that are really struggling in that specific area. And it's timely from the time that you introduce and assess, hey, there's um an opportunity, it's done um I guess consistently across the board. So, when you look at maybe other students, you identified that this is the ideal amount of time in which you need to address it to have the best impact. That is right. during my small group discussion because I do I I do small group discussion right away after the misconception now after every small group I do the exit ticket now in those exit ticket once I found out that that kid is not is still a little bit struggling with that specific uh misconception then that's the time that I do the mis the individualized teaching with him I really spend time with
022him with that wonderful thank you so much yeah I just want to rec I just want to recognize I mean the Um, we're trying to encourage teachers and principles to encourage the teachers to step out, step up and take risks. So, it looks like it's working. So, thank you very much. I I have to add it was I think it was like 60 years ago. I can remember my first what I would say philosophical conversation with the teacher. How can nothing be something about the zero. I was on the principle of the zero. I I argued to how can nothing be something. Zero be something. But anyway, thank you very much. It was uh really good. Less than any any other comments. Thank you. [Applause] Uh we we do have one card for call to
023the public. So we move on to 5A. Members of the board may not discuss any item that is not specifically identified on the agenda. Therefore, pursuant to ARS 3843101i, actions taken as a result of public comment will be limited to directing staff to study the matter, responding to any criticism or scheduling the matter for any future agenda. The board requests that all comments be limited to 3 minutes or less, and that the public refrain from use of speech or language that is offensive or inappropriate pursuant to board policy 3-203. Please state your name for the record. And um we have one Jennifer Robinson. Oh, sorry. Jeffrey Robson. My name is Jeff Robson. Jeff. Okay. I'm coming here to raise a deeply concerning issue that has been affecting my family and especially my daughter who's a
024student of the district. We are only four weeks into the school year and I it is necessary to bring to your attention serious case of bullying. For about four weeks, my daughter has been targeted by another student but for standing up for one of her peers who was bullied. Uh what began as a verbal harassment escalated into a series of physical altercations. Three weeks ago, my daughter was targeted for defending another student, another classmate. This resulted her being pushed and called a racial slur. Uh we reported it to the school authorities um right away to have it addressed. However, as a parent, we received no clear communication resolution until we followed up directly with the school. Unfortunately, this situation got even worse. My daughter was pushed again. This time uh near a stairwell. Despite being
025a victim, she was sent to ISS. Her mother and I were never informed by the punishment for the punishment. We heard from my daughter when she got home. However, we did get a text message saying my daughter was not in school that day. Um after uh further questioning the dean of students, he admitted that my daughter was placed in ISS as mistake. Although he did reach out, the damage was already done. My daughter had bruises on her knees from this incident. I personally requested no contact order between the students despite it this being known proactively. Sorry, solution within the district's own policy. These measures were only implemented after I brought them up. That was um the day that was the most alarming incident which occurred a week ago. My daughter once again was pushed by
026the same student, but this time resulted in injuring her ribs. This situation has now escalated from bullying to serious uh physical harm. My daughter is a straight A student, typically enjoy school, but now is anxious from going one class to another. My daughter asked me, "Why is this happening? Is it my fault?" I told her, "No matter what I say, you'll think it still is." Her response was, "I hope I don't get bullied um on her on my birthday." That was that would make it the worst birthday ever. I'm here tonight not to only advocate for my child, but to make the board aware of the serious gap in communication, response, and protection within the school system. I urge you to ensure that proper steps are taken so no child has to endure what my
027daughter has and no parent has to question whether their daughter is safe in school. Thank you for your time. By the way, tomorrow is my daughter's birthday. Thank you. We're um we're not able to comment on things today, but Dr. Lukeman, I'll hand it to you to provide some feedback. Now move on to item six, consent agenda. Motion to approve. Lisa, we have a motion to second. Shante Rothschild. I Ben Owens. I. Patty Coutrey. I. Robert Downey. I. So moved. We now move on to item seven, action items, specifically 7A, discussion and possible approval of the personnel schedule. Mr. Beckett. Thank you, President Downey, members of the governing board, and Dr. Loman. You have a personnel schedule in front of you tonight. I believe Miss Coutree has a correction she'd like to make, so I'll
028let her go ahead and that. Take any other questions after that. Shocker. Um yeah, Mr. Becca, thank you. Um I just um whoever makes the motion, and I'm happy to do that. We just need to make the correction for um items 9 and 10 on the HR schedule that it's actually community school fund 520, not 570. Um Mr. Becket, are we fully staffed with certified teachers now? We are not. Still are four openings now. Four. Are they specialized? They are. Okay. We do have qualified substitutes in two of those for this point of time and we are anticipating those being filled shortly. All four or just the two? Two. Mr. Becket. So, I'm going to ask a question. I mean, um, if those other two classes, if we can't fill them with teachers that understand
029the subject matter or qualified substitutes, are we going to stop the class or what is what is the plan then for something like this? Thank you, Member Catree. Uh, we're never going to stop a class. We're going to do our very best to find a qualified candidate. Uh, both of these are special education positions we're looking for. So we are pursuing not only uh outside candidates but also contractual work services as well to fill those in. So okay we are working on solutions. So these are ESS classes then that we're looking at. Okay. Makes it a little bit not better but easier at least we can have a contracted service. Just a follow-up question um to that. Um so the class you said is continuing um to go on. So with that, is there a
030splitting of students or how does that work? Um any changes um that need to be made? I'm sorry. Thank you, Member Rothchild. Um one of the classes is our our preschool uh developmental preschool and so that those classes typically continue to grow throughout the course of the year as we identify children coming in. So, I believe we have case loads that are low enough still that we can handle with our current staff, but we are going to quickly outpace um the student needs with our staffing. So, that is a need that we're going to need to continue to address. Thank you. Yes. Any other questions? All right. I'd like to make a motion that we approve the HR agenda with making the amendment to items nine and 10 changing the funding source to community fund
031520. Second. Last we have a motion to second. Shante Rothschild I. Ben Owens I. Patty Catra I. Robert Downey. I so moved. Mr. Beckett, I believe you have a an announcement. I do. Thank you for reminding me. Tonight, I'd like to introduce our new dean of students at Maropa High School is Eric Veneer. He's here in the audience tonight. Welcome. Welcome. We now move on to item 7B, approval of the district evaluators for the school year 2025 2026. Mr. Beckett, thank you once again, President Downey, members of the board, and Dr. Lopeman. You have a list in front of you tonight in this agenda item of all of the district administrators that will be approved to be able to conduct certified evaluations for the district. This is a housekeeping uh issue. We do this every
032year. It's required by statute and we're just fulfilling that requirement. I make a motion that we approve. I'll second lease. We have a motion to second. Shante Rothschild. I Ben Owens. Hi. Petty catra I Robert Downey I so moved thank you Mr. Becket may I move on to 7C discussion and possible approval of the Joocc contract to core construction under RFP 25104-05 for secure lobbies in in I'll just say several schools Mr. Harmon thank you President Downey members of the board and Dr. Lopman. Three years ago, we started down this path to have secure lobbies at all of our sites. We started with Maropa Wells and Maropa Elementary. Last year, we did Saddleback and Santa Cruz. And these this uh proposal that we're looking for approval tonight is to finish the the final three campuses,
033Pimabute, Santa Rosa, and Butterfield. Uh about $670,000. Um it's very close to the same price that we we had per school three years ago. Um, we've worked with core on these projects now and this we're continuing with with uh with that contractor and um kind of have it down to a science. So, we're seeking your approval. Happy to take any questions that you might have. Um, I might Oh, I forgot this will take place over fall break. Um, and then some weekends following that about a month and a half to two months before final completion. Worst case scenario, they they go come over the weekends and kind of finish things up. Um but they do the land share during fall break and get the case work in glass if it's available. Um that's really the
034most the most disruptive portion of the project. They'll get that done fall break. So Mr. Harmon, they won't be working when the students are present then. That is correct. Okay. Um more of um process question than financial. So I know that the students are familiar because they're in the other schools. Um, but is there any kind of discussion or notification to the students so that they aren't really concerned? Yes, they've seen it at other schools, but just to ensure that there's no, oh my goodness, has something changed at our school that we now have to have these. Yeah, that would be a question for the principles. I'm sure that there's some some introduction to that change to to students and follow with you later. What he said, they we we turn that over to the
035principles. Thank you. when so if we vote on this tonight, the contract will then be signed tomorrow with core. Is that correct? Okay. Because I see that we're right on the the edge of our uh proposal valid uh timeline. So our validity, I should say. Y Okay, cool. Uh, if there's no other questions, uh, I'll make a motion to approve. Second. Lee, we have a motion to second. Shante Rosschild. I, Ben Owens. Hi. Patty Coutrey. I. Robert Downey. I. So moved. We now move on to item 7D. Discussion and possible approval policy 1-41 current legal guardian rights of ed in education. Miss Pastor. Good evening. President Downey, Superintendent Loman, board members and guests. Uh the trust is recommending revisions to policy 1401 uh based on uh Senate Bill 2231 which um passed this year. So
036this will grant parents and guardians the ability to request health care our health care um professionals credentials um for all employees that are providing health services to our students. In addition, it allows parents and guardians the ability to request information on a school employees emergency response training. So, these revisions will bring our policy into compliance with the new law. No questions. I move that uh we accept um your presentation. I'll second. Please have a motion to approve the revision to 1-41. Shante Rothschild. Hi. Ben Owens. Hi. Patty Coutrey. I. Robert Downey. I so moved. We now move on to item 7E. Discussion and possible approval of policy 4-101 board authority to employ. Miss Pastor. So, this next revision uh clarifies statutory language on the timing of teacher contract renewals. Uh we've already established that districts
037may not issue new contracts before March 15th to probationary or continuing teachers. This restriction, however, does not apply to teachers who are not currently under contract um or um um perhaps new to the profession. And so this allows us to offer contracts prior to March 15th to those individuals. So just for clarification, that means if we hold a job fair in February and we get new teachers coming in from either other districts or just freshly out of college or will be graduating from college, we can go ahead and offer a contract prior to March 15th. Precisely. Awesome. And just teachers, sorry. and just teachers. This pertains just to instructors. This is just it doesn't pertain to any other positions. Thank you for the clarification. No other questions. I motion that we approve the policy 4-101.
038I'll second. Lisa, we have a motion to second. Shante Rothschild. I. Ben Owens. Hi. Patty Coutrey. I. Robert Downey. I so moved. We might now move on to item 7F. discussion and possible approval of policy 5-201 patriotic exercise and observance days. Mrs. Pastor, so the revisions to 5201 um will uh put us in compliance with Senate Bill 1225 which clarifies requirements around instruction on the September 11 attacks. The updates also include new title and language establishing that 911 observance day and also Sandra de O' Conor civic celebration on September 25th. Uh the law carried an emergency clause and is effective immediately. Miss Pastor, don't we already we already really do this as far as like the education on 911 and the Sandra Day Okconor? We already we've been participating in doing something like that for
039years now, right? Yes. In particular, I recall the September 11th. Um not sure about Sandra Day Oconor. Yeah. Nancy is going Yes, we Okay. Thank you. Thank you. Um if there's no other questions, I'd like to make a motion that we approve policy 5-201. Second. At least we have a motion to second. Shante Rothschild. I Ben Owens. Hi Patty Catra. I Robert Downey. I so moved. We now move on to 7G. Discussion and possible approval list of possible field trips for several schools for the school year 2025 2026. Dr. Scott. Good evening, President Downey, members of the board, Dr. Lopeman, and community. This evening we are recommending that the governing board preapprove the ATR attached list of field trips. The pre-approval allows both students and adviserss to start fundraising efforts well in advance. In addition,
040many times athletic events and uh some of our CTSOs, we get about two weeks notice of different events. And this allows us plenty of time to um not only fundra for those pieces, but to also have everything in place so that as soon as our students move from our state uh competitions to uh national competitions, we have everything already in place ahead of time. Um by taking this proactive approach, we provide ample time to raise the necessary funds, ensuring financial accessibility for all students. And in addition, this process um allows logistical planning and includes securing transportation lodging at potentially lower costs. As part of that process, we still follow our field trip packet um requirements such as procurement um making sure that we have the appropriate chaperones and the supervision and um all of the
041core components within our field trip packet. Take any questions. This is new, right? It is because I don't recall seeing this. I like I like this versus, you know, like you were saying, sometimes we've got a very very condensed window. Yes. For some of these approvals and I know that there's been some issues in the past, right? So, um I I do like this change. Thank you. So, prior it was just submitted on an individual basis for approval and now we are submitting it kind of as a slate. a as many as that we possibly can. Now, I'm not saying that we might not have any for the future, but however, we wanted to look back and then work with um Dr. Maxwell and work with our athletic um coaches to see what possible um
042trips and activities that our um students can participate in and try and get as many of them onto this list. Makes sense. Thank you so much. Correct me if I'm wrong, Dr. Scott, but wasn't it like a a 45day uh window that they had to that they would have to submit it um to for approval? So, this is new and um ditto of what M member Owen said. I'm happy to see this. Thank you. Thank you. Um as a compliance officer once I just have to make sure that um we are still going to get the appropriate documentation, approvals, etc. because that obviously impacts things like insurance and that type of stuff. Absolutely. The insurance piece is ensuring that um our clubs and our activities have the funds in place and then in addition the
043chaperon piece that supervision piece and going through the proper processes all the all that is still in the field trip packet they fill out and if we have alter call them dropins um they're going to follow what effectively was the old process. They're they're not going to um be able to get an expedited review process. They have to go through the current process. they they will go through that current process. Again, if something happens that it's urgent, we will try and expedite it. We don't want any students to be able to miss out on anything if possible, but we still want to make sure that our uh we're going through the proper um channels and making sure that procurement pieces and the chaperon supervision pieces are in place. There's no other questions. Uh make a
044motion to approve. Second, Lee, we have a motion to second. Shante Rothschild. I Ben Owens. Hi, Patty Coutrey. Hi, Robert Downey. I so moved. Thank you very much. I move on M7 each adjourn approve to adjourn to executive session pursuant to ARS 38431.03A7. The governing board may vote to to convene an executive session for discussion or consultation with designated representatives of the public body in order to consider its position and instruct its representatives regarding negotiation for purchase, sale or lease of real estate. Motion to adjourn to executive session. Second. At least we have a motion to second. I Shante Rothschild I. Ben Owens. Hi. Patty Catray. Hi, Robert Downey. I so moved. We're now going to go into executive session. We have actually no other items after this other than a journ. So, I really
045don't see a need for you to stay around, but you can if you want