April 23, 2025 Governing Board Meeting

001Red light is out. Good evening everyone. It is Wednesday, April 23rd 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. We now move on to pledge of allegiance. I've asked Chief Goodman 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. We now move on to item 1D, adoption of the agenda. Motion to adopt agenda. Second. Lee, we have a motion to second. Ben Owens. Hi. Carolyn Lopez. I Patty Coutrey. I. Robert Downey. I so moved. We now move on item two. Superintendent report. Dr. Lopeman. Thank you,

002President Downey. Hats off to the Maricopa High School boys soccer team for their achievements both on and off the field. 11 players have earned spots on the 2025 Sports 360 A all academic team, five of whom were named to the first team for maintaining GPA above 4.0. They don't just play hard, they study hard and bring their agame to every arena. More than 90 freshmen at Desert Sunrise High School presented eco audit proposals focused on improving sustainability on campus. Guided by the Ecoorrise curriculum, students tackled real challenges like waste reduction, water conservation, and energy efficiency. Highlights included thoughtful, actionable solutions, crosscurricular learning, and a strong showing of student leadership. One propose one proposal has already secured funding from a visiting parent with more projects awaiting grant decisions in the coming days. The Arizona Science Teachers

003Association ESTA has recognized Mr. Kenneth Christopher Abundiente Mr. A physics teacher at Maricopa High School for his outstanding work in science education. Known for his passion and innovative teaching methods, Mr. A inspires students to explore the universe and understand the laws that shape our world. Mr. Nerwin Balu of Desert Wind Middle School is back in the news, this time for earning two summer institute grants from the National Endowment for the Humanities. A rare honor with only 30 educators selected nationwide for each program. This summer, Mr. Balu will travel to Los Angeles to study the history of Japanese Americans at the JapaneseAmerican National Museum and to Seattle for In our own Own Voices, which focuses on Asian-American, Native Hawaiian, and Pacific Islander histories. Both institutes align with ELA standards and will provide Mr. Balioo with powerful

004historical perspectives and readytouse classroom resources. We're proud to have Mr. Baloo share his passion for learning on a national platform. The Desert Wind Middle School STEM night was out of this world thanks to a partnership with Arizona Science Center. Powered by the Science on Wheels program, the evening brought families together to explore the wonders of space through creativity and hands-on learning. Students, teachers, and families experimented with 3D pens, launched rockets, and coded space and coded space bots and played interactive games like Pringle Alien Rings. I did anyone ever play that? Is that next to the crossword? Um, all while learning about the challenges of space exploration. Both Miss Bonate and Miss Santos were awarded $300 to fund materials, helping bring the experience to life. Desert Sunrise High School's math club made an impressive showing at

005the 2025 Arizona Math League and it was the state championship placing fourth overall among the top high school math teams in Arizona. Both team A and team B finished in the top five during the highly competitive power round, making Desert Sunrise the only school in the state to have two teams place in this cate category. This achievement highlights the critical thinking, collaboration, and academic excellence for our students. Academic excellence our students bring to every challenge. Congratulations to the Desert Sunrise High School Math Club for representing our district at such a high level. [Applause] Yay. Maricopa Unified School District celebrated administrative assistant appreciation day today. Administrative assistants throughout the district received MUSD tumblers as a small thank you for the important role they play in supporting students and staff. Their efforts keep things moving and help

006create a positive place to learn and work. And that's it for my report. Thank you, Dr. Lman. We now move on to item three, governing board members report. Member Owens. Thank you, President Downey. Um so two weeks ago at our last meeting um I neglected to uh mention that previous to our meeting uh that that night uh I was here for the multi multicultural uh evening where we had uh uh teachers and families from uh the Philippines and India um share a little bit about their heritage, their homelands, uh that kind of thing. And that was a really um enjoyable time. But what was it 45 minutes? I think we had some some dancing in here and there was a slideshow. Um so I I apologize. I neglected to thank those those people that uh

007that brought a little bit of their culture uh to the rest of us. So um I was able to attend the desert sunrise eco night. I believe it was two weeks ago tomorrow. Um and uh I do know that awards award emails were sent out some last night, some today. Oh wow. So there's more projects that have been um been funded um at least three that I know of. Wow. So uh congrats to our uh to our students. It was it was really great to see um how our kids are critically thinking and how our teachers um are incorporating the math, English, and the science all together and they're kind of co-eing um and uh just a just a really really enjoyable um evening. Um and then um you mentioned the state math tournament. Um

008just a little bit of additional color on there. Um our Desert Sunrise Math Club missed uh going to nationals by uh half a point. Wow. So they would have taken all eight uh all eight kids to to nationals. So but uh next year I know that's their goal. So that's all I have this evening. Thank you. Thank you, member Lopez. Thank you, President Downey. Um, good evening, guys. I was able to tour Maricopa Wells Middle School exceptional student services program and the different classrooms and how they have it structured. And I was I was just really impressed with the the way that they have been able to see the needs and and meet those needs and and how they just have that all structured and and look at what isn't working, look at what is

009working and and I was just really impressed. I was impressed by the the their entire program. Um just wanted to say good job. So, and thank you for letting us come tour. Thank you, Vice President Cuche. Thank you, President Downey. I too was um able to go on that tour and it was um very encouraging to hear even what they're doing for the transitioning part. So the kids coming from the elementary school level up into the middle school and those middle school kids that are going over to the high schools to see how they're all working together to make sure that the student is taken care of because a student is a number one focus. So kudos to Mr. Miller and his staff and thank you again for allowing us to visit. I see you

010over there. Um, uh, I also attended a couple of Rotary meetings and I know we're getting down to the end of the year and month of May is going to be insanely busy for us all. Um, but for those families who are looking what to do with their kiddos for summer, um, the district partners with the Boys and Girls Club of the Sun Corridor, and they do have a summer camp. They are taking registrations now. It's very affordable, very structured, um, and a lot of fun. So, if you're interested, flyers did go out through Peachar or you can go to their website at bgcidor.org. Thank you, President Downey. Thank you. Um, I also attended the exceptional student classroom tour. Um, I agree with everyone was said. I just want to call out and recognize the

011volunteers that also help in those classrooms and programs. I mean, thank you very much. I know we heard you make a difference. So um thank you for volunteering your time and efforts and curing for the for those students. Um the only other thing I did was I did attend a study group on um the difference between psycho education and psychotherapy. Um it's an important issue for the schools in general of getting toward the point where we have licensed social workers and licensed counselors and it just went through for one hour and a half through the difference between those two skills. Um that's all I have. So we now move on to item four, spotlight recognition. Miss Terry Well, hello and good evening everyone. Thank you for being here tonight. Tonight, the Maricopa Unified School District

012is excited to honor Spotlight recipients across three categories. Community members, MUSD employees and students. Before I begin, I'd like to thank our sponsors at Freddy's Steak Burgers and Frozen Custard, Culver's Frozen Custard and Butterburgers, and Opchin Circle for making tonight special for our honores. Our first honores are community members whose time and support make a real difference for our students and families that we serve. Congratulations community members. As I call your name, please come forward to receive your certificate and give a quick fist bump to the governing board members and Dr. Lopeman and then head to room 123 for a group photo. Mr. Harmon is standing by the hallway to point you in the right direction. Give us a wave, Mr. Harmon. There he is. Congratulations to Emmy Breton, PTO president, Butterfield Elementary School. [Applause]

013Sinclair Logan, volunteer, Maricopa Elementary [Applause] School. Leslie and Brian McCloskkey, business partners from Pimabute Elementary School. [Applause] Joseph and Shannon Caruso, PTO co-presidents, Saddleback Elementary [Applause] School and Mary Manning, school supporter from Santa Cruz Elementary School. Christina Costello, volunteer, Santa Rosa Elementary [Applause] School, and Otarius Hammond, tutor from Desert Wind Middle School. Earl King, parent supporter, Maricopa Wells Middle [Applause] School. Emily Bitner, community partner, Desert Sunrise High School. Rosie Kousmik, community partner, Maricopa High [Applause] School. And Tony Garza, business partner, Maricopa Virtual Academy. Congratulations again to our outstanding spotlight community [Applause] members. Next, we're proud to honor our Spotlight Employees of the Month. Dedicated staff who go above and beyond to meet the needs of our students and school communities. Congratulations, Spotlight employees. As I call your name, please come forward to receive your certificate

014and give a quick fist bump to the governing board and Dr. Lopeman and then head to room 123 for a group photo. Congratulations to Naomi Lake, kindergarten teacher, Butterfield Elementary [Applause] School. Samantha Keith, second grade teacher, Maricopa Elementary School. [Applause] Alexia Clayburn, ESS pair professional from Pimabute Elementary [Applause] School. Maddie Olderbach, gifted teacher, Saddleback Elementary School. Susan Swanson, ESS PAR professional from Santa Cruz Elementary [Applause] School. Shannon Hillman, lead speech language pathologist, Santa Rosa Elementary School. Cuado Adu Gami, custodian at Desert Wind Middle [Applause] School. Dr. Arman Zerifian, math teacher, Maricopa Wells Middle School. [Applause] [Music] Devin Talbot, band teacher, Desert Sunrise High [Applause] School. And Nancy Taylor, administrative assistant, athletics from Maricopa High School. Mike Hunter, electives teacher at the Ram Academy. [Applause] Tonyie McGinness, ESS program specialist, exceptional student [Applause] services. Michelle Garcia

015Perez, executive assistant to the superintendent superintendent's office. [Applause] Congratulations again to these outstanding spotlight [Applause] employees. And finally, we're thrilled to honor our spotlight students of the month. School principals select these remarkable students based on their outstanding commitment to their education, their school, and their community. These students set the bar high and are recognized for their efforts in academic achievement, demonstrating great character, helping others, and being great ambassadors for their schools. Congratulations, Spotlight students. As I call your name, please come forward to receive your certificate. And give a quick fist bump to the governing board and Dr. Lopeman. And then head to room 123 for a group photo. Mr. Harmon is standing by the hallway and will point you in the right direction. Give us one more wave, Mr. Harmon. All right. Congrat Congratulations to

016Maline Alvarado, kindergartener, Butterfield Elementary [Applause] School. Brea Miller, fifth grader, Maricopa Elementary School. [Applause] Sely Taylor, kindergartener, Pimabute Elementary School. Oscar Capato Jr., fourth grade student, Saddleback Elementary School. Dallas Malone, first grader, Santa Cruz Elementary [Applause] [Music] [Applause] School, and Bodie Richberg, preschooler, Santa Rosa Elementary School. Elizabeth Oliver, eighth grader, Desert Wind Middle [Applause] School. Willie Michael Hall III, seventh grader, Maricopa Wells Middle School. [Applause] Jesse Garcia Garcia, senior, Desert Sunrise High [Applause] School. Camille A. Costa, senior, Maricopa High School. [Applause] and Miriam Sarah, seventh grader, Maricopa Virtual [Applause] Academy. Jere Jenkins, Senior Ram [Applause] Academy. Congratulations again to these outstanding spotlight students. Parents, we have one more recognition before you can meet your kiddos in room 123. In partnership with the Maricopa Rotary Club, we'd like to honor a deserving group of students. Rotary

017students are young people who are developing leadership skills and making a difference in their communities. Rotary, as I call your name, or Rotary students as I 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 Lu Smith Education Foundation for their sponsorship that helps make tonight special for our honores. Congratulations to Ruben Zavala, 8th grader, Maricopa Wells Middle School. [Music] Espironza Windley, eighth grader, Desert Wind Middle School. [Applause] [Music] Dominic Silva Rivera, senior, Maricopa High [Applause] School. Anelie Frillo, senior, Desert Sunrise High School. [Applause] Kelsey Tanner, sophomore, Maricopa Virtual [Applause] Academy and Justier Jenkins, senior from Ram Academy. congratulations to our Rotary students

018of the month. Parents, you can meet your kiddos in room 123. We'll take a break about five minutes to allow everyone who is here for recognition to make their exit and then we'll begin the business portion of our meeting which you're welcome to stay for. Hold on. Here we go. Good job. All the That's what So, so the um the internship is closed. Okay. But if you're interested in coming in just to build a portfolio or strengthen your photography skills, you might be able to work something out on like an event bye-bye event basis if you're interested in that. Yeah, I'm going to let you think about it. There's no space there. So, this is for my office. Montana is kind of my second assistant. So, if you want to pop both of us in

019the email, let us know. Um, if you are interested in a paid internship with other other departments, I would encourage you to apply like ASAP because they're filling up. So, um, so yeah, we'll let you think about that. If you want to come in on an event bye-bye event basis, let's work something out. Okay. All right. Thank you. My feet are numb. That's not good. Shoes too tight. I don't know. They're just messed up. They're just cheap. I've got so much. My wife has had lots of problems with her feet since she uh about six months ago she got a bunion removed and that was out of action like for about three weeks, four weeks not able to drive but since then she's had other problems without saying either do laser six treatments treatments or

020Yeah, these are just not the best. Hello. We we will resume the meeting in about one minute. Thank you. Whenever she was getting a good way of getting stem cells. Okay. How much is it? He goes, "It's $3,300." $3,300 and say, "Okay." He said, "Well, here's the other thing. It's going to sound like a drug deal, but I need cash two weeks before the surgery." So, obviously, it's not covered by insurance. It wasn't covered by Did I What? No, not not. But that's okay. I will. I just didn't have I didn't get to it between it's a voucher, correct? Yeah. Yeah. No. Okay. We resume the meeting. Specifically, item five, information item. Um item 5A, classroom spotlight, Butterfield Elementary School. Miss Fielding. Good evening, President Downey, esteemed board members, Superintendent Lopeman, colleagues, and community members.

021Thank you for the opportunity to share the incredible work happening at Butterfield Elementary Steam Academy. At Butterfield, we are deeply committed to ensuring that every student excels in foundational reading. Tonight, I'm excited to highlight the powerful initiatives that are transforming our students learning experiences and preparing them for future success. At Butterfield, our work aligns closely with MUSD's strategic plan in key areas, maximizing tier one instruction and educating the whole child. We are also deeply committed to ensuring access for all children, ensuring that every student receives highquality learning experiences that support their academic and personal growth. Our work is also driven by MUSD's portrait of a graduate. Through our schoolwide academic focus on foundational literacy in all classrooms, we provide students with the best opportunities to develop their communication skills and become resilient achievers. Through the

022precise and consistent use of the Spalding method for reading, writing, and spelling instruction, we are equipping learners with foundational language skills that are essential for academic success. The Spalding method is a very structured and systematic approach and requires teachers and students to use precision in the way they pronounce phonograms, read for spelling, read for reading, and write with precise letter formation, including print and cursive. Additionally, when we sound, read and write simultaneously, we are engaging students through visual, auditory, and kinesthetic modalities. Spalding incorporates essential elements of the science of reading by systematically addressing funological awareness, decoding, sight recognition, orthographic mapping, vocabulary, and comprehension through explicit multiensory and integrated instruction that build strong foundational literacy skills. This work is fully aligned with MUSD's professional profile and supports our district-wide commitment to excellence. In addition, these efforts

023are directly connected to project momentum, ensuring that our strategies not only meet district expectations, but also drive student achievement across all grade levels. We are committed to providing standardsbased instruction that ensures all students receive highquality grade level learning experiences. Our K2 classrooms implement a dedicated 90minute literacy block each day, allowing for comprehension and focused instruction in reading. We will now hear from Chris Scubis, our academic coach. Miss Scubis is also a credentialed reading specialist and a Spalding trained coach. She will share a snapshot of a daily spalding lesson. Good evening, governing board members and Dr. Lopeman. Thank you for the opportunity to share the wonderful work happening in our kindergarten classrooms. Our kindergarteners work diligently throughout their daily spalding block to become better readers and writers. By the end of kindergarten, they will develop mastery

024of reading foundation standard 2 by demonstrating understanding of spoken words, syllables, and sounds or phone names. They practice the skills embedded in this standard daily by actively participating in the spelling and writing elements of the Spalding curricula. This lesson begins with oral phonogram review. OPR is a daily practice that reinforces the connection between sounds and symbols. This process takes less than five minutes and helps students develop automaticity in reading and spelling by focusing on precise p pronunciation. Students practice 20 phonograms weekly. By academic week 23, students will have been introduced to all 70 phonograms. Next, students continue with written phonogram review. This daily activity completed in 10 minutes reinforces spelling skills by having students repeatedly write phonograms, enhancing memory and le legibility. It also helps students connect sounds to symbols, improve handwriting, and build a

025strong foundation for spelling accuracy. After connecting the sounds to symbols, students move on to connecting sounds and symbols to words during spelling dictation. Spelling dictation develops phmic awareness, spelling skills, and reading fluency. It helps students practice applying phonogram knowledge and language rules to build a foundation for fluent reading. When entering words, students independently say the sounds or syllables in the word. Write the word with the correct markings and note any spalding rules in the word. At the end of spelling dictation, students read the list of words for spelling, measuring the students ability to decode newly dictated words, and read for reading, measuring reading fluency. The next part of the lesson is word analysis. Word analysis helps students understand the structure of words, including spelling, pronunciation, and meaning. Word analysis in Spalding focuses on breaking down

026words into their basic parts to identify spelling patterns, pronunciation rules, and word meanings. This knowledge is then used to build vocabulary and improve comprehension, ultimately enhancing students ability to read and write. The last part of the lesson is sentence construction. Sentence construction serves to solidify vocabulary, enhance language comprehension, and build a foundation for reading and writing. By composing sentences, students learn to use new words in context, understand their meaning, and apply grammatical rules, ultimately preparing them for more complex writing tasks. Constructing sentences also provides a stepping stone to reading as students practice blending sounds and recognizing word patterns within sentences. The Spalding method is a child- centered is child- centered with high expectations. Our teachers have attended professional development and worked together in PLC's to improve instruction. Butterfield's focus has been on delivering explicit, interactive,

027sequential, integrated, and multiensory instruction that follows the Spalding method with fidelity. Professional development remains a key priority in ensuring high quality instruction across our campus. All teachers have completed Spalding One training with many having achieved or currently working toward Spalding 2 certification. During the Spalding One training sessions, teachers learn why the Spalding method is effective, as well as how the elements of sounding, writing, reading, spelling, and vocabulary are incorporated into this multi-ensory step-by-step method of instruction. Upon completion of this course, teachers are then qualified to teach the Spalding lessons in their classrooms. Spalding 2 training focuses on effective strategies for reading and writing. Our focus is on developing precision in instructional technique to maximize student outcomes. Teachers also benefit from individualized professional development and ongoing coaching, allowing them to continuously refine their practice and meet

028the unique needs of their students. In addition, our teachers analyze student work samples to ensure equity and maintain high expectations within and across grade levels, promoting consistent and rigorous learning for all students. Literacy is deeply embedded in the culture of our school, extending beyond the classroom to engage families and reinforce learning throughout the community. Events such as literacy night on October 29th and Spalding University on December 3rd offered meaningful opportunities for families to connect with our instructional practices and support their children's development at home. At these events, parents learned more about research-based practices and were given tools and strategies to help their children learn to read at home. Additionally, we maintain a strong instructional focus through ongoing initiatives like the weekly Spalding tip of the week, which is shared in our family newsletter and our

029daily phonogram of the day, which is shared during morning announcements. Incorporating our academic focus into these social platforms is an intentional and effective way of communicating our goals, our focus, and the connections between positive experiences and learning to read. These efforts reflect our commitment to fostering a rich literacy centered environment for all learners at home, in the classroom, and throughout the school building, throughout the school day. Systematic progress monitoring of students reading skills is essential to our instructional approach. By collecting and analyzing data in real time, we are able to make timely informed adjustments during during our weekly collaborative meetings. The data you see here is a snapshot of a grade level's mastery of the phonograms, which is one quantitative measure that predicts reading fluency. This data shows that 88% of these students have mastered

030the phonograms, which is a direct correlation to their reading growth. The impact of our literacy efforts is evident not only in student data but also in the voices of those who experience it firsthand each day. The following testimonials from a paraprofessional, a teacher, and one of our students at Butterfield highlight the meaningful progress being made through the implementation of the Spalding method. Their words reflect the confidence, growth, and excitement that come from having a strong foundation in literacy and access to effective research-based instruction. At Butterfield Elementary, we believe in cultivating a culture of excellence where literacy and steam go hand in hand. Our dedicated teachers, engaged families, and motivated students are driving this success, and we are excited to continue expanding these opportunities. Thank you all for your continued support in making Butterfield Elementary a

031place where students thrive. And now I welcome any questions you might have. Hey, thank you. I have a couple questions. I love Spalding, by the way. I am I went from a non We love it, too. to a huge fan. So, in in three years, I think I've I've grown as a parent and um I understand it more now. I I was judging it before I really truly understood it. So, a couple things. Um the graph that you showed, yes, on ours, it gives different numbers. It says 23% are and then 77% and then yours had a different number. So, which one is correct? So those reflect um different points in time. Okay. So the most recent graph we wanted to highlight tonight but it wasn't ready last week when we um had to turn

032in the slideshow. So the one that you uh saw today, okay, is uh representative of our most recent data. So I apologize for that confusion. So the ones that aren't meeting that 80, let's just say 80%. Because I think it's 80% on both. There's just one's a little higher the more recent numbers. the ones below 80% the scholars what are those adjustments that you're making in those moments what are they y and then how quickly do you see that improve their ability to to absolute absolutely and great questions and thank you so much because that highlights a lot of the work that our collaborative teams do it highlights our work with project momentum as well as our MTSS process and utilizing tier one tier 2 and tier three reading instruction throughout the school day. So

033the tier one approach is teaching all students the same lesson uh but ensuring 100% oral participation and written participation. So it's uh reaching all students. Additionally, some students need double dosing. Okay? So they might be pulled back into a small group. Um and the teacher has the flexibility to select the phonograms that they choose to focus on for any given lesson. So they choose no more than 30 phonograms for each daily lesson. And the teacher selects those based on what her classroom needs that at that time, that day, that week. So, they have a lot of flexibility to emphasize the parts of the the lesson that their students in their classroom are struggling with in addition to holding everybody to that high level of uh grade level standards and accountability. So, um so they do

034that a few ways. just to summarize, differentiating um in the small group for students who haven't yet mastered it. And we track that through progress monitoring and then um adjusting the specific phonograms and words that they use in their lesson for the whole group based on what they see their students need. And so then can you take that and immediately see if it's being effective or not? that next lesson plan or that following week, are you able to say, "Yes, this worked. This didn't work." and keep adjusting. Yes. So, the teachers do that in their classroom on a daily basis. And then on Thursdays when our grade level teams meet with Miss Scubis and myself, uh we look at that data and then monthly is when we um aggregate it into the charts that you

035saw here. So these these charts that I displayed are updated monthly but um the real- time adjustments are happening in the classroom on an ongoing very fluid basis. Perfect. Thank you. I appreciate that. Thank you for allowing us to highlight that. Um I also am a fan am a fan of Spalding after being walked through it. Um and uh she asked my question, Miss Lopez asked my uh the same question I was going to. So, um, you got two of us in one shot. Okay, that works. Okay. Well, thank you so much again for your time and the opportunity to share the work of Butterfield. Thank you very much. Very interesting. Congratulations. We now move on to item 5B, fiscal year 2025 2026, budget second look. Mr. Harmon. Good evening, President Downey, members of the

036governing board, and Dr. Lman. The purpose of this presentation is to share the second look at our fiscal year 26 budget projections. In reviewing our budget calendar for the rest of the year, we're doing that second look tonight. In May, we have our final revision of our fiscal year 25 budget. On June 11th, we have our proposed budget approval for fiscal year 26 and authorization to publish the budget and notice of public hearing for our budget adoption that takes place on July 15th. Here's a review of our available funds for our operations uh budget and ongoing expenses um that are part of the fiscal year 26 expenditure plan. A total of $6.8 million. in review of the new expenditures um reviewed and approved in our January and February board meetings. Um we have fixed costs

037which include some inflationary expenses and increases in our insurance. We have our 5% um increase in compensation for salary and benefits um as well as some other adjustments made for classified positions and our employee wellness program. the new positions um have been approved in the personnel schedules this last few months. Um and that number there also includes $870,000 set aside for staffing contingency for the year. At this point, you can see um we have about 14,000 remaining. Um which shows that we've assigned nearly every dollar to uh to next year as with a with an intended use. This is the first look at the capital budget. Fund 610 is the unrestricted capital outlay fund and has several components. Um, district additional assistance or DAA is the formula for our capital funding based on our an

038amount per pupil. Then we have our unspent funds from the prior year and earned interest on surplus capital funds. This gives us a total unrestricted capital outlay budget limit of just under $9 million. Um, here's our current capital expenditure plan. Each school receives a capital budget based on enrollment. This also includes a new furniture and equipment allocation um that each principal receives. Each department receives a budget of for their ongoing expenditures. We're currently working with schools to address growth and have set aside $330,000 for furniture and equipment. We currently have 940 $944,000 set aside for transportation vehicles. We have some student health equipment. These are AEDs, some hearing and vision machines. In safety and security, most of that number there is for uh the secure lobbies to finish out the remaining schools which would be

039Pimabute, Santa Rosa, and Butterfield. We have $500,000 set aside for the portable classroom building at Santa Rosa being installed over the summer and almost $2.8 million for curriculum. Most of this is our ELA adoption. We currently have $500,000 set aside for athletic services that are two high schools and we're working through some of those projects in planning. So, in summary, um we're showing remaining funds of about $278,000. Some of the amounts set aside in this plan, um we know are high numbers. We're still working through those plans as we're refining those those allocations and I'm happy to answer any questions you may have. Mr. Harmon, thank you. Member Coutrey, couple questions. First off on the M budget, what was different from the first review from our January meeting? Yeah, our first one first. Look, where

040are we? Um, we if I can go back. We uh we built our expenditure plan based around a handful of funds. Um, at this point, we've assigned all of our need, including the contingency. So, we backed out one of our other funds. We had an amount of money, I think $650,000 from indirect cost as part of that plan. Um, but we don't need it. So, we pulled it back into into contingency. So, it's still there for, you know, any unforeseen thing, but as of now, we have we've allocated our plan and addressed all of our needs and still have contingency set aside. Did we have more money remaining in the last time we looked at it than we do now? because now we're we got 13 that we haven't designated. The difference would be that

041$650,000 in indirect costs would have been showing in that in that total balance. There's just not a need to keep it in in this category as a as an expenditure plan because we don't we don't have a plan to spend those those other funds. Okay. And the rest of my questions have to do with capital. I think I know the answer to this one, but um all the capital expenses that you um showed us, that's not for the new school. Correct. That is correct. That is that is just for our existing facilities now. That is correct. Okay. And then the transportation vehicles, is that all going for bus per uh purchases? The pupil transport, sorry, say that 10 times fast. The pupil transportation vehicle category is uh right now um we're planning for two 84

042passenger buses, a special education bus, and they need a new mechanic truck. So part of that is a new mechanic truck. That number will likely come down. Okay. Thank you. I have one question that's more of a statement, but I just want to verify that this is correct and maybe brag that it is correct. We are covering all of the cost increase in insurance, right? That is not going to our staff for our for our insurance. That is correct. Okay. Just want to put that out there again. Be like, yay. Yeah. We had a 14% rate increase and we are covering that cost. Okay. Thank you. Thank you, Mr. Harmon. Very good. Thank you. We now move on to item six, work study, specifically 6A, progress update on the K8 new school construction. Dr. Lopeman.

043Thank you, President Downey. Uh I will start by um reviewing goal four community pride through excellent customer service, sound business practices and open and effective communication and safe and attractive facilities. Uh through that goal, we're going to highlight the strategic action of optimizing resource allocation. And the metric that we're uh also surfacing is re-imagined resources. And there's no more appropriate um metric for tonight's presentation. Uh we have Sarinbala from GHC Orcut Winslow here to introduce the site design of the K8 school located at Sarrento. there. We need some ominous music associated with that. By combining the expertise and forward thinking of our architect and construction partners and the valuable input of our stakeholders, the product you'll see tonight is a dynamic example of how we can offer a space intended to meet the needs of

044our students and the needs of our community. So keep your eyes and ears open for new terminology, unique features of student centered spaces and the limitless potential for students to grow and learn and um become real life versions of our MUSD portrait of a graduate. With that Sarinon, thank you Dr. Loman. I wish I could make the ominous music. Uh I just did. It's good. All right, perfect. Well, President Downey, members of the governing board, Dr. Lokman, members of the community, thank you so much once again. It's a great honor to be here to uh to be able to have this opportunity to continue to elevate uh the level of learning at Maricopa Unified. We're super honored to be a part of this. So, the last time I was uh up in front of uh

045you, we were just Orc Winslow and now we're GHC Orchid Winslow. So, we have inland capability. We've merged with a like firm out of Louisiana that's giving us a the ability to service our clients better. So, we're super proud of that and we're we're leveraging those assets to benefit our clients. And uh the the first example of that obviously you know here we are uh we're being funded by the state and you're leveraging your your hard-earned community supported bond dollars plus some adjacent waste monies and we're tracking roughly about a $39 million project which in this market is is a little bit challenging but I think we've managed to as a team uh made some decisions that are really helping this project be an amazing asset for you as you think about reimagined learning that's

046going to really elevate your student outcomes. over decades. So, we're super proud of that. Um, the process, whatever. Uh, so we've been a a a very steering or a community-led process. So, here's sort of what we call our zipper diagram. Uh, so we had a steering committee that uh that was uh led by Dr. Lopeman, the administrators, community members uh and students. uh and so the idea with this is to try to make sure that the solutions we develop facilitate uh you for you to develop I should say uh is community-led because you understand your community best. So our job is to bring that out as best as possible and also support that with good data research driven solutions that are going to be uh dovetailing neatly into what you're planning for Marop Unified. So

047this process has been one one of those processes where we've gone through a variety of different uh steps and from an overall schedule perspective we're roughly in the middle of what we would call construction documents and with major construction activities planned to begin this summer and have the school open by next school year. And so that's an amazing uh outcome that we can expect as part of this. And as I mentioned uh the process has been community-led and so it's it's a lot of interesting information that has been considered by this committee as we think about enhanced teaching and learning. How do you imagine the environment as uh you know as part of the metrics and the assets that you you use to achieve those enhanced learning outcomes. So the level of engagement that we

048had was amazing simply amazing uh and the the participation that the students uh who are part of the group uh provided amazing input that's been gathered uh through various aspects of our uh steering committee process including creating some highle vision and goals and thinking about creating a series of memorable goals which looks like got scrambled a little bit but it's still valid for us in terms of how that's been leveraged into a design strategy and the community uh also engaged in sharetses and several tours that allowed us to to think about ideas and how they're implemented in other locations because sometimes it's hard to wrap your mind around uh innovation and collaborative learning and learner centric features until you see it in action. So some of that was facilitated through tours and our community steering

049committee also engaged in hands-on design exercises to to see how that can be implemented in your own context and that's what's led us to where we are today. So here's here we are at the Sorrento site location. Uh and the project is evolving into a a a building that is going to be uh really providing you opportunities to reinforce uh highly relevant concepts in in today. Uh and and going forward from the from the perspective of career and college readiness and how that really uh translates at the at the kindergarten through 8th grade level. And this is a an important um point of emphasis because when you think about career and college readiness, typically that translates to career and technical education. But how do we prepare our students to be successful? How do you focus

050on the career literacy standards that the state has and the professional skill standards and how do you find a way to embed that deeply at the K through eight level? And that's what the school is going to provide you with the opportunity to do. Uh and so here we are uh looking at a first floor plan. Hopefully I can point. Oh, perfect. Great. So, we have uh the learning environments designed uh in two major learning communities. Uh and the communities are uh going to be providing opportunities for career awareness and career exploration. And the bridge between those two communities is a common experience that allows for you to provide the types of experiences for students uh through immersive career awareness programming but also hands-on career exploration programming at the K through8 level. And so the

051types of spaces that are being set up in addition to traditional instructional spaces include a type of a space which is going to take the place of a traditional media center and we're calling that learning comments. And so the idea behind the learning commons is it provides uh uh typical literacy uh opportunities but also allows you to bring forth partners and have opportunities through through the engagement of career awareness and exploration. And so as we evolve these designs into a final product in the next several months, you'll begin to see more definition to it which I will go through some of that today. And here's a second floor look of it. Uh and as we think about some of the early images, the colors here are pretty approximate at this point. We have not obviously

052selected a school name. So with that will come uh the burden of selecting colors. So you're going to see some mirrored pallets today. That doesn't mean that the project is going to be in black and white. So please do please do p be a little bit patient as we get through that process. just to illustrate some of the the look and feel in terms of the scale of it, the size of it, uh, and try to try to think about how do you create a a facility that the community can be proud of that provides a safe, welcoming, collaborative, learner centric environment. Uh, here's a view of the entry lobby. Safety is obviously foundational to everything we do. And how do we remain safe uh, while being welcoming? And those are some of the ideas

053that are being embedded into this. Uh and looking at the commons experience uh thinking about how the commons can provide opportunities for traditional literacy but also to engage partners at various levels and dimensions. Uh so we're beginning to shape some of these ideas into the project. Uh as we evolve this, you'll begin to see more definitions and not just images. um and also several aspects of the learning from a multi-dimensionality perspective. It's not just traditional instruction based but opportunities for engage in hands-on learning and also engage in multiple groups based learning. So there's there's a lot of uh emphasis provided to those types of spaces and uh looking through the social learning component of it which is very important for student growth, social and emotional learning growth. Uh so even the traditional cafeteria is reimagined

054as a food court comments. Uh so the semantics is important because when we think of words, Bnee Brown famously talks about words as portals. So when you think of a word, it transports you to a certain way of imagining things. So consciously we got to think about words such as classrooms, as something different if you want to be acting differently, behaving differently. So some of these ideas are being embedded into the overall design, right? Ominous music playing my head. Oh, there we go. So, just a few more illustrations um of uh this is designed obviously as a K8 school. So, the emphasis is not just on academics but athletics and to also think about how do you leverage those athletic resources as community assets. So, we've designed this in a way that there's a park

055right adjacent to it. So there's possibilities for you to build some partnerships and potentially do some revenue generating opportunities down the road. So some of those ideas are again embedded into the design. Um there's an outdoor amphitheater being designed as part of the learning experience that provides very similar to something that like what we did at Desert Sunrise. So anyway, that was a really quick flash at 10 minutes. It had to be fast. So I'll take some questions. Thank you. First look, I love pictures. Thank you. Um, and this might be a question more for Dr. Lopeman. Um, we're calling it K through eight. Are we including preschool? We are. Okay. I can't guarantee you that that will be there on the first day of school um in July of 26, but eventually we'll we'll

056integrate a preschool. So, are there some elements to bringing preschool in that we need to be part of the design as far as like separate entrances, uh, type of classrooms, that kind of stuff? Yeah, the project is designed to accommodate that. So, typically we design preK and K rooms to be somewhat interchangeable. So, as you experience certain types of growth, obviously capturing preschool kids is great if you have the opportunity to do that. So, we almost always design them as interchangeable. So, yes, you're absolutely right. We do have them designed so there's separate entrances, secure playgrounds and Okay. Thank you. So I think we saw each other last in July. It was hot out. I remember that. Hot out. Um when we drove around the city and we looked at all these different I think

057there was four different locations. Um um and this is obviously a small site. It is. Um so just a just a a few thoughts on that. Um, do we have uh enough traffic flow, that kind of thing, so that we're not going to be like completely jamming up and, you know, really messing up the the neighborhood kind of a a vibe and that kind of thing. So we've maximized uh parent pickup length as much as possible on the site. The benefit of going two stories there were a lot of different schemes considered. Some of them were multiple building schemes but we were as efficient and compact with the footprint simply recognizing the fact Mr. Rowan that you're raising it is a tight site. Uh but we believe and we've done schools larger than this and

058smaller sites. Um uh but from from the perspective of traffic control, we've provided roughly around 2100 lineal feet of queuing on this, which is a fair amount that's going to pull a lot of that traffic off of Sarrento on site. Uh and with the buses being separate, it's going to provide good separation. You'll notice that they're both in the opposite ends of the site. So uh so the flow through dynamics are being studied right now by a traffic engineer. So, as we get through into the final phases of it, we should be able to validate that with more data. Gotcha. Gotcha. Um, so the one uh another thing here that I'm kind of seeing is you're you're bringing in a lot of the same architectural themes that you designed in Desert Sunrise. Correct. Um, and

059it looks it's a completely different look for from any of our other other schools. uh with a just it's a it looks more like uh like Desert Sunrise or or um um Desert Wind. Um is that kind of typical for for an elementary, you know, because typically I've seen elementaryaries where they're, you know, a little bit smaller, you know, that kind of thing. Can you can you kind of speak to that? Yeah. Yeah. The K8 experience is unique. uh because KA aids tend to have a very strong opportunity for academic focus. Um and also the experience in a school of this magnitude is pretty local. So thinking about the littles uh from where they access it and how they engage the schools in different aspects of the schools and maintaining that scale uh where they

060are provides uh for that scaled experience for the littles. At the same time you have junior high kids. So the the spaces in the second level, for example, are designed to be a little larger and almost always the junior high kids are on the second level. So they have to feel like they're being promoted to junior high. So So we've considered those types of experiences. Uh obviously with the materiality of it, uh the level of engagement that you provide to the street, those are a factor of the types of materials that provides you with the long-term durability of it. So it's always the challenge to find that balance and calibrate it just enough. But we believe that there's enough localized experiences on this project that's going to be scaled for different stakeholder groups that is

061going to resonate pretty well. I like it so far. Nice job. Good. Thank you. Do we know what the capacity will be? Yeah, the state's allocated capacity is a thousand students. Uh but we've carved out spaces within this that include for example maker spaces uh and other breakout areas. So if that growth comes faster, you have the capacity to absorb that growth. I really like it. I mean, I was going to ask a question that basically you've more than answered which was around the innovation that we had in Desert Sunrise and the fact that we have a school that a lot of people come to see. And on that theme, by the way, I encourage parents, community members to take up Dr. are opening on doing a site tour of Desert Sunrise and see what's

062there because it sounds like it's going to be very much in K8. So my question was going to be around we're doing our first K8 for the district. Are we going to see that type of innovation in this new thing? And obviously you've answered that question is reflected by member Owens and I love the term of reim reimagining learning because that's what we did at Desert Sunrise and we're continuing that theme with this new KED school. So, thank you very much and let's look forward to it opening on July 1st. Well, more like July 17th or something like that. Later later in July. Yeah. Thank you. Well, thank you for that. Appreciate that. Thank you. Thank you. Thank you. We now move on to item 6B, minor boundary adjustment. Dr. Lman. Thank you, Mr. Downey.

063Uh Mr. Dr. Harmon's going to assist me a little bit in tonight's presentation. Um, I'll start by um, you know, we want to present the notion of an intriguing endeavor toward the achievement of goal four, which is community pride using the strategic action of optimizing resource allocation. And we're um we're hitting all four metrics. Fully funded strategic plan, physical and financial capacity for growth, an optimal student staff ratios, and re-imagined resources. In our pursuit of goal four and the associated metrics, we regularly consult with a demographer. Keeping close watch over residential and commercial development trends and student enrollment patterns allows us to strategically plan, access, and align resources and create physical and financial capacity for growth. This work study intends to describe this endeavor through three lenses. the possibility of aligning district and city boundaries,

064benefits to students in the community when they reside in and attend school in MUSD, and third, the legal processes associated with a minor boundary adjustment between Maricopa Unified School District and the Kasa Grande Elementary School District and Kasa Grande Union School District. Housing development and enrollment projections illuminate an area of rapid growth, drawing attention to the difference between city limits and the boundaries of MUSD. The yellow dotted line on our map denotes the boundaries of the city of Maricopa. Where are you pointing your I think Mr. Harmon's going to be highlighting with the laser pointer back there. The yellow dotted line denotes the boundaries of the city of Maricopa. I'll call your attention to the easternmost region of the city. Here's where we've outlined in bright red the district B boundaries, keeping the yellow dotted

065line as the city boundary. Now, let's add a little more detail to this map. On the eastern edge of the city, you can see Murphy Road. Desert Sunrise High School sits just south of that bright red line on the southwest corner of Murphy and Ferrell Road. Yes, it's in the city of Maricopa, but as indicated by the gold shaded area, Desert Sunrise is actually in the Kasa Grande elementary and high school districts. The other border bordering districts are also indicated as I mentioned in this. This visual gives us an added layer of detail. As I mentioned in the in introduction, we work regularly with the demographer. As development accelerated around Desert Sunrise, identified in the blue box in the Cortona neighborhood. We asked the demographer to include these developments in the enrollment projections. In fact,

066this is the slide that he used in his in his presentation and it names the developments in that area. Here's the enrollment projections associated with the developments named on that map. Next year, we expect 107 students in that area. The year after that, 160 and so on. In 10 years, the enrollment from this area is projected to hit 2,577 students. Those students are currently designated to attend school in the Kasa Grande districts and that doesn't make sense for those students or for our district and it defies our promise to the kids who reside in the city of Maricopa. It makes sense to align city and district boundaries so that those students can go to a neighborhood school in Maricopa Unified School District. Take a look at the distance from the midpoint of that area under

067consideration and that's over there in the red figure. Students would travel 16 miles to the nearest Kasa Grande High School, but Desert Sunrise is only about a mile away. And you can see by this slide they could travel 15 miles to the nearest elementary school in Kasa Grand Kasa Grande. The K8 school that we just heard about is only three miles away in the Sarrento neighborhood. So toward the district's achievement of goal four and creating the physical and financial capacity for growth as stated in our strategic plan. this endeavor is right on track. Moving into the statutory requirements of what is legally termed a minor boundary adjustment, you can see that by statute, a minor boundary adjustment is limited to just two two opportunities ever by district. We need to have a petition signed by

068a majority of electors in that identified area. We have to have approval of all three governing boards and we have to submit documents to state and county agencies. We've outlined the next six months of work toward achieving this ending with tonight's work study. Then we have a community forum to be conducted through Zoom on May 6th. So that's like a couple weeks away. Um and then we have we will have resolutions approved individually by the three governing boards. Then we gather signatures and then there will be additional board action to approve the petition and authorize the change and then the submittal of documents to those state and county agencies that must be completed by November 1st. If all goes according to plan, this boundary adjustment would go into effect in July of 2026, timed perfectly

069with the opening of our K8 uh in the Sarrento neighborhood. And again, that's only three miles away. So, subject to your questions, that concludes my presentation. Sorry, Dr. Lman, just for clarity. Um, at one point you said it's Maricopa Unified School District and Kasag Grand School District, but there's actually three school districts just for the community at large. Could you explain why it's three school districts and not just two? All three school districts have to agree on this. There's Kusan has two school districts. That's my point. Right. So for um just for common understanding, there's three kinds of school districts in Arizona. There's a unified school district like Maricopa Unified that h serves students in K12. There's elementary school districts like Kasa Grande Elementary stu serving students in K8. And then there's union or high

070school districts who serve students in uh grades 9 through 12. So one one city of Kasa Grande but two school districts. Yes. Have to agree. Um I want to thank you. Um, I remember going through this process when we were selecting the land for Desert Sunrise, how we wanted it to have it in the city of Maricopa. Um, and the fact that the boundaries of Kasagran came in and there was literally at that time, I'm sure it was just land, farmland. So, um I appreciate all the work that you've done, um the meetings that you've had talking to the other districts and getting all of us on board so that we can provide our Maricopa residents with MUSD schools. So, thank you so much. And then just for a little background, um there if you

071go back to when we started building Desert Sunrise, we had a lot of discussions around where this that property lied or is um being it was in the Kasa Grand School District and we did have legal precedences to be able to to build our school in someone else's within someone else's district boundaries. So, um I just wanted to throw that out there, too, that we we made sure from the get-go that everything was Yeah. legal. Legal. Absolutely. I think that's it. Thank you very much. I want to thank Mr. Harmon for his assistance as well and um lots of collaboration with the other districts. Thank you. Thank you. I move on item 6 CFT and emergency preparedness. Miss Pastor Good evening, President Downey, um board members, Dr. Thman, and community members. Thank you for the

072opportunity to provide this safety and emergency preparedness update. Uh tonight I'll be sharing how our efforts align with district priorities. And I'm pleased to be joined by um Captain Steven Jud who will share more about our partnership with Maropa Police Department. And I'd also like to thank Chief Mark Goodman for his leadership and for being here tonight um to support as well. Our district's focus on safety is grounded in our strategic plan and our portrait of a graduate. A safe and secure environment is foundational to student success. It's only when students feel um physically and emotionally safe that they can fully engage in learning and development. So, the initiatives we'll discuss tonight directly support these long-term goals. Safety and prevention are essential to ensuring that we realize the portrait of a graduate for all of

073our learners. This school year, we launched several foundational safety initiatives. We implemented the standard response protocol or SRP across all campuses. This created a common language and a clear set of procedures for emergency situations. I'll go more into SRP uh later. We introduced visitor aare to strengthen visitor volunteer management, our anonymous tip line and drill accountability. This allowed us to effectively track who's on campus, execute our drills, and as well manage our anonymous tips. We began offering active intruder training to administrators, security guards, and our officers. an important shift towards proactive preparation and confidence during these very high stress events. In terms of transportation, we're currently piloting Zonar. Zonar is a school bus tracking system that enhances student safety and allows families to monitor bus locations in real time. The pilot will continue in the

074fall and we'll learn more about that as we advance the pilot. Facility upgrades were also prioritized. So, we're upgrading security systems and cameras. We are now 100% implementing Verata, which is a very uh sophisticated uh camera system at all of our sites and schools. And at our secondary, that includes a vape sensors. We redesigned front offices to better control access. This uh past fiscal year, we completed Saddleback and Santa Cruz. And um as Mr. Harmon mentioned earlier, the redesigns for Pimabute, Butterfield, and Santa Rosa are what we have projected for our next year. So, as we look back on our uh 24-25 school year, safety and security investments totaled over $2.6 million. These funds were allocated across several areas. We have them highlighted here. um a significant investment is salary and benefits of staff. I

075want to highlight that we have it broken down uh into two categories towards the end of the table. There you see the school resource officers and the school safety officers um total around 74 741,000 that is uh entirely grantf funded through a couple of different uh school safety program grants and then our security guards is uh funding is is part of our M budget. We continue to upgrade access control systems with an investment of nearly um $500,000 that helps us better manage who is um uh and monitor who's coming in and out of our buildings. The front office renovations uh budget is is highlighted there around $420,000. We also uh continued to invest in in upgrading our security camera systems in the vapes and you see uh around $100,000 for that. Communication tools are important

076for safety. So we continuously upgrade our radios and designate um some uh budget for that. And um we spent dollars on visitor aware continuing our commitment to secure visitor management and trill and drill tracking. So, one of the important tools that we have in our safety toolkit is the standard response protocol. What SRP does is give us clear, consistent language during these emergency protocols. And you see them highlighted here. We have a hold, a secure, a lockdown, evacuate, shelter. So, staff and students were trained and um and we have these posters in all classrooms and uh large learning spaces. We also use the standard reunification method. So this is planning for controlled student release during emergencies. This might happen at a school site, but it also might involve transportation and going to another location. All

077of these systems help to ensure safe, predictable responses and strengthen our readiness across all of the schools. BASE is another safety uh initiative I'd like to highlight briefly. It's a secondary edition digital curriculum where modules can be assigned to students on a variety of topics such as for example ecigarettes and vaping or triggers and coping strategies and they can be assigned either as a preventative measure or after certain discipline incidents. Students and families are presented with an option of in-person school counseling or to be assigned modules which are most frequently completed during ISS or in school suspension or out of school suspension. Since this requirement, we have had a 66 67% increase in our base participation, a decrease in repeat offenses of the same uh type of discipline incident. And another thing that we like

078about BASE is that parents can be assigned modules. So, if I'm a parent and I want to learn more about what happens to the adolescent brain during vaping, I can watch the same module that um my student um watched. So, at this time, I'd like to a invite Captain Jud from the Maricopa Police Department to share more about our ongoing collaboration, including the school safety officer program, joint trainings, and our continued uh partnership with local law enforcement. Captain Jud Thank you. Thank you, Miss Pastor. Um, President Downey and board. It's uh and Dr. Lman, it's pleasure to be here. Thanks for having me. Um, as a point of just brief introduction. Um, for those that um don't know me and those that are present, um, my name is Captain Steven Jud and I am the

079operational captain for the Maricopa Police Department. Um, I serve second in command under uh Chief Goodman and my uh role is to lead and manage day-to-day operations of all our sworn personnel uh police officers at the police department. Um I have served in Arizona law enforcement for nearly 30 years, 18 of it here in the city of Maricopa. And it's certainly been my pleasure um to do that. And um this community um has a special place in my heart and and I have it's been my pleasure to serve and continue to do that. Um I would like to speak briefly about um our SRO and SSO program. Um we are proud to partner uh the Maricopa Police Department with MUSD. It allows us to have school resource officers and support the school um safety officer

080program um here at with MUSD. Just to help understand the difference between those two terms, SRO is school resource officers. Those are full-time uh Maricopa police officers that we dedicate to um schools here in Maricopa. We have one in each of the high schools and one in each of the two middle schools u for a total of four SRO's for MUSD. Um those are our full-time personnel um that we provide uh for the program. Um the SRO program in the Maricopa Police Department represents nearly 10% of our sworn resources that we dedicate to MUSD. Um that's a significant factor, but we do that willingly uh and with great pride because of the benefits that come to the district um to our department and especially to the community. The SRO program is based on um several

081key issues. Um one is that the community is in the school and the school is in the community. what we find happening in the schools, we find happening in the community. And what we find happening in the community, we're going to find happening in the schools. And so by providing a full-time um officer in those campuses on those sites, um that allows us to um uh respond to and solve problems and do those things right there with those students. And when they leave those school sites and go into the community, they take those with they take those opportunities with them. Um the school resource officer and this SSO program is based on a triad of three uh goals. One is mentoring um and positive role model. The second is um educational LRE or law related

082education where our officers go into classrooms and actually do instruction. Um and then the third when appropriate we do enforcement um and enforce state and um city code. So um it's a great opportunity for our officers to do that and they benefit both personally and professionally by being in the schools and working with your staff. Now the SSO program is a little bit different. Um the SSO program is school safety officers. These are not full-time Maricopa police officers, but these are sworn police officers that um when they are not working the capacity of their agency um like on their days off, they can sign up and go and do SRO related activities at the schools that um are sponsoring the SSO program. MUSD, that's all of the elementary schools. And so both Maricopa police officers

083engage in the SSO program as well as surrounding police agency personnel, Casag Grand, Eloy, uh the CA, uh uh the Panal County, and even officers uh that work with agencies up in the valley come to Maricopa and work in our schools here. Um it's usually just for the day. That's what the job is. they work the day and then they then they go and they can sign up for how many days they want to do that. Um these officers are visible uh protective and a safety presence plus positive role models on those campuses and they are a um great resource to the administrators and the educators and the parents that are associated with those campuses. So the um the SSO program is fairly new. Um it came out of a grant from the state education

084department and um the SSO program here in MUSD is related to all of the elementary schools and it started in February. Um and we've received a great deal of feedback, positive feedback at the department and um this pastor has told me that uh they've received a great deal of positive feedback at the at the district level as well. Um we have one example here of a Pumabute parent that says quote I just wanted to say thank you as a parent for making school safer. My anxiety about the kids safety has gone away. I'm very grateful that the district has added safety measures for volunteers and new buttons at the front and having officers at the school. I'm grateful for the watchdog program and I feel like all this has had such a positive impact on

085our kids. Um they're they've shared how much they've enjoyed having police officers play at recess. I think that this is a great example of what these programs are really all about, right? Um, and speaking from personal experience, um, one of my favorite assignments in in my law enforcement career was the six years that I spent at a very large junior high school in Mesa as a school resource officer. That campus had 1,800 students. Um, and it was a ball to be there every day and do this SRL stuff. So, I am a big proponent of it uh from that standpoint and that's why I support it so strongly as an administrator at the dis at the um at the police department as well. So, many of our officers who were a little leery about the

086program, the SSO program like I have to come in on my day off and go work at the school, right? But it is it's voluntary on their part. They choose that whether they want to do that. Some of the motivation is maybe to earn a little extra money. Um because it it is work, right? We know that being on school campuses is work in whatever capacity you do. Um but we have had officers come back and they're like, "That was really a lot of fun. I had such a great time being at the school, being in the lunchroom with the kids, going out and playing kickball or or um basketball or whatever they you know, throw the Frisbee with the kids out on this out on the recess." And um so we are seeing that

087positive feedback where your kids in your districts on your school campuses are are enriching the lives of our police officers and I believe that we're doing the same with those kids on those campuses. So finally um we work closely also with the district um in doing afteraction reports when there are large incidents involved whether it's on or near a campus. Um we do afteraction reports where we get together, we sit in the same room, we talk about the things that we did well together, we talk about the things that we could maybe improve um and continue those lines of communication that help us uh be good partners. Um we um are actively involved in partnering with active asalent training here at the district level. Um, Mrs. Pastor has worked diligently over the last several months

088to help train leadership and security guards and our SRO's have taken part in in those trainings with security guards at the campus level. Um, and we're going to continue to do some additional training um, as we come to the end of the school year. Um once the campuses are vacant from teachers and students, um we are going to do some uh hands-on training with our officers at um Desert Winds and um Desert Sunrise High School where we have the opportunity to go in and hone our skills and our tactics and and um remind our officers about the expectations on how we respond and deal with active asalants. Um, this helps both if we ever have to respond to a school campus in our community for an active asalent, but it also helps us if there's

089active asalants in other places in other workplaces in our city. Um, whether that be a bank or or a restaurant or whatever it might be. It helps us hone our skills on those types of things and clearly make clear in the minds of our officers the expectations that we have that they respond in a way that is efficient and effective in eliminating threat immediately to save life. And that's what our expectation is and that's what this training um does to help reinforce those issues. Our officers are very skilled at these things, but you can understand that this type of response would bring a great deal of emotion and um stress, right? And so having kind of that stress inoculation through training gives us the ability to respond better. And it helps us also um come

090into an environment that we're not solely unfamiliar with as we work in campuses. We see how campuses are set up. They see how classrooms are set up. they see the other spaces and our officers become familiar those that aren't in the school every day like our SRO's. Um and so this is a great benefit um as we partner continue to partner with um the active asalent training. Um so um we'll continue to uh champion these programs. We support them as an administration at the dis at the uh at the police department. I know Chief Goodman is um a very strong component. Um this this aligns with his community policing um goals and ideas for the department. Um and we will certainly help do those things that we'll continue to partner this um together as we

091move forward. So at this time I'm going to go ahead turn it back over to Miss Pastor as she talks about some community engagement issues. So, as we close, I want to highlight some key structures that continue to support the district-wide safety efforts. The safety and discipline task force continues to meet quarterly. Uh we have a district safety team that brings together fire, police, and city of Maricopa emergency planning. Um, we held a safety town hall in the fall that was well attended and helped guide decision- making and engaging stakeholders. Uh, clear clear communication guidelines and um, a safety aspect is now included in the monthly volunteer trainings that we have here at the district office to help ensure consistency and shared responsibility of safety across all campuses. Safety is everyone's responsibility and we appreciate

092the board's support in prioritizing safety. I want to thank Captain Jud and Chief Goodman for being here tonight and for all that they do and I open it up to any questions and feedback. Thank you. I have a I have a couple. Um thank you Captain Jud and Chief for being here. Uh the SSO program I I love this by the way. It's amazing. Um, just a couple questions. Um, how often are they at the elementary schools? Is it a every day thing, once a week thing? And when they come, are they there for the entire day or are they there just for small periods of time? Certainly. So e every day a shift is is picked up that school safety officer spends half of the day at one elementary and the remaining part of

093the day at another elementary. So the shifts that are picked up um we're able to equally as equally as possible distribute it across the schools and right now we're averaging about one to three total shifts that are picked up a week um at our different schools. That's awesome. Um and uh love the fact that we did um security guard and SRO training together um in September. Is this going to be um an annual training which I would really support um and support it better if we did it twice a year because we have turnover in our security officers and I think it would be really beneficial if we were able to offer that type of training twice a year. Well, that's great because we did offer it twice this year. I may have misspoke. So,

094yes, perfect. We did that and we will continue to do that. Thank you so much. Sure. So, two things. I want to thank uh Captain Jud and um Chief Goodman. I think it's really important for our community to have that healthy relationship with police officers in general. um and starting that at young ages and and growing that watering those seeds, giving them a different perspective than maybe what they hear on the news or whatever whatever life comes at them I think is is just really important. So, thank you so much for providing our community with that. Um my question for you, Miss Pastor, I am gonna pick on visitor aware a little bit. Okay. Is this 20,000 a year? Is it a one-time thing first? What is what is that amount? Is it yearly or

095was it a onetime thing? It so as um was highlighted in the presentation, visitor has several components and I'll have to follow up to get the board the breakdown of the annual subscription. Um there are certain parts that we had previously housed with different um companies. The anonymous tip line for example um was uh managed through another company. And so it has the drill manager component, the visitor and volunteer check-in component. It has the um um I'm forgetting one, the tip line, the visitor volunteer management, and then the drill management, but I'll follow up and get you those subscription costs. Thank you. Um so, I think we can do better. I I am, as a parent, I get really bothered with visitor aare. It is not user friendly. It is not um it doesn't work.

096So, here's here's my main complaint. The idea I love, right? I love the idea behind it, but practical use of it, especially in the grades that my kids are in, grade school, it has not fulfilled maybe what it does at a middle school or high school level. So, when I say this, I'm not I'm not dogging on the program. I think it's great. I think the idea is great, but you look at we're going to have um kinder promotions, right? And you've got a whole bunch of parents that are going to be coming for kinder promotions. And I'm thinking about the amount of time I'm going to have to get there early to be able to sign in and the lines to scan and get in where I think, well, why can't I just get

097on the app and click I'm here and have it autoprinted or just so the school knows backed up to say, hey, yeah, that person is on premise rather than having all these lines to scan in and get into a school. There's there's just some things I just think we could do better and I need to just put that out there to our community that that I'd like some of that looked at. I'd like those tweaks fixed. Um I just think we could do better. That's it. I just want to thank again the captain and the chief for um taking the time and effort to be here. Um I think um the members said it cel said it really well. I mean I want to use the term thank you for the partnership but what came

098across was it's more than that. Um and it's not like we're forcing you to do it. You want to do it. You're getting a benefit from it and we're getting a benefit from it. And that's extremely nice to hear for the community and for this service. So, thank you, Miss Pastor, for pulling this all together and working on it for MUSD, but also for you and the chief for um applying resources, time, and effort um to supporting the community at large, Maricopa school district specifically and our our kids, our kids. And hopefully I suspect your officers are are giving them just by being there. But I suspect from the passion you're reflecting the insight, these words of encouragement and the structure to a certain extent that will help them through the school years and I

099hope and beyond. So thank you all. Thank you. We now move on to item seven, call to the public. And we have several call the public. So I have to um read this read this. Members of the board may not discuss items that are not specifically identified on the agenda. Therefore, pursuant to ARS 38431.01i. 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 future agenda. The board requests that all comments be limited to 3 minutes or less and that the public refrain from using speech or language that is offensive or inappropriate pursuant to board procedure 3-203. Please state your name and I'll just highlight only your name. The card asks for your address, but you just have

100to give your name whenever you come up to speak. And first up, we have Amanda McVey. Good evening, President Downey, members of the board, Dr. Lopeman. Um, I'm exhausted. I'm sure all of you are as well, and wish you could be home resting. Um, but I need to be here tonight to share some information um that you will be addressing later. As a quick background, I've been a Maricopa resident for 20 years. I have been an MUSD parent for 13 years and an employee for six. I genuinely appreciate the district's efforts to provide highquality education and employment. I'm deeply concerned by this month's federally mandated certification relating to title six and federal grant funds. The board will decide tonight whether to authorize Dr. Lopeman to sign the certification. The certification refers to nebulous and undefined

101diversity, equity, and inclusion programs while stating that these same noble qualities, equity, inclusion, and diversity have no place in education or society. This is ludicrous. Our district already complies with established legal guidelines such as Title Six. Signing the certificate is unnecessary and counterproductive. I know how important federal grants are. However, our principles and values should not be for sale. I stand by MUSD's current strategic plan, namely the goal that every student graduates, maintaining access and equity for students and staff, a commitment to an organizational culture of excellence and fostering community pride. As we all did tonight, and as we do every morning at school, we recite the pledge of allegiance, which enshrines the idea of liberty and justice for all as fundamental to our nation. We also recite the preamble to the Declaration of Independence

102which states that life, liberty, and the pursuit of happiness are unalable rights for all, not merely an elected few. Educators have the weighty task of teaching and helping prepare children to be productive members of society. How can that possibly be done if we deny the existence of our diverse student population? If we neglect to ensure that all children have equitable access to education and fail to establish the inclusive environment necessary for learning. that's impossible. I hope that the board and the superintendent will stand by their commitment to provide high quality education and employment without sacrificing the very things that make that possible. Thank you. Thank you. Next, we have St. Hayes. Good evening, President Downey, board members, Dr. Lopeman, and community members. My name is Stacy Hayes, and I come to you tonight not just

103as a proud educator, but as someone who has devoted their life to creating safe, inclusive spaces for all students. I am here to strongly urge you, do not sign Title 6 certification being recommended. This is not a simple reaffirmation of civil rights. This document is vague, political, and deeply concerning. If signed, it could be used to dismantle equity focused programs and silence educators who are doing exactly what we've been called to do. Support, affirm, and uplift all students. Let's remember who we are. The mission of the Maricopa Unified School District is to ensure all students achieve excellence by preparing them to be lifelong learners and responsible citizens who value innovation and global diversity. This certification does not align with our mission. In fact, it contradicts it. We serve indigenous, latinext, black, LGBTQ, and different aabled

104students who bring brilliance, resilience, and culture into our classrooms. But they also bring lived experiences shaped by bias, in exclusion, and in invisibility. Signing this document risk erasing those truths. It threatens programs that build belonging, cultural clubs, inclusive curriculum, affinity groups, and equity training for staff. It tells our community that our students identities are too controversial to be supported. Yet, our own strategic plan makes it clear, goal two of our access and equity priority states, that every student should have access to excellent educational services, resources, and programs. That includes specialized programming for identified populations and programs that serve the social and emotional needs of all students. It includes staff that reflect diversity of our students. That's our promise and this certification undermines it. The US Department of Education's Office for Civil Rights has already clarified

105that diversity, equity, and inclusion efforts are not categorically prohibited under title six. There is no federal law that requires our district to sign this document. In fact, it's in states like New York and Wisconsin, they're already challenging this. So why should we voluntarily sign something that creates legal uncertainty, invites political interference, and could silence our staff and students? We do not have to, and we shouldn't. If we sign the certification, we send a message that fear matters more than belonging, that politics matter more than people, that our students, cultures, identities, and experiences don't fit into the version of education being imposed on us. But I believe that we are better than this. I believe our mission still matters and I believe in our students. Please do not stop this. pause, reflect, stand firm in our

106values, and protect the people and the programs that bring our mission to life. Thank you, and I apologize for going over. Thank you. Thank you very much. Um, we have Angelina Edner. Good evening board members, President Downey, Superintendent Lopeman, um Angelia Edner. Uh tonight, I want to address you as a concerned community member and also an educator with 20 years of experience. I want to share some points information regarding DEI efforts and why we should remain committed to what we do in MUSD. Um and these points are drawing from National Education Association as well as the National Equity Project. Public schools are where over 85% of all students and over 90% of students with disabilities choose to learn and have the opportunity to thrive when their needs are met. Diversity, equity, and inclusion programs create

107a sense of belonging where all students can feel comfortable sharing ideas and lived experiences. These programs create the right environment for all students to access available opportunities and reach their full potential. Ongoing support and commitment to DEI principles are essential for cultivating educational environments where all students can thrive. Every child and family in our district are deserving of learning conditions that foster intellectual diversity, curiosity, social and emotional well-being. MUSD needs to remain committed to diverse, equitable, and inclusive teaching practices in order to realize our vision of being an effective and thriving school system. Continued DEI efforts create policies, practices, and ways of working to ensure the healthy and learning environment and development of all young people. It's important that students see themselves represented in curricula, whatever the subject matter. As the science of whole child

108development shows, the context and meaning making are fundamental elements of teaching and learning. When young people see themselves, their histories and culture represented in curriculum, they're more engaged. They feel a sense of belonging and are more able to learn. Culturally responsive teaching and anti-racist approaches are not code for anti-white. We should be we should be committed to teaching truthful and accurate history and supporting our young people to make meaning in age appropriate ways as our nation's complex past and the present are unfolding all around them. Curricula and textbooks that only portray white people as either heroes or villains are as inaccurate as the omissions of histories and contributions of people of color. Our past is interconnected and there is pain and hope in our understanding and there are lessons that will help us think about

109how to be a part of a shared future where the where there is greater opportunity for all of us. We can continue to create and improve the conditions necessary for all of our students to thrive. our black students, indigenous students, students of color, white students, our queer and trans youth, our youth with disabilities, our English language learners. They all deserve public schools that are committed to their well-being and academic success. When we focus on equity and respect, we bridge our differences in a way that help us heal and ensure that every child is seen, valued, and has an opportunity to thrive. We need to remember the why of DEI in our public schools. We need to continue to inspire, engage, and activate all students, staff, parents, caregivers, and community members. We need to proactively celebrate

110what we are doing and MUSD as a community who should remain committed to equity and inclusion. Thank you so much for your time. Thank you. We now move on to item it, consent agenda. Motion to approve. Second. Lisa, we have a motion to second. Ben Owens. Hi. Carolyn Lopez I Patty Catra I Robert Downey I so moved we now move on to item nine action items specifically 9A discussion and possible approval of the personnel schedule Mr. Beckett. Thank you President Downey members of the board Dr. Lman you have the personnel schedule in front of you tonight. Um only one area I wanted to highlight was under the stipens and extra duty just those uh CCIP. I spell out that acronym down below so you know what we're talking about. uh those that that uh this

111payment that we're making to these educators uh based upon a a test they took actually last year and so the payments are coming at this point of time. So we actually have some staff members here that were actually no longer here. Uh so those people will also get this pay but uh I'll take any questions you have at this point of time. Mr. Beckett, thank you for explaining that because that was going to be one of my questions. Um, I'm not going to lie, I don't like seeing some of these names on the resignation list. Um, made my heart hurt. So, um, any other questions? I'm just kind of wondering where where are we sitting? I asked you this yesterday when when we talked. U, where are we sitting as far as uh return contracts?

112And obviously this is kind of should be the last of kind of decisions, right? We're hoping so. Yes. Hopefully. Exactly. So just kind of curious where are we at as of today this you know this evening. Yeah. The numbers that I had from this morning 19 gened positions still open. Eight special education teaching positions open. These are all fluid numbers though. I think I quoted actually a smaller number last two weeks ago. And so we continue to see contracts being offered, not accepted, ongoing interviews taking place. So again, this is highly fluid time for the hiring process. But again, lots of activity going on. Probably should have more stability in in terms of an answer on our next meeting in May. Gotcha. Thank you. Thank you. I make a motion that we approve the HR

113agenda. Second. Lisa, we have a motion to second. Ben Owens. I. Carolyn Lopez. I. Patty Coutrey. I. Robert Downey. I. So moved. Thank you, Mr. Becket. Now move on to item 9B. Discussion and possible approval of the project management services for workforce development addition to Maricopa High School. Mr. Harmon. Thank you, President Downey, members of the board, and Dr. Dr. Lopeman. Um, yeah, we're not done building schools and extra space. So, we're ramping up for our next project that's related to our bond funds, and that's the workforce development project at Maricopa High School. You have a um an action item in front of you to approve facility management group as our project manager for that project. I think they're in the house. Any questions you may have? Happy to answer them. Can you remind me

114how this contract works? Do they they're is there a certain dollar amount cap uh on um on this contract or how what what's the structure on this? Yeah. So, this is through the one GPA state. It's a it's a cooperative contract. It has a a rate that's part of that procurement. So, the project management services are pretty universal on a on a rate. So, it's a percentage of the overall project. Gotcha. I just want to say that this is the group that delivered Desert Sunrise High School in basically 15 16 months. In fact, they delivered significantly more than the original contract and scope of project in 60 months in the middle in fact throughout COVID. So, they've got a track record that works and has worked and proven um successful. So, I'm looking forward to

115um seeing a design that's similar to Desert Sunrise July 1st. I was going to say first because we need time to move in. July 1st, 2026 for the new K8 school. Yeah, this this project would open July 27 in uh Oh, sorry. You're right. Sorry, I got the wrong There's a lot of projects going on. Yes. two new schools and this this extension to um Maroba Wells or America High School. I motion that we approve. I'll second leis motion second. Ben Owens I Carolyn Lopez. I Patty Coutrey I. Robert Downey I. So moved. Okay. Discussion item 9 C. discussion and possible approval of the architectural services workforce development addition to Maricopa High School. All right. So, very similar to the last item. This is for the architectural uh portion of that. The um the action

116is to approve SPS plus architects. um and Don Brewbaker who's you know designed every building on that campus and could think of no better no better no better person to be part of that project than uh Mr. Brewbaker and and the team at SPS plus. So happy to answer any questions you may have. I think this question is maybe for Dr. Lman. So Dr. Lman, this is workforce development. Obviously the the community Maricopa is trying to bring in large organizations and workforce opportunities. Are we working closely with the city to align what we're doing with this building and what they project as the future? And I know you have to be able to walk out, pay for your good and walk out the door u before you actually know it's it's going to happen, but

117are we working with the city in this as well? We uh absolutely are. There will be a steering committee established once we um get through these preliminary uh processes and we've also begun a workforce development committee that includes our CTE director um Dr. Scott, myself and some city staff who are uh who direct and lead economic development. So there it's it is com it's it it certainly will be heightened at Maricopa High School through this process, but it will also um impact Desert Sunrise as well. Yes. I'm just uh my thoughts here. Um I do like the uh the idea of bringing Mr. Brute Baker back in to to make the design just so that everything kind of is a cohesive uh campus. Um and there's probably no one that knows our schools from from

118a design uh standpoint than than uh than Mr. Brew Baker. So uh if there's no discussion, I'll make a motion to approve. Second. Lisa, we have a motion to second. Ben Owens. Hi. Carolyn Lopez. Hi. Patty Catray. Hi. Robert Downey. I so moved. We now move on to item 9D. Approval to adjourn to executive session pursuant to ARS 03A3. The board may convene to hold an executive session for consultation for legal advice from the district legal council. I believe I seen her here. She is. I think she's back. Oh, she's back there. So, she may appear virtually or in person, but I believe she's here in person. So, we're not We need a motion to second. Are we going to combine? Yeah, why not? I think we're allowed to do that. That's fine. Combine that.

119Actually, let me just read it out. Um, so we got 9D. They just spoke to 9E, which is obviously the next action item. Um approved to adjourn to executive session pursued to ARS 3843103A3 and 4 for discussions or consultation and legal advice with the board attorney and or consider it a position of in instruct to its attorney regarding renewal of the superintendence employment and related super attendance employment agreement and performancebased plan and related matters. Again the attorney can be virtual in person. She's actually here in person. So, we're actually looking to approve items 9 D and E. Uh motion to approve 9 D and E to exact session. Second on both. Lisa, we have a a motion to second. Ben Owens I. Carolyn Lopez. I Patty Catra. I. Robert Downey. I so moved. Um people

120are obviously you're you're welcome to stay if you want for the last two items. Um, but we at the moment cannot All right, we're now back in regular session. It is 10:10, nice and early. Um, we now move on to item 9F, discussion and possible approval to authorize the superintendent to sign the remainder of the legal obligation undertaken in exchange for receiving federal financial assistance and request for certification under title 6 and SFFA versus Harvard. Um, Dr. Lman, uh, President Downey, MUSD policies and procedures are compliant with title six. Our intent is con to continue to remain in compliance with title six. The state has directed the district to sign these asurances or risk losing federal funding. I and the board serve as fiduciaries of the district and taxpayer funds. We will we will comply

121with law and policy in in this moment. It's about abiding by the requirements necessary to protect resources for our students. Our commitment to our students remains the same. All means all. Thank you. Any comments from the board members? Um I'm very very conflicted by this. Um a couple things. So part of my the job that I get paid to do is analyze and write contracts. And this is basically a contract with us and the federal government. And it's very poorly written um where there's a lot of terminology that is not either defined or well defined. Um, but if you were here earlier tonight, um, member Coutree made a statement and it came up and it was repeated several times and our board in some fashion or another has consistently said and Dr. Lopeman as well

122that students are a number one focus. Um there's significant dollars that are potentially tied to this. Um, and when I say significant, we're talking uh 10 to 15% of our annual budget. And losing that would severely impact the services that we're able to provide. Um, and realistically are staffing. That's just that's just the reality of it. Um so this is something that I personally have wrestled with for weeks, you know, since since this whole thing kind of um it came down. So, um I just there's in my opinion as a community member um we don't have a lot of really good options with this. So, Mr. Rowan, you said that so perfectly. Um, I think we've all been wrestling with this and it is the students that come first. Do I like to be forced

123into something that I'm not sure I totally understand because it's so vague. But I can't can't risk not being able to give all our students everything that they need in education to succeed. Um it's not an easy decision. It did not come lightly. There was much discussion. Um, lots of legal advice. Um, please know that this board heard everybody who spoke. Um, but we have to do what we feel is best for our students in our district. Um, I agree with both um both Ben and and Patty. Um, I don't like the position that we're in in in this particular uh feels like there's no good option. Um, and I don't like it when people use children as a means to a very vague end. And so that's where we're at. And I'm not going

124to repeat it, but I agree what was said by member Owens and member Corte. Um, I think I'll sum my I'll sum my part of my something else differently. Um, in essence, the way we the view we came to that for MUSD, nothing's really by signing this, nothing within our district is going to change between what we did yesterday and what we're going to be doing tomorrow. So, that's a big factor for me. Um, so no other comment. I move to authorize the superintendent to sign the remainder of the legal obligation undertaken in exchange for receiving federal financial assistance and request for certification under title six and SFFA versus Harvard as required by the Arizona Department of Education to acknowledge receipt and review of the document subject to any court or other legal legally binding

125orders that may affect the requirement. Terms used in the certification form such as DEI and illegal DEI are not defined in the document and as such the district cannot attest to compliance without the with the unknown. The district does provide assurance that it has policies and procedures in compliance with title six of the Civil Rights Act of 1964. I'll second. Lisa, we have a motion to second. Ben Owens. Hi. Carolyn Lopez. Hi. Patty Coutrey. Hi. Robert Downey. I so moved. We now move on to item NG. discussion and possible approval of the authorization of the superintendent to complete and submit the the art submit the Arizona Department of Education's Family Education Rights and Privacy Act, typically known as FURPA, protection for pupils rights amendment PP assurance for financial year 2025 and 2026 form to affirm

126the Maricopa Unified Districts understanding the requirements for the Furra and P. Dr. Lman, any comments? Mr. Downey, same as before. U Maricopa Unified School District does understand the requirements and uh for the um Family Education Rights and Privacy Act and for the protection of people rights amendment. Any comments by the board members? I move to authorize the superintendent to complete and submit the Arizona Department of Education Family Education Rights and Privacy Act, FERPA, Furpa, protection of the public right amendment, PP RA, assurance for financial year 2025 and financial year 2026 formed to affirm that the Maricopa Unified School District understands the requirements of FURPA and PP. I'll second. Lisa, we have a motion to second. Ben Owens. Hi. Carolyn Lopez. Hi. Patty Coutrey. I. Robert Downey. I. So moved. We now move on to item

12710, adjournment. Motion to adjurnn. Le have a motion and second. Ben Owens. I. Carolyn Lopez. I. Patty Coutrey. I. Robert Downey. I. So moved. We're now adjourned. Thank you.