SUSD Governing Board Regular Meeting & Executive Session 10/7/2025

001Good evening. Thank you all so much for being here tonight. I call this uh uh meeting to order. Uh, and uh, where where's my script? Dog gone it. >> And we're going to start with roll call. Dr. Patensky, >> Matthew Patinsky, >> Karen Ward, >> Amy Carney, >> Mike Shy, >> and Donna Lewis. Um, I'm going to move and we'll need a second in a moment, that the board uh, recess into executive session pursuant to ARS 38431.03 03 A3N7 for the purpose of uh consultation with the attorney designated representative of the public body in order to consider its position and instruct its representatives regarding negotiations for the potential sale of administrative buildings on Main Street in Scottsdale, Arizona. Folks, we'll do our best to be back here in under 30 minutes. So, just bear with

002us. Okay, >> I'll second that motion. >> All in favor? I I All right. I make a motion that we adjourn executive session. I need a second. Second. >> All those in favor? >> I. >> Uh motion passes. 50. Uh, I move that we provide direction to the attorney for the public body regarding item discussed in 2C. I need a second. >> Second the motion. >> All those in favor? >> I motion passes unanimously. All right. As we open the meeting, I'm going to call to order our general session and we will stand for the pledge of allegiance. Ready? Begin. >> I pledge algiance 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. And we'll start

003with roll call again, please. >> Matthew Patinsky, >> Karen Warner, >> Amy Carney, >> Mike Shy, >> and Donna Lewis. Uh I would like to uh make a motion to approve the agenda, but we're going to remove item O uh from the consent agenda item. Uh it will be re placed back on the November agenda item. An individual's name was missing and we want to present the whole agenda item completed. So I move for the agenda approval as presented with the removal of O in the consent. I need a second. >> That would be removal of 110 O. 110 second. All those in favor? >> I >> Thank you. >> Okay. Citizens attending and or participating in Scottsdale Unified School District meetings either in person, virtually, or telephonically, are required to observe the same rules

004of order and decorum applicable to members of the governing board and staff. Unauthorized remarks or demonstrations from members of the audience, yells, outbursts, andor other disruptions are not permitted. And that's the beauty of our democracy is we get a chance to say a variety of things and respect one another through it. >> All right, we'll begin with student and staff recognition and celebrations. Dr. Mensel. >> Well, good evening, President Lewis, Vice President Shy, members of the governing board, SUSD families, friends, school leaders, teachers, and staff. Welcome to our regular meeting of the SEO governing board here in October. It's an honor to begin tonight by celebrating the remarkable accomplishments of our students and staff, individuals who truly reflect the excellence and spirit of the Scottsdale Unified School District. We're kicking things off with a very

005special milestone, recognizing two more schools achieving the prestigious Blue Zones designation, including our first high school. To present this well-deserved recognition, please join me in welcoming our assistant superintendent of elementary education, Dr. Christine Bono. Oh, thank you. I apologize. Let's start again. Okay. Applause. Applause. Thank you, Dr. Mensel. And good evening, President Lewis, Vice President Shy, governing board members, Dr. Mensel and Mrs. Wagner. Scottsdale Unified District remains committed to prioritizing health and nutrition across every campus. Today, we are proud to recognize two more schools receive receiving the prestigious Blue Zones designation, including our first high school, Coronado High School, led by principal Melinda Splitic. This incredible milestone is a testament for Coronado. So, I'm going to invite Coronado's anyone from Coronado who's here. [Applause] This incredible milestone is a testament to Coronado High School's dedication

006in creating a culture of well-being, belonging, and healthy habits for its students, staff, and the wider community. From lunchtime volleyball and maintaining a thriving school garden to hosting family well-being events, Coronado truly leads by example. The school has embraced the best nutritional practices across campus and is empowering students to carry those habits into their homes. At Coronado, the belief is simple but powerful. When students feel supported, they thrive in every area of their lives and are empowered to achieve at the highest levels. Next up, so proud Yavapai Elementary School, we have Principal Perry and we have Kelly Perry and and some other folks from Yavapai. So proud to recognize that they were awarded this designation late last month. From teaching kindergarteners how to ride bikes to earning a recent bike safety grant to hosting the

007February walk and ride to school event supporting the American Heart Association, Yavapai has consistently shown its dedication to student health and well-being. As Principal Kelly so beautifully puts it, completing the blue zone application was simply a matter of gathering all the great initiatives already in place at Yavapai. That truly speaks volumes about the school's culture of care, connection, and community. At Yavapai, whether it's offering a fresh fruit and veggie snacks, designating a walkable campus, or nurturing an inclusive school environment, Yavapai is also leading by example. This designation is not just a title. It's truly a celebration of the choices you make every day to support student health, both physical and emotional. It's a recognition of the joy, the goodness, and the sense of purpose that defines life in SUSD. At this time, I'd like to

008invite my personal friends from Blue Zones, Danielle and Sarah, to the podium to share a few words about the incredible work being done at the meaningful partnerships we've built together. [Applause] Thank you everyone. Uh, good evening. My name is Danielle Anderson. I'm with Blue Zones Project Scottsdale. As we heard tonight, we are recognizing two of our schools. So, Coronado High School is the first Blue Zones approved high school in Scottsdale and technically in the state. Um, the school promotes health and well-being through its garden program, integrated physical activity and nutrition education across all grade levels. Upperassmen recently explored their purpose and purpose workshops and student leaders run summer camps and support feeder schools through events like the turkey trot. Programs like the Coronado Community Closet, Gear Up Grant, and Coronado Pro Coronado Promise Scholarship all

009help students and families to thrive. This milestone reflects the vision and leadership of principal Melinda Splittch, assistant principal Charles Johnson, teachers Alex Mothers and Jennifer Kinsey, and the entire Coronado team. Additionally, Yavapai Elementary is also leading the way in student health and well-being. They have a pollinator garden, a monarch way station, and a vegetable garden which they use in their programming with Blue Watermelon Project. They promote healthy habits by encouraging non-food and activity based fundraisers and celebrations. They encourage active transportation with a prek bike program and even own a school-owned bike set as well as a walk, ride, and roll day. The school also brings families together with events like reading under the stars and partnerships with the American Heart Association. This distinction was made possible through the leadership of Principal Kelly Perry and the

010steadfast support of her teachers, staff, and students. Thank you so much. Danielle, thank you again to you and Sarah for joining us and for your heartfelt words. Yavapai and Coronado join outstanding SUSD schools in this effort, including Mountainside Middle School, Coochis, Hopi, Redfield, Echo Canyon, Anastasia, Puma, Cocoapa, and Sequoa. Together, we are building a community where healthy choice is the easy choice. So, congratulations to principles Perry and Splitic, as well as the incredible staffs and students. You've truly earned this recognition. Please accept these challenge coins and principles if you want to take this basket and distribute them to the your well-earned staff. And Harry Melinda, there you go. And again, let's give them a round of applause. [Applause] Well, congratulations to both Coronado and Yavapai. We know that it's a lot of work, but the

011commitment to the health and well-being of our students and our staff and contributing to healthy lifestyles in Scottsdale is significant. Uh, I've been told by our Blue Zones friends that Scottsdale is one of the most engaged school partners of any Blue Zones community and it's because of your commitment to this work and so we truly appreciate that. Thank you. And that concludes our celebrations this evening. >> Thank you. We're now prepared for governing board reports. >> Given I know we have folks who have a lot to share with us, I'm going to forgo mine. >> Okay. Miss Warner. So, in my I'm going to take just two minutes for a board report. Um, I have attended four football games in the last uh month and a half here and I wanted to give a shout

012out to the principles and the staff who stay late to make that happen. I know it's a long day for you guys and the games have been fantastic. I also wanted to report that today is the first time that we're having a conversation that's been agendaized uh so that the board can have a discussion about the repurposing or closing of schools. This has never happened in my almost three years on the board. The superintendent cannot have a conversation with more than two of us. Once he talks to three, he has broke broken open meeting law. So, um, anything that we're going to vote on, the superintendent or either of us can can, um, have a conversations with more than a single other member or in the superintendent's case, too. Uh, the superintendent and the board

013president set the agenda. Now, it's Miss Lewis. Previously, it was Julie Sowski and Libby, your heart Wells during my time. So, I am grateful that this has been agendaized today and that we can have a conversation about it. And I want to thank the Puma community and the Echo Canyon community for reaching out and also being here today. Right, Miss I mean Miss Carney. >> Thank you, President Lewis. So, I just wanted to uh thank all the parents, the staff, and community members who have taken the time to apply and accept positions on our current math curriculum adoption and supplemental materials committees. And then I'd also like to thank all the parents, staff, and community members who have taken the time to reach out uh to us with your valid concerns, thoughts, and solutions relating

014to Echo Canyon and Puma Elementary. These are not easy conversations to be had. I enjoyed getting to know the Echo community my first year as a board member when I was over the Arcadia Learning Community and then my fifth child attended Puma. So, I know how special both of these school communities are. That being said, I would like to report tonight that on November 6, 2018, there was a board agenda item for a two-year growth plan commitment for Echo Canyon and other schools, of which Puma was not one, which I came across on my own doing board member research. Throughout 2024, I uh consistently asked for costs per student data by specific sites. And then January 27th, 2025, I asked when the board would learn about the current site growth consolidation plans. as I assumed

015we had to have them knowing about the continued declining enrollment across our district. But I was uh told we were still working through those details. At the March 4th, 2025 board meeting, I asked for our growth consolidation site plans and a public presentation on this, which never happened. So, as one of the two veteran members of the board, I say these things because I want to report that I have tried to understand what our plan was for right sizing our district, but it has been very difficult to get proper information to make informed decisions even as a board member. Thank you. >> Thank you, [Applause] >> Mr. Mr. Shy. So, I spent my time in the last month really focusing on the repurposing and potential closure issue. Um, I visited both Puma and Ekko. So,

016thank you, Principal Hodo, uh, and for, uh, Principal Hughes for spending time with me, um, and sharing their wonderful campuses. It really was a great visit. Uh, second, I got data on our enrollments going back to 2018. So being able to look at those and slice and dice them over time to see trends that are happening that um are very helpful and I'm going to share that as appropriate with superintendent and board members. Um third, I spent my monthly one-on-one meetings with Dr. Mensel talking in detail um about potential issues, conversations, options in this and that really helped. Um I really value the time that I get to spend as a board member having one-on-one time with Dr. Enzo to uh listen to details. Uh since I'm not an operational member of the school district,

017that time is very very helpful for me. And then finally, um thankful to parents, staff, family who emailed us. Um I read every email and responded to almost every email. Um I really value the stories and perspectives that were shared and I especially value those that uh chimed in with constructive questions and options. um and uh it's very helpful us to see that. So, thank you all for those who communicated. >> Thank you, Mr. Shy. >> So, I I would like to say first of all, it is National Principles Month appreciation month. So, many thanks to all of our school principles who are quintessential in the excellence of our school. Uh secondly, I went to a Maropa County Arizona School Board Association meeting and uh Amy Carney was awarded with a certificate of boardsmanship. So

018I would like to issue that to you. [Applause] Third, when I think about the the struggle many of our students have with writing and frankly many of us adults have with writing, however many of you terrorized through thinking what am I going to say tonight in a short amount of time that's you know making a difference. I want to honor some published authors tonight that are in our community. And we have a book that one of our parents wrote called The Girl Who Figured It Out. And it's the inspiring true story of a wheelchair athlete, uh, Melinda Dentler becoming an Iron Man World Champion. And it's just a beautiful children's story. And she got it published. And that's pretty big gig, you know, so I'm so proud of her. Secondly, again, I want to honor

019the fact that we have a book published by one of our board members, Amy Carney, Parent on Purpose, uh, a courageous approach to raising children in a complicated world. And it's a beautiful journey of what she said to her kids. So, beautiful book. And third, our very own superintendent was put was published in a national um, professional magazine on the return on investment that we get. And I will tell you I was just at an ana international conference talking about return on investment. I had seven professors from different countries asking me to show that report which is on our website. So he was published in the school administrator. So congratulations Dr. in addition to the school administrator uh recognizing you know the work of Scottsdale and its return on investment. Their current their issue of

020September was devoted to managing decline. That's the main topic of all the articles. What's going on nationwide with enrollment decline is not isolated to the the difficulties we're about to face as a district. And so if any of the board members would like a copy of these articles, I'm happy to share them. I you know, is there magic in them for us? I don't know. But just ways to go about managing decline. Uh and so as I think about like my colleagues I visited um Echo Canyon and Puma was so in love with the feeling and the community asset that our neighborhood schools bring to what we feel as a district and who we are and the spirit of who we are. So I look forward to continuing to listen for the next few months

021as we unpack the seven years of enrollment study that has been mentioned before. We've got to lean in and and you know, this is the yuckiest job. That's a technical term. Uh for what on earth to do with this budget cliff we have. So I I hope you'll share with us in a in a constructive manner and in a solutionsoriented tone that as we think together about our 18,000 kids getting maximum services. It's that's the goal I will have is listening and thinking about those children and their learning. Thank you. All right, that brings us to the superintendent's comments. >> Well, thank you, Dr. Lewis. You stole part of my comments already because October is principal appreciation month. And one of the things I'd like to ask uh is our principles in the room, can

022you please stand so we can publicly recognize you again? I I know that you don't want to stand, but you know, >> thank you. Our building leaders work long days and nights. They're on call all of the time. They're providing support for their teachers, their support staff, for all of the students under their care. They're always focused on how they can elevate excellence and ensuring that our students get the best possible education here in Scottsdale Unified. It is never and has never been an easy job to be a principal. uh it's probably more difficult now than it's ever been before and we have extraordinary people who have stepped up to take on this challenge in Scottsdale and I'm truly grateful for all the work that you do. So, thank you. The second thing that I'd

023like to highlight this evening is the National Merit Scholarship SE semifinalist and uh tonight we get to recognize some of the brightest minds in Scottsdale Unified School District. Uh we have 29 incredible seniors who have been named semi-finalists in the 2026 National Merit Scholarship Program, one of the most prestigious academic honors in the country. These students represent the top 1% of high school seniors nationwide, selected from over 1.3 million who took the PSAT last fall. Their success is a reflection not only of their academic excellence, but also of their leadership, hard work, and potential to thrive in college and beyond. Let's give a special round of applause for our semi- finalists from Arcadia, three students. Chaparel High School, eight students, Desert Mountain, 15 students, and Saro High School, three students. Now, we can give the

024round of APPLAUSE for each one. This achievement is not only a personal milestone, but a point of pride for the families, the school, our schools, and the entire community. We'll continue to keep you updated as this process unfolds. We always love to celebrate those who are awarded the scholarship at the end of the year, but 29 is up from a year ago when we celebrated 22 students being semi- finalists. So, with that, we'll conclude my report this evening. >> Thank you, Dr. Mensel. All right, as we move into public comments, I have a statement that we read every uh meeting. In compliance with open meeting law, the governing board may not discuss or take action tonight on any matters raised during public comments that are not on the agenda. However, the governing board may respond

025to direct criticism, ask staff to review a matter, or that a matter be placed on a future agenda. Public comments will be conducted in accordance with board policy BEDH. As a reminder, each speaker tonight will have one minute. We have 48 speakers. We usually limit it to 30 minutes, so we will extend it to the length of your time so all 48 can be heard. uh but we will clock it at one minute each. So please do what you can to consolidate your remarks if possible and we'll take them in other ways through emails if necessary to so the screen will indicate the time. Please be prepared to close your comments and relinquish the floor at the conclusion of your time. The board asks that each speaker please introduce yourself by stating your name and

026whether you live within our school district for clarity of the record. We thank you for your time and attendance here this evening and your cooperation in following the meeting decorum and protocols. We also ask that applause be I'll I'll use golf clap the golf clap applause uh just so we can keep the clock moving relative to the time that people are limited for speaking. I will read the name of the speaker when you hear your name. Could you please come to the platform? I will read the name of the next speaker to be ready on deck and once you start speaking your time will start. So thank you for your cooperation and in helping us with this decorum. Our first speaker is Melissa Goins and uh our speaker on deck is Stephanie Payton. So Melissa,

027come on up and Stephanie be ready. You have one minute. >> Good evening. My name is Melissa Goens and I do live in the Scottsdale Unified School District. I first want to say thank you to the board members for allowing me to speak to you today. I am not here to give you facts or statistics. I am here to tell you a story. My son Brett was diagnosed with level three autism. For years, he was nonverbal. His world was locked inside of him. And our world was filled with the with the fear that we would never truly connect with him. But then we came to Puma Elementary. The dedicated teachers and staff saw his potential, not his limitations. He didn't teach they didn't teach him from a textbook. They reached him on his level with

028patience and specialized support. They gave him the tools he needed. I'm so sorry. The minute is up. Would you like to make a final remark? >> Okay. >> Thank you, >> Stephanie Payton. And and on deck is Jade Ingstrom. >> Do I have to push anything? >> It's on. It's light though. Can we turn it up? Okay. Thank you. >> Um, hi. My name is Stephanie Payton. Thank you guys so much for your time. Um, I can't imagine this extraordinary decision feeling like it's on your shoulders. Um, I have been a life skills parent for 12 years, an Echo Canyon family parent for 10 years, and my student started at Hopi and was transitioned to Echo Canyon when they closed the life skills program and brought it to Echo Canyon. Um, during that transition, there

029was no plan essentially. It was just sort of come and visit. Um, there was no plan for changing tables, modifications for wheelchairs, or a lot of prep that needed to happen for our families. My biggest concern with the potential closure of Echo Canyon is that you guys do not leave these families and this community behind. I look at your values right now and it says that where did it I lost it, but the value about inclusion basically says that you're not going to leave anybody behind. So, please make sure that these families are valued. >> Thank you. >> Jade Ingstrom, followed by Debbie Schumacher. >> Hi, I have two children at Echo Canyon. They've been there since preschool. Um, we have amazing staff and teachers. Our principal and assistant principal greet our kids by name

030and with a smile every single day. I see it. I walk my kids up. They are amazing. They just have a really wonderfully inclusive and caring community. Our kids are thriving and I really don't want to uproot them and just tuck them in whichever school can fit them, which seems to be our really our only solution we've been given since the talk of emerged was quickly taken off the table. We feel a little let down by SUSD. The lack of enrollment is not for a lack of trying on our part. We really needed help. We need Google Maps to show our school is Echo Canyon and not ANLC. >> Even the Scottsdale library, it shows us as ANLC. Schools in the area are not recommending us even though they are full. It's just we are

031getting zero help. But I vote no. >> Thank you. >> All right. All right, Debbie Schumacher followed by Blair from Echo Canyon. >> Hi, my name is Debbie Schumacher. I am a native of Scottdale, was born and raised. I am a Puma graduate, as is my daughter. And my eldest granddaughter is currently attending and she has two sisters behind her. You say you want to repurpose, but we all know that within a few years it will fail and then you will be closing it and then selling it to a developer. Puma sits in the heart of a residential neighborhood completely surrounded by single family homes. If you put anything other than a school there, you will destroy that neighborhood. If you close Puma and Echo Canyon, you're going to lose more students because the majority

032of your Echo Canyon's kids are going to move to Paradise Valley School District. And at least 20% of Puma students will end up at Noah Webster or a Great Hearts Academy because they want to stay in the neighborhood. So, by closing either one of these schools, you're shooting yourself in the foot. You need to come up with another plan. Thank you. Thank you, Debbie Blair, followed by Rebecca Burkart side of the SUSD district. Uh it is no secret that Echo Canyon is a small school. This is actually something many of us seek out. And as a member of the site council, I've been aware of the district wig to increase enrollment at Echo Canyon and other schools in the district. What was not clear until Dr. Dr. Mensel came to our campus to speak to

033the community a few weeks ago is that the size of the school was problematic to the point where a closure or a vaguely defined repurposing was imminent or rather that Dr. Benzel intends to recommend a closure to you, the governing board. There is no district communication of this potential until he was in our cafeteria telling us to enroll in another school. As a member of the site council, I was aware of the district's ask over the past few years for Echo Canyon to increase enrollment. our community principal and PTO have had many creative moves to increase our accolades of our school and the community awareness of our existence. What I've also been aware of is that other parents brought up at the meeting with Dr. Mensel a few weeks ago is the lack of support

034from the district and our neighboring schools that are exceeding in enrollments. I find it perplexing that the school was asked to increase enrollment yet there was no structured support or much support at all from the district level. I did not see social media or podcast highlights. We were told there was a shockingly low response to a district communication Go ahead and make your last comment. >> I understand that it is not your purpose or role to curate direct communications and perhaps not even weigh in on how they are executed the wigs. But I do believe in order to support further conversation and steps to close our schools. You should consider sufficient effort has been put forth to avoid shrinking the footprint of SUSD offering. Echo Canyon is a school of choice. It is a title

035one school. It is the only K through8 school south of Thunderbird Road. >> Thank you, Blair. Thank you. All right, so Rebecca Birkhart and then Lisa Denlinger. >> Hi, good evening. My name is Rebecca Burkhart and I am within the SUSD district. Um, my story is I have three kids, ages three, six, and almost nine, and they go to Echo Canyon. There is no other school within the next 20 minutes that if Echo Canyon closes, my kids could go to without being disrupted of having to drive 20 minutes to it. That having said that, um we cherish our school. My kids feel like family. They don't feel like kids. The staff is phenomenal. We could not ask for better uh teachers for our kids. They recognize issues with their kids. say for instance a speech

036issue and that was solved within two basically two years for my daughter and she now has great speech and can talk normal. Um with that being said I do hope that you do not close Echo Canyon because we are f Thank you Lisa Dangler and then Sabrina Messenger Asivado. Hi, my name's Lisa Dunlinger and I'm in the Scottsdale Unified School District. Um, we came back to Puma actually after painfully struggling for two years at a charter school that was unable to provide our child with the professionals and tools needed to excel academically, socially, and behaviorally. We thought this education would be more enriching, but we were wrong. Our son attended preK at Puma, and we remembered his amazing experience. It was the best decision we made and within two years we've had seen an 180

037degree difference in all areas and I believe it's because of the low studenttoteer ratio and the right professionals well equipped for success. Puma is hovering around 300 students K through fifth grade that's about approximately 17 students per teacher ratio. Putting 25 to 30 students in one classroom is very taxing. Many reputable studies show that smaller classrooms promote higher ed engagement, better overall performance and um students can participate more actively in discussions. Keeping Puma open can prevent overcrowding. And so what I'm asking is that we look at strategies to bring up enrollment and supplement schools in other ways to help bridge those gaps. >> Thank you, Lisa. >> Sabrina Messenger Aivado and followed by Rose Smith. Thank you for giving me the opportunity to speak today on behalf of an extraordinary school, Puma Elementary School. My

038name is Sabrina Messenger Sevido. I'm a Scottsdale native, a local business owner, and a proud parent of a Puma student, as well as a Puma alumni myself. For 66 years, Puma has been more than just a school. It's a pillar of our community, a place where generations of families have learned, grown, and found a sense of belonging. As you consider difficult decisions about the future of our district, I urge you to take a closer look at what makes Puma worth saving. Puma is a title one school serving students who sometimes face the greatest obstacles with dignity and excellence. It is the only minority majority school in South Scottsdale. This isn't just about preserving a school. It's about protecting quality education for all students. We are predicted to achieve an Agrade rating, a testament to the

039hard work of teachers, staff, and students. As a 21st century grant recipient, Pedmont offers the Beyond the Bell program providing tutoring, enrichment, and after school clubs that go far beyond the standard school day. We are also proud to recognize We are also proud to be recognized as a blue zone. Well, >> thank you. Yeah, Rose Smith followed by Kathy Brie Tomkins. >> Good evening. My name is Rose Smith and I live in Scottsdale. Given the vast amount of talent among our faculty and students, I'd like to once again suggest the option of incorporating an arts K8 magnet at one of our schools, I believe that an arts program could grow our student enrollment outside of SUSD boundaries, as well as complement Scottsdale's own embrace of the arts. Several local families we know are willing to

040make the long drive to ASA specifically for an artsdriven program. SUSD is already well respected for our academics. Where are the arts? Many of our most celebrated alumni are all in the field of the arts. Could we offer an arts magnet to appeal to those students whose interests and career paths lie in this area? I would like to suggest a goal that SUSD explore and share a feasibility study on the possibility of an artsbased K8 curriculum at one of our existing schools before we start talking of closing or consolidating campuses. Let's focus on growth rather than decline. Thank you. [Applause] Kathy Brie Tommpkins followed by Cat Ingalido. Hello. Excuse me. Hello. I'm Kathy Reese Tomkins. I'm a Scottsdale native and I live within the Scottsdale School District. I am an alumni of Puma and I'm

041also a Puma parent going on my 15th consecutive year. Our school is very special. It was a school two years before our city voted to become a city. It is a staple of South Scottsdale. Our campus was just recently rebuilt seven years ago. It's a beautiful campus, modern, gorgeous. I don't know why we're looking at closing our campus to send our kids to excuse me to send our kids to bomb shelter era schools filled with asbestous. Um it's a title one school. It's a majority of minorities. It has our title one program and we would lose our beyond the bell funding uh if puma is closed. So total. >> Thank you, Rose. Kathy Brie Tommpkins, followed by Cat Ingalo. Did I say that right? >> Yes, >> you're Okay. >> Yeah, >> you're you're Kathy.

042>> Oh, no. I'm Cat. >> Oh, Kathy just Okay, you're Cat. Go ahead, Cat. Go ahead. Sorry. >> All right. Hello. My name is Cat Ingalo. I'm a proud Puma Panther from 1996 to 2003, but Puma runs much deeper than myself. My mother attended Puma from 90 uh 69 to uh 1978 when it was a K- through8 school and she unfortunately experienced the closure of Scottsdale High. So we are no strangers to this situation. My oldest daughter now attends Puma as a third generation third grader and thrives in Puma's wonderful programs and garden club which helped become um a blue zone awarded school. It would be truly a downgrade to uproot the lives of nearly 300 children under the age of 12, split up countless friendships and increase transportation costs to, as Kathy said, bomb

043shelter era schools that are already full. Please consider to save Puma and an anchor in our South Scotsdale community. I am proud. I am inspired. I am motivated. I will achieve. I am Puma. Thank you. Thank you. Ellie Mcnite. Ellie Mcnite, followed by Jeff Mlelen. >> Hi, I'm Ellie Mcnite. I have a daughter that's currently at Puma. My son went to Puma and just graduated uh last year. Uh Puma's been around for 66 years. It's a modern school. One of the reasons why we chose Puma was because it is safe. It's modern. Um it has the structure we need. It has is built for the modern student and the modern teacher. Um being able to work in pods and do a variety of different things. I'm asking Puma's going upwards. We have uh projected to

044be an A-rated school. We have grants that have come in a half a million dollar grant for um that has come into Puma that we can have for the next five years. If we lose Puma, we lose that grant. Scottsdale loses that grant there. I'm asking you to look at Puma's boundaries. maybe expand it slightly. Um, help us market Puma. I've lived in our house for over 15 years. I've never once got one mailer about Puma. So, do some marketing. Show how Puma is great. Help us out. We need your help. Thank you, Jeff Mcllen, followed by Crystal Mlen. >> I'm Jeff Mlullen. I live within the district. Good evening. Echo Canyon represents the future of education. One that develops the whole child. It's a place where children grow academically, emotionally, and socially, and where

045they love to learn. In this new era of school choice, the district must compete for families trust and attention. We can't close our way out of declining enrollment. We must grow our way out. Ekko already has what families want, a supportive community and a whole child approach that builds confident, compassionate learners. What's missing today isn't quality, it's visibility via a modern marketing strategy. I urge you to vote no on moving forward with repurposing Echo Canyon. Let's protect what's working and build the future of education right here. Thank you. >> Thank you, Crystal Mlen, followed by Jean Beasley. >> Good evening. My name is Crystal Mlullen and I live in the SUSD boundaries. When it was time for our daughter to begin kindergarten, my husband and I carefully weighed our options and ultimately chose a charter

046school. However, we found that it was not the best fit for us or our daughter. School was a source of stress rather than joy. Given another family member's experience years ago at ANLC, we saw Echo Canyon and never looked back. Today, our daughter is thriving. It's her second year as a second grade student at Echo Canyon. She has grown tremendously, not just in academics, but also confidence, emotional well-being, and her love for learning. Each day, she looks forward to school, excited by the nurturing environment. But this isn't just about one child. A decision to close schools like Echo Canyon and Puma Elementary would have a profound and lasting impact on many families. We are asking you to vote no on the proposal to repurpose or close Echo Canyon and Puma Elementary. Thank you. [Applause] >>

047Jean Beasley, followed by Risel Orel Langbecker. >> Hello, my name is Jeannie Beasley and I'm a mother and proud member of the Desert Mountain community. I also have the privilege of serving on the district audit committee. For the past several years, I've been president at nearly every board meeting. I have listened, learned, and grown increasingly invested in the well-being of our schools and our community. So much so that I ran for seat on the board last year in my hopes of wanting to make a positive difference. Tonight, the board is being asked to begin the process of closing schools. My hope is that decision can be avoided, and I'm deeply concerned about the impact it will have on our Echo Canyon and Puma families and staff. Throughout the many meetings I have attended, I have

048heard the accomplishments of SUSD, but I've also heard repeated concerns about declining enrollment and how taxpayer dollars are spent. What I've not heard is any clear communication about school closures until recently. These and other choices raise important questions about the priorities of board members. I urge the current board to reflect on whether different financial decisions could have prevented us from reaching this point. The SUSD community deserves a strong commitment to >> Thank you, Chief Risel Longbecker, followed by William Clarida. >> Hello. Um, good afternoon. Uh, my name is Risal Line Becker. I am part of SUSD. My daughter was inside the school for 13 years in public school. But um I was going to ask talk about something else but after all that I hear today that everybody is trying to working to make this

049those two schools too don't be closed. I want to bring up the highlight why are we closing those two school because nobody wants to talk about that. I'm glad that each of you are presenting your point of view as a mother of somebody inside there. that let's see our enrollment capacity today is only 52%. So that means 48% of our schools are not being used are not being utilized and that's money down the drain. So 46% of our students are not proficient in math at 8th grade. 38 are not proficient in ALA at 8th grade but they graduate at 94%. That should be upsetting. >> Thank you very much. Uh, William Clarida, followed by Carter Warner. >> Hello, my name is William Clarida. I have two children in Puma Elementary. I live inside the school

050district. My children go to school and come home happy every single day. They love Puma. I have never seen that many children that happy to be at a place. I volunteered there and it makes my heart happy to see how much those kids love to be where they are every single day. It just doesn't happen. I've never heard of it happening. That being said, this last 10 days has been hell in our family. My children are scared that school will close. They're scared of where they might go. They're asked, "Dad, what school will I go to?" I I don't know. I don't know what the decision or what is behind the decision. The only things I've heard are in the last few days brochures about what we could do. I hope for more. >> Thank

051you, >> Carter Warner. followed by Teresa Cadiraa. >> My name is Carter Warner. I live within the district. I was an SUSD student for my entire K12 education. Now in my final semester at Arizona State University, I'm a student teacher at Echo Canyon. I was lucky enough to be placed at ECHKO two years ago for my first observation and knew right away that it was a special place. For the last three semesters, I've returned for each internship because this school, the students, the staff, and the incredible administration have been instrumental in shaping me as an educator. It breaks my heart to see a school that truly embodies the spirit of this district face such a difficult situation. I have watched the echo community mobilize to get the word out from about this school from participating

052in the Prada del Soul to our PTO fundraising to ensure that the school even had a sign, something that the district did not do. I had hoped that this process would not have been so cut and dry with solutions left unexplored and a persistent narrative that we are out of runway. The Echo Canyon community has shown that they are willing to go above and beyond for this school and they deserve to be seriously considered by the district. Thank you. >> Teresa Cadiraa followed by Martha Graves. Hello. Um, as a former 9th grade algebra 1 teacher and current sixth through eighth grade math teacher, uh, I am very concerned with the proposed math goal in the high schools. Just last year, we were having conversations with our principles about the failing rates of freshmen in algebra

0531. If these concerns are still prevalent in 9th grade, what is there to say about the future of our eighth graders? This decision is being made based on the successes of a small percentage of our students. To generalize our currently advanced student success to all of our students requires a drastic shift in pedagogical approaches, teacher preparation, and family understanding of support systems at home. Who will take responsibility? It will not be this board, but the teachers who will manage increased frustrations from students who may not be ready to be thrust into accelerated courses. Teachers will be learning a newly adopted curriculum and filling the inevitable gaps that a four-year goal will have left behind. The best way to serve our students is not with inflated goals meant to grab headlines, but to encourage student, family,

054teacher collaboration and identifying and placing students in appropriate math courses. Thank you. >> Thank you, Martha Graves, followed by Patricia Pellet. Our children and our community is more than just the bottom line. My name is Martha Graves and I have a third grader at Puma and I have a another student who just graduated from there and I'm also the product of Scottsdale School District as well and I'm passionate about having a robust quality diverse public school. Pessimistically, this feels a little bit like lip service. We have not been given any solutions or goals or specifics on how to stay open. There has been no answers as to the current budget, operating costs, the actual savings associated with dismantling a close-knit community and sending them to sprinkle about many other schools. We are the first phase

055of this plan and from what I've seen, the second phase seeks to close six additional schools. So, what will those schools look like? What will the classroom size be once they've all closed? Eight schools are going to be closed in the next two years. That's a third of the district. That is not sustainable either. Thank you. Thank you. Patricia Pellet, followed by Mike Benert. Hi, I am a mother of an SUSD student. I was sitting front row at the lightly attended board meeting where board member Warner was attacked for a hot mic. I nor Susan next to me nor staff listening at home heard Wernner say anything. In fact, an anti-W Warner social media poster even posted she didn't hear Warner. The coordinated attacks against Warner reminds me of the Salem witch trials. Some in

056this room are guilty. And then you have the community in the media falling for the propaganda. The proof nobody heard Warner is a speaker at the podium never paused or stumbled her speech due to interruption. Dr. Lewis didn't pause the speaker to see if Warner had a question, nor did anyone apologize for Warner. Finally, this happened on 85. So why were there no backlashes or posts until 89? Was the audio doctorred? Shame on the guilty in this room and you know who you are. Shame on the community for falling for the propaganda and shame on the media for jumping on fake news. You're the guilty ones for shaming and continuing to shame this woman. Focus on academics to save SUSD and not attacking board members. Thank you. >> Thank you, Patricia. Mike Fingert, followed by

057Alistair. My name is Mike Benert. Coronado is a blue zone school where they foster a culture of well-being and belonging. Yet only 26% of the students are proficient in ELA and less than 20% proficient in math and science. Students can't read, do math, or do science, but they have a culture of well-being and belonging. For Echo Canyon, 70% of the students are not proficient in math or science and only 50% proficient in ELA. They need to be repurposed into schools that teaches academics. Arizona superintendents trying to understand declining enrollment highlighted the benefits of public schools. We welcome all, including comprehensive choices, but made no mention of academic excellence. Menzel's idea increased marketing. A podcast, a magazine, a blog, and unlimited time at board meetings aren't enough to fool all parents into thinking he is doing

058a great job. Yet, as Menzel continues his goal of dismantling SUSD, a group of parents still support him. Trying to remove member Warner shows how these parents don't care about students. She and member Carney have been the only sane members who care about students and academics and push back on Menzel's radical agenda and destructive policies. Wake up parents. >> Thank you. Uh Alistister Hello. >> Hello governing board. My name is Allison Clottney and I live within the school district. I'm here tonight in support of Karen Warner. Karen ran on the platform of putting students first, empowering parents, supporting quality teachers, and building a culture of trust, ensuring transparency and accountability, and restoring traditional education. Karen's record as a child and student advocate have been demonstrated throughout her term. She is currently working to reform Arizona's

059Department of Child Safety Abuse reporting system after the murder of 10-year-old Rebecca Baptiste. Karen supported Senate Bill 1437 signed into law. SB 1437 modifies Arizona's mandatory child abuse reporting law specifically for school employees. She fought to save staff when cuts were coming. Anastasia's vice principal Martin was saved on her back by her behalf and Coronado principal Palatui. SUSD is fortunate to have Karen Morg. >> Thank you Allison. Alistair I'm sorry we had two we had two Alice stare at Alison. So we'll go with Alistar next. Thank you. >> My name is Alistister. I was a third grader at Anastasi but in a different class than Mrs. Javanette. This teacher created a hostile school environment for kids like me. When she didn't like the parents, she would yell at me in the hallway and hurry me

060along. Also caught her filming me one day. She claimed she was filming full field day, but the event was over and her phone was pointing right at me. At the same time, a neighbor on my street was also filming me while I was outside my home. It was creepy and I felt unsafe. It became so bad that my family had to get a restraining order against my neighbor. At court is when the neighbor revealed a personal email from Mrs. Javanette to my teacher, no to my neighbor, thanking my neighbor for protecting teachers against extremists. This is when I found out that Mrs. Javanette and my neighbor walking together. Now, Mrs. Javanette had been caught celebrating gun violence and a local hero, Charlie Cook, being assassinated with her post on social media. How do you allow

061her to teach third graders? How do parents leave the kids in her class? She's a reason why we and others left Anastasia. Now I hear more are leaving after her recent hateful posts. >> Thank you. Susan W. Susan W. And that's followed by John Aiden. >> I'm Susan Winder. I am outside of SUSD, but my grandson attends Chapperel. I would like to share some thoughts about the last schoolboard meeting. As you are aware, there are lots of people who were picketing outside and lots of people who came to speak. Having worked in a school system, I am aware that doesn't happen on its own. I suspect that somebody within the system either contacted the union president or had someone contact them for that person. The only problem is that what they heard or were told

062to prompt this incident was a lie. As you probably know, I am at most schoolboard meetings sitting right over there. I was at that schoolboard meeting sitting right there where the screen is where you can hear and you see I don't have a hearing aid. I have very good hearing. So if anybody behind that dasis says they heard that they are lying. Um rumor has it that someone from the cabinet along with Julie Sinowski doctorred the recording. I don't know if that was true but what I do know is that Mrs. Warner did not make that comment. It seems that you have little respect for your nutrition food manager as if you did you would not have put >> Thank you. John Aiden followed by Christian Verin. >> Hi, my name is My name is

063John Aiden. I'm a proud Puma parent. We all want the same consideration extended to Puma that has been extended to other elementary schools in the past. Please consider redistricting Puma's boundaries. One approach could be adding section 10C that goes from 64th Street to 68th Street between Thomas and Osborne. This area borders up to the Arizona crosscut canal which is a natural geographical dividing point between Arcadia and South Scottsdale. Another approach could be adding some of the area from 64th Street to Scottsdale Road between McDall and Thomas. When Tonalia's K through five portion was dissolved in 20 2022, the lion's share of Tonalia's area went to Yavapai Elementary. The Puma shared the same amount of boundary space with Tonalia as Yavapai. The small portion of Tonalia's area that Puma gained was offset by giving Tohokum Elementary

064School, the area east of Cornau Golf Course in Elorado Park over to Hayden. It's not clear why Puma had to give some of its borders to Hokum as elementary parent survey conducted early in Tonlia restructuring process indicated that Hokum stood to benefit from transfers from Yabapai and Tonalia. Thank you. >> Christian Gearan followed by Trishia Dio. >> President Lewis, members of the board, I'm Christine Garren and I live in district. Dr. Mensel met with Echo Canyon families last week for the first time ever. That meeting was about five years overdue. There we learned our school had been experiencing a steady decline in enrollment for 5 years and now we are at a crisis level. Yet, no one has addressed this with us until now. Had he met with us earlier, he would have found a

065powerful ally on ECS families, most of whom chose this SUSD school over their home district. He would have heard our ideas and solutions and felt our commitment and determination to help Echo Canyon thrive. He would have learned how we discovered the school and why we chose it for our children. There is a disconnect when the district fails to communicate with families and when schools and their PTOs are left to manage their own marketing. There is a disconnect when other school communities like Hopi and KA are made aware of our struggles before we are. I hope you have learned that this ongoing disconnect and breakdown in communications and marketing has left our school invisible. Echo Canyon isn't declining because it's a poor model or because there are too many other choices. It is declining because of

066years of failed district leadership and support. Please give us an overdue chance to grow and the resources in which to do it. Thank you. >> Thank you, Kristen. Trisha Dioj and followed by Valerie Ramos. >> I'm passing on my time. >> Thank you, Trish. Trisha. Then now we'll go with Valerie Ramos followed by Richard Trullik. >> I'm giving my time to my kid. His name is Haron and we live in Tempe. So we specifically come to Scottsdale. Go ahead, buddy. I'm Haron Mullen and I believe that Echo Canyon should stay open because we are a gradea school. And if you think we should take money from other schools and if that's the problem, we have to give a little to get a little, Echo Canyon is a good gradea school and I think that it

067has the potential to grow. >> Thank you so much. And I think you're a great superintendent, by the way. Thank you. Richard Trullik followed by Sarah uh Cookenbecker. Richard's not here. Okay. Sarah Cooken Becker. Not here. Shay Nafi. >> Oh, my apologies. I I pause. Richard Trullik, Sarah Cookenbecker are next up. We're gonna give them a minute since we have an overflow. >> They're coming. Great. >> Thank you. Are you Sarah? >> I am. >> Take your time. You're fine. Thank you. And we'll begin. Hi everyone. I'm Sarah Cuckenbecker and I live in North Scottdale and I have two children in the district. I'm taking a moment to reflect on why people seek elected office, especially positions like school board, which serve as a first step toward a broader political career. Now, most people run

068for office for one of two reasons. They feel called to serve with a genuine desire to improve their community, or they seek power and influence. I believe it's clear which of these motivations drives you, Karen Warner, despite what your planted advocates tonight have to say. Very brave of you to show up. You have already leveraged your seat on the board to become a state senator. That sure seems like seeking power and influence. And how do you feel about listening to a presentation about feeding hungry kids and improving the common good? Well, you recently told us yourself a snide. This is what I have to listen to. Followed by other rude and dismissive comments. Thank you. Thank you, Shaya Jaffy. [Applause] Shay Jaffy. Unless Richard is here. Okay, we'll move on. Shaya Jaffy. >> Thank you.

069I first want to let you know I am bringing to you the names of over 1,700 nearly 1,800 signatures from parents, community members asking for Karen Wernern's resignation. This is a final straw. This is not just about the one comment calling a district employee chubs, which she knows she did and she has she has not apologized. This is about her not showing up for our community and her continuing to be a bigot. Bigoted to the bones. This woman is >> bigoted to the bones. And we are done with it. And by the way, we're 48th lowest funded in the nation for our schools. Sure seems like someone sitting in the legislature could help us in that way. But you haven't done that. And here we are faced with having to close schools. Who should we

070be looking at? Perhaps it's you. Thank you, Kim Olurd. Kim Overhead followed by Taylor Sharp. Kimlerhead. Are we waiting from overflow this I think as we get lower longer. Okay. Thank you. So, if you're on deck, uh, next after Kimhead is Taylor Sharp and then we'll have Marissa Hamilton just to be prepared. >> You can come on in to be on deck. Hi, my name is Kim Oloodhead. I am a actual graduate of Scottsdale Unified School District a couple years ago and I have twins in second grade at PBLO and I'm here on behalf of the students at PBLO who found out what Carrie Warner recently said and were horrified. They did they're seven, they're eight years old. They did not understand how somebody could be so mean. They did not understand how somebody could

071ban books and want to change their history. And so they had some very interesting words and I've never heard second graders say hate, but that's what they wanted to say. And that's I'm just speaking on behalf of a bunch of second graders who don't think it's okay what you did. And that's it. Thank you. >> Thank you, >> Marissa Hamilton. That was Taylor, right? >> I'm Taylor Sharp. I'm sorry. Taylor Sharp, come on up. I apologize. I got ahead of myself. Taylor Sharp, followed by Marissa Hamilton, and then Elijah Norton, if you could be prepared. Thank you. Go ahead. >> Hi. Um, I'm Taylor Sharp. I live in the Scottsdale area. Well, I was just, uh, thank you for having me here today, by the way. Um, and I was just kind of wondering, you

072know, there's a massive problem with education in Arizona. Well, especially somewhat in the Scottsdale school district. Um, bullying is a problem, especially at Chapperel High School. Arizona has the worst in the nation student to counselor ratio. I don't see you guys doing anything about that whatsoever. And some people were talking about a comment that a that a representative made. Well, I think that we should make Arizona healthy again. Really? Um and Ruben G I don't see any petition on Ruben Ggo making comments towards our President Donald J. Trump that the people in Arizona elected. Um which is, you know, kind of funny, I guess, because no one's no one has a petition for a lot of signatures for that guy. Um but uh and also um we also must address um families are leaving, morale

073is low, trust is fading, but with transparency and high expectations and a renewed commitment to excellence, we can make the SUSD the district uh our students and community deserve. Thank you. >> Thank you, Marissa Hamilton, followed by Elijah Norton and then Lesie Dement. If you'd like to go ahead and get prepared. Marissa. Hi, my name is Marissa Hamilton and I lead an organization called easyaz.org which has uh well over a thousand people that uh subscribe to us that are in the school district. And so I'm speaking here because we need to make our schools healthy again. To the previous speaker that said the legislature hasn't done enough with the funding, that is rubbish. You need to learn math. The legislature has funded schools more than any uh recently in the last like 5 to 10

074years, more than any time in the history of the state. The focus right now should be on making our kids healthy again. It is ridiculous the fact that we have such a a issue with so many kids having obesity. It sets them up for failure in their life. And that should be the focus we have. And that's the reason why I'm wearing workout clothes today because I'm I'm thankful for Karen Warner for focusing on that, for focusing making nutrition uh and making kids uh have a healthier lifestyle here in Scottsdale because parents have been complaining about it. You should fix it. Thank you. Thank you. Elijah Norton, followed by Lesie Dement. And then there's Jason Jason Foster. >> Elijah, >> good evening. My name is Eric Loveless. I'm speaking on behalf of Elijah Norton. >>

075Okay. >> Uh my name is Eliza Norton. I live in the and pay taxes in the SUSD. I'm here to today to express my support from my friend Karen Warner. She has ear served our state as well as both a senator and a school board member. I've traveled across this district and spoken with many parents and families and it is their view that under the leadership of the current nutrition director, SUSD has not become healthier. Quite the opposite. I was just speaking with parent outside who said she often finds her son eating junk food at school for lunch. Scottsdale and all of our schools in Arizona should be the epitome of health. Based on my conversations with numerous people in this district, it appears that this is not the case. Karen Werner is so committed

076to the health of the district, she has invited multiple school health officials to the state capital to discuss how to keep children healthy. She even invited Miss Bilbury a as a token of good faith, but she declined. Thank you. Lesie Dement, followed by Jason Foster and then Jacqueline Buckley, if you'd be ready. >> Hi, my name is Lesie Dement and I'm a parent at Puma Elementary and a resident of South Scottsdale. I really want to thank you for having this forum to listen to the parents. Um, we understand the challenges that you're facing. Um, I run a business and I understand that we really need to focus um on our budgets, but we need to understand that Puma is not a failing school. We are thriving and we're talking about closing a school that is

077really important to the community. We are the only minority majority school in South Scottsdale representing diversity and inclusion. We're giving students an opportunity by having this school and we embody these values that SUD has every day. We're not asking you to ignore the numbers, but we're asking you to see the full picture. We can't measure these costs in strictly dollars. But this is disrupting our children, our community, and our neighborhoods. And losing a school that's so important to the families here today would be a real detriment to what we have in South Scottsdale. Thank you. >> Thank you, Leslie. Jason Foster, followed by Jacqueline Buckley and TJ Buckley. After that, Jason. >> Good evening. I'm Jason Foster. I'm an SUSD graduate. My children are both SUSD graduates. And I have been teaching math at Arcadia

078for 27 years now. Uh I recently just learned about our wildly important goal of moving 75% of our eighth graders into algebra 1. By my numbers, that would be about a 200% increase. I don't know if that's that organic of an increase. Uh, at Arcadia, I know our LL diagnostic um tests show that we're predominantly below grade level at the high school level. I know we can't control uh kids coming in from outside of our district and what they have what happened at their previous schools. Uh but in our schools, I think maybe a better goal would be to work on improving and bringing our kids up to grade level instead of maybe pushing them even farther, but to get us up to grade level. uh that would help our algebra one failure rate. Uh

079their anxiety that they have in the high school level is unprecedented right now. And so I just hope we can continue this dialogue before we make any wildly important decisions. >> Thank you, Jacqueline Buckley, followed by TJ Buckley. >> Good evening. My name is Jacqueline Buckley, proud math teacher at Chapperel High School. I come to you again tonight to ask you to table the vote on the math wig. Math teachers from grades 6 through 12 have continued to raise questions and concerns over the appropriateness of this goal. 80% of middle school and high school teachers have been surveyed and 100% of them have opposed the wig as written. The wig does not have support from the math teachers being told to implement it. We just want a voice at the table to be able to

080do right by our students. If this goal fails, whose job is on the line? Who will be deemed ineffective? Thank you. >> Thank you, >> TJ Buckley. Followed by Emmy Cardella. >> Hi, I'm J.J Buckley, uh, president of Scottsdale Education Association. Uh, but speaking to you as parent tonight, a proud parent um of a child over at Sequoia. My daughter is in second grade and she loves math most of the time. Sometimes she hates it. Like at the end of the night after a dance class or religious ed class uh classes while struggling to finish math homework. We've worked hard with her teachers to keep her caught up on her academics. I worry about when you change the expectations and she's expected to be a year ahead of at level pace. What will her reaction

081be? Who will handle it? Will she stay engaged? Will she want to continue to be a lifelong learner? Will she see herself as successful? As her father, I will guide her through those uh through that process, and you'll see none of it, but your decisions will have led to it. After all, you didn't ask us or involve us in the process. Thank you. >> Thank you, Emmy Cardella, followed by Paul Ro. >> Good evening, Governing Borne. My name is Emmy Cardella. I'm this is my 16th year as an SUSD parent and I am a proud Dawn and tonight, Miss Carney, I came to address you. I was here last month as well and you chose not to show up. So, I'm pleased that you are here tonight. Um I, as you know, I attend all

082of these meetings. I have for years and I did have to miss the meeting in August when I heard your comments online. So, to the conspiracy theory that it was somehow um made up, I listened to it that night and there were your comments and they were dismissive of the hard work of the nutrition staff and then your bizarre comments about a staff member. It is just rude and disrespectful of staff. And instead of being a professional and admitting you screwed up and apologizing, you have gone on to consistently lie, saying that that is not what you said. You were misheard. That's not what you meant. You specifically said nutrition services. This is what I have to listen to. It's clear. You were loud and clear and it's clear what you were talking about. So

083you continue to not apologize and it's just disrespectful on >> Thank you Paul Row and Denise Ryman. >> Uh good evening members of the board, fellow citizens. My name is Paul Row. I'm a longtime resident of Scottdale. Uh while I came to echo the comments about uh the health of students, I uh couldn't uh help but hear the uh emphasis on the closure potential closure of two schools which by uh the parents comments uh are needed. I I think that speaks to a larger issue that uh the reason the school district enrollment has declined over years is because of a lack of emphasis on academic standards and a rigorous education for children. Some of these comments tonight have echoed that thought. So I would advise a return to uh the standards that I enjoyed while

084attending Arcadia High School years ago and not dwell so much on the extraneous social and other issues. >> Thank you Denise Ryman followed by Joseph Russo. >> Hi my name is Denise Ryman. I work for Scottsdale Unified School District. Second generation of students going to Scottsdale. Right now, my grandson goes to Echko and he wasn't doing too well previously, but miraculously through Ekko, they were able to turn him around. I can I can only contribute to the wonderful teachers there, their um delivery, their caring to turn him around the way they did. My daughter also went to Puma years ago. I would hate to see our schools close. I think we should look at quality instead of quantity right now. And I think it would be really um a positive move for us. Thank you.

085>> Thank you, Joseph Russo, followed by Natalie Vatitali. Hello, my name is Joseph Russo. Um, I'm not a parent, but I'm an engineering professor from Yuma. I moved here a couple years ago. So, when all your kids graduate, they come to me basically. Um, and I've been here for about the last seven years. And Governor Dussy, fortunately, was term limited and he left. But before he did that, he made sure to set up the ESA account, which then horn is sucking at all the students. So if all the students are gone, conservation math says, "What? Where are they? Do they just vaporize in the air? Do they sublime like dry eyes?" No, they're at home playing their piano they bought from their ESA. You don't have any money because you have no students. You know

086students because they're at home. They're at home. Go to people's homes and say, "Hey, did you steal money and are unethical from all the other students?" I went to public school. I would have loved to have had a a piano at my house. So you guys need to tax the rich, go down to the horseshoe, double the cost of alcoholic drinks from 20 to 40. Bam. Kids have kids have money for books. Easy. >> So easy. >> Thank you, Natalie Vitali. Followed by uh Veronica Corkran. >> Good evening. I'm Natalie Vitali. I am a math teacher at Arcadia and a proud SUSD legacy. Um, I'm here tonight to talk about the wildly important goal for math. As an algebra 1 teacher, I struggle every year with a most of my students being below grade level

087and it's been a real struggle. So, to see that we want to increase 75% of eighth graders being a year ahead just seems like a huge goal to accomplish in five years. I'm really excited about having a math goal. I'm really excited about wanting to push more students further ahead, but I think we need to slow down, uh, come together as math teachers and work on a more realistic goal. >> Thank you, Veronica Corkran, followed by Allison Cornia. >> Hello. I used to be a substitute teacher at this district and I had to leave because I refuse taking little kids to a nurse to give them horrible bunch of questionable medical drugs daily. Very painful to watch since I am an international well-being expert who helped many find less harmful solution and have already and

088healthy development. There is a reason a child can drive a car before it's 16 years old in Europe 18. human brains developed by 25 years for 25 years and for anyone who think it's okay to educate kids on changing their gender is playing child abuse regardless it come from parents or teachers or our governor husband I pray that more people like Karen uh Karen runs for a school board but also for public office people brag about blue zones while they are hurting the most vulnerable in our society it's absolutely outrageous. It's criminal in my view. It's incomprehensible. Our governor is is abusing and for for profit. >> Thank you, Veronica. Allison Cornia is next and our last speaker then is Katherine Martin. >> Thank you very much. And Katherine Martin, are you uh standing by?

089We'll give you a minute to put perhaps get into the room. Katherine Martin, our last speaker. Madame President, uh board, no member who signs up for call to the public can donate their time to another under the protocols established by the district. >> Thank you, Miss McLillen. >> Okay, that concludes our public comments. Did I give adequate time, do you think? Okay, she's coming. Okay, my apologies. Katherine Martin is our final speaker this evening for public comment. Hello, I live in Scottsdale and I am the parent of two children who have attended SUSD schools ever since kindergarten and I still have one at Desert Mountain High School. I have been witness to board member Warner's continued attacks on SUSD values since she was elected. Her recent hot mic comments are not an isolated slip. They

090are part of an ongoing pattern of discrimination, censorship, and disregard for Scottsdale students, families, teachers, and staff. As the mother of a child in the LGBTQ plus community, I do not appreciate her contempt for diversity, equity, and inclusion. She has attempted to ban books and to promote PragerU's controversial propaganda in our schools. Warner has failed to take accountability for her demeaning and insulting comments. Warner is a divisive elected official and has violated the SUSD board code of ethics. We deserve better. Warner should resign. Thank you. [Applause] >> All right, that concludes our public comments. I want to remind board members that uh we're not anything not on the agenda we may not speak to. However, the governing board may respond to direct criticism or ask staff to review a matter that uh may be placed

091on a future agenda item. Are there any board comments? Miss Warner. >> Yep. I want to thank everyone for who came and spoke and related to the math wags related to Echo and Puma. Your voices have been heard and um also I did take full responsibility for the comments. I reached out immediately to Patty and apologized. We had a very constructive and respectful conversation. It is deeply dis disappointing that a vocal few have taken the opportunity to manufacture controversy for their own political gain, even going as far as to make threats against me. I remain committed to focusing on positively serving our community and improving our schools. >> You're a liar. You never >> Okay, we're not going to do that. >> All right. Thank you very much, Miss Warner. Any other board comments? Okay,

092Miss Carney. >> Yes. I'd like to thank everyone who came to uh speak on the issues that matter most to them. I do have a couple things. Uh board president Lewis, I would like for you to review policy BEDH since uh you're newer to our board. Um there are many things in there that probably should not be allowed. And one of them uh H is personal attacks upon board members um are not allowed. And I would suggest that name calling uh not be allowed in further public comment upon any of us. Um, I also would like to direct uh Superintendent Menzel um regarding Rose Smith's comment on doing a feasibility study on repurposing our um schools and one of the ideas being the arts K8 magnet as well as uh other opportunities and options that

093the board has yet to hear about. Thank you. >> Thank you. Any other comments from board members? Okay, that concludes public comments. Thank you. We'll move to information discussion items. And thank you everyone who showed up tonight. If if you'd like to stay, please feel free to. But uh also we it won't disrupt the meeting if you depart on your own terms quietly. Uh the information discussion item 10A is a presentation of the audit plan for the 26 school year and report from the school year. And we'll begin that in a moment as the room adjusts. You got me Thursday. I'll see you that morning. Okay, we're going to ask that people go ahead and and remove themselves silently as we continue our agenda. Uh Dr. Mensel, would you please welcome our our audit plan.

094>> It's my pleasure to introduce Sarah Rean who is chair of the district audit committee and she has done a fantastic job in leading the group. uh they don't have the most glamorous uh work to do, but they have very important work to do, and this report and the plan for next year is uh carefully considered, and thank you for uh volunteering your time to lead this effort. >> All right. Thank you, Dr. Mensel. Uh thank you, board. I'm going to try not to take it personally that the room totally emptied out right before I got to the podium, but that's fine. Uh I'm so pleased to be here today to talk to the board about the audit committee's work. Uh my name is Sarah Rean. I'm the chair of the audit committee. Um the

095committee provided the board with its annual report that goes over the work that we did in the last fiscal year and the accomplishments that we uh achieved as well as proposing an audit plan for this current fiscal year. Um just as a matter of note, the committee is quite pleased with the way that the district responded to the audits. Um, we uh I'd be remiss if I didn't point out that one of the audits that we oversaw resulted in $100,000 cost savings with the potential for additional cost savings. Um, the uh committee is um not aware of any material risks or control deficiencies in the in the audit in the um district's audit based on the scope of our work. Um, in terms of the audit plan for the coming year, as it always does,

096the committee met um and uh went through potential risks and uh rankordered areas of audit. Those are all found in the annual report that we submitted. Um I'm happy to answer any questions about our process, what we did last year, what we're proposing for this year. Um but otherwise, since the board has the report, um I'm happy to let my comments stand on that. Any questions from the board? >> Thank you so very much for all of your hard work and hours. Just making sure. >> Go ahead, Mr. Shy. >> I just wanted to thank Sarah. Uh I've been had the pleasure of being on the committee uh attended the last three meetings all this year and the hard work and thankless work um to really keep our district safe um has been very incredible.

097So to all the members on the committee, folks that are here, Sarah, thank you very much and appreciate the work that's been done. >> Thank you. All right. Thanks very much. >> Appreciate you here being here tonight. All right. Our next agenda item is 10B, the M override, district additional assistance override and bond fiscal year 2025 report. Miss Croer, bring that up. All right. Um, President Dr. Lewis, Vice President Shy, members of the board, Dr. Menel and guest. Um, as a part of uh ARS 15481 and ARS 15491, a school district that has uh bonds or overrides is required to present to the governing board and the public uh yearly how those dollars were used and uh provide what that budget will look like moving into the forward. Um, we happen to have both an

098over im override and a capital override as well as a bond that is almost done. It's at the very tail end. So, we'll take a look at um how those dollars were used. Um the M override was approved in November of 23. It went into effect last school year, the 22 24 25 school year. Um overrides are good for seven years. However, M overrides have to eventually be approve reapproved um after five years or it starts a phase out. Um so that would mean that this is in place um for quite a while. the phase out would not start until July of 29 or the 2930 school year. Um the Mino override is based off of 15% of what's called the revenue control limit. So it's based off of um essentially what our ADM is

099times our the legislative set uh amount per pupil. Uh for 2425 that amount was just over $22 million. And for this next year it is uh 21.7. So, a little bit of a reduction um for that going into this next year. The way those dollars are spent is voter approved. So, as you can see, we do maintain uh class size ratios, all day kindergarten, music, art, world language, athletics, co-curricular activities, technology, which is some additional teachers there. Staff professional development that is at five additional teacher days as well as department chairs or we also have what's called TILS teacher leaders. um and then provide competitive teacher pay. Um as you can see, the bulk of those dollars really do go to maintaining current class size um current class sizes followed by um world music um

100I'm sorry, music, art, world language, and extracurricular activities. Um follows that same trend as we move into this next budget year. The district additional assistance override, otherwise known as capital. Um so first one m is uh think people supplies district additional assistance is capital think um furnish and equipment technology those types of items. This one was voter approved in uh November of 22 so we've had this for a little bit longer. It does not have a phase out. Um ironically both the M and the capital come pretty close within when that phase out happens. This one would expire in July of 29. Um, this one is based off of 10% of our revenue control limit with a maximum amount of 14.5 million. Um, as you look at the 2425, you'll see well that's 20 million

101is more than 14 a.5. We have had carryover for the last couple of years within that override and we have moved towards making sure that we spend those override dollars. Um and so that's why you'll see that that expense is higher for 2425 whereas the budget is the exact amount of the override which is a maximum of 14.5 also within the same amount of the 10% of our RCL again the bulk of that money is going to school and district technology primarily school technology followed up by um curriculum materials math adoptions English adop $29 million bond bond is really for bigger items bigger projects um school ren this particular one was for school renovation life cycle improvements um security measures and transportation we are at the tail end this is actually one of the longest

102running bonds I think we've done um usually they don't expand out as long as this one has I think co played a little bit a part in that and trying to work through that um but we are near the end at this point we have spent almost all of the $229 million again the bulk of that went into life cycle and renovate and improvement and construction. So, we redid um several of our elementary schools with those bond dollars throughout the past couple of years. Um, as you can see, we're down to, like I said, the last little bit. There's 1.2 million left there. A lot of what we're seeing now is just really life cycle projects that are happening. So, that could be um things like painting and just smaller type items. I will end

103I mean this is one of those things there's a lot of things that happen with those dollars that are great things. Um, I I want to say to our voters, um, our community has been so generous to our district and and approving those overrides and bonds. Um, we take that we take that seriously and, um, want to make sure that we're using those dollars to the best of our abilities. Um, so with that, um, these are just a couple of things that we did with the bond the last year. Um, obviously the tennis courts over at Desert Mountain High School are one stunning plus that background. Um, beautiful tennis courts over there. That's kind of the fun things that we get to do a lot of times with the Bond, but there's also a lot

104of not so glamorous things that people don't always see that happens with the Bond. One of that happens to be Copper Ridge. Um, their chiller. That's important. We need the AC in the classroom. That is a very important function for us that gets covered with our bond. Um, and as you can see, it was looking pretty gross and grubby there. And you'll see in the bottom corner, you know, not as flattering as a f, you know, football stadiums and tennis courts, but still just as important to making sure that, um, our facilities are at the maximum capacity. You know, we're doing the best with our facilities that we can. That was a very quick overview. Um, so I'll take any questions that you might have. >> Any questions or comments from board members? >> Okay,

105go ahead, Mrs. Carney. >> You got it. Thank you. Uh, President Lewis, I just thank you for that. Um, I just have one question. Last budget cycle that we had or you had mentioned or we had discussed that we could move some of the the district additional assistance override dollars over to M. So, can you tell us where that stands? >> Absolutely. We cannot move um the override dollars from capital to M. We have two pots of capital money that comes through. The state funds a portion of uh or state funds capital at a rate and then on top of that our voters have approved an override. The override has to be spent in the manner in which the voters approved that to be done. There there can be a little bit of flexibility. Um

106but it's based off of that that um voter pamphlet. What we are moving is state allocated capital funds. Um this is the first year we've done that. We um went forward with moving 4.2 2 million of state capital funds. Um the budget the total budget for that is uh just over 10 million between 10 and 11 million. So we moved a portion of that into our M. That is an allowable thing to do. The board can um have us do that within our budget but the override dollars cannot be moved over to our M. >> Okay. Thank you. So if that if that fund is 10 to 11 million, how much of that could we move over to M? Do we move all of that over to Mino? If >> you technically could move all

107of that to Am I okay with that? >> Yeah, we need to check on the agenda. Miss Mclullen, I don't know if you >> We're here to present information about the use of the bond and the override item. This, I think, is reasonably related to the use of that funding. >> Okay. Thank you. um you technically could move all of that over to um to to M. I think one of the things as a district we need to look at before we did that is making sure there are a lot of needs that we are still covering through um through our state funded capital dollars as well. So I'd want to make sure that before we did that um that could impact what we have available to be able to do for um curriculum over

108or you know curriculum purchases and and technology purchases. One of the things we are trying to do is um shift as much as we can to that override within the leg within the legal parameters of what those dollars were intended for so that we are freeing up as much as we can within the state um allocation. Um but it is yet it is something you can move all of it. We just need to look at um what impact that could have with with other capital purchases. >> Okay. Okay. Well, I think it's just good for us to know that that could be an option, especially if we're going out for another bond, which is capital. And if we also are selling um property, that also could go to it. So, thank you very much. >>

109Yep. >> Other questions or comments? >> Thank you for the update, Miss Croer. That ends our information and discussion items. We are now moving to consent agenda item. We did remove O. I would like to make a motion to approve the consent agenda item as presented. I need a second. >> I'll second. >> All right. All those in favor? >> I All right. It passes 5. Thank you. We're now on action items 12A. Approval of the audit plan for the 2526 school. Am I Did I mess up? >> We're okay. Okay. Approval of the audit plan for the 2526 school year. >> Dr. Venzel. >> Uh, there were no questions during the presentation. We recommend that the audit plan be approved as presented. >> Need a motion? >> I so move. >> A second. >>

110I'll second. >> All those in favor? >> I. Motion passes five to zero. Thank you. We need approval for the uh AFR annual annual financial report for 2425. Miss Croer. >> Um, I guess I should have just stayed up here. Okay. Um, good evening again, Dr. President Lewis, Vice President Shy, members of the board, Dr. Mensing. Um, we talk a lot about budget. Um, but at this point, we get to talk about how things went last year and how those dollars were um, this is how those dollars were actually spent within our budget. Um, just a quick overview of our fiscal year 2425. Um, our average daily membership was 19,333.1814. Um, I know that's weird, but it's based off of how many days they attend. It's not actually B. Um, and their membership. It's not

111actually based off of how many children are actually enrolled with us. Um, so membership is a little bit different than enrollment. Um, that's pretty close to what we projected. We were off a little bit, about 65, but it is pretty close. considering um where we where we thought we would be. The base level support or amount we get from the state went up by 2% to $5,13 per student for M. Um we had a budget of just over 193 million with M. And um our M budget balance was a little bit lower than what we anticipated. Um we were hoping for 10.1. It actually ended up being 9.9 million. What I would point out is there's a difference between um budget balance and cash balance. So as you see if you looked when you look

112at the summary um of our AFR you'll see budget balance and you'll see cash balance. We M is a budget driven. So regardless of how much cash we have on hand that is how much budget we have. Um due to the quasier refunds this last year that impacted what our cash balance is. So that did put us at a negative cash balance within M. Again, that does not impact how much we can actually spend or what our budget is. What it really means is, do we have enough cash in the bank to be able to cover our expenses? And the answer is yes, we do. Um, I would also say that what you really want is that cash balance to be the same as your budget balance. If you're carrying over 9 million, 9.9 million,

113you should have a budget balance of at least 9.9 million. And again, this all has to do with Quasmir, which we are um addressing and we'll be addressing for a little bit on how to bring that cash balance back up to um to whole. Capital again had 39.7 million. That is capital and capital override. Um budget balance in there of 17.5 million. So that'll add to what our balance is for this year. And then federal projects, uh 13.3 million and the budget balance is 2.5 in there. Just a quick overview of M. M, like I said, is is our primarily our people. Um, you'll see that between salaries and benefits, that was 83% of our budget. That's what makes it hard sometimes within M is that when we're looking at M reductions, it's people. Um,

114most often because that's where the bulk of our salary is at. 6% is utilities. I'd love to see that get better, but I get nervous when I see things like possible utility rate hikes. Um but that just really doesn't leave a whole lot after that um within our M budget um because most of it is going into salaries and benefits um of the salary and benefits or of the salary portion of that 68% of it goes into certified that's teachers that's nurses that's guidance counselors um psychologists OTPT those types of things classified um and then admin admin also includes principles and assistant principles Um, I will say part of the AFR, so the information from the AFR then goes into what's called the school by school report. So they take all of the revenues, all

115of the expenses, and they move that into a format um where you can look at by school and compare by school. Um, it is a beast of a report. In fact, we have not even been able to find a way to be able to email that out to folks because it is just so um, huge. Um so we did go ahead and we we did send uh the governing board what that looks like. Um you the cool thing with that report is you can go in online which it will be posted tomorrow and you can see um by particular school what the expenses were. You can also see the revenue um as well as comparing it school by school. I do want to point out I know we did print out copies and I'm sorry

116it was so small. There's just so much information that went to the board. We did realize this afternoon in the revenues, the revenue total is correct on the school portion of it, um there's a line that has the total jet revenue and then there's another line that sum that gets pulled in. It's the exact same number and that gets you to the total allocated revenue because we had it on one line, but we were missing it on the second line. The total was um not calculating right. I'm not sure why they have it listed twice and if you don't have it in one box, it doesn't sum right. Um, so we did make that one change. It doesn't change anything within the IFR. It doesn't change anything within the school by school. It literally just

117by missing that one box, the sum wasn't adding up right when you looked at um each school. So, we did make that that one um change with that. Any questions? All right, Mr. Shy. >> Um, Mr. Croer on the Mash balance in the negative. So last year when there was a um paying for the kasamar and I remember the I was in the audience not on the board then um I remember there's a a financial vehicle we used to kind of get a good rate for it but it seemed like the conversation was we have the cash to handle this and I know we were forced to we didn't have a lot of choices because of the the background of the case. Um this is looking like we're in a hole because of it. How

118do I balance those things? >> Absolutely. Um, we we did there's what what option you do have is called tax anticipation notes and we did take out tax anticipation notes last year. The concern we had last year was the timing of when that um I think it was it was just over $24 million. The concern we had last year is when exactly was that going to come out and knowing that um quite a bit of our revenues come in um in October. And so the concern we had is if the timing lined up wrong, we would be in a cash deficit and have a problem where um we the the state would say you either have to basically take out a line of credit and register warrants through us or you need to have tans.

119So we did that as um just to make sure that we were going to be okay. Um revenues have been coming in through that. It pools also with our it pools with a couple other funds. So it affects M, it affects capital, but um it also with the treasur when they're looking at what is your cash balance, it looks at a couple of different funds. Um so looking at that, I mean our cash is definitely low in that pulled account right now, but we also know that at this point taxes are going to be coming in um they start flowing in basically right now starting in October. So even though in within M our cash balance is is negative right now because of the balances that are and we don't use every single dollar of

120our M we don't use every single dollar of our our capital because of where our balances our ending balances are um yes the ne the M is negative um but as a whole we are able to um avoid being as a whole in the in the cash negative >> does that kind of clarify >> mainly a timing issue as in >> it's really a timing issue when is revenue going to come in? So, we start paying bills in July and we're doing payroll. Um, we there's, you know, performance pay that goes out from the classroom site fund. There's other there's things that happen from July until October. But the bulk of the money doesn't start to revenue doesn't start coming in from until you start collecting on taxes, which starts really the first part of

121October. >> Okay. Thank you. >> Yeah. >> Other questions regarding the AFR? >> Mr. Dr. a little bit less of a question and more of a comment. First off, thank you for this presentation, the prior one. They're excellent. >> I have a tremendous amount of empathy for you because you need to both be technically correct and speak plain English. And most of us don't know what an ADM is. We don't know what an RCL is. We don't know what an M is. We kind of guess what a capital budget is. We don't necessarily appreciate different overrides and all the different kind of rules and what you can and can't do. And as we all saw during the open comments, this is a time when our community is really trying to understand our financials and what

122is our situation, how big are our deficits, um, you know, how do we think about without going into things we aren't agendaized, you know, different scenarios that may get explored. So I would just encourage as much as possible without sacrificing being technically correct because you do need to speak the language of the profession um creating as simple and clear a way of describing our operating budgets as as possible as we go into these difficult discussions. So but thank you very much for your presentation. >> Thank you. >> All right. I make a motion to I'm sorry another comment. All right, Miss Carney. Thank you, President Lewis. Uh, I just want to make note that the school level reports have never been included on the previous uh year's agenda item, right? This is a first time

123that you've added it. So, I appreciate that. Um, we've been told that we are in the hole for $8 million because of Echo uh Canyon and Puma. Can you tell us where that is shown in this? We have I think we have a >> so we the the that's not a part of this AFR and we've never said that the $8 million hole is because of Echo and Puma. So we do have a study session scheduled for October 28th to discuss the the specifics of the entire budget. That's separate from the AFR. >> Anything else, Mlan? >> No, I agree with the fact that we're straying from what's agendaized. >> Okay. We will hold those questions then for >> Okay. Well, if you could just help the board understand uh after this meeting how we're

124to read these reports to find the information. Um because I'm not sure even from these school level reports how we're supposed to find that information. So, we really need to learn where that >> am I able to talk about the school level? >> No. >> Even though it's the school level report is on the agenda. Well, if if there's information in the school level report that is on the agenda that is a part of the AFR, you could speak to that. >> Well, I also understand that we're talking about the prior period, right? We're not talking about period. >> Yeah. And so I I think correct me if I'm wrong, governing board member Carney, you're asking about kind of what's the source of the budget deficit in the upcoming cycles that is informing >> Well,

125there must be budget deficit, >> not in the past. >> I mean, there's got to be budget deficit on this budget. >> What what I would say is when you're looking at the AFR, it encompasses everything. It encompasses tax credit. It encompasses gift dollars. It encompasses federal dollars, capital dollars, all funds that come in from the district. And so, um, on those school level reports, you can you will see expenses and you will see revenue. What is, um, important to keep in mind, and it does state this on those pages, is that it is encompassing of, um, all funds. I think it says like fund one through 799. So, it encompasses almost every single fine within the district that um could be used at a school or revenue used um but may there's as as

126Dr. Patinsky was mentioning there's different ways and and uses and how dollars can or cannot be used. Um, and so what I would say is when you're looking at those reports, it is encompassing of, like I said, everything, tax credit, auxiliary, um, gift funds, all funds within a school that may or may not be able to use be used in a certain way. Am I okay? >> Okay. I would just ask for guidance in moving into this next budget cycle to to help us as board members read these reports because if I'm being told, oh, you should know that information because it's in the AFR, I need to know where to find it because it's this is serious to me. Um, and I also just want to put out there for the community because I

127didn't know where this was. If if you just go to susd.org department and you can find the AFR these school reports on there. So, it is uh out for the public, but I don't think >> uh this particular one will be posted tomorrow. We don't post it until it's been >> Approved. People can engage with that information if they so choose. >> Absolutely. >> Okay. Thank you. >> Yes, >> Miss I'll hold till a little later. Okay. Any other comments at this point? I make a motion to approve the annual finance report as presented. >> Second. >> All those in favor? I I >> I passes 5. >> Excuse me. Thank you. Excuse me. >> All right. Uh if Leah will come up, please, we'll do uh we'll start the approval process for the strategic

128plan, including KPIs and wildly important goals for the 2526 school year. >> Good evening, um Madame President, Dr. Lewis. Uh, Vice President Shy, governing board members. Uh, really appreciate the opportunity um to answer any questions that you have this evening about any wildly important goals. Really also want to extend some significant gratitude to the teachers and the families that have also reached out and shared their opinions and their feedback and um want to just lean into that and know that um I really do appreciate the ongoing conversation. So for whatever questions you may have or however it can help um I'm more than happy to do that. I my first question tonight is about phasing the goal of the math goal and I'm I'm wanting to just have maybe unpack it a little bit for

129us so it doesn't feel so sudden at 200% increase since we heard that tonight. >> Sure. Um so phasing in terms of even longer like a 7 to 10 year goal. >> So over time um I I can understand that. I think there's a number numerous considerations that we need to take into account while we think about what happens over the next four to five years. Um we have evidence that in our high schools I definitely agree that there are gaps in algebra readiness skills and predecessor skills. Um we have had over a number of years in our strategic plan I think going back to maybe 22 2122 goals around increasing um outcomes in algebra in high schools. some of the early, I believe, root cause analysis of what was going on there led concerns

130um to be brought around curriculum mapping in middle schools, um lack of uh clear algebra readiness and some uh gaps in learning in earlier grades. And so we have worked on some curriculum mapping in previous years. We also launched a largecale adoption after we learned from feedback from our teachers, especially in the middle schools, that the materials they have in front of them are not meeting the needs of their kids or their usability. And so through that work that had been happening prior even to now, we started to launch a bigger plan. I understand it does seem wildly ambitious, wildly important. Um, and I think there's absolutely an opportunity to consider adjustment in that way. What I do know and can tell you is over the past three years, we have either maintained or increased

131our ACT math score. There's a very high correlation to the score of 20 to 22 to outcomes being high uh B or better in college level algebra. One of the worries is the with the majority of our students not completing algebra 2 generally until the end of 11th grade is they are completing the ACT also prior to having that full instruction. Um and so that also is aim shifted our aim towards that goal knowing that we have incredible teachers in our high schools and our middle schools and elementary. But our evidence right now is showing us that many of our high school kids on average are able to demonstrate some of those algebra readiness skills. So while the holes are there, there is some evidence that we are filling them. >> I think Oh, go

132ahead. >> I think that the sentiment also expressed was the intensity of responsibility and how that might be communicated. Yeah, I I would agree with that and I think similar to um in previous cycles when you've launched strategic plans and approved that is a strategic action team all around mathematics. Um I heard tonight and I've heard through conversations questions about how do we get parents engaged? How do we talk to families early on about the importance of some of those predecessor skills? Um and so strength in algebra research will show you time and time again does sort of propel future strength in other mathematic disciplines. and what we know and can map all the way down to kindergarten are the prerequisite and predecessor skills that students really need to be strong in. So I do

133think that there can be some um confusion around the term of accelerated because accelerated sometimes is just skipping or going faster. Um but in order at the earlier grades to accelerate the progress in learning, you also have to prioritize instruction and focus on those specific algebra prerequisite skills. And so that is a huge part of the phased approach really in the elementary grades and investing in quality curriculum, the professional learning of our teachers and making sure that we are leveraging common formative assessments to track the strength of those predecessor skills over time. >> I would just emphasize the developmental nature of it. So thank you. Other comments or questions? U Dr. Patensky. So, I'm not sure if this is appropriate in a board meeting context, but when you talk about predecessor skills, you're talking my

134love language. Um, and I said earlier that, you know, when we're talking about the budget, most mere mortals don't know what an RCL or an ADM is, we might not appreciate what a predecessor skill is. So, correct me if I'm wrong, but the idea of a predecessor skill is that when students sit in the eighth grade, as we hope they will, and are engaged with algebra, they are bringing into them not everything they learned in first grade math, second grade math, third grade math, fourth grade math. They're bringing with them very specific skills from each of those grades that were algebra relevant. And if they don't have the necessary skills, as we heard from our math teachers, the concern is that we're not setting them up for success >> by simply putting them into that

135class. >> Yeah. >> And so what I love about what I and one other quick preamble, we know now from our exit surveys that after folks leaving the district because they've moved, a rigorous academic curriculum is the number one reason. Everyone has their number one reason why families make other choices. The survey data suggests it's a rigorous academic curriculum. So, I love that we're focusing on math even though it we love all of our subjects equally. I love that we're focusing on math. I love that we're focusing on algebra within math. Again, we love all of our math equally, but to really make a point of leverage, I think getting everybody understanding from kindergarten all the way through how it's not a single teacher in eth or nth grade that's responsible for algebra. >> It's

136the entire history of that student's journey and of course the parent and the family environment. I love that as well. >> All of that being said, as I reflect on and maybe you could help me understand what it means to approve this, >> I do think we have work to do. work to do to bring the district along in understanding that this is not about just grade level achievement and it's not about one grade carrying the burden but it's a whole of district approach to really personalize and assess the competency of every one of our students with those predecessor skills to get there and I don't know that the way it's written right now fully communicates that. I can I can absolutely uh hear that and uh agree with that in many ways. I would

137say approval of this wig um would double down focus on unlocking algebra opportunities for everyone. Going back to the table and maybe adjusting what feels I think like a shock value of percentages is something that is okay too. Um I I do think it's really important to be thoughtful, to be responsive, to be intentional. Um, I also think it's important to be competitive and I hear our exit surveys. I also know having um spent 20 years in states across the country serving school districts that in many elite school districts, algebra 1 in nth grade is remedial. Um, and I have found here in the highest achieving school district I've ever worked in with the most qualified teachers I've ever known and some of the most engaged parents. I have deep belief in the ability here

138in Scottsdale for us to achieve the goal. But I also it's not me, it's not my goal, it's us. And so I think there's a lot of value and a lot of importance in making sure we are wrapped around the table. Um to be in total honest and transparency, I was I've been working on this and for years of my career and and was caught off guard by some of our teachers concerns about um their their ability to fill the holes. Um some of the the concerns that came up and so I I think it's appropriate for us to lean in and have those conversations. um whether or not we adjust the metrics or keep the metrics. Um I think that the conversations are really important. Um and so that to me is is a

139commitment you would you would have from us in our department is really working with teachers and having those conversations. Um I know you guys received a great amount of feedback. Um I did not and so that is for me just also a desire to be able to have those direct conversations or calls or emails or text messages. Um because I I believe in our teachers so much and I believe in our children so much and so that's just all I want is an opportunity to have the conversation. But you are right, it's the predecessor skills. So solving for unknowns when you're a four-year-old in the car or doing little games, things like that all the way from three years old to 15 years old really can strengthen the algebraic thinking and reasoning. And so I

140just want us to be in the conversation about elevating expectations and unlocking real opportunities for our kids in high school and beyond. >> Thank you. Member Warner. >> I'm always for high standards and high expectations. Um, however, I would like to see you go back to the drawing board because of the comments that were made by very respected math teachers. some of them are in the room here today that I trust with this and so I won't be supporting this today because of the feedback that I did receive as did my colleagues here on the DAS and so my my ask would be that we table this until you can go back to the table with the people that have reached out to us and sort out how it's going to be most effective for

141our students and for our teachers. Vice President Shy >> um in a similar vein, very much as a math major, very much having respect for our math teachers and the dissonance between the goal and the comments is real. Um Dr. Patency sort of said this like what does approving the goal mean? And so by us approving the goal, how much wiggle room is there? um are we painting our teachers into a corner by adopting it now versus it is a goal. It's a it's a stretch goal. Um so my first question is that and a second question but I'll start with that kind of what does it mean by adopting it and what are we committing to by doing that? >> I think adopting a goal sets of aspiration for the future. It rallies people

142around an outcome. Um I'm not aware of goals reached or un unmet in previous strategic plans that have resulted in um negative implications on individuals. And so that that worry I can I haven't seen evidence of that here in Scottsdale. Um but again I'm I'm relatively new. Um I think that moving forward with the goal continues effort around unlocking algebra. Tabling it to reconsider continues the effort around unlocking algebra but bolstering the conversation. Um, I guess my wondering is if we go back to the table, is it about the percentage and the number or is it about the belief that our children can accomplish algebra in eighth grade? And so that would just be truly a question I would have. >> Sure. I have a second question, but you want to respond to that? >>

143Yeah, I'll be real quick. Go ahead. So I I would take that question and I would ask the math teachers that are in the room today and the ones that have reached out. >> So related a little more detail though, um, we talk about phasing. We've talked when we had this first discussion that this is a fourth grade through eighth. This is not like snap your fingers in eighth grade. >> Is there a I'll say plan, but I'll use that word loosely saying here's what the next four or five years targets are in fourth, fifth, sixth, seventh to lead us up to it. So we can see what that growth is. Are we on track? We'll know, you know, next year. Hey, we're not hitting. And also is that plan if it exists at the

144school level knowing that we may hit different targets at different schools based on the you know incoming skill sets of the students. >> Yep. So I would say um the plan as it sets is really what's underneath that wildly important goal with some of those annual metrics and strategies. I think that it's um a high level plan at this time because really moving beyond um to approval is when you really get into the depth of what per school per year would be the metrics that we would be seeking in order to measure pro progress. Which of the pre predecessor skills are we calling out in our curriculum? Are we matching CFAs to? And so some of that work is the work that really does get built out at that granular level. Um, I think when

145we talk about an overarching plan, it really is talking right now with our fourth graders and fifth graders, um, focusing time on their families, leveraging those predecessor skills or algebra accelerators and finding ways that we are prioritizing them, making them essential, and making sure we have systems of support around them. And so that you know when it comes to actual specific metrics per year um per strand or per um specific skill we have not built that out to that level of depth. >> Thank you. I appreciate that. Um so looking towards making a decision on this. Um I see the notion of approving the goal as setting the northstar and getting people lined up to do that. I don't see it as a we must hit this number otherwise we you know dock your pay

146and so I'm trying to understand that if we do approve it again we're not setting teachers up to fail. Um we are though starting the process. So um you know the thing I want to make sure is I'm not speaking for math teachers because I am not one and I have tremendous respect for what they do. But I'm hearing that approving the goal, even without details and conversations, doesn't do any detriment. It starts things moving. And I'd love to understand if people hear it differently, but that's kind of how I'm interpreting what I'm hearing. >> Dr. Pachensky. >> I mean, that's how I hear it is we are saying that we as a district want to set the goal of having our students engage algebra successfully in 8th grade. And you know, maybe we can't

147get there in five years, maybe it's six years, seven years. Um, and we certainly don't want to do it. Um, we certainly want to make sure that we are creating measures that recognize we want students to be successful. We don't want to just have 75% and half of them fail. Right. >> But in order to, I think, have the constructive conversations that say under what conditions can we do this? what do you need for us to be able to do this? Um, how do we get every part of the district understanding how it contributes to it? We want to set as a northstar that we can be like many districts across the country a district that teaches algebra in the eighth grade. And there are a whole bunch of reasons uh benefits of that in

148terms of you mentioned ACT in terms of then how students can branch in different directions and high school math. There's a whole bunch of reasons. So, I fully understand we're not ready today to do it. Um, it's simply a question of whether that's where we want our district leadership collaborating with their uh with the math teachers and others to to figure out how we get there. >> Thank you. Uh, Dr. Mensel, would you like to comment? >> When Kennedy said that we were going to put a man on the moon and return him safely, uh, he outlined a wildly important goal. There were a lot of people who said it couldn't be done. They didn't believe it was possible. But he said something that was aspirational and inspirational. When we look at our math achievement

149data, we know that we're not where we need to be. I have full confidence that by setting the wildly important goal as increasing the percent of our students who successfully complete algebra in 8th grade, we can get them to higher levels of performance across all of the academic continuum. I think if we don't set a wildly important goal, if it's only incremental all the time, we will never get to that aspirational inspirational nature of being a destination district. And so to me, I think the question that's on the table is not about is this the right wildly important goal. You can change the number to 60% or 50%. I I don't think that's the relevant factor. I think the relevant factor is that when we elevate expectations for students and we couple that with the

150right level of support from the time they start with us as kindergarters all the way through graduation, they're prepared to knock it out of the park. That's why I think this is the right wildly important goal. >> Thank you. Member Warner I think. >> I'm going to repeat myself. I I am somebody who's of high expectations, high test scores, but it was my understanding that this move was that students may not do well in the class, but they would do better on the testing. And I think that's failing our students. And my request to table this to the next meeting is for you to go back to the table and talk with the teachers in the room today and get everybody on the same page because clear clearly we had teachers who came forward and

151were brave and spoke at the podium today. And so let's listen to the teachers, figure it out, and let's come back at the next meeting and approve something that everybody's on board with. >> In hearing your approach to unpacking and breaking down the goal over time from a management perspective, I have confidence in your ability to do that. So I'm going to go ahead and call for the I'm sorry, Miss Carney. Member Carney Carney. Um I actually agree with much of what's being said by everyone, right? But I am uh concerned that we have heard from, you know, so many >> math teachers. Yeah. >> So many teachers. And I and um I just see we we tabled the KPIs for the administrators to the next board meeting. And I'd like to make a motion

152that we table these to the next meeting as well so that we have time to make sure they're heard and that we're all coming together on something that everyone can get behind. So I make a motion to table this item until next board meeting November. >> Thank you. I second that. >> So >> further discussion. >> Yeah, I have comment. Um so on that potential motion um I'm very much of a fan of buyin and there's obviously dissonance between teachers from what we heard and you know I think even with saying you know there is no downside I don't want it to get off on the wrong foot. So what is there a cost or issue with tableabling it for a month what does that do process-wise Dr. or >> so so the the issue

153is uh one of what do you expect to be the the change in this if the if the expectation is that the wildly important goal is going to be something other than increasing the percent of students who successfully complete eighth grade algebra that's a rewrite of the wildly important goal I don't know that that's a single conversation everything that I've read in the emails that have been shared talk about what's the pipeline and pathway that kids are coming into nth grade algebra now not prepared and our conversations are by moving this lever. We are building and committed to build through our math adoption this year and with our professional development and support for teachers in the elementary ensuring that more of our kids that wig says 75% by 2030 that that we could negotiate on

154if if we're committed to that we're retooling the entire system not to put a new burden on the teachers but to create more opportunities for our students. So, I'm confused about what the conversation would be because if it's about how do we operationalize it, that's not the wig. That's the execution of the wig over the next five years. And so, if if we're talking about a different wig, that's a very different conversation. If it's about how we're going to execute, that's an ongoing process. And absolutely, teachers at the table every day, all day at all levels, they're at the table now with the math adoption. >> So, I I'll say it's a third thing, which is buyin. Um, to me, adopting the goal while not having buy in sets us up for a poor future.

155So, I could see keeping the numbers exactly the same, knowing that, you know, it's not a hard goal and the there's no penalties for missing it, but adopting it without bid. So, that to me is what I see the change. And if there is little to no cost and taking another month to table that part of it to give uh Dr. Mitchell and folks time to have conversations and get that buy in which I know is a soft thing. Um, but it's an important thing. That's the delta. >> So, so can I can I ask about that though because again respectfully if the buyin is for the wig is currently configured that's one thing. If the buyin is to say we just want to improve AASA scores by 3% that's the incremental versus the the

156wildly important goal. And and that's what I haven't I haven't heard. I don't know what the mark is. We've been talking about this since last August on on the topic. And again, I I believe that teacher voice is really important, but I'm not sure if we're talking about the same thing because there's there's a conversation about what we believe kids are capable of doing. And if we don't believe our students in Scottsdale are capable of eth grade algebra when across the country, high performing school systems show they are, that's a statement that someone can make. I don't think we should. I think we redesign our system for that. I want to bring teachers in as how do we get this uh moving in the right direction? And if the if the buyin is to say

157is 75% the wrong target, that makes more sense to me. That that I can understand. If we're moving away from the lever of eighth grade algebra as being the target, I struggle with that because I think that does not represent elevating excellence. I >> I think the the buyin is I'm a eighth grade math teacher. I don't see the path to this goal. Help me understand it. Not talk about it in details. Not have a full fiveyear plan, but help me understand how we could get from here to there. That to me is time well spent. And you know, I appreciate the President Kennedy man on the moon, right? There's a different position where saying, "Look, we are going to make this happen." Um, I don't think we're in that mode because the having the

158buyin from the math teachers given everything else going on in our district. I think it's an easy thing to try and get if the cost is one month. Um, and I think it's a really hard thing if we lose it because of it. So, I'm just weighing on what's the cost of spending one more month to have that conversation, show a path, have a conversation. That to me doesn't seem like a large price to pay. Member Warner, just let me get a word. >> So, um, Dr. Menzah, I would direct your comments and questions to the teachers who spoke here tonight and the the other math professionals in our district and having buyin is very important and they're the ones who have to teach our kids and ensure that they are excelling and doing well.

159And so, we do have a motion on the table and I'd like to vote on it. Mr. Shy, >> you would like to hear a response? >> Yes, Miss Mitch, you coming? >> Um, sure. So, the only um two things that I have is in terms of waiting a month. Um, there's never any harm in having conversations. Um, I have not been privy to a lot of the um emails and and uh information you all are getting from the high school teachers. I have had have conversations with elementary leaders and elementary teachers who I don't think are totally aligned in the same feelings across the system. Um, and they're most directly impacted earliest. Um, and so that's just a consideration. I think uh it's worthy of also considering elementary teachers who it is right now

160actually in fourth and fifth grade and I'm not hearing um negative from them in my actual visits in their schools. Um I think there as as a previous elementary teacher but ours also um are hungry for specific support in understanding what are the algebra predecessors what does that mean and look like and so there's a little just delay in being able to bring focus to that um I think would I would just say the most important thing is actually parent conversations and engagement and so at the very end of October um we have the end of quarter 1 parent teacher conferences part of our moving towards um embracing an idea of unlocking algebra in eighth grade is to really start having conversations with fourth and fifth grade families now about here are LL skill plans,

161here's what a predecessor skill is. Moving it um delaying the the conversation doesn't interrupt the opportunity to have those conversations at parent teacher conferences and to support our teachers with those conversations with families. I think it just adds a layer of ambiguity to um the leaning into what does that conversation really mean? And so, um, conferences are really a great place for us in elementary and middle school to help educate and come to common ground with families on what is the future for your child. And I think a lot of our parents of nine and 10 year olds aren't totally aware that that transition to middle school and and math placement um, and math strength really does set a a grander future. And so, I would still like to be able to commit to supporting

162our teachers and families with those conversations. And I of course am always happy to lean in. Um I don't disagree in terms of not sure what great change would come, but consensus and inclusion always um is an a great option in my opinion. So >> Dr. Patensky, >> so I would support the motion if we were saying that we are in agreement that eighth grade algebra is the wig and what we want to do is take time before setting very specific measures 75% 50%. Do we measure it only on the eighth grade and ninth grade teacher shoulders or do we set goals for each grade level um that's associated with the acquisition of predecessor skills? I would fully support that motion. To Dr. Mensel's point, I don't understand why we would delay making that decision

163when this has been something we've considered for a while and it is ultimately the responsibility of the board to set to set the way and I have Yeah. So, but that's not the motion, >> Miss McMillan in front of us. >> I I think Dr. Patency just realized it's not the motion on the table. It's just a table. So, >> I was explaining how I was going to vote. >> Got it. Thank you. We have a motion and a second to table. Are we ready to call for the vote? All right. Although >> is it clear? Is it to table the entire >> to table the Well, it would be it's an all or nothing proposition right now. So that so it's a yes or a table all of it for now. >> Mr. Shy,

164the next meeting's on the 28th. So it's three weeks. A little less than a month. >> Three weeks. >> No want to add anything. >> It's a study session. We can still work on it. Okay, let's vote. >> All those in favor of tableabling say I. >> I. >> All those in favor of not tableabling say no. >> No. The 32 passes to table. And we'll bring it back for review. And uh the the summary of what you heard was the breakdown with the eighth grade and the clarity of communication for ownership of the goal. >> Yeah. with all of our teachers at all levels. >> Yes. >> Right. >> Thank you. >> Great. Thank you. >> All right. Good discussion. Thank you everybody. Uh all right. All right. We're moving on to action 12D,

165approval of the superintendent annual performancebased pay plan. Mr. Shy, you helped develop what what's being presented tonight. Do you want to kick us off, please? Um, the performance plan was put together after conversation with the board and I took those comments, um, work with his superintendent to get the appropriate metrics and put a version on the table for us to view, discuss, and vote on. >> Miss Carney, thank you, President Lewis. Um, while I have concerns about the goals, I first want to say that I don't believe we're in a financial position to agree to awarding up to $45,000 in performance-based pay right now to our highest paid employee in a time of discussion of closing and repurposing schools. The superintendent contract says the board may award up to 20% performance pay, not must. >>

166Dr. Patensky, >> I think it's important. correct me if I'm wrong that we note we're not agreeing to award we're agreeing to set a performance plan the successful achievement of that plan would lead to the award and so then it becomes a question of what are the goals and the metrics that if our CEO if our district leader to achieve them we would feel like you know that was well well earned my belief as a business person is that when you hire someone and you put in place a compensation package and you set an ontarget earnings for that person um that you have a responsibility to follow through with giving them the performance goals that allow them to earn that on uh target earnings. I would fear for the reputation of our district when the

167time comes in the future to recruit the next superintendent and the superintendent after that. If we are a district that when people are hired, it is simply a question of whether we feel like it or not or we're comfortable or not setting a performance plan for someone whose contract clearly calls for them to have an opportunity to earn their entire ontarget earnings. And I would argue in a year where really really difficult decisions need to be made uh whether those decisions are around sites or whether because there's no there's no not doing it right. It's not we're not repurposing a school and then we also have assistant principles in every school and we also and we also and we also so at the end of the day we will balance our budget and we will

168have to make very difficult decisions even more so I think important to have a district leader who is set up with very clear performance targets for what we view success to look like and also the opportunity to earn their full uh compensation for delivering ing on those targets successfully. If the leader does, and obviously if the leader doesn't, going back to my opening comment, then we're not awarding anything because they will not have achieved it. >> Any other comments, questions? I just want to point out you 40% of the goal is academic achievement and it is the fourth through 8th grade math and the fourth through 8th grade ELA each increased by two percentage points from that cohort from the prior year. So the hope is that if these outcomes are met um and the

169concern is are we spending money properly that if it gets us two percentage points increase in proficiency on ELA and math for those five grades that is money well spent. And so the hope is that come the end of the year when we hopefully meet these goals we're happy with that. And that's not this is not a a finan financial argument. It's actually good academic outcomes for our students. >> Miss Carney, thank you. President Lewis, uh I just have a question because our uh superintendent goals and performance pay in the past 75% we had a weight of 75% uh for academic achievement. So I'm just wondering how you came down to 40% in these goals. We came to that when we had discussions uh and 30% is financial knowing that this year is a very

170big decision on financial and budgeting issues and so we as a group came to that discussion of the weights and and if there are problems with the weights we can absolutely adjust. >> Yeah. As I recall the conversation that we had as a board, it was recognizing that when we do the superintendence evaluation um and we use >> Madame President, members of the government board, I think we need to limit our discussion about what was said in executive session, but there was a consensus reached on those percentages and we can >> a reason why I believe the waiting that's being proposed makes sense is when we do the superintendent's evaluation, it's across four criteria. And don't quiz me on exactly the four, but finance and operations, academic achievement, you know, those are the kinds of

171categories. And so it um creates a disconnect to evaluate across those four criteria, but ultimately have almost all of the performance compensation tied to a single criteria. As well, as we know, the financial and operational dimensions of the job are going to be particularly acute this year. So for those reasons, we wanted to distribute them more evenly across the four evaluation criteria. >> Member Carney. >> Uh thank you, President Lewis. So I just also I'm concerned about the financial goal about leading the district to a sound long-term budgeting plan. Uh this is a subjective goal to be evaluated by the board. How come this is part of performance pay and not just part of the job balancing the budget? So without going into detail what was said in executive session that conversation was had in

172executive session. >> What would your explanation >> for mine? >> Um that yes the for all of these things that's part of the job. So um the to say that the superintendent or any employee well if I don't get bonused on this then I'm not going to care about that thing is kind of a ridiculous statement. So there's absolutely overlap between what the person's bonused on and what is part of their job. Our goal here is to we talked about wigs and stretch goals. We talked about setting those goals. So on the financial side you can see the goals are you know a low level we barely eaked by. A medium level we did good this year and set us up well for next year. A high level we have a good multi-year plan that'll

173put us in good financial shape. So that was the conversation and the fact that there it's hard to quantify that um is the reason why there's a subjective goal for this. >> Miss Carney. >> Okay. And lastly, because I just don't think I really agree with any of them. Um how come we are increasing cohort math and ELA proficiency by two percentage points when we've always done three percentage points which is the standard standard? looking at the past goals, the past actual results. Um they're actually all over the place for each level. Um there were positives, negatives, um one percentage point, 9 percentage point, there was a big change. Um looking at the deltas between prior year, two percentage point across the board is a good stretch goal in my opinion. Um, and based on

174historical things, I think for me, if those were all hit, I would be happy that we've increased our academic rigor and our academic achievement. >> Okay. I just wonder why we're lessening, we're lowering the goals this year. Um, but >> Miss her. >> Yes. related to the enrollment goal which was taken off of the cabinet's KPI. It's listed on the slide from the last meeting that the enrollment goal of 2% was met on 81825. So we're approving a goal that was already met and uh why wouldn't we be stretching that? >> Uh the goal hasn't been met. So it's the 100th day enrollment 2526 is the target which we have not gotten to yet. Uh so and this is an enrollment retention number. So it's taking the cohort of students who the number we had

175completed at the end of academic year 2425 and then taking that same cohort of students a 100 days into 2526 and having that. So it's the word on there is enrollment retention. If this was enrollment, enrollment is pretty much said at the start of the year, right? Who do we get to come into our schools? This is retaining the cohort we had from the end of the previous year, K to 11. Now they are 1 to 12 graders and it's increasing that cohort by 2%. At the 100th day, >> we've already met that. >> No, it's a retention. >> You're I've made my point, but thank you. >> Well, actually, I'm going to say no. The target is based on the 100th day enrollment number, which We have not hit yet. Can I ask a

176process question? First off, the whole no one else in the room knows what we're talking about except for us, which feels unfair, you know. Um, >> right. >> And second, we >> hang on. We seem to have skipped over one other piece and then you can respond to both. We seem to have skipped over presenting them. >> So I think in this case, for example, there is potentially a substantive misunderstanding of the goal. >> So are we not allowed to lay out what's in front of us? Madame President, Dr. Patinsky, you can lay out what's in front of you. The uh superintendent's performance-based pay plan is available to the public. It was posted as a part of the the background to the this agenda item. >> Great. So, I just I guess my point is

177more we like never presented it. We never said, "So, the first goal is this and this is how it works and the second goal is this and this is how it works." So, do we want to take a minute and just make sure we're all grounded because for example in this topic I think there's a disconnect between believing it's an enrollment goal which it's not it's a retention goal so it's not about getting a 100 kids to come into the door it's about of the kids that come into the door making sure at least 95 continue when they are in the next grade level which by the physics of time could not possibly be met because it's in the future so I think there's just a disconnect on what what we're actually voting on. So,

178would it be helpful to just talk through each of them? >> Go ahead, Miss Warner. You're on. That's okay. Okay. All right. Miss Carney. >> Um, President Lewis, this is your agenda item, so why don't you >> run through? >> Actually, it was uh Mr. Shy who helped us follow up from our original discussion. So, I don't know if submitted by you. So, yeah. >> I'm the one who took the action item to pull it together based on our conversation in executive session. And is there anything you'd like me to walk through? Happy to do it. If not, we can go to a vote. Please let me know. Anyone? >> Well, I think the 2% improvement in achievement every grade level is pretty straightforward, right? >> And then reasonable people can come to their own

179view of whether that's lowering or raising or or or what have you. >> Sure. Um >> financial one I said is a >> the financial one is about putting the district on a sustainable financial footing which is obviously a big part of the focus this year. >> I think the only one that might be a little confusing is the retention one because even when I read it first um I didn't I didn't fully understand it. So y >> do you want to take a minute maybe explain? >> So again it's enrollment retention. So you take the K through 11th graders, the number of them who we counted heads at the end of academic year 2425. So in May 2025, there were 18,15 K through 11th graders who completed with SUSD. Those K through 11 students

180are going to be first through 12th graders this academic year. So they've already started, they are in school. Um on the hundth day, which is a 50 daysish in the future from now, um we do a count and the goal is for that count to be 2% greater, 18,468, which means if you take out students who graduated early because we don't need penalized because they did a good job graduating early and kudos to them. Everyone left, we want to have 2% more. So we might get new students in that start with us. We make it students who are in that cohort from last year K to 11 and then start and say I want to go somewhere else. So there's pluses and minus and the goal is to take that cohort and have it be

1812% greater on day. >> All right, without further questions, I'll go ahead and make the motion to approve the superintendent annual performancebased plan as presented. And thank you, Mr. Shy, for your work on it. I need a second. >> I'll second. We're ready to vote. All those in favor? >> I. All those against or no? >> No. >> All right. It's three to two. It passes. Thank you. >> All right. Uh item 12E, scheduling a public hearing regarding potential closures, repurposing of Canyon Echo Canyon K8 School and Puma Elementary School. I want to remind people this is not a vote to close or repurpose. It's simply to schedule hearings so we can hear more. Uh, Miss Mc Mleen is here to share with us uh, this presentation. >> Madame President, members of the governing board,

182I would like to just walk the board through what the timeline um, that is required by statute. So, the board is to schedule a public hearing. The public hearing uh, cannot take place sooner than uh, 10 days after notice is given to various members of the community including parents. Um then a public hearing may be held. The at the public hearing no vote may be taken. The board would need to wait another 10 days before they could take a vote on whether to repurpose close the Echo Canyon K8 School and the Puma Elementary School. So the purpose of tonight's agenda item is solely to schedule the public hearing. It would be inappropriate for the board to respond to members of the public who came to public comment or to discuss the merits of that action.

183We're just voting to schedule a public hearing so that the process can play out as required by ARS paragraph 32. >> May Dr. Patensky >> question. So, I was quieter earlier, not because I don't appreciate, you know, um so many people coming and sharing and I've had a lot of great email uh interactions with folks, but just to make sure that people have every minute possible to to um help us listen and learn. So, for the benefit of the community, can you describe how that public hearing works? Are people limited to a minute each or is that the whole point of a public hearing is we can actually have a little bit more >> of a robust discussion? Is there an expectation of the district presenting or is it solely to hear just maybe help

184everybody prepare to make the most out of that public hearing please? >> Absolutely. And I I have attended multiple public hearings in my career. Um the public hearing is an opportunity similar to when you have um a public hearing regarding your budget. It's an opportunity for and a uh a mandate by the legislature that these governing board members hear from the members of your community regarding the potential closures. Um each speaker would be given two minutes. Each speaker would be allowed to speak uh through the every speaker would have a chance. You wouldn't have a time period where you would cut it off. So you would need to listen to the entirety of everybody who showed up. In the public hearings that I have been to previously, typically the district administration would give a brief

185presentation. Typically that's about five minutes to um to the members of the board regarding the reasons for the administration's recommendation. That's what I've experienced in the past. I think you do have uh direction that you can give the administration tonight if you choose to set a public hearing. one being because you are looking at two uh communities whether you want to have the hearing bifurcated where you would hear from um the community regarding Echo Canyon on one period and the community at Puma at another period. So you could do that. Um you have choices within the agenda item about what date you want to choose. Once is the option one is the October 28th meeting that you have scheduled. Option two is a November 13th public hearing. If you choose the option one, you could

186vote to to uh on the matter on November 18th. If you choose option two, you would vote on December 9th. >> Uh, Miss Carney. >> Thank you, President Lewis. Okay. Just so I have an understanding, you're saying that we're not allowed to speak to this tonight. Are we allowed to speak to this at the public after the public hearing? You are allowed to speak to this when you vote. >> So, you would need to wait. It's meant to be a process for you to gather the information, some of which you've requested this evening, and to listen to your community. But the time for you to present your views on the options would be when you, if you choose to set a public hearing, when you vote on the matter, which cannot occur until you've had

187the public hearing and waited an additional 10 days. Okay. So that our feedback, our views come after the public hearing. At the public hearing? >> No, your views would come when you take the vote on whether to repurpose or close either campus. >> Member Warner. >> So I have some concerns related to to this. And um Scott Manzel has had a majority board since he got here. That means that he said a 50 vote or a split vote and every recommended budget has been approved. Um, and so we're here and I was notified that last Monday he spoke to a group of parents and said that we were in an $8 million shortfall. I've requested a spreadsheet for the evidence. I'm worried. No, we're not. I'm sorry. I can't vote on this without sharing. Well,

188again, I think that we're beyond the scope and we need to comply with what's in the agenda item and the agenda item is only to set the public hearing. You will have an opportunity to discuss this matter at length, but the but you are required to follow the statute and if you are jumpst starting with the discussion when you're just scheduling the hearing, then you haven't heard the community views and that's what the statute is is requires you to do. and you know that as a member of the legislature that that's what they've put into place. >> So I would then table uh motion to table this item so that we can set an agenda item that we can have a discussion about Puma and Echo Canyon, what's been going on and the uh marketing

189and everything that's transpired so that we can actually have a conversation as a board which we have not had. So that is my motion. >> I'll second that motion. >> So logistically the study session we have on October 28th would be for that could have that that is that correct? So having the two options which I believe the two options on the table were based on the availability of the board members. If one of them is the 28th that supersedes the study session which takes away our ability to talk. So if that's the only criteria for me I would want to keep that study session to have that opportunity to have a conversation which would default to the 13th as the better option. So just that's how I read this and it's going through my

190head >> and that was partly my hesitation to start putting agenda topics onto that study session. So again just to be clear because I feel like sometime I mean everyone has access to information but it can sometimes you know have its own technical language. The whole idea is we are about to have a study session where we will learn from the district the context for this entire topic. the budget questions, the enrollment trends, all of that information, you know, reasonable people can disagree, but you know, what has been done to uh increase enrollment or what hasn't been done to increase enrollment? You know, all of that is what we still have to hear before we could have any reasonably uh intelligent discussion, I think, on it. um always timely to hear from the community obviously,

191but there's a little bit of cart before the horse because we haven't yet heard the district actually say this is what we're recommending and this is why we're recommending it. Um so while I find it offensive to suggest that I'm a shill of the superintendent, I do actually agree with governing board Warner that we need to have that conversation. We need to hear what is it we're deciding? Why is it being recommended? What's the historical context? And the community needs to hear that to then engage it and say, "No, no, you said you did X, Y, and Z, but you didn't do any of that." Or, "Well, you didn't address these other things we could have done." So, I do think there's a smart order of operations here. And um yeah, so for that reason,

192if we have a duly seconded motion that we have to first act on, I would be voting against that in order maintain the order of operations that was originally suggested. No math, pun intended, by order of operations. >> Your love language. >> Madam President, you do have a duly you do have a motion and a second to table. >> Yeah. >> So, yeah. I make one more comment to that on September 29th. >> Uh Dr. Menzel did tell the same group of parents that he would not be recommending that the school remain open. Okay, we're on the hearing and there we have a motion to table the approval of scheduling a hearing. Uh so we'll vote on that first. A motion unless you want to make any other comments before that vote. >> No, the

193the motion to table is so that we can agendaize and have a discussion about it prior to making this big decision to have a hearing. I think that we as a board need to have the conversation before we go to the public and hear from them so that we have full understanding. >> Okay. So we have a motion we have a motion and a second to table. Thank you. So, I I'm going to call for the motion on the motion to table and to and the second to table. Uh, so I'll I'll call for the vote and I'll roll call. Dr. Patensky, >> no. >> Miss Warner? >> Yes. >> Miss Carney? >> I no. So, the motion to table has did not pass three to two. I await another motion. I'll make a motion

194for option two on the agenda to hold the meeting on November 13th. >> A second. >> I do have a a question. >> Okay, we can discuss it now. We've got a motion in a second. >> Okay, so just so I'm so I'm clear because this is our first time doing this, right? Um this is a recommendation to the board from the district from the superintendent to potentially close repurpose Echo Canyon in Puma Elementary School. Correct. It's a recommendation from the district administration to start the process and the first step in the process is to obtain the community involvement which this board would have sought anyway but the legislature has mandated it. So the district administration recommends that this board start the process. >> Okay. So our vote is saying whether we agree or not

195to start this process. >> The the vote the vote only a public hearing. >> Excuse me. All right, I'll call the motion. We'll roll call again. All those >> madam president, may I ask also that the motion include um providing the superintendent with authority to issue the requisite notices, please? >> Mr. Motion, Dr. Patensky, as as recommended by the attorney. >> I made the motion that we go with >> You did. I'm sorry. I thought it >> option two to schedule a public hearing November 13th and that we give the superintendent the ability to communicate as needed. >> Thank you. >> And a second for that modification. >> Second. >> Okay. Roll call vote. Dr. Patansky. >> I order. >> I'm going to explain my vote. So, I'm going to be a no today simply

196because I do believe we're being misled and um the superintendent has already said that he's going to be a recommendation making a recommendation to represent to have this uh item agenda so we could have a conversation as a board which we're not able to do if we're not all sitting at the dis. So, with that explanation I will vote no. >> Thank you, Miss Carney. >> I'll explain my vote quickly as well. Um, I had asked over the past year or two for our growth cons consolidation plans and never received anything and I I am a no on proceeding with this. >> Mr. Shy, >> yes. >> And I'm a yes. Motion passes three to two. Appreciate the uh difficulty of these conversations and and the board's health and in in its disagreement. Uh, thank

197you, Miss McClen. The next two policies are yours. So we're staying at the podium. Uh we are at F 12F, second read and approval. Governing board policy EB regarding environment and safety program. Miss Mlullen. >> Madame President, members of the governing board. Uh this is a second read of governing board policy EB. Um these recommended changes have been recommended by your policy provider, the Arizona School Board Association. The changes are in conjunction with House Bill 2074, which is now law. And I'm happy to pull up the proposed changes if I can get to them. And I'm happy to answer any questions, but this is uh this is recommended for your approval this evening. I make a motion to approve uh the revised policy uh as presented policy EB. Need a second. >> Second the motion.

198>> Any questions? All those in favor? >> I I >> passes five to zero. We'll go to G now. Mrs. Mlullen. Madame President, members of the governing board, governing board policy GCQF is your policy regarding the dispension dis discipline suspension and um dismissal of professional staff members. Again, the ASBA has recommended um proposed changes to this policy. Um and the changes are minimal in in uh nature but it would permit the board to designate a hearing officer to hold the hearings as shown on the uh dis right now. >> I'll make a motion to approve the second read and approval for G policy GCQF as presented. >> Second a motion. >> Any discussion? All those in favor? >> I passes five to zero. Thank you. All right. Our next one is second read and approval

199for policy IG and Miss Carney, this is your agenda item. >> Thank you, President Los. Um, so I've noticed and I appreciate the strengthened process of committee formation within the district since I brought these policy updates to the board uh on August 5th. I have seen emails go out to the entire community through parent square with the information and links to apply uh for the additional math curriculum adoption committees and most recently the supplemental materials committee. So while I appreciate the strengthened communication and process, we still need to bring policy into an alignment with what we're actually communicating to the public um that the curriculum committee is an advisory committee to the governing board of SUSD. And I just um screenshot the application for parents, community members, uh staff that says this is an advisory

200committee to the governing board of SUSD. Um and so I just am looking uh to bring this policy into an alignment to what we're actually telling the community. >> Would you like to make a motion? >> I make a motion to approve uh updated policy. Second. >> Second. All right. >> As presented. >> All right. I'll call the motion. Uh all those in favor say I. >> I. >> All those opposed say nay. >> Nay. It does not pass 3 to two. Uh 12 to 12 I is uh regarding second read and approval of policy. JJ. Uh Miss Carney. >> Uh thank you. This is the second policy update uh that I had originally discussed on August 5th. Um so currently our textbook adoption committees are operating under policy CE as superintendent committees. This update

201to JJ just brings policy in alignment with the language used by the district of our curriculum committee which I read to you is being presented to the public as this is an advisory committee to the governing board of SUSD which would follow under policy BDE. Um, we are also putting uh language out to the community telling yeah that that this is an advisory committee to the board yet we're not aligning it to practices. Also in the application it says are you applying as a parent, guardian, community member or employee. There's no student uh option listed because we do not have students on our committees. I make a motion to approve um the updates to policy JJ as presented. Second. We have a motion and a second. All those in Would you like to make a

202comment? Sure. >> Have you made suggestions to change that form so we can add students to it? >> No, I've not made the suggestion because these suggestions align with the policies that I was trying to to change because I know how we've been operating. So, it's just proof that this uh this policy update is needed. >> Thank you. >> Any other comments? I'll call the question. All those in favor say I. >> I. >> All those opposed say nay. >> Nay. The motion does not pass. 32. Or do I say two? Three. Uh. All right. We'll go to Jay. Uh uh Miss Mclennon. >> Madam President, members of the governing board, your uh policy advisor, ASBA, has recommended changes to policy IKF. The changes would bring the district into alignment with a new statute that

203allows um students to submit their high school exam scores um taken outside of the district um as a part of their um graduation requirements. As we've discussed at the September 9th first read, the this um more robust changes to governing board policy IKF have uh been presented and started to be discussed with your high school planning guide. This would just bring this piece into compliance. >> All right, I need a motion. I'll make a motion to pass uh the second read and approval of policy IKF as presented. >> I'll second. >> All those in favor? >> I Okay, it passes 5-0. We're now on item 12K, Mrs. Mullen, and that would be item J L policy JLC. Madame President, members of the governing board, there was a change to state law discussing the requirement to

204um provide if parents request the healthcare credentials for persons um working in health offices as well as provide training for any employee. This policy would bring um the district into alignment with that statute that was effective just last week. >> I'll make a motion to approve policy JLCD for second reading approval. >> Second the motion. >> All right. All those in favor? >> I. >> Any opposed? Passes. 50. >> We are now on M. Second reading approval for policy JLF, reporting child abuse and child protection. Did >> I say it wrong? JLF. >> It's JLCD. >> My bad. >> That's okay. >> JLCD. My apologies. Madame President, members of the governing board, um this policy recommendation makes both cleanup changes to the policy um based upon the recommendations of your policy provider. It also aligns

205um Scottsdale Unifi's practice with respect to uh the use of epinephrine, narcan, and albuterol inhalers. Um this policy has been reviewed by your lead nurse and is um recommended for your approval. I make a motion to approve second reading approval of policy JLCD as presented. >> Second the motion. >> All those in favor? >> I I motion passes 5 to zero. On M now policy JLF for reading and second approval. Second reading and approval. Mlullen. >> Madam President, members of the governing board, uh statute changed to require different identification requirements for Department of Child Services workers. um the policy changes is aligned to that change in statute which was Senate Bill 1493 and this is uh recommended for your approval this evening. The first read was on September 9th. >> I make a motion to

206approve second read and approval of policy JLF as presented. >> Second the motion. >> All those in favor? >> I 50 pass. >> Thank you Madam President. Um, appreciate your attention to the changes in statute as it aligns with policy. All right, we are moving on now to item 13, future agenda items. Board members may propose topics for future consideration. >> I'm sorry. Yes, Miss Warner. Um, I have requested two items. Uh, one is the to bring the booster and PTA handbook to the board for a discussion related to a couple of different items. And the other one is to create a policy for accepting honors elective credits for incoming students and those have been provided in email already. >> Thank you. >> Others. All right, we've got some big work ahead. I've got one.

207>> Sorry, Mrs. Warner. Sorry, I wasn't quick enough. >> Mrs. Carney. >> Thank you, President Lewis. Um, I'd like to request that at the next board meeting October 28th, that the board um have an agenda item for the board to create a planning and boundary design advisory committee, PABDAC, and look to Mesa Unified for guidance on their success uh with this. And I would like that on the next meeting. It is a special meeting which under policy can have action items. And this is very important. And I think that we have something like this before we proceed into repurposing and closure conversations. I'll email that. Thank you. I'm pausing. All right. I think we're good. All right. Dates for our upcoming meeting. October 28th is a special governing board meeting and we will be at

208the Mojave District Office annex. And I will I don't need to move to adjurnn. I can just adjourn. >> I move to adjourn the meeting and it is at 8:46. >> I'll second a motion. >> All those in favor? I I >> It passes 5-0. The meeting is adjourned. Thank you everybody.